Skicklig läs- och skrivundervisning i åk 1-3 : Om lärares möjligheter och hinder

This study focuses on teachers’ opportunities and obstacles to perform skillful reading and writing instruction. It’s about the ability to accurately identify where students are in their reading and writing process and to help them develop good reading skills. It is also about the ability to recognize signs of difficulties that students may have in their written language development and to know what efforts are needed to help them advance their reading and writing skills. The research is based on teachers’ own statements and survey responses on the external conditions for teaching and on their approach, attitudes and knowledge in reading and writing. The empirical material consists of interviews, surveys and test data. The interview study was conducted with eight teachers. The questionnaire was answered by 249 teachers, while the knowledge test was conducted of 269 teachers and 31 special education teachers. Many of the teachers in this study have lack knowledge in the structure of language and common Swedish spelling rules. Furthermore, it appears that a large part of them are unaccustomed to explaining, in detail, students’ reading development and find it difficult to systematically describe the aspects of daily literacy instruction. The overall picture is that many teachers teach without having tools to reflect on how their education really affects students’ reading and writing. These shortcomings make it difficult to conduct effective literacy instruction. Once students have learned to decode or if they have reading difficulties, many teachers seem to one-sidedly focus on getting students to read more. The consequence could be that those who would need to practice more on the technical basic of reading or comprehension strategies are left without support. Lack of variety and individuality in fluency and comprehension training can challenge the students’ reading and writing development. The teachers in the study, who have the old junior school teacher and elementary teacher education, have the highest amount of knowledge of reading and writing (the test). Good education can provide student teachers with professional skills that they may develop further in their careers. Knowledge of the meaning of phonological and phonemic awareness as well as knowledge of how to count phonemes seem to be important for knowledge of reading and writing (the test). Knowledge of basic reading processes can be obtained by systematic and structured work with students’ linguistic development, and through continuous dialogues with experienced colleagues on how and why questions. This is one important way to work also in teacher training. When essential professional skills are established in the teacher education, in practice students will obtain the school’s learning goals.

Gestaltande undervisnings- och redovisningsformer med särskilt fokus på Grundlärarprogrammet – Förskoleklass och grundskolans åk. 1-3

Högskolepedagogik, högskolepedagogisk utbildning, BHU

Bland rutschbanebrallor och halkiga stockar : En studie om hur förskollärare tillsammans med barnen arbetar utomhus med fysikaliska begrepp som återkommer i läroplanen för åk 1-3.

The purpose of this study was to find out if preschool teachers use physical concepts included in thecurriculum for grade 1-3 (gravity, center of gravity, equilibrium, balance and friction) with the children in the outdoor environment at the preschool, if preschool teachers believe it is concepts that works to use with children in preschool outdoor environment and if the work could be developed regarding these physical concepts. To conduct the study, observations were done of preschool yards and semi-structured interviewswere conducted with preschool teachers who work in preschool right now. The result shows that it requires little resources to work with these concepts outdoors and teachers are positive to use the concepts but they do not use it to the extent they would like for a variety of reasons. In various ways, the preschool teachers also expresses that it is possible for children to absorb the physical concepts at preschool and it would help to later build a foundation in the form of childrens thinking that science is something fun and exciting that belong in their everyday lives.

Huvudräkningsstrategier som grund för tabellkunskaper : En empirisk undersökning om och hur huvudräkningsstrategier undervisas i årskurs 1-3

