The following aims were set for this systematic literature review: (a) to make an inventory of existing methods to achieve bondable surfaces on oxide ceramics and (b) to evaluate which methods might provide sufficient bond strength. Current literature of in vitro studies regarding bond strength achieved using different surface treatments on oxide ceramics in combination with adhesive cement systems was selected from PubMed and systematically analyzed and completed with reference tracking. The total number of publications included for aim a was 127 studies, 23 of which were used for aim b. The surface treatments are divided into seven main groups: as-produced, grinding/polishing, airborne particle abrasion, surface coating, laser treatment, acid treatment, and primer treatment. There are large variations, making comparison of the studies difficult. An as-produced surface of oxide ceramic needs to be surface treated to achieve durable bond strength. Abrasive surface treatment and/or silica-coating treatment with the use of primer treatment can provide sufficient bond strength for bonding oxide ceramics. This conclusion, however, needs to be confirmed by clinical studies. There is no universal surface treatment. Consideration should be given to the specific materials to be cemented and to the adhesive cement system to be used.

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The quest for open research data is the driving force behind the development of the whole area of research data management practices. We, as a university library, offer and develop support to researchers and doctoral students. Based on the result of a web survey submitted to all researchers at Malmö University, and the knowledge that doctoral students are on their way of forming their individual research practices, we have made doctoral students our first target group for specific seminars and workshops promoting conscious research data management practices. We will organise these seminars and workshops, which both take into account the general aspects of research data management and the discipline specific practices, so as to develop integrated research data management support in close relation to doctoral students' research practices.

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What opportunities do dental hygienists have to search for information in his or her daily professional life? Do dental technicians continue to update their skills after graduation? Do private dental practitioners have access to databases? Are graduating students experiencing that training in information literacy is relevant in their professional life?These questions gave birth to the idea to study if and in what ways dental hygienists, dental technicians and dentists are searching for information in their professional life, and which information resources they have access to. Through a study of this kind we were hoping to evaluate our work with teaching information literacy. We sent a survey to 164 students that had graduated from the Faculty of Odontology during the years 2005-2009, and got 97 responses. From the responses we have seen that the most frequently used resources were Google, books, colleagues and journals. A far larger percentage of those who work within the public sector and universities have access to a library than those within the private sector. We have observed differences between the three professional groups in terms of search patterns and choice of sources. 79 % of the respondents answered that they benefit from what they learned through the library's instruction and guidance in their work. Thus, the lack of time often determines how often, and where, the information searching is done. Many expressed that they have forgotten what they learned during their studies and comment that refreshing these skills would be beneficial. The results made us think about how we could adjust our teaching in order to prepare the students for their professional life, without cutting down on the regular teaching which the students need in order to manage their studies. How do we highlight the future usefulness of information literacy? The students who graduate from Malmo University will be a part of the surrounding society with which the library should interact. Do we inform students of the services the library can offer them as professionals? Disposition Round table discussion A 10 minute presentation of our study, then a 25 minute discussion in smaller groups based on the questions below and finally 5 minutes to summarize. Learning for school or learning for life? What is important to you - the education or the future professional life or both? In what way can we better prepare students for professional life? What services have we to offer professionals today? Should we offer them other services in addition to the ones we currently offer? Should we evaluate the education based on the perspective of "lifelong learning"? Is it relevant?