Search

Your search keyword '"Räisänen S"' showing total 310 results
Start Over Author "Räisänen S"
310 results on '"Räisänen S"'

2. Screening macroalgae for mitigation of enteric methane in vitro

Author

Wasson, D. E., primary, Stefenoni, H., additional, Cueva, S. F., additional, Lage, C., additional, Räisänen, S. E., additional, Melgar, A., additional, Fetter, M., additional, Hennessy, M., additional, Narayan, K., additional, Indugu, N., additional, Pitta, D., additional, Yarish, C., additional, and Hristov, A. N., additional

Published
2023
Full Text
View/download PDF

4. “There is a lot to practice”:a nexus analytical study on promoting multiliteracy in health education

Author

Korkeamäki, R. (Riitta-Liisa), Hirvonen, N. (Noora), Räisänen, S. (Sari), Nygård, T. (Tuula), Korkeamäki, R. (Riitta-Liisa), Hirvonen, N. (Noora), Räisänen, S. (Sari), and Nygård, T. (Tuula)

Abstract

Children and young people need new competences to seek and evaluate information in the changing multimodal information environment, and teachers do, too, as they have a key role in guiding young people in this task. In health education, these competencies are particularly important because information can be complex and changing, and also because it can have critical consequences. This thesis addresses the challenges of promoting students’ information seeking and evaluation from the perspective of multiliteracy in health education. It scrutinizes a sociocultural approach to multiliteracy, teachers’ informational authority roles and identities, and nexus analysis as a theoretical–methodological perspective. The results of Studies 1, 2, and 3 are reported in three empirical articles. Article I focused on examining teachers’ informational authority roles while students worked in groups on information-seeking and evaluation tasks. Article II analyzed health education teachers’ reflections of their teacher identities and Article III explored teachers’ contributions to students’ multiliteracy learning. The results of the research reveal a multifaceted phenomenon with dimensions of, first, the complexity of modern health communication and online media environments; second, the choice of credible information sources with multimodal and different types of content; and third, teachers’ roles as information facilitators, sources, and guides. The results of this research highlight that while teachers may know what multiliteracy means as a concept, how it can be promoted in all subjects is limited by various factors. The digital world with social media is an integral part of modern human life. The key question, then, is not whether the internet is being used to seek information, but how best to scaffold students to operate there, make rational use of it, and seek credible information. Promoting these practices in subject content, such as health education, would deepen s, Tiivistelmä Nykypäivän multimodaalisissa tietoympäristöissä lapset ja nuoret tarvitsevat uudenlaisia tiedonhankinnan ja arvioinnin taitoja, joiden avulla he oppivat tulkitsemaan ja hyödyntämään monipuolisia ja vuorovaikutteisia sisältöjä. Ohjatessaan nuoria tässä tehtävässä myös opettajat ovat uusien vaatimusten edessä. Tiedonhankinnan ja arvioinnin taidot ovat erityisen tärkeitä terveystiedossa, koska terveyteen liittyvä tieto voi olla vaikeaselkoista ja muuttuvaa, ja puutteelliset taidot voivat aiheuttaa jopa terveydellistä vaaraa. Tässä artikkeliväitöskirjassa käsitellään oppijoiden tiedonhankinnan ja arvioinnin edistämisen haasteita monilukutaidon näkökulmasta terveystiedon opetuksessa. Tutkimuksessa tarkastellaan monilukutaitoa sosiokulttuurisena ilmiönä, opettajan tiedollisia auktoriteettirooleja ja identiteettiä neksusanalyyttisesta näkökulmasta. Tämän tutkimuksen tulokset tuovat esiin monitahoisen ilmiön. Sen ulottuvuuksina ovat nykyaikaisen terveysviestinnän ja verkkoympäristöjen monimutkaisuus, multimodaalisten ja erimuotoista tekstiä sisältävien tiedonlähteiden valintaprosessit sekä opettajien roolit tiedon välittäjinä, lähteinä ja valinnan ohjaajina. Tutkimuksen tulokset osoittavat, että opettajat tietävät mitä monilukutaidon käsitteellä tarkoitetaan, mutta se, miten sitä voidaan eri oppiaineissa edistää, on haastavampi kysymys. Opettajat kantavat huolta oppijoiden luku- ja kirjoitustaidon heikkenemisestä. On tärkeää huomata, että niiden opettaminen edistää monilukutaitoa, mutta myös päinvastoin. Ne ovat osa samaa merkityksenmuodostusilmiötä ja kehittyvät rinnakkain. Digitaalinen maailma ja sosiaalinen media ovat olennainen osa meidän kaikkien elämää. Tämän vuoksi on välttämätöntä opettaa koulussa erilaisten tietoympäristöjen järkevää hyödyntämistä ja kehittää oppijoiden tiedonhankinnan, arvioinnin ja tuottamisen prosesseja. Näiden käytäntöjen edistäminen oppiaineiden sisältötiedossa, esimerkiksi terveystiedossa, syventäisi oppijoiden ymmärrystä temaatti

