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Anastomotic-vaginal fistula forms a significant part of all symptomatic leakages after low anterior resection for cancer in women. Although diagnosed later, the need for abdominal re-operation and defunctioning stoma was not different from patients with CL. Risk factors for AVF included low anastomosis, preoperative radiotherapy and UICC cancer stage IV.

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This study is addressing both upper secondary students' views of whether it is possible to combine a scientific view of the universe with a religious conviction, and their views of miracles. Students are asked about their own views as well as the views they associate with physics. The study shows that in some cases the students' own views differ from the views they associate with physics. This we consider to be a possible problem for these students. Through looking at how the students explain the views they associate with physics concerning the issues above, we show that these views are for many of the students intertwined with and linked to other views, that in the students' views, are part of the worldview of physics. It is common that the students associate scientism with physics. We question whether these kinds of views are necessary for the building of scientific knowledge. Consequences for the teaching and learning of science are discussed.

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In this article we report on a group activity, based on previous work [Hansson & Redfors: 2006b, Science & Education (accepted)], in an upper secondary physics class in Sweden. The aim was to engage students in a discussion about which presuppositions that are really necessary for physics. During the activity the students were to decide about the physics' view concerning a number of statements. The overall aims of the study were to gain more knowledge about what kind of presuppositions the students associate with physics, and to identify possible ways to address this with students in class. The study shows that it is common for students to associate 'scientism' with physics. This is only to some extent problematised and questioned during the discussions. Furthermore we can see that presuppositions necessary for physics are not immediately recognized by the students.

The article is addressing how students reason about the origin and development of the universe. Students' own views as well as their descriptions of physical models are analysed. Data consists of written surveys, and interviews of a subset of the students. Most of the students relate to the Big Bang model when describing the origin of the universe. The study however shows that this can mean different things to the students. The article also addresses views of whether or not the universe changes and of the origin of the elements. When comparing students' own views with their views of the physics view this study shows that there are students who have a different view of their own than the view they connect with physics. This shows that students, in the area of cosmology, do not necessarily take the view they connect with physics to be their own. Examples of students who handle the physics view in different ways are discussed. There are students who relate not only to science but also to a religious worldview when describing their own view. This shows that when discussing cosmology in class, also a religious worldview can be relevant for parts of the student group.This study is part of a larger project addressing how upper-secondary students handle different contributions to their worldviews and how they relate these different contributions to one another. From our experience, in teaching physics, we know that many students are very interested when you in class come to discuss questions that have a clear connection to our worldviews. It is necessary to realise that science education is not only a matter of understanding specific science concepts. Lemke (2001) writes: It is not simply about what is right or what is true in the narrow rationalist sense; it is always also about who we are, about who we like, about who treats us with respect, about how we feel about ourselves and others. (p. 301).Brickhouse (2001) argues in the same direction when she says that learning science cannot be viewed only as an acquisition of single concepts and under-