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- Kattge, Jens, et al.
(författare)
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TRY plant trait database - enhanced coverage and open access
- 2020
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Ingår i: Global Change Biology. - : Wiley-Blackwell. - 1354-1013 .- 1365-2486. ; 26:1, s. 119-188
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Tidskriftsartikel (refereegranskat)abstract
- Plant traits-the morphological, anatomical, physiological, biochemical and phenological characteristics of plants-determine how plants respond to environmental factors, affect other trophic levels, and influence ecosystem properties and their benefits and detriments to people. Plant trait data thus represent the basis for a vast area of research spanning from evolutionary biology, community and functional ecology, to biodiversity conservation, ecosystem and landscape management, restoration, biogeography and earth system modelling. Since its foundation in 2007, the TRY database of plant traits has grown continuously. It now provides unprecedented data coverage under an open access data policy and is the main plant trait database used by the research community worldwide. Increasingly, the TRY database also supports new frontiers of trait-based plant research, including the identification of data gaps and the subsequent mobilization or measurement of new data. To support this development, in this article we evaluate the extent of the trait data compiled in TRY and analyse emerging patterns of data coverage and representativeness. Best species coverage is achieved for categorical traits-almost complete coverage for 'plant growth form'. However, most traits relevant for ecology and vegetation modelling are characterized by continuous intraspecific variation and trait-environmental relationships. These traits have to be measured on individual plants in their respective environment. Despite unprecedented data coverage, we observe a humbling lack of completeness and representativeness of these continuous traits in many aspects. We, therefore, conclude that reducing data gaps and biases in the TRY database remains a key challenge and requires a coordinated approach to data mobilization and trait measurements. This can only be achieved in collaboration with other initiatives.
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| 3. |
- Ahlskog-Björkman, Eva, et al.
(författare)
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Patterns of awareness - preschool teachers’ integration of art and mathematics
- 2016
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Ingår i: International Journal of Education Through Art. - : Intellect. - 1743-5234 .- 2040-090X. ; 12:2, s. 167-180
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study was to investigate how preschool teachers reason about art in thematic work where art and mathematics are integrated. Specific research questions were: how do teachers reason about learning goals in thematic work and what meaning do art and aesthetics contribute to children's learning? Data for analysis were collected from a digitally distributed questionnaire that was answered by 27 participants from Finland and Sweden. Participants were selected from preschool teacher networks and from municipalities' official websites of preschool staff. The method for analysis was explorative and inductive, as we condensed meaning from the written answers. A meta-analysis revealed that art and aesthetics appear mainly as a means for children's learning of other knowledge areas or as experiences bearing their own values. In contrast, the analysis also revealed that integration of art and mathematics may contribute to the learning of both knowledge contents, for deeper and conceptual learning.
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| 4. |
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| 5. |
- Björklund, Camilla, 1977, et al.
(författare)
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Approaches to teaching in thematic work: early childhood teachers’ integration of mathematics and art
- 2017
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Ingår i: International Journal of Early Years Education. - : Informa UK Limited. - 0966-9760 .- 1469-8463. ; 25:2, s. 98-111
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Tidskriftsartikel (refereegranskat)abstract
- This paper reports evidence from a survey of early childhood teachers’ work with mathematics and art integrated in thematic work. In this study, we aim to explore how teachers perceive mathematics learning and teaching integrated with art. Data for analysis were collected from a questionnaire answered by 27 early childhood teachers from Finland and Sweden. Influenced by a sociocultural theoretical framework, the analysis concerns the teachers’ expressed goals for learning and their strategies for achieving these goals. The analysis reveals qualitatively different approaches to the learning goals addressed by the teachers – process-oriented, product-oriented, development-oriented and providing awareness – which, respectively, seem to generate different meanings of mathematical learning integrated with art. This study offers an overview of teachers’ approaches to teaching mathematics and art in thematic work, and of how different approaches may influence what mathematical meaning is offered to children to explore.
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| 6. |
- Björklund, Camilla, 1977, et al.
(författare)
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From activity to transdisciplinarity and back again – preschool teachers’ reasoning about pedagogical goals
- 2018
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Ingår i: International Journal of Early Years Education. - : Informa UK Limited. - 0966-9760 .- 1469-8463. ; 26:1, s. 90-103
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Tidskriftsartikel (refereegranskat)abstract
- This study presents an analysis of preschool teachers’ reasoning about pedagogical goals. Of specific interest is how teachers in a Swedish and a Finnish context describe goals for children’s learning and how they describe them implementing these goals into their practice. The research question is thus: How are pedagogical goals perceived and enacted, in the thematic-oriented and play-based pedagogical practice of preschool? In-depth interviews were conducted with six preschool teachers, of which three expressed learning goals guiding their pedagogical work. The Variation Theory of learning is the guiding principle throughout the analysis, and reveals indirect and direct objects of learning and content for learning described by the three teachers. A deeper analysis of the features of these provides a comprehensive picture of pedagogical goals that are intertwined and move between activity goals, working goals and transdisciplinary goals. These results contribute to our understanding of the characteristics of preschool pedagogy and the complex pedagogical practice preschool entails.
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| 8. |
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| 9. |
- Björkman, Camilla
(författare)
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Cryptosporidiosis in farmed animals
- 2014
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Ingår i: Cryptosporidium: parasite and disease. - Vienna : Springer Vienna. - 9783709115619 ; , s. 149-235
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Bokkapitel (refereegranskat)
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| 10. |
- Björkman, Camilla, et al.
(författare)
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Cryptosporidium infections in suckler herd beef calves
- 2015
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Ingår i: Parasitology. - 0031-1820 .- 1469-8161. ; 142, s. 1108-1114
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Tidskriftsartikel (refereegranskat)abstract
- A study was carried out to investigate how common Cryptosporidium infections are in beef calves in Swedish suckler herds and to explore which species and subtypes that occur. We further aimed at identifying factors associated with shedding of Cryptosporidium oocysts in this type of calf management. The study was conducted in two regions in Sweden and included 30 herds. Faecal samples were collected from calves younger than 3 months. A brief clinical examination was done and a questionnaire was used to collect data on management routines. Faeces were cleaned and concentrated and oocysts identified by epifuorescence microscopy. Cryptosporidium positive samples were analyzed at the 18S rRNA and GP60 genes to determine species and Cryptosporidium parvum subtype, respectively. Logistic regression was used to identify factors associated with infection. Oocysts were detected in 122 (36·7%) calves from 29 (97%) herds, at 400 to 2·4 × 107 OPG. The youngest positive calves were only 1 and 2 days old. There was no association between age and Cryptosporidium infection. Cryptosporidium bovis, C. ryanae, C. parvum and C. ubiquitum were identified, with C. bovis being the major species. Two C. parvum subtypes, IIaA16G1R1 and IIdA27G1 were identified. Routines for cleaning calf pens and number of cows in calving pens were associated with infection.
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