Published
2022

7. Health education teachers’ historical bodies:constructing teacher identity and teaching information evaluation

Author

T. N. (Tuula Nygård), Hirvonen, N. (Noora), Räisänen, S. (Sari), and Korkeamäki, R.-L. (Riitta-Liisa)

Subjects
Health education, ComputingMilieux_COMPUTERSANDEDUCATION, Nexus analysis, Historical body, Teacher identity, Critical thinking, Information evaluation
Abstract

Purpose: This article describes how Finnish health education teachers verbalise and construct their teacher identity based on their lifestyle, subject area and relationships with their students. Design/methodology/approach: Narrative interviews were conducted amongst eight secondary and upper secondary school teachers. The nexus analysis was used to analyse teachers’ methods of teaching students information-seeking, evaluation and critical thinking skills. Findings: The teachers’ historical bodies — their skills, interests, information-seeking habits and familiar sources — impacted the chosen teaching methods. The results indicate that teacher identity is constructed along different paths and is constantly performed and transformed in the classroom through interactions with students. Originality/value: The study illustrates the reconstruction of teacher identity through interaction in interviews. Teachers act as role models, information gatekeepers and trustees who guide students to choose credible health information sources.

Published
2021

8. Health education teachers’ contributions to students’ multiliteracy learning

Author

Nygård, T. (Tuula), Hirvonen, N. (Noora), Räisänen, S. (Sari), Korkeamäki, R.-L. (Riitta-Liisa), Nygård, T. (Tuula), Hirvonen, N. (Noora), Räisänen, S. (Sari), and Korkeamäki, R.-L. (Riitta-Liisa)

Abstract

This article describes how Finnish health education teachers reflect on their views of multiliteracy and the instructional practices they used to implement it. Narrative interviews were conducted among eight junior high school and high school teachers. Nexus analysis was used to guide the analysis on the teachers’ views and practices. The results indicate that the study participants considered the promotion of multiliteracy to be part of their work as a health education teacher and they implemented multiliteracy instruction in diverse ways, such as assigning information-seeking and production tasks, or by creating role-playing games. However, the study revealed tensions between need-based literacy teaching and curriculum-steered multiliteracy promotion as well as common and novel teaching practices. At its best, reflecting on these tensions can serve as a steppingstone toward professional change and development.

Published
2021

11. Ask your mother!:teachers’ informational authority roles in information-seeking and evaluation tasks in health education lessons

Author

Nygård, T. (Tuula), Hirvonen, N. (Noora), Räisänen, S. (Sari), and Korkeamäki, R.-L. (Riitta-Liisa)

Subjects
information-seeking, nexus analysis, health education, trustee, Cognitive authority
Abstract

This paper contributes to the pedagogical discussion on how to promote critical thinking among adolescents in modern media environments. It argues that teachers play an essential role in guiding students’ assessment of and decision between credible information sources. The study was carried out among eighth-grade health education teachers and students in a secondary school in Finland. Nexus analysis was used as a theoretical lens with which to analyze lesson observation data and teacher interviews. The findings indicate that teachers moved fluently between the informational authority roles of a cognitive authority and a trustee. Moments of perplexity in which teachers were not able to act in these informational authority roles created tension in the classroom; however, they also promoted diversified learning.

