| 1. |
- Happonen, Konsta, et al.
(författare)
-
Trait-based responses to land use and canopy dynamics modify long-term diversity changes in forest understories
- 2021
-
Ingår i: Global Ecology and Biogeography. - : Wiley. - 1466-822X .- 1466-8238. ; 30:9, s. 1863-1875
-
Tidskriftsartikel (refereegranskat)abstract
- Aim Land use is the foremost cause of global biodiversity decline, but species do not respond equally to land-use practices. Instead, it is suggested that responses vary with species traits, but long-term data on the trait-mediated effects of land use on communities are scarce. Here we study how forest understorey communities have been affected by two land-use practices during 4-5 decades, and whether changes in plant diversity are related to changes in functional composition. Location Finland. Time period 1968-2019. Major taxa studied Vascular plants. Methods We resurveyed 245 vegetation plots in boreal herb-rich forest understories, and used hierarchical Bayesian linear models to relate changes in diversity, species composition, average plant size, and leaf economic traits to reindeer abundance, forest management intensity, and changes in climate, canopy cover and composition. We also studied the relationship between species evenness and plant size across both space and time. Results Intensively managed forests decreased in species richness and had increased turnover, but management did not affect functional composition. Increased reindeer densities corresponded with increased leaf dry matter content, evenness and diversity, and decreased height and specific leaf area. Successional development in the canopy was associated with increased specific leaf area and decreased leaf dry matter content and height in the understorey over the study period. Effects of reindeer abundance and canopy density on diversity were partially mediated by vegetation height, which had a negative relationship with evenness across both space and time. Observed changes in climate had no discernible effect on any variable. Main conclusions Functional traits are useful in connecting vegetation changes to the mechanisms that drive them, and provide unique information compared to turnover and diversity metrics. These trait-dependent selection effects could inform which species benefit and which suffer from land-use changes and explain observed biodiversity changes under global change.
|
|
| 2. |
- Wallengren-Lynch, Michael, 1978-, et al.
(författare)
-
Is there a shared social work signature pedagogy cross nationally? Using a case study methodology to explore signature pedagogy in England, Israel, Finland, Spain and Sweden : Finns det en ‘signatur-pedagogik' för hur socialt arbete lärs ut i olika länder? - Att använda en case study metodik för att utforska ‘signatur-pedagogik' för socialt arbete i länderna England, Israel, Finland, Spanien och Sverige
- 2022
-
Ingår i: European Journal of Social Work. - : Taylor & Francis. - 1369-1457 .- 1468-2664. ; 25:2, s. 316-328
-
Tidskriftsartikel (refereegranskat)abstract
- While there is an international definition of social work as a profession, little is known about whether there is also a shared pedagogy in social work cross-nationally. To our knowledge, this paper is the first empirical study which aims to fill this gap by applying the concept of signature pedagogy in social work education to explore the commonality of social work pedagogy across countries. The study uses a multi-site case study (six universities in five European countries) through applying a ‘critical teacher-researcher’ approach in generating the data, followed by a two-phased thematic analysis. The study evidenced a shared principle of social work pedagogy which nurtures social work student to think and perform like a social worker and develop the professional self through developing relationships and dialogue, professional practice, group work, self-reflection and critical thinking. It is argued from, this exploratory study, that even between countries which have different welfare ideology as well as social work history and education systems, there is some common ground in social work pedagogy where one can learn from another through the use of ‘teacher as researcher’ methodologically.
|
|
