| 1. |
- Balk, Lennart, et al.
(författare)
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Widespread episodic thiamine deficiency in Northern Hemisphere wildlife
- 2016
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Ingår i: Scientific Reports. - : Nature Publishing Group. - 2045-2322. ; 6
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Tidskriftsartikel (refereegranskat)abstract
- Many wildlife populations are declining at rates higher than can be explained by known threats to biodiversity. Recently, thiamine (vitamin B-1) deficiency has emerged as a possible contributing cause. Here, thiamine status was systematically investigated in three animal classes: bivalves, ray-finned fishes, and birds. Thiamine diphosphate is required as a cofactor in at least five life-sustaining enzymes that are required for basic cellular metabolism. Analysis of different phosphorylated forms of thiamine, as well as of activities and amount of holoenzyme and apoenzyme forms of thiaminedependent enzymes, revealed episodically occurring thiamine deficiency in all three animal classes. These biochemical effects were also linked to secondary effects on growth, condition, liver size, blood chemistry and composition, histopathology, swimming behaviour and endurance, parasite infestation, and reproduction. It is unlikely that the thiamine deficiency is caused by impaired phosphorylation within the cells. Rather, the results point towards insufficient amounts of thiamine in the food. By investigating a large geographic area, by extending the focus from lethal to sublethal thiamine deficiency, and by linking biochemical alterations to secondary effects, we demonstrate that the problem of thiamine deficiency is considerably more widespread and severe than previously reported.
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| 2. |
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| 3. |
- Björnerås, Caroline, et al.
(författare)
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Inland blue holes of The Bahamas - chemistry and biology in a unique aquatic environment
- 2020
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Ingår i: Fundamental and Applied Limnology. - : Schweizerbart science publishers. - 1863-9135. ; 194:2, s. 95-106
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Tidskriftsartikel (refereegranskat)abstract
- While lake systems in temperate regions have been extensively studied, tropical and subtropical systems have received less attention. Here, we describe the water chemistry and biota of ten inland blue holes on Andros Island, The Bahamas, representative of the morphological, abiotic, and biotic variation among Androsian inland blue holes. The majority of the studied blue holes were vertically stratified with oxic freshwater overlying anoxic saline groundwater of marine origin. Water chemistry (e.g. total phosphorus and nitrogen) in shallow waters was similar among blue holes, while turbidity and water color varied. Presence of hydrogen sulfide and reduced iron in and below the halocline indicate reducing conditions in all stratified blue holes. The biota above the halocline was also similar among blue holes with a few taxa dominating the phytoplankton community, and the zooplankton community consisting of copepods and rotifers. The Bahamas mosquitofish (Gambusia hubbsi) was present in all investigated blue holes, often accompanied by other small planktivorous fish, while the piscivorous bigmouth sleeper (Gobiomorus donnitor) was only present in some of the blue holes. Our field study reinforces that inland blue holes are highly interesting for biogeochemical research, and provide naturally replicated systems for evolutionary studies.
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| 4. |
- Göransson, Kerstin, 1955-, et al.
(författare)
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Segregated education as a challenge to inclusive processes : a total population study of Swedish teachers' views on education for pupils with intellectual disability
- 2022
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Ingår i: International Journal of Inclusive Education. - : Taylor & Francis. - 1360-3116 .- 1464-5173. ; 26:14, s. 1367-1382
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Tidskriftsartikel (refereegranskat)abstract
- Many pupils with disabilities receive schooling in segregated contexts, such as special classes or special schools. Furthermore, the percentage of pupils educated in segregated settings has increased in many European countries. Studies suggest that there is high commitment to the general ideology of inclusive education among teachers in 'regular' education in many countries. This survey study investigates the views of teachers in segregated types of school about education. A questionnaire was sent out, in 2016, to all Swedish teachers (N = 2871, response rate 57.7%) working full time in special classes for pupils with intellectual disability (ID). On a general level results show that there is a strong commitment to preserving a segregated school setting for pupils with ID, a limited desire to cooperate with colleagues from 'regular schools' and a view that schooling and teaching are not quite compatible with the idea of inclusive education. The results highlight the importance of investigating processes of resistance within segregated schools to the development of inclusive schools and education systems. We argue that, while research and debate about inclusive education are important, both are insufficient without analyses of existing types of segregated schooling.