Published
2020

13. Risk of preterm birth in relation to history of preterm birth: a population‐based registry study of 213 335 women in Norway.

Author

Tingleff, T, Vikanes, Å, Räisänen, S, Sandvik, L, Murzakanova, G, and Laine, K

Abstract

Objective: To assess the association between preterm first birth and preterm second birth according to gestational age and to determine the role of placental disorder in recurrent preterm birth. Design: Population‐based registry study. Setting: Medical Birth Registry of Norway and Statistics Norway. Population: Women (n = 213 335) who gave birth to their first and second singleton child during 1999–2014 (total n = 426 670 births). Methods: Multivariate logistic regression analyses, adjusted for placental disorders, maternal, obstetric and socio‐economic factors. Main outcome measures: Extremely preterm (<28+0 weeks), very preterm (28+0–33+6 weeks) and late preterm (34+0–36+6 weeks) second birth. Results: Preterm birth (<37 weeks) rates were 5.6% for first births and 3.7% for second births. Extremely preterm second births (0.2%) occurred most frequently among women with an extremely preterm first birth (aOR 12.90, 95% CI 7.47–22.29). Very preterm second births (0.7%) occurred most frequently after an extremely preterm birth (aOR 12.98, 95% CI 9.59–17.58). Late preterm second births (2.8%) occurred most frequently after a previous very preterm birth (aOR 6.86, 95% CI 6.11–7.70). Placental disorders contributed 30–40% of recurrent extremely and very preterm births and 10–20% of recurrent late preterm birth. Conclusion: A previous preterm first birth was a major risk factor for a preterm second birth. The contribution of placental disorders was more pronounced for recurrent extremely and very preterm birth than for recurrent late preterm birth. Among women with any category of preterm first birth, more than one in six also had a preterm second birth (17.4%). Preterm first birth is a major risk factor for subsequent preterm birth, regardless of maternal, obstetric or fetal risk factors. Preterm first birth is a major risk factor for subsequent preterm birth, regardless of maternal, obstetric or fetal risk factors. This article includes Author Insights, a video abstract available at: https://vimeo.com/bjog/authorinsights17013 [ABSTRACT FROM AUTHOR]

Published
2022
Full Text
View/download PDF

15. Alternative selenium supplement for sheep

Author

Nedelkov, K., primary, Chen, X.J., additional, Martins, C.M.M.R., additional, Melgar, A., additional, Harper, M.T., additional, Räisänen, S., additional, Oh, J., additional, Felix, T.L., additional, Wall, E., additional, and Hristov, A.N., additional

Published
2020
Full Text
View/download PDF

18. Hysteresis in the third space?:pupils’ and their parents’ fitting process to the hidden curriculum of new literacy practices

Author

Räisänen, S. (Sari) and Korkeamäki, R.-L. (Riitta-Liisa)

Subjects
literacy practices, hidden curriculum, hysteresis, third space, ComputingMilieux_COMPUTERSANDEDUCATION, change
Abstract

ew literacies offer new spaces for literacy learning and teaching in schools and influence the social structures of the classroom community through the pupils’ possibilities for collaboration and communication. The social structures in education are often referred with the concept of hidden curriculum, because the social equities/inequities are indicated in hidden messages, for example in values, attitudes and beliefs. This study explored the hidden literacy curriculum in a Finnish first-grade classroom community experiencing a change of traditional literacy practices towards new literacies. We chose Bourdieu and Gee as our thinking companions because their theoretical concepts involving change and identity building enabled us to gain a better understanding of the phenomena. We followed the pupils’ and the parents’ ways of fitting to the change. It became evident that the teachers need to support the pupils as well as the parents and to use different tactics for making the change successful.

