No abstract

The lactoperoxidase (LP) system is a natural antimicrobial system, the use of which has been suggested as a preservative in foods and pharmaceuticals. The effect of adding iodide to the LP system, the chemical stability and the change in antimicrobial effectiveness during storage was studied. Addition of iodide with thiocyanate increased the fungicidal and bactericidal effect against Candida albicans, Escherichia coli and Staphylococcus aureus. Pseudomonas aeruginosa showed the same inhibition in the LP system with iodide and without iodide. Storage of the LP system in completely filled airtight containers for 18 months caused a 35% loss of the initial thiocyanate concentration. The antimicrobial activity of this LP system was strong enough to kill inocula of 106 cfu ml−1 of the four test organisms within 2 h of contact time. During storage of the air‐containing LP system, the concentration of thiocyanate was reduced below detection limit within 7 d, the concentrations of hypothiocyanite and hypoiodite within 350 d. After 516 d the antimicrobial activity of air‐containing LP system was strong enough to kill inocula of 106 cfu ml−1Ps. aeruginosa within 2 h, Staph. aureus within 4 h and Candida albicans and E. coli within 1 week of contact time.

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Since classrooms have become more diverse, professional development on adaptive teaching seems critically important, yet turns out to be complex. Lesson Study may address this issue due to its explicit focus on student learning. In total, 22 Lesson Study participants from different school contexts were interviewed. Clarke and Hollingsworth's Interconnected Model of Professional Growth was used as the analyzing framework to explore its adequacy for understanding teacher professional growth. The results reveal teacher professional growth in adaptive teaching competence and show how the intensive focus on student learning, collaborative professional experimentation and the facilitators' role may contribute to this.

Teachers are expected to address a broad range of diverse pupil needs but do not always feel capable or lack the skills to meet these high expectations. The professional development approach Lesson Study may address this. Therefore, this study examines whether participating in Lesson Study influences teachers' beliefs of self-efficacy and (adaptive) teaching behaviour. A quasi-experimental mixed methods design was used to compare pretest and posttest data of intervention and comparison group teachers (N = 48). Significantly different results between the two groups arise in terms of efficacy in pupil engagement as well as in classroom management and instructional behaviour. Immediate stimulated recall interviews provide insight in these outcomes and illustrate to what extent teachers addressed pupils' educational needs.