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- Tam, Jamie C., et al.
(författare)
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Towards ecosystem-based management : identifying operational food-web indicators for marine ecosystems
- 2017
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Ingår i: ICES Journal of Marine Science. - : Oxford University Press (OUP). - 1054-3139 .- 1095-9289. ; 74:7, s. 2040-2052
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Tidskriftsartikel (refereegranskat)abstract
- Modern approaches to Ecosystem-Based Management and sustainable use of marine resources must account for the myriad of pressures (interspecies, human and environmental) affecting marine ecosystems. The network of feeding interactions between co-existing species and populations (food webs) are an important aspect of all marine ecosystems and biodiversity. Here we describe and discuss a process to evaluate the selection of operational food-web indicators for use in evaluating marine ecosystem status. This process brought together experts in food-web ecology, marine ecology, and resource management, to identify available indicators that can be used to inform marine management. Standard evaluation criteria (availability and quality of data, conceptual basis, communicability, relevancy to management) were implemented to identify practical food-web indicators ready for operational use and indicators that hold promise for future use in policy and management. The major attributes of the final suite of operational food-web indicators were structure and functioning. Indicators that represent resilience of the marine ecosystem were less developed. Over 60 potential food-web indicators were evaluated and the final selection of operational food-web indicators includes: the primary production required to sustain a fishery, the productivity of seabirds (or charismatic megafauna), zooplankton indicators, primary productivity, integrated trophic indicators, and the biomass of trophic guilds. More efforts should be made to develop thresholds-based reference points for achieving Good Environmental Status. There is also a need for international collaborations to develop indicators that will facilitate management in marine ecosystems used by multiple countries.
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| 2. |
- Asp, Karl
(författare)
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Om att välja vad och hur : musiklärares samtal om val av undervisningsinnehåll i ensemble på gymnasiets estetiska program
- 2011
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This study investigates how teachers of the subject ensemble in Swedish upper secondary school talk about their choices of subject content in light of their background as musicians and/or music teachers? According to current regulations and curricula (Läroplan för de frivilliga skolformerna, Lpf 94; Programmål för Estetiska programmet, ES 2000:05) the Swedish upper secondary school system can be described as goal-centered, which implies that the goals of the education are in focus and that methods and material to achieve those goals can show great variances. The aim of this study is to investigate how music teacher talk about their choices of content in relation to several background factors like music teacher education and experience and their experience as professional performers. Research questions are: * How do musicteachers talk in groupinterviews regarding choices of content in ensemble in upper secondary school? * What do musicteachers perceive as essential contents in music teaching in the subject ensemble? The conceptual framework in this study is inspired by Berger and Luckmann’s (1966/1979) theories of the construction of reality. This means that a non-essentialist approach is taken and that subject matter, content and curricula all are understood as constructs in relation to a context, historically and cultural specific (Burr, 2003). This explains the focus on the interviewees professional backgrounds in relation to choice of content. Furthermore it relies on discourse psychology (Potter & Wetherell, 1987) where interpretative repertoires is used as an analytical tool. By focus group-interviews (Wibeck, 2000; Morgan, 1998) data has been collected and then analyzed. The interviewees are both professional musicians and music teachers, and they are all working as music teachers in upper secondary schools. The results of the study indicates that the teachers’ talk about choices of content is constructed mainly through their experiences of performing and professional musicianship and that didactical constructions highly relies on those experiences. This means that music as a subject (cf. Nielsen, 1998) is often seen as a product, as in a concert or a recording, and that the music teachers’ professional experiences of making music is an important ground for accomplishing that task. This raises further questions about how music teaching should be carried out and what implications the focus on a product has on musical learning from a democratic as well as a pedagogical perspective.
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| 4. |
- Bruun, Jarle, et al.
