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A goal of our study was to find an alternative to nano-silver-based antimicrobial materials which would contain active silver immobilized in a solid matrix that prevents its migration into the surrounding environment. In this study, we investigated whether silver cations dispersed in an atomic form and trapped in an ion-exchanged zeolite show comparable antimicrobial activity to silver nanoparticles (NPs). The biocidal active material was prepared from the sodium form of faujasite type zeolite in two steps: (1) exchange with silver cations, (2) removal of the external silver oxide NPs by elution with Na2EDTA solution. The modified biocidal zeolite was then added to paper pulp to obtain sheets. The zeolite paper samples and reference samples containing silver NPs were tested in terms of biocidal activity against an array of fungi and bacteria strains, including Escherichia coli, Serratia marcescens, Bacillus subtilis, Bacillus megaterium, Trichoderma viride, Chaetomium globosum, Aspergillus niger, Cladosporium cladosporioides, and Mortierella alpina. The paper with the modified faujasite additive showed higher or similar antibacterial and antifungal activities towards the majority of tested microbes in comparison with the silver NP-filled paper. A reverse effect was observed for the Mortierella alpina strain. [ABSTRACT FROM AUTHOR]

The research aim was to determine the effectiveness of disinfection methods: thyme essential oil microatmosphere (TEO), silver nanoparticles misting (AgNPs), and low temperature plasma (LTP) by culture-dependent method and RNA analysis. In addition, we examined the influence of disinfection on mechanical and optical properties of paper from historical books with different levels of microbial contamination. All disinfection methods were generally bacteriostatic and fungistatic. The AgNPs misting method was more effective for bacterial inhibition ( R = 60–100%), than LTP ( R = 25–100%) and TEO ( R = 12–100%); all tested methods were less effective for fungi ( R = 0–99.8%). TEO exhibits a broader spectrum of fungicidal activity compared to AgNPs and LTP. The antimicrobial effectiveness depended on the area from where the microorganisms were isolated and their sensitivity to the active agent. A higher disinfection effectiveness was observed for books with higher levels of microbial contamination. RNA concentration was a good marker of antimicrobial activity of disinfection. RNA amount decreased by 95–100% after disinfection with LTP and TEO, and by 29–89% after AgNPs disinfection. Disinfection of paper from historical books with LTP, AgNPs and TEO did not significantly influence or have a positive effect on the mechanical and optical properties of paper from tested historical books. We show that LTP, TEO, and AgNPs can be used as microbiostatics, alternatively to the currently available methods. [ABSTRACT FROM AUTHOR]

Occupational therapists routinely use teaching–learning approaches to support clients in their acquisition of skills supporting occupational performance goals. This paper is the first of a two-part presentation that positions teaching–learning in occupational therapy through a discussion of the Four-Quadrant Model of Facilitated Learning (4QM). The 4QM provides a means of informing clinical reasoning when using teaching–learning approaches in occupational therapy. Although developed to actualise teaching–learning approaches with children, it has the potential to be applied more broadly. This first paper explores the relationship between occupational therapy principles and the use of teaching–learning approaches. It draws on current literature to understand the use of learning strategies as therapeutic tools. In this context, the 4QM is presented as a way of organising occupational therapy intervention when a teaching–learning approach is used. [ABSTRACT FROM AUTHOR]

Occupational therapists routinely use a variety of learning strategies as part of their engagement with clients. This paper is the second of a two-part presentation of the Four-Quadrant Model of Facilitated Learning (4QM), a client-centred means of employing teaching–learning approaches to intervention. The first paper examined the way teaching–learning approaches can be used in occupational therapy. The current paper discusses the ways that various learning strategies can be used as therapeutic tools. Useful learning strategies are grouped according to purpose and presented in the 4QM as a coordinated way of organising therapeutic intervention. In this way, the 4QM is posited to enhance the repertoire of strategies from which therapists can draw, and to help coordinate the learning process over time. The 4QM is advanced as a way of informing clinical reasoning in teaching–learning approaches to occupational therapy by providing a means of understanding how and when various strategies are most appropriately used. Although grounded in theories of child learning, applications to adult learning may also be possible. [ABSTRACT FROM AUTHOR]

Aim: This paper describes the implementation of a Collaborative Model of Fieldwork Education in a regional hospital occupational therapy department. Methods: The literature on models of fieldwork education for occupational therapy students is reviewed, and an approach to the implementation of the collaborative model with three students to one clinical educator is described after piloting of this model's recommendations, arising from the pilot placement, are proposed. Conclusions: The implementation of a Collaborative Model of Fieldwork Education requires careful planning, close links with the university fieldwork team and a willingness on the behalf of occupational therapist clinical educators to explore alternative approaches to the provision of fieldwork education. [ABSTRACT FROM AUTHOR]