Published
2018

21. Changing literacy practices:a becoming of a new teacher agency

Author

Räisänen, S. (Sari) and Korkeamäki, R. (Riitta-Liisa)

Subjects
literacy practices, personal and professional learning, opettajan toimijuus, teacher agency, transformation, muutos, ammatillinen ja henkilökohtainen oppiminen, tekstitaitokäytänteet
Abstract

The general aim of this research was to explicate what kind of a process ‘doing things differently’ in the context of literacy practices is from the teacher agency perspective. The research was based on development work on literacy practices, which I as a teacher-researcher conducted in a Finnish first grade classroom during one school year. I based the new literacy practices on the concepts of a broad conception of text and the communicative view of language presented in the Finnish national core curriculum 2004. The new practices mirrored the affordances of ‘new literacies’ involving use of technology, diversified texts and collaborative learning. They deviated from the traditional Finnish ones, which are based on the use of text- and workbooks and teacher-directed interaction, and therefore their implementation brought forth a change process. The meaning was not only to challenge the prevailing practices content and mode wise, but also to transform the social structures of the classroom community towards being more pupil-centred. It became evident that my agency involved the change in organising the possibilities for new kinds ways of working. The change also influenced my subjective level of being a teacher. The act of ‘doing things differently’ became a reflective learning process for me involving a struggle against traditional practices. The social structures changed in connection with literacy practices towards increased pupil participation and emancipation. The teacher agency transformed from instructor to guide, offering the pupils opportunities for learning. The findings showed that the change in the literacy practices was based on the choices I as a teacher made during the process, creating in this way a style for it. The style was characterized by relativity and ‘becoming’, as well as by the need for both professional and personal support. The experiences of these kinds of change processes are currently topical in Finland. This is especially because there is a new curriculum coming out in 2016 and the principles and contents in it will emphasize the use of new technologies and their benefits towards practices and collaborative learning in even more extensive scale than the current one. Educators need knowledge of what kind of process the implementation of these principles and contents will be and what kinds of professional learning it involves. Tiivistelmä Tämän väitöstutkimuksen tarkoituksena oli tarkentaa tekstitaitojen käytänteiden muutosprosessi opettajan toimijuuden näkökulmasta. Tutkimus perustuu kehittämistyölle, jonka minä opettaja-tutkijan roolissa toteutin suomalaisella ensiluokalla lukuvuoden ajan. Tekstitaitojen käytänteiden kehittämistyö perustui Suomen perusopetuksen opetussuunnitelman perusteiden 2004 laajaan tekstikäsitykseen ja yhteisölliseen näkemykseen kielestä. Tältä perustalta luodut käytänteet sisälsivät monilukutaidollisia ulottuvuuksia rakentuessaan erilaisten tekstien ympärille ja sisältäessään teknologian käyttöä ja yhteistoiminnallisia työskentelytapoja. Nämä käytänteet poikkesivat perinteisistä suomalaisista käytännöistä, jotka enimmäkseen perustuvat opettajajohtoiseen työ- ja oppikirjojen käyttöön. Tarkoituksena oli siis sekä muuttaa tekstitaitojen käytänteiden sisältöä ja välineitä, että myös vaikuttaa luokkahuoneyhteisön sosiaalisiin rakenteisiin oppilaskeskeisyyttä lisäämällä. Tutkimusprosessin aikana kävi selväksi, että toimijuuteni oli tärkeä osa työskentelytapojen mahdollisuuksien järjestelyissä, mutta muutos vaikutti myös subjektiiviseen käsitykseeni itsestäni opettajana. Muutostyöstä tuli minulle reflektiivinen oppimisprosessi, jossa pyrin pois perinteisistä käytännöistä. Prosessin aikana luokkayhteisön sosiaaliset rakenteet muuttuivat tekstitaitojen käytänteiden mukana kohti kasvavaa oppilaiden osallisuutta ja emansipatorista vuorovaikutusta. Opettajan toimijuus muuttui ohjaavaksi, tarjoten oppilaille mahdollisuuksia oppimiseensa. Tulokset antavat ymmärtää, että muutos muotoutui prosessin aikana tekemistäni valinnoista, jotka loivat muutokselle omaleimaisen toteutuksen. Tätä omaleimaista toteutusta karakterisoi monitasoisesti suhteellisuus ja ’joksikin tulemisen’ käsite sekä opettajan ammatillisen ja henkilökohtaisen tuen tarve muutostyössä. Kokemukset tekstitaitojen käytänteiden muutosprosessista ovat tällä hetkellä erittäin ajankohtaisia Suomessa, sillä uusi opetussuunnitelma tullessaan voimaan 2016 painottaa monilukutaitoa. Kasvatuksen ja koulutuksen ammattilaiset tarvitsevat tietoa siitä, millainen prosessi uusien käytänteiden toteuttaminen on luokkahuoneyhteisön tasolla ja millaista ammatillista oppimista prosessi opettajalta vaatii.