(författare)
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Regulator of Chromosome Condensation 2 Identifies High-Risk Patients within Both Major Phenotypes of Colorectal Cancer
- 2015
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Ingår i: Clinical Cancer Research. - : AMER ASSOC CANCER RESEARCH. - 1078-0432 .- 1557-3265. ; 21:16, s. 3759-3770
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Tidskriftsartikel (refereegranskat)abstract
- Purpose: Colorectal cancer has high incidence and mortality worldwide. Patients with microsatellite instable (MSI) tumors have significantly better prognosis than patients with microsatellite stable (MSS) tumors. Considerable variation in disease outcome remains a challenge within each subgroup, and our purpose was to identify biomarkers that improve prediction of colorectal cancer prognosis. Experimental Design: Mutation analyses of 42 MSI target genes were performed in two independent MSI tumor series (n = 209). Markers that were significantly associated with prognosis in the test series were assessed in the validation series, followed by functional and genetic explorations. The clinical potential was further investigated by immunohistochemistry in a population-based colorectal cancer series (n = 903). Results: We identified the cell-cycle gene regulator of chromosome condensation 2 (RCC2) as a cancer biomarker. We found a mutation in the 50 UTR region of RCC2 that in univariate and multivariate analyses was significantly associated with improved outcome in the MSI group. This mutation caused reduction of protein expression in dual luciferase gene reporter assays. siRNA knockdown in MSI colon cancer cells (HCT15) caused reduced cell proliferation, cell-cycle arrest, and increased apoptosis. Massive parallel sequencing revealed few RCC2 mutations in MSS tumors. However, weak RCC2 protein expression was significantly associated with poor prognosis, independent of clinical highrisk parameters, and stratifies clinically important patient subgroups with MSS tumors, including elderly patients (greater than 75 years), stage II patients, and those with rectal cancer. Conclusions: Impaired RCC2 affects functional and clinical endpoints of colorectal cancer. High-risk patients with either MSI or MSS tumors can be identified with cost-effective routine RCC2 assays. (C) 2015 AACR.
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| 6. |
- Fall, Johanna, et al.
(författare)
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Predator–prey overlap in three dimensions : cod benefit from capelin coming near the seafloor
- 2021
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Ingår i: Ecography. - : John Wiley & Sons. - 0906-7590 .- 1600-0587. ; 44:5, s. 802-815
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Tidskriftsartikel (refereegranskat)abstract
- Spatial overlap between predator and prey is a prerequisite for predation, but the degree of overlap is not necessarily proportional to prey consumption. This is because many of the behavioural processes that precede ingestion are non-linear and depend on local prey densities. In aquatic environments, predators and prey distribute not only across a surface, but also vertically in the water column, adding another dimension to the interaction. Integrating and simplifying behavioural processes across space and time can lead to systematic biases in our inference about interaction strength. To recognise situations when this may occur, we must first understand processes underlying variation in prey consumption by individuals. Here we analysed the diet of a major predator in the Barents Sea, the Atlantic cod Gadus morhua, aiming to understand drivers of variation in cod's feeding on its main prey capelin Mallotus villosus. Cod and capelin only partly share habitats, as cod mainly reside near the seafloor and capelin inhabit the free water masses. We used data on stomach contents from ~2000 cod individuals and their surrounding environment collected over 12 years, testing hypotheses on biological and physical drivers of variation in cod's consumption of capelin, using generalized additive models. Specifically, effects of capelin abundance, capelin depth distribution, bottom depth and cod abundance on capelin consumption were evaluated at a resolution scale of 2 km. We found no indication of food competition as cod abundance had no effect on capelin consumption. Capelin abundance had small effects on consumption, while capelin depth distribution was important. Cod fed more intensively on capelin when capelin came close to the seafloor, especially at shallow banks and bank edges. Spatial overlap as an indicator for interaction strength needs to be evaluated in three dimensions instead of the conventional two when species are partly separated in the water column.
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| 9. |
- Ferm, Cecilia, et al.