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| 5. |
- Hansson, Susanne, et al.
(författare)
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Construction of learning environments : A multiple case study in special education settings
- 2024
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Ingår i: Journal of Research in Special Educational Needs. - : John Wiley & Sons. - 1471-3802. ; 24:2, s. 242-253
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Tidskriftsartikel (refereegranskat)abstract
- Education in segregated settings for pupils with intellectual disability (ID) has often been portrayed as a unified form of schooling. There is a risk of providing a simplified picture of these settings and of what pupils with ID need to learn. This is generally stipulated in policy documents, leaving room for staff in school to interpret curricula and form learning environments. The aim of this study is to explore how four different learning environments are constructed in segregated settings where pupils with ID are educated in Sweden. The study was conducted as a multiple case study, using observations and interviews with teachers and pupils in four special classes for pupils with ID (SCIDs). Drawing on curriculum theory, the four learning environments, in the results named as Alpha, Beta, Gamma and Delta class, respectively, appeared to be characterized by different ideas of schooling, labelled as knowledge-mediating, socializing, functional life skills and caring as well as teacher-centred classrooms. The study contributes to a deepened understanding of the complexity of education for pupils with ID in segregated settings.
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| 6. |
- Hansson, Susanne, 1976-
(författare)
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Den nödvändiga osäkerheten : Elevers perspektiv på respekt i relationer i skolan
- 2012
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis deals with students’ views on respect as an element in their relationships with teachers and peers. The purpose of the thesis is to gain further knowledge of relationships in school by applying concepts of the theory of ethical demand in the analysis of students’ descriptions of respect in their relationships with their teachers and peers.The theoretical basis of the study is the theory of the ethical demand (Løgstrup, 1997) which is supplemented with Thomas Ziehe’s (1986/2003, 1993) theoretical concepts of proximity and distance in relationships. An important point of departure for the study is the meaning of relationships in education. According to Løgstrup, interrelationship is seen as a characteristic feature of human existence, and respect and trust as the natural basis in human relationships.The empirical material consists of 21 group interviews with 69 students aged 14 attending two Swedish schools. The interviews were conducted as semi-structured qualitative interviews aiming to understand the students’ perspective on respect in relationships in school.The results show that respect is described as a reciprocal phenomenon in the students’ relationships. The students’ starting-point was in experiences of disrespect, which indicates that it is difficult to describe respect. The students picture respectful relationships to teachers with a wish of being seen for who they are, e.g. by equal treatment, being listened to and existentially confirmed. The students’ disrespectful relationships to teachers deal with descriptions of teachers’ inability to listen, abuse of power, and teachers’ inability to teach with structure and planning. Respect in peer relations is described as allowing a person to be the way she or he is. Honesty is important in peer relations due to the students’ need to see the other person’s true self in order to get to know him or her, which is their starting point for respectful peer relations. The theoretical interpretation of these results gives an understanding of respect as an essentially human need to reciprocally affirming the life of one another.The overall conclusion is that respect is given a deeper understanding as a human phenomenon in relationships, something that goes beyond the students’ volition. Disrespectful relationships force the students to harbour mistrust and insecurity when interacting with peers and teachers. Respectful relationships in school are seen as necessary for the students’ possibilities to enjoy life.
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| 7. |
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| 8. |
- Josefsson, Karin, et al.