Denna undersökning tar sin utgångspunkt i en tidigare litteraturstudie vars resultat påvisade att grundläggande tabellkunskaper som tillgodogjorts genom huvudräknings-strategier, är avgörande för elevers fortsatta matematiklärande och en förutsättning för en välutvecklad taluppfattning. Om huvudräkningsstrategier explicit skall undervisas eller inte, var dock en fråga som besvarades olika av den i litteraturstudien ingående forskningen. Som en konsekvens av detta har en empirisk undersökning genomförts i syfte att undersöka om, och i så fall hur, lärare i svenska skolor undervisar elever i årskurs 1-3 i huvudräkningsstrategier. Frågeställningen har undersökts genom lärarintervjuer. Undersökningens resultatet visar att lärarna som ingått i urvalet anser att tabellkunskaper som grund för huvudräkningsstrategier är avgörande för att elever skall bli framgångrika i matematik. Lärarna ger också uttryck för att eleverna behöver aktiv undervisning i olika huvudräkningsstrategier för att uppmärksamma att man kan tänka på olika sätt när man använder sig av huvudräkning, och att eleverna behöver lyssna till hur andra tänker för att hitta och tillgodogöra sig alternativa räknestrategier.

Är teknikämnet efter över 20 år med egen kursplanpå väg att etablera sig i årskurs 1-3? : Åtta lärares beskrivning av sin planering och undervisning iteknik

Studien har haft som syfte att undersöka hur lärare i årskurs 1-3 planerar och genomförundervisning i teknik. Frågeställningarna som tagits fram för att för att få svar på studiens syfteär: hur beskriver lärarna att de planerar för teknikämnet, allmänt och i relation till det centralainnehållet för årskurs 1-3?, hur beskriver lärarna att de undervisar relaterat till det centralainnehållet i teknik för årskurs 1-3? samt vilka undervisningsmetoder används, enligt lärarna?Dessa frågor har det sökts svar på genom kvalitativa intervjuer med åtta lärare i årskurs 1-3.I resultatet framkommer att teknik är ett ämne som inte fullt ut har fått fäste i årskurs 1-3, då detvisar sig att flera lärare i studien saknar förtrogenheten med ämnets kursplan och planering ochundervisning beskrivs till stor del bedrivas tillsammans med No-ämnena. Teknikämnet har haften egen kursplan i tjugo år. Trots detta saknas på många skolor lärare med utbildning i tekniksamt material. Det framgår dock också i resultatet att några av de intervjuade lärarna ärintresserade och väl insatt i ämnets kursplan, även material i form av Skellefte-tekniken och NTAanvänds av flertalet av lärarna i studien. Teknikämnet behöver stärkas ytterligare som eget ämneoch i högre utsträckning undervisas separat för att ge eleverna en god uppfattning av vad som är teknik

Crystal structure of potassium trifluoro(2-methyl-1,3-dithiano)borate, K(C5H9BF3S2)

C5H9BF3KS2, triclinic, P (1) over bar (no. 2), a = 11.9238(5) angstrom, b = 13.6060(5) angstrom, c = 14.0280(3) angstrom, alpha = 114.995(2)degrees, beta = 92.035(2)degrees, gamma = 92.390(2)degrees, V = 2057.4 angstrom(3), Z = 8, R-gt(F) = 0.049, wR(ref)(F-2) = 0.117, T = 296 K.

Crystal structure of potassium trifluoro[1,3-dithiano]borate, K(C4S2H7BF3)

C4H7BF3KS2, monoclinic, P12(1)/cl (no. 14), a = 14.7374(3) angstrom, b = 9.06121) angstrom, c = 13.5805(2) angstrom, beta = 98.964(4)degrees, V = 1791.4 angstrom(3), Z = 8, R-gt(F) = 0.029, wR(ref)(F-2) = 0.010, T = 296 K.

Crystal structure of potassium trifluoro[1,3-dithiano]borate, K(C 4S2H7BF3)

C4H7BF3KS2, monoclinic, P121/c1 (no. 14), a = 14.7374(3) Å, b = 9.0612(1) Å, c = 13.5805(2) Å, β = 98.964(4)°, V = 1791.4 Å3, Z = 8, Rgt(F) = 0.029, wRref(F2) = 0.010, T = 296 K. © by Oldenbourg Wissenschaftsverlag.