Published
2015

22. Changing literacy practices:a becoming of a new teacher agency

Author

Korkeamäki, R. (Riitta-Liisa), Räisänen, S. (Sari), Korkeamäki, R. (Riitta-Liisa), and Räisänen, S. (Sari)

Abstract

The general aim of this research was to explicate what kind of a process ‘doing things differently’ in the context of literacy practices is from the teacher agency perspective. The research was based on development work on literacy practices, which I as a teacher-researcher conducted in a Finnish first grade classroom during one school year. I based the new literacy practices on the concepts of a broad conception of text and the communicative view of language presented in the Finnish national core curriculum 2004. The new practices mirrored the affordances of ‘new literacies’ involving use of technology, diversified texts and collaborative learning. They deviated from the traditional Finnish ones, which are based on the use of text- and workbooks and teacher-directed interaction, and therefore their implementation brought forth a change process. The meaning was not only to challenge the prevailing practices content and mode wise, but also to transform the social structures of the classroom community towards being more pupil-centred. It became evident that my agency involved the change in organising the possibilities for new kinds ways of working. The change also influenced my subjective level of being a teacher. The act of ‘doing things differently’ became a reflective learning process for me involving a struggle against traditional practices. The social structures changed in connection with literacy practices towards increased pupil participation and emancipation. The teacher agency transformed from instructor to guide, offering the pupils opportunities for learning. The findings showed that the change in the literacy practices was based on the choices I as a teacher made during the process, creating in this way a style for it. The style was characterized by relativity and ‘becoming’, as well as by the need for both professional and personal support. The experiences of these kinds of change processes are currently topical in Finland. This is especially bec, Tiivistelmä Tämän väitöstutkimuksen tarkoituksena oli tarkentaa tekstitaitojen käytänteiden muutosprosessi opettajan toimijuuden näkökulmasta. Tutkimus perustuu kehittämistyölle, jonka minä opettaja-tutkijan roolissa toteutin suomalaisella ensiluokalla lukuvuoden ajan. Tekstitaitojen käytänteiden kehittämistyö perustui Suomen perusopetuksen opetussuunnitelman perusteiden 2004 laajaan tekstikäsitykseen ja yhteisölliseen näkemykseen kielestä. Tältä perustalta luodut käytänteet sisälsivät monilukutaidollisia ulottuvuuksia rakentuessaan erilaisten tekstien ympärille ja sisältäessään teknologian käyttöä ja yhteistoiminnallisia työskentelytapoja. Nämä käytänteet poikkesivat perinteisistä suomalaisista käytännöistä, jotka enimmäkseen perustuvat opettajajohtoiseen työ- ja oppikirjojen käyttöön. Tarkoituksena oli siis sekä muuttaa tekstitaitojen käytänteiden sisältöä ja välineitä, että myös vaikuttaa luokkahuoneyhteisön sosiaalisiin rakenteisiin oppilaskeskeisyyttä lisäämällä. Tutkimusprosessin aikana kävi selväksi, että toimijuuteni oli tärkeä osa työskentelytapojen mahdollisuuksien järjestelyissä, mutta muutos vaikutti myös subjektiiviseen käsitykseeni itsestäni opettajana. Muutostyöstä tuli minulle reflektiivinen oppimisprosessi, jossa pyrin pois perinteisistä käytännöistä. Prosessin aikana luokkayhteisön sosiaaliset rakenteet muuttuivat tekstitaitojen käytänteiden mukana kohti kasvavaa oppilaiden osallisuutta ja emansipatorista vuorovaikutusta. Opettajan toimijuus muuttui ohjaavaksi, tarjoten oppilaille mahdollisuuksia oppimiseensa. Tulokset antavat ymmärtää, että muutos muotoutui prosessin aikana tekemistäni valinnoista, jotka loivat muutokselle omaleimaisen toteutuksen. Tätä omaleimaista toteutusta karakterisoi monitasoisesti suhteellisuus ja ’joksikin tulemisen’ käsite sekä opettajan ammatillisen ja henkilökohtaisen tuen tarve muutostyössä. Kokemukset tekstitaitojen käytänteiden muutosprosessista ovat tällä hetkellä erittäin ajankohtaisia Suomessa, sillä uusi opetussu