(författare)
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Mapping the teaching of musikdidaktik : addressing the possibilities and challenges of meetings between the instrumental and school music traditions in music teacher education
- 2010
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Ingår i: Crossing Borders. - : Lund University: Malmö Academy of Music.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- INTRODUCTION The current situation within music teacher education in Finland, Norway and Sweden is to some extent characterized by a lack of interrelational communication between the musikdidaktik traditions of instrumental teaching and classroom teaching. In fact these traditions live more or less separate lives. In Finland, the two traditions are taught separately, entitled differently and to a large extent they use different terminology. They also have different historical roots: instrumental pedagogy has strong Russian and Central European influences whereas the school music tradition has its main roots in German-Scandinavian music education along with educational science. At a general level, the characteristics of instrumental didaktik in Sweden can be described as focusing on the instrument, it’s repertoire, challenges and techniques whereas the classroom didaktik is primarily focused at group activities and the importance of shared musical experience. The circumstance that the teachers of instrumental didaktik are often employed not only at the academy but also work as municipal culture school teachers or musicians differ from that of the classroom didaktik teachers who more frequently holds positions at the academy. This difference makes it hard to organize meetings between the two traditions. In Norway, a fully instrumental music teacher education separated from a parallel education for becoming school music teachers was offered by one of the conservatories up to the middle of the 1990ies. Today, music teacher education is organized so that the two paths run in parallel during one educational course, but still their cultural characteristics still entail differences: While the instrumental tradition seems oriented towards instruction and inherent value positions along with keeping and nurturing the advantages of the teacher role in master-apprenticeship relations, the classroom tradition is more generally oriented, including a variation of teaching forms as well as searching for a balance between musical and non-musical values and between child centered and subject centered teaching. In a broader picture the differences between the two educational traditions appear as embedded in two different cultures. The instrumental tradition origins in the several hundred year old master-apprenticeship tradition which can be said to constitute the educational practice of music and musicians themselves. The school music tradition appears as melanged by two ingrediences: Educational theory and music education approaches like the ones connected with Jaques-Dalcroze, Orff and Kodaly. In addition to that the situation in question seems to be similar in all the three countries in question, so, too, does the challenges at the labor market. New challenges for the music teaching profession emerge at an increasing speed. For example, to an increasing degree both instrumental and classroom teachers are required to teach various genres and styles of music, they face a big variety of learners and have to cope with different learning situations and environments as well as having to relate to the challenges of their pupils' informal musical learning outside school. THE STUDYThe overarching aim of the present study is to map and describe the various musikdidaktik traditions in Finland, Sweden and Norway and to reach knowledge upon which suggestions can be made to attain closer contacts and cooperation between different didaktik traditions. By studying and articulating the differences and similarities between countries and traditions we are looking for the ways in which the teaching traditions can learn from and empower each other. We believe that this can be done through acknowledging the specific features and goals of the two traditions and through having them to mirror each other. In sum we believe that this will contribute significantly to inform the field of music teacher education with respect to existing as well as new challenges at the labour market.The first phase of the research process which is in progress examines how music teachers' professional competence is defined and described along with how the process of becoming a ”good” teacher is treated in the Finnish, Norwegian and Swedish instrumental (pedagogy) and classroom didaktik traditions as embodied in relevant literature. In the second phase of the study, we will observe and interview teachers in each country as regards the strenghts, weaknesses and possibilities of the two traditions, including their potential for empowering each other. The research material of the first phase of the study consists of the syllabuses of music teacher education at one institution for higher music education in each of the countries. Along with this we will study the textbook material which is used at the various courses of classroom and instrumental didaktik.Hermeneutic text analysis will be applied to grasp the traditions as they appear in/through the texts studied. This includes analyzing the texts from each country and then compare the results in order to create a full picture of the phenomenon. Interpretation will depart from posing questions like the following to the collected material: (1) How is the process of the student music teachers’ teacher development described or discussed? (2) How is this related to the teacher-student relationship? (3) What principles for content selection are utilized and what content is selected? (4) What is considered as good teaching in the texts? (5) What qualifications and competences is given priority and how are these qualifications and competences described and treated? Finally we will look for reasoning indicating how the educating organization’s responsibility for the process of becoming a good teacher is considered as well as when, where and how the learning process of becoming a good teacher should take place. In the paper presentation, the preliminary results concerning the differences and similarities between countries and traditions will be discussed followed by a discussion about what the traditions can learn from each other. The presentation will also invite a discussion about the study at large including its importance, challenges, and implications.
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| 10. |
- Ferm, Cecilia, et al.
(författare)
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Music teacher educators’ visions of music teacher preparation in Finland, Norway and Sweden
- 2016
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Ingår i: International Journal of Music Education. - : SAGE Publications. - 0255-7614 .- 1744-795X. ; 34:1, s. 49-63
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Tidskriftsartikel (refereegranskat)abstract
- In this study we investigate the assumptions, ideals and beliefs of 12 professors who teach the courses in instrumental teaching and classroom music teaching, called instrumental Musikdidaktik and classroom Musikdidaktik. Drawing on Hammerness’ concept of teachers’ vision we concentrate on the professors’ visions of good teaching, an ideal graduate, and their subject as a whole as well as how those visions can be extended to denote some of the teaching traditions at play. This was examined by individual interviews that constituted one part of a varied set of data collection strategies. The professors’ visions were not necessarily consistent with those of their colleagues. Still they were strongly related to, steered, and limited by established teaching traditions. We suggest that vision might constitute a functional concept among music teacher educators and that clear program visions should be formulated in music teacher education institutions through collective collegial work.
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