Examining the association between genetic liability for schizophrenia and psychotic symptoms in Alzheimer's disease. [PDF]
Creese B +23 more
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In the autumn of 2024, the Norwegian Directorate for Education and Training issued a national recommendation regarding the regulation of mobile phone use in Norwegian schools. This master's thesis explores lower secondary school teachers' experiences and perceptions of the effects of the mobile phone ban on students' concentration and learning outcomes.
Naalsund, Karen Elisabeth Strandskog +1 more
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Coordination in treatments for people who use anabolic androgenic steroid (AAS) - Experiences of professionals. [PDF]
Myhre LP, Fineide MJ.
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Minimizing adverse events while maintaining clinical improvement in a pediatric attention-deficit/hyperactivity disorder crossover trial with dextroamphetamine and methylphenidate. [PDF]
Ramtvedt BE, Aabech HS, Sundet K.
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Conceptualizing the Facilitators and Barriers of Successful Multidisciplinary Teamwork Within the Reablement Process: A Scoping Review. [PDF]
Gibson C, Landry MD, Tuntland H.
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Sluttrapport "Samhandling og prosessledelse"
Konfliktnivået i anleggsprosjekter er et stadig tilbakevendende tema i den offentlige debatten. Debatten handler ofte om kontraktsformer, tildelingskriterier og ikke minst kvaliteten på samhandlingen mellom aktørene i disse interorganisatoriske prosjektene.
Kvålshaugen, Ragnhild, Swärd, Anna
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Use of Implementation Strategies to Promote the Uptake of Knee Osteoarthritis Practice Guidelines and Improve Patient Outcomes: A Systematic Review. [PDF]
Ramirez MM +6 more
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Tverrfaglig samhandling i skolevegringssaker
Tittel: Tverrfaglig samhandling i skolevegringssaker Formål: Oppgaven har undersøkt hvordan skolen, PPT og BUP forholder seg til hverandre og samhandler i skolevegringssaker. Kravet i samhandlingsreformen er at ulike instanser skal forbedre sin tverrfaglige samhandling.
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Interinstitusjonal samhandling ved høyskoler
This chapter consists of two main parts. Firstly, the reflective empiricism has its origins in my own personal experiences over pedagogical and didactical praxis. This is therefore primary knowledge. That is, my own experiences and knowledge, a result of what I have seen, felt, understood and done.
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