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- Asplund, Maria. E., 1970, et al.
(författare)
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Dynamics and fate of blue carbon in a mangrove-seagrass seascape : influence of landscape configuration and land-use change
- 2021
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Ingår i: Landscape Ecology. - : Springer. - 0921-2973 .- 1572-9761. ; 36, s. 1489-1509
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Tidskriftsartikel (refereegranskat)abstract
- Context Seagrass meadows act as efficient natural carbon sinks by sequestering atmospheric CO2 and through trapping of allochthonous organic material, thereby preserving organic carbon (C-org) in their sediments. Less understood is the influence of landscape configuration and transformation (land-use change) on carbon sequestration dynamics in coastal seascapes across the land-sea interface. Objectives We explored the influence of landscape configuration and degradation of adjacent mangroves on the dynamics and fate of C-org in seagrass habitats. Methods Through predictive modelling, we assessed sedimentary C-org content, stocks and source composition in multiple seascapes (km-wide buffer zones) dominated by different seagrass communities in northwest Madagascar. The study area encompassed seagrass meadows adjacent to intact and deforested mangroves. Results The sedimentary C-org content was influenced by a combination of landscape metrics and inherent habitat plant- and sediment-properties. We found a strong land-to-sea gradient, likely driven by hydrodynamic forces, generating distinct patterns in sedimentary C-org levels in seagrass seascapes. There was higher C-org content and a mangrove signal in seagrass surface sediments closer to the deforested mangrove area, possibly due to an escalated export of C-org from deforested mangrove soils. Seascapes comprising large continuous seagrass meadows had higher sedimentary C-org levels in comparison to more diverse and patchy seascapes. Conclusion Our results emphasize the benefit to consider the influence of seascape configuration and connectivity to accurately assess C-org content in coastal habitats. Understanding spatial patterns of variability and what is driving the observed patterns is useful for identifying carbon sink hotspots and develop management prioritizations.
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- Brynhildsen, Jan, 1962-, et al.
(författare)
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Attitudes among students and teachers on vertical integration between clinical medicine and basic science within a problem-based undergraduate medical curriculum
- 2002
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Ingår i: Medical teacher. - : Informa UK Limited. - 0142-159X .- 1466-187X. ; 24:3, s. 286-288
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Tidskriftsartikel (refereegranskat)abstract
- Important elements in the curriculum at the Faculty of Health Sciences in Link÷ping are vertical integration, i.e. integration between the clinical and basic science sections of the curriculum, and horizontal integration between different subject areas. Integration throughout the whole curriculum is time-consuming for both teachers and students and hard work is required for planning, organization and execution. The aim was to assess the importance of vertical and horizontal integration in an undergraduate medical curriculum, according to opinions among students and teachers. In a questionnaire 102 faculty teachers and 106 students were asked about the importance of 14 different components of the undergraduate medical curriculum including vertical and horizontal integration. They were asked to assign between one and six points to each component (6 points = extremely important for the quality of the curriculum, 1 point = unimportant). Students as well as teachers appreciated highly both forms of integration. Students scored horizontal integration slightly but significantly higher than the teachers (median 6 vs 5 points, p=0.009, Mann-Whitney U-test), whereas teachers scored vertical integration higher than students (6 vs 5, p=0.019, Mann-Whitney U-test). Both students and teachers considered horizontal and vertical integration to be highly important components of the undergraduate medical programme. We believe both kinds of integration support problem-based learning and stimulate deep and lifelong learning and suggest that integration should always be considered deeply when a new curriculum is planned for undergraduate medical education.
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- Ch'ng, JH, et al.
(författare)
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Enhanced virulence of Plasmodium falciparum in blood of diabetic patients
- 2021
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Ingår i: PloS one. - : Public Library of Science (PLoS). - 1932-6203. ; 16:6, s. e0249666-
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Tidskriftsartikel (refereegranskat)abstract
- Rising prevalence of diabetes in sub-Saharan Africa, coupled with continued malaria transmission, has resulted more patients dealing with both communicable and non-communicable diseases. We previously reported that travelers with type 2 diabetes mellitus (T2DM) infected with Plasmodium falciparum were three times more likely to develop severe malaria than non-diabetics. Here we explore the biological basis for this by testing blood from uninfected subjects with type 1 and type 2 diabetes, ex vivo, for their effects on parasite growth and rosetting (binding of infected erythrocytes to uninfected erythrocytes). Rosetting was associated with type 2 diabetes, blood glucose and erythrocyte sedimentation rate (ESR), while parasite growth was positively associated with blood glucose, glycated hemoglobin (HbA1c), body mass index (BMI), fibrinogen and triglycerides. This study establishes a link between diabetes and malaria virulence assays, potentially explaining the protective effect of good glycemic control against severe malaria in subjects with diabetes.
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- Dahle, L. O., et al.