Published
2015

26. Magnetic resonance imaging and radiographic findings of seal finger.

Author

Marjelund, S., Tikkakoski, T., Isokangas, M., Räisänen, S., and Räisänen, S

Subjects
MAGNETIC resonance imaging, SEAL finger (Disease), SKIN inflammation, TENOSYNOVITIS, NONARTICULAR rheumatism, MEDICAL radiography
Abstract

Purpose: To describe the magnetic resonance imaging (MRI) and radiographic findings of five patients with seal finger. Material and Methods: The MR images and radiographs of five patients with seal finger were retrospectively evaluated. MRI was performed on four patients in the subacute phase, and follow-up imaging was done on one of them at 5 months. One patient had MRI only at a later stage 5 years after onset. Radiographs were taken three times in the subacute phase and once at a later stage. One patient had had seal finger in another finger previously. Results: Short-tau inversion-recovery (STIR) sequence showed extensive subcutaneous soft tissue edema in all four patients in the subacute phase and tenosynovitis of the flexion tendons in two cases. Three patients had edema in 2-3 phalanges, and effusion in the distal interphalangeal (DIP) joint was seen in one case. At the later stage, no signal pathology in soft tissues or bones was seen in STIR images. In the subacute phase, radiographs showed digital soft-tissue swelling in three patients, and one patient had a narrowed DIP joint, periarticular osteoporosis, and a periosteal reaction. At the later stage, flexion contracture of the finger was seen. Conclusion: In addition to soft-tissue infection, seal finger causes bone marrow edema, tenosynovitis, and effusion in the interphalangeal joints visible as increased signal intensity in STIR images. Radiographs reveal periarticular osteoporosis with loss of cartilage in the subacute phase and flexion contracture at the later stage. MRI (STIR) allows more precise delineation of the inflammatory process compared to radiography. [ABSTRACT FROM AUTHOR]