Fe K-edge X-ray absorption spectroscopy study of Pb(Fe2/3W 1/3)O3-PbTiO3 multiferroic ceramics

The present paper is a comprehensive study concerning Fe K-edge X-ray absorption spectroscopy (XAS) measurements, which were performed to characterize the local structure of (1 - x)Pb(Fe2/3W1/3)O 3-xPbTiO3 samples as a function of temperature and PbTiO3 content. Results obtained by the fits of extended X-ray absorption fine structure consist with rhombohedral symmetry for Pb(Fe 2/3W1/3)O3 composition at temperatures lower than room temperature. This result is in apparent disagreement with X-ray and neutron diffraction characterization which have been reported. This apparent disagreement is related to the fact that XAS probes the short-range order, whereas X-ray diffraction provides structural information about the average structure. Moreover, as the PbTiO3 content increases, a disorder has been detected at local structure of the FeO6 octahedron. Analysis of X-ray absorption near edge structure spectra did not show modifications in intensity nor energy of transitions. © 2013 American Institute of Physics.

Study of K beta X-ray emission spectroscopy applied to Mn((2-x))V((1+x))O4 (x=0 and 1/3) oxyspinel and comparison with XANES

Oxidation state and coordination of transition metal cations seems to be hard to assess when considering multiple cations, each one with different possible oxidation states. In fact, this is the case of the spineltype double oxides family. High resolution K beta X-ray fluorescence spectra were measured in Mn(2-x)V(1+4)O4 (x=0 and 1/3) spinels-type double oxides in order to determine the oxidation state and coordination of V and Mn cations. The relative intensity of radiative Auger effect KM2,3M4,5 to the total intensity and the integral absolute difference value were used as reference parameters for the characterization of Mn oxidation states. The coordination of Mn ions was inferred by the intensity of the K beta(5) line. In the case of V compounds, it was used as the intensity of the line K beta' relative to the total area of K beta region. The obtained results were further compared with X-ray absorption spectra analysis, showing good agreements regarding the oxidation state characterization. However, there were found some discrepancies in coordination, due to customary oversimplifications in the K beta(5) line origin. The obtained results might represent valuable and useful data for chemical scopes of characterizing spineltype oxides family. (C) 2013 Elsevier Ltd. All rights reserved.

Quantum-chemical, NMR and X-ray diffraction studies on (+/-)-1-[3,4-(methylenedioxy)phenyl]-2-methylaminopropane

Time-averaged conformations of (+/-)-1-[3,4-(methylenedioxy)phenyl]-2-methylaminopropane hydrochloride (MDMA, ""ecstasy"") in D(2)O, and of its free base and trifluoroacetate in CDCl(3), were deduced from their (1)H NMR spectra and used to calculate their conformer distribution. Their rotational potential energy surface (PES) was calculated at the RHF/6-31G(d,p), 133LYP/6-31G(d,p), B3LYP/cc-pVDZ and AM1 levels. Solvent effects were evaluated using the polarizable continuum model. The NMR and theoretical studies showed that, in the free base, the N-methyl group and the ring are preferentially trans. This preference is stronger in the salts and corresponds to the X-ray structure of the hydrochloride. However, the energy barriers separating these forms are very low. The X-ray diffraction crystal structures of the anhydrous salt and its monohydrate differed mainly in the trans or cis relationship of the N-methyl group to the a-methyl, although these two forms interconvert freely in solution. (C) 2007 Elsevier Inc. All rights reserved.