(författare)
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Problem-based medical education : development of a theoretical foundation and a science-based professional attitude
- 1997
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Ingår i: Medical Education. - : Wiley. - 0308-0110 .- 1365-2923. ; 31:6, s. 416-424
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Tidskriftsartikel (refereegranskat)abstract
- Problem-based learning, combined with early patient contact, integration between different subject areas, elements of multiprofessional education, and special emphasis on the development of communications skills has become the basis for the medical curriculum at the Faculty of Health Sciences in Linköping. Critics have questioned the depth of the scientific and theoretical aspects of the curriculum. Through a series of specific measures in the organization of the curriculum and examinations, and due to the pedagogical principles involved per se, our claim is that students graduating at Linköping do possess the required theoretical knowledge and a scientific attitude to the practice of medicine, at least equivalent to that obtained in a more conventional medical curriculum. One such specific measure is that all students perform one field study and two scientific studies during the course of the curriculum. An investigation of student opinions regarding the value of performing scientific projects of their own have shown that these projects have had a positive impact on the students' general scientific attitude and their willingness to engage in future scientific work. The specific skills acquired, as confirmed by oral examinations, were largely determined by the scientific nature of the chosen field of study. Our graduates have not yet progressed far enough in their careers for comparisons to be made on the basis of the Swedish Licensing Board Internship Examinations, but continuing evaluations of students, graduates and licensed doctors emerging from the curriculum will provide future evi-dence as to whether our present evaluation is correct.
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- Dahle, L. O., et al.
(författare)
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Pros and cons of vertical integration between clinical medicine and basic science within a problem-based undergraduate medical curriculum : examples and experiences from Linköping, Sweden
- 2002
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Ingår i: Medical teacher. - : Taylor & Francis. - 0142-159X .- 1466-187X. ; 24:3, s. 280-285
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Tidskriftsartikel (refereegranskat)abstract
- Problem-based learning (PBL), combined with early patient contact, multiprofessional education and emphasis on development of communications skills, has become the basis for the medical curriculum at the Faculty of Health Sciences in Link ping (FHS), Sweden, which was started in 1986. Important elements in the curriculum are vertical integration, i.e. integration between the clinical and basic science parts of the curriculum and horizontal integration between different subject areas. This article discusses the importance of vertical integration in an undergraduate medical curriculum, according to experiences from the Faculty of Health Sciences in Link ping, and also give examples on how it has been implemented during the latest 15 years. Results and views put forward in published articles concerning vertical integration within undergraduate medical education are discussed in relation to the experiences in Link ping. Vertical integration between basic sciences and clinical medicine in a PBL setting has been found to stimulate profound rather than superficial learning, and thereby stimulates better understanding of important biomedical principles. Integration probably leads to better retention of knowledge and the ability to apply basic science principles in the appropriate clinical context. Integration throughout the whole curriculum entails a lot of time and work in respect of planning, organization and execution. The teachers have to be deeply involved and enthusiastic and have to cooperate over departmental borders, which may produce positive spin-off effects in teaching and research but also conflicts that have to be resolved. The authors believe vertical integration supports PBL and stimulates deep and lifelong learning.
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- GOTHELID, M, et al.
(författare)
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ADSORPTION OF TIN ON THE GE(111)-C(2X8) SURFACE STUDIED WITH SCANNING-TUNNELING-MICROSCOPY AND PHOTOELECTRON-SPECTROSCOPY
- 1995
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Ingår i: Surface Science. - : Elsevier BV. - 0039-6028 .- 1879-2758. ; 328:1-2, s. 80-94
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Tidskriftsartikel (refereegranskat)abstract
- The growth and epitaxy of Sn on Ge(111) have been investigated using scanning tunneling microscopy (STM), low energy electron diffraction (LEED) and core level photoelectron spectroscopy for coverages ranging from 0.4 monolayers (ML) to above the critical coverage at 1.6 ML. At the lowest coverage a (root 3 X root 3)R30 degrees reconstruction is formed at an annealing temperature of 250-300 degrees C while an annealing above 500 degrees C creates a dimer-adatom-stacking fault (DAS) (7 X 7) structure. In the (7 X 7) structure we argue that Sn occupies both adatom and dimer sites. A previously suggested difference in the (root 3 X root 3)R30 degrees reconstruction at different coverages could not be revealed in our STM images and it seems likely that the structure is the same both at 0.4 and 0.7 ML Sn coverage. We also report the observation of a new superstructure, a (4 X root 7) reconstruction in the submonolayer regime, which appears as a minority structure in disordered regions adjacent to a (5 X 5) DAS structure, Finally in the post-monolayer region a (3 X 2 root 3) structure, surrounded by vast areas of an amorphous tin overlayer, has been imaged by STM. As the coverage was increased, the amorphous layer completely covered the ordered (3 X 2 root 3) phase, which still could be observed in LEED. Additional room temperature deposition of Sn deteriorated the fractional order LEED spots presumably due to indiffusion of Sn from the interface as the critical coverage was surpassed.
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