Published
2006
Full Text
View/download PDF

36. The increased incidence of obstetric anal sphincter rupture--an emerging trend in Finland.

Author

Räisänen S, Vehviläinen-Julkunen K, Gissler M, and Heinonen S

Abstract

OBJECTIVE: To describe recent trends in the prevalence and risk factors of obstetric anal sphincter ruptures during between 1997 and 2007 in Finland. METHOD: We analyzed a population-based register of 514,741 women with singleton vaginal deliveries recorded in the Finnish Medical Birth Register. Primiparous (n=2315) and multiparous women (n=534) with anal rupture compared in terms of possible risk factors to primiparous (n=215,463) and multiparous (n=296,429) women without anal rupture, respectively, using stepwise logistic regression analysis. RESULTS: The occurrence of anal rupture increased from 0.5% in 1997-1999 to 1.8% in 2006-2007 among primiparous women, and from 0.1% in 1997-2001 to 0.3% in 2006-2007 among multiparous women. Over the study period, the likelihood of women having anal rupture in these groups increased by a factor of 3.28 (95% CI 2.86-3.76) and 2.83 (95% CI 2.19-3.67), respectively, after adjustments for strong associations with many known risks. Changes in population characteristics and in the use of interventions were small, and these did not cause the increased anal rupture rate. The only exception was vacuum-assisted deliveries, which explained about 9% of the rising anal rupture risk. CONCLUSIONS: The current obstetric practice is not optimal for protecting the perineum and reflects the need to standardise obstetric care. Copyright © 2010 by Elsevier Inc. [ABSTRACT FROM AUTHOR]

Published
2009
Full Text
View/download PDF

37. Fear of childbirth in nulliparous and multiparous women: a population-based analysis of all singleton births in Finland in 1997-2010.

Author

Räisänen, S, Lehto, Sm, Nielsen, Hs, Gissler, M, Kramer, Mr, Heinonen, S, Lehto, S M, Nielsen, H S, and Kramer, M R

Abstract

Objective: To identify risk factors for fear of childbirth (FOC) according to parity and socioeconomic status, and to evaluate associations between FOC and adverse perinatal outcomes.Design: A cohort study.Setting: The Finnish Medical Birth Register.Population: All 788 317 singleton births during 1997-2010 in Finland.Methods: Fear of childbirth was defined according to the International Classification of Diseases code O99.80, and its associations with several risk factors and perinatal outcomes were analysed by multivariable logistic regression.Main Outcome Measures: Prevalence of, risk factors for and outcomes of FOC.Results: Fear of childbirth was experienced by 2.5% of nulliparous women and 4.5% of multiparous women. The strongest risk factors for FOC in nulliparous women were depression [adjusted odds ratio (aOR), 6.35; 95% confidence interval (CI), 5.25-7.68], advanced maternal age (aOR, 3.78; 95% CI, 3.23-4.42) and high or unspecified socioeconomic status. In multiparous women, the strongest risk factors for FOC were depression (aOR, 5.47; 95% CI, 4.67-6.41), previous caesarean section (CS) (aOR, 3.02; 95% CI, 2.93-3.11) and high or unspecified socioeconomic status. Among both nulliparous and multiparous women, FOC was associated with higher rates of CS (3.3-fold and 4.5-fold higher, respectively) and a lower incidence of low birthweight (<2500 g), small for gestational age babies, preterm birth and low Apgar scores at 1 minute.Conclusions: High and unspecified socioeconomic status, advanced maternal age and depression are predisposing factors for FOC regardless of parity. Among multiparous women, a previous CS increases vulnerability to FOC. FOC is associated with increased rates of CS, but does not adversely affect other pregnancy outcomes. [ABSTRACT FROM AUTHOR]

Published
2007
Full Text
View/download PDF

38. The age-dependence of bacterial presence on oral epithelial surfaces <em>in vivo</em>.

Author

Vaahtoniemi, L. H., Räisänen, S., and Stenfors, L. -E.