(författare)
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To lead and to be led in municipal elderly care in Sweden as perceived by registered nurses
- 2011
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Ingår i: Journal of Nursing Management. - : Hindawi Limited. - 0966-0429 .- 1365-2834. ; 19:4, s. 498-506
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Tidskriftsartikel (refereegranskat)abstract
- Aim To describe registered nurses' (RNs) perceptions of their own leadership and of their immediate line management, as well as leadership's organizational prerequisites in municipal elderly care. Background Nursing leadership is a main factor influencing care quality. In spite of this, there is a leadership crisis in municipal elderly care. Method A descriptive design utilizing a questionnaire. The setting was 60 residential care homes in Sweden with 213 participating nurses. The response rate was 62%. Results Most nurses (59%) viewed themselves as leaders of a smaller group, whereas 28% did not consider themselves as leaders at all. Few nurses had the will to develop their leadership competence. In all, 25% of the nurses had unresolved serious conflicts with their immediate line management. Half perceived receiving no or little feedback from their immediate line management. A majority had no organized supervision. They perceived, on average, organizational prerequisites as unclear, with few possibilities for leadership competence development. Conclusions Nurses need to be more willing to develop their leadership skills. Nurses need managers to support them in their leadership roles. They need distinct and supportive organizational prerequisites for leadership. Implications for nursing management It is crucial to provide distinct and supportive organizational prerequisites for nursing leadership.
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| 9. |
- Klang, Nina, 1978-, et al.
(författare)
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Instructional Practices for Pupils with an Intellectual Disability in Mainstream and Special Educational Settings
- 2020
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Ingår i: International journal of disability, development and education. - : Taylor & Francis. - 1034-912X .- 1465-346X. ; 67:2, s. 151-166
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Tidskriftsartikel (refereegranskat)abstract
- The inclusion agenda has influenced education systems around the world, resulting in better access to mainstream education for pupils with special educational needs (SEN). While numerous studies have compared outcomes of pupils with SEN in mainstream and special educational settings, research on the specific characteristics of these settings remains scarce. In this study a survey was conducted with teachers of pupils with an intellectual disability in mainstream (N?=?254) and special educational settings (N?=?392) in Sweden to investigate differences in instructional practices between these settings. The results showed that teachers? in the two settings devoted approximately similar amount of time to learner- centred and teacher-centred activities respectively, which slightly more focus on teacher-centred activities in both settings. The results of a Mann-Whitney U-test revealed that teachers in mainstream educational settings, in comparison with teachers in special educational settings, reported significantly higher expectations of pupils? performance but lower focus on supporting pupils? social participation. Support of pupils? social participation may be an important characteristic of special educational settings, and there is a need to further explore how knowledge of teacher practices in special educational settings may be used to support pupil?s social participation in mainstream settings.
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| 10. |
- Lee, Marcus, et al.
(författare)
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Low-latitude zooplankton pigmentation plasticity in response to multiple threats
- 2019
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Ingår i: Royal Society Open Science. - : Royal Society Open Science. - 2054-5703. ; 6:7, s. 1-10
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Tidskriftsartikel (refereegranskat)abstract
- Crustacean copepods in high-latitude lakes frequently alter their pigmentation facultatively to defend themselves against prevailing threats, such as solar ultraviolet radiation ( UVR) and visually oriented predators. Strong seasonality in those environments promotes phenotypic plasticity. To date, no one has investigated whether low-latitude copepods, experiencing continuous stress from UVR and predation threats, exhibit similar inducible defences. We here investigated the pigmentation levels of Bahamian 'blue hole' copepods, addressing this deficit. Examining several populations varying in predation risk, we found the lowest levels of pigmentation in the population experiencing the highest predation pressure. In a laboratory experiment, we found that, in contrast with our predictions, copepods from these relatively constant environments did show some changes in pigmentation subsequent to the removal of UVR; however, exposure to water from different predation regimes induced minor and idiosyncratic pigmentation change. Our findings suggest that low-latitude zooplankton in inland environments may exhibit reduced, but non-zero, levels of phenotypic plasticity compared with their high-latitude counterparts.
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