Derivatives of 1,3,5-triamino-1,3,5-trideoxy-cis-inositas versatile pentadentate ligands for protein labeling with Re-186/188. Prelabeling, biodistribution, and X-ray structural studies

The pentadentate H(3)bhci [1,3,5-trideoxy-1,3-bis((2-hydroxybenzyl)amino)-cis-inistol] and its bifunctionalized analogue H(3)bhci-glu-H [1,3,5-trideoxy-1,3-bis((2-hydroxybenzyl)amino)-5-glutaramido-cis-inositol] were synthesized, and their coordination chemistry was investigated with inactive rhenium, with no carrier added Re-188 and with carrier added Re-186. The neutral Re(V) complexes [ReO-(bhci)] and [ReO(bhci-glu-H)] are formed in good yields starting from [ReOCl3(P(C6H5)(3))(2)] or in quantitative yield directly from [(ReO4)-Re-186/188](-) in aqueous solution by reduction with Sn(II) or Sn(0). The X-ray structures of [ReO(bhci)] and [ReO(bhci-glu-H)] were elucidated revealing pentadentate side on coordination of the ligands to the Re=O core. The basic cyclohexane frame adopts a chair form in the case of [ReO(bhci)] and a twisted boat form in the case of [ReO(bhci-glu-H)]. [ReO(bhci)] crystallizes in the monoclinic space group C2/c with a = 27.425(3), b = 14.185(1), c = 19.047(2) Angstrom, and beta = 103.64(2)degrees and [ReO(bhci-glu-H)] in the monoclinic space group P2(1)/c with a = 13.056(3), b = 10.180(1), c = 22.378(5) Angstrom and beta = 98.205(9)degrees Both Re-188 complexes are stable in human serum for at least 3 days without decomposition. After injection into mice, [ReO(bhci-glu)](-) is readily excreted through the intestines, while [ReO(bhci)] is excreted by intestines, liver, and the kidneys. TLC investigations of the urine showed exclusively the complexes [ReO(bhci-glu-H)] and [ReO(bhci)], respectively, and no decomposition products. For derivatization of antibodies, the carboxylic group of [ReO(bhci-glu-H)] was activated with N-hydroxysuccinimide, which required unusually vigorous reaction conditions (heating). The anti colon cancer antibody mAb-35 [IgG and F(ab')(2) fragment] was labeled with [(ReO)-Re-186/188(bhci-glu)] to a specific activity of up to 1.5 mCi/mg (55 MBq/mg) with full retention of immunoreactivity. Labeling yields followed pseudo-first-order kinetics in antibody concentration with the ratio of rates between aminolysis and hydrolysis being about 2. Biodistributions of Re-186-labeled intact mAb-35 as well as of its F(ab')(2) fragment in tumor-bearing nude mice revealed good uptake by the tumor with only low accumulation of radioactivity in normal tissue.

Biochemical and structural characterization of a beta-1,3-1,4-glucanase from Bacillus subtilis 168

beta-1,3-1,4-Glucanases (E.C. 3.2.1.73) hydrolyze linked beta-D-glucans, such as lichenan and barley beta-glucan. Recombinant beta-1,3-1,4-glucanase from Bacillus subtilis expressed in Escherichia coil and purified by Ni-NTA chromatography exhibited optimum activity at 50 degrees C and pH 6.0. The catalytic half-life at 60 degrees C decreased from 90 to 5 min when the enzyme was incubated in the presence and absence of Ca(2+) respectively. The kinetic parameters of lichenan hydrolysis were 2695, 3.1 and 1220 for V(max) (mu mol/min/mg), K(m) (mg mL(-1)) and K(cat) (s(-1)), respectively. Analysis by DLS, AUC and SAXS demonstrated the enzyme is monomeric in solution. Chemical denaturation monitored by ITFE and far-UV CD yielded Delta G(H2O) values of 9.6 and 9.1 kcal/mol, respectively, showing that the enzyme has intermediate stability when compared with other Bacillus beta-1,3-1,4-glucanases. The crystal structure shows the anti-parallel jelly-roll beta-sheet conserved in all GH16 beta-1,3-1,4-glucanases, with the amino acid differences between Bacillus sp. enzymes that are likely determinants of stability being distributed throughout the protein. (C) 2011 Elsevier Ltd. All rights reserved.