Subjects
*EPITHELIAL cells, *MUCOUS membranes, *BACTERIA, *CELLS, *EPITHELIUM, *MICROSCOPES
Abstract

Epithelial cells obtained by gentle scraping with a brush tip from the gingival margin of d 11 or 51, adjacent labial mucosa and buccal mucosa of children, adolescents and adults were stained with acridine orange and examined under a fluorescence microscope. The amount of bacteria appearing on the epithelial cells was assessed and the form of the adhered bacteria was evaluated. An age-related descending trend (negative Pearson's 4 in all sites) could be seen in the number of colonized cells (>50 bacteria present) in gingival, labial and buccal areas. Adolescents and adults had significantly fewer epithelial cells with colonization of bacteria in the labial and buccal areas compared with children under 6 years. Only cocciformed according to methods outlined in the present study, it should be possible to more closely investigate the bacteria-host relationship as they appear in nature. [ABSTRACT FROM AUTHOR]

Published
1992
Full Text
View/download PDF

42. Mycoplasma pneumoniae protein involved in the antibody response in human infection.

Author

Räisänen, S, Suni, J I, and Vaheri, A

Abstract

Antigen from purified Mycoplasma pneumoniae organisms treated with Tween-80-ether was used in a solid phase enzyme immunoassay and compared with the conventional lipid containing complement fixation antigen for measuring antibodies in sera from patients with aseptic or bacterial meningitis or with apparent M pneumoniae infection. In immunoblotting of the enzyme immunoassay antigen, enzyme immunoassay positive sera detected a polypeptide at Mr = 180.000-200.000, while enzyme immunoassay negative sera whether positive or negative in the complement fixation test did not. These results indicate that the enzyme immunoassay antigen containing the high molecular weight polypeptide can be used to measure M pneumoniae antibodies more specifically than the conventional lipid containing complement fixation antigen. [ABSTRACT FROM PUBLISHER]

Published
1984

43. Serological diagnosis of Mycoplasma pneumoniae infection by enzyme immunoassay.

Author

Räisänen, S M, Suni, J I, and Leinikki, P

Abstract

Antibodies against Mycoplasma pneumoniae antigen obtained by Tween-ether treatment from purified M. pneumoniae were measured by means of enzyme-linked immunosorbent assay (ELISA). Paired sera from 19 patients with pneumonia and from 13 patients with acute pancreatitis with a significant rise in complement fixing antibodies against M. pneumoniae were studied. Single sera from healthy 1-year-old children were used as controls. High levels of IgG and IgM class antibodies were seen in sera from patients with pneumonia while most patients with acute pancreatitis and all the children showed low levels of antibodies. The results indicate that ELISA using Tween-ether treated M. pneumoniae antigen could be used successfully in the specific laboratory diagnosis of M. pneumoniae infection. [ABSTRACT FROM PUBLISHER]

Published
1980

45. Intracellular fragmentation of bone resorption products by reactive oxygen species generated by osteoclastic tartrate-resistant acid phosphatase.

Author

Halleen, J M, Räisänen, S, Salo, J J, Reddy, S V, Roodman, G D, Hentunen, T A, Lehenkari, P P, Kaija, H, Vihko, P, and Väänänen, H K

Abstract

Tartrate-resistant acid phosphatase (TRAP) is highly expressed in bone-resorbing osteoclasts and activated macrophages. It has been suggested that a redox-active iron in the binuclear iron center of TRAP could have the capacity to react with hydrogen peroxide to produce highly destructive reactive oxygen species (ROS). Here we show that TRAP can generate ROS in vitro and that cells over-expressing TRAP produce higher amounts of intracellular ROS than their parent cells. We further demonstrate that these ROS can be targeted to destroy collagen and other proteins. In resorbing osteoclasts, TRAP was found in transcytotic vesicles transporting matrix degradation products through the cell, suggesting that TRAP-facilitated fragmentation of endocytosed material takes place in a specific cellular compartment. These results suggest that bone matrix degradation occurs not only extracellularly in the resorption lacunae but also intracellularly in the transcytotic vesicles. We propose that proteins containing redox-active iron could represent a novel mechanism of physiological fragmentation of organic molecules. This mechanism could be important in tissue remodeling and as a defense mechanism of phagocytosing cells.

Published
1999

Catalog

Books, media, physical & digital resources
See catalog results