| 1. |
- Franic, Iva, et al.
(författare)
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Climate, host and geography shape insect and fungal communities of trees
- 2023
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Ingår i: Scientific Reports. - : Nature Publishing Group. - 2045-2322. ; 13:1
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Tidskriftsartikel (refereegranskat)abstract
- Non-native pests, climate change, and their interactions are likely to alter relationships between trees and tree-associated organisms with consequences for forest health. To understand and predict such changes, factors structuring tree-associated communities need to be determined. Here, we analysed the data consisting of records of insects and fungi collected from dormant twigs from 155 tree species at 51 botanical gardens or arboreta in 32 countries. Generalized dissimilarity models revealed similar relative importance of studied climatic, host-related and geographic factors on differences in tree-associated communities. Mean annual temperature, phylogenetic distance between hosts and geographic distance between locations were the major drivers of dissimilarities. The increasing importance of high temperatures on differences in studied communities indicate that climate change could affect tree-associated organisms directly and indirectly through host range shifts. Insect and fungal communities were more similar between closely related vs. distant hosts suggesting that host range shifts may facilitate the emergence of new pests. Moreover, dissimilarities among tree-associated communities increased with geographic distance indicating that human-mediated transport may serve as a pathway of the introductions of new pests. The results of this study highlight the need to limit the establishment of tree pests and increase the resilience of forest ecosystems to changes in climate.
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| 2. |
- Franic, Iva, et al.
(författare)
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Worldwide diversity of endophytic fungi and insects associated with dormant tree twigs
- 2022
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Ingår i: Scientific Data. - : Nature Publishing Group. - 2052-4463. ; 9:1
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Tidskriftsartikel (refereegranskat)abstract
- International trade in plants and climate change are two of the main factors causing damaging tree pests (i.e. fungi and insects) to spread into new areas. To mitigate these risks, a large-scale assessment of tree-associated fungi and insects is needed. We present records of endophytic fungi and insects in twigs of 17 angiosperm and gymnosperm genera, from 51 locations in 32 countries worldwide. Endophytic fungi were characterized by high-throughput sequencing of 352 samples from 145 tree species in 28 countries. Insects were reared from 227 samples of 109 tree species in 18 countries and sorted into taxonomic orders and feeding guilds. Herbivorous insects were grouped into morphospecies and were identified using molecular and morphological approaches. This dataset reveals the diversity of tree-associated taxa, as it contains 12,721 fungal Amplicon Sequence Variants and 208 herbivorous insect morphospecies, sampled across broad geographic and climatic gradients and for many tree species. This dataset will facilitate applied and fundamental studies on the distribution of fungal endophytes and insects in trees.
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| 3. |
- Piskur, Barbara, et al.
(författare)
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Belonging and participation as portrayed in the curriculum guidelines of five European countries
- 2022
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Ingår i: Journal of Curriculum Studies. - : Taylor & Francis Group. - 0022-0272 .- 1366-5839. ; 54:3, s. 351-366
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Tidskriftsartikel (refereegranskat)abstract
- This study seeks to explore how the belonging and participation, as well as its related concepts, are framed in the national curriculum guidelines of the Netherlands, Finland, Iceland, Norway, and Sweden. We employed a scoping study with concept-mapping methodology. The results reveal macro level principles related to human rights and values, multiliteracy and language, policy measures and ideologies. Meso level principles stressed that education is supposed to guarantee a child's overall development and skills acquisition, participation involvement in the activities related to a child's environment and cultural heritage. The micro level principles were indicative of the need for inclusive and accessible physical and social environments, along with teaching methods which foster positive attitudes about diversity and teachers' expertise levels to address diversity. We also found the importance of designing opportunities that encourage socializing, building relationships, and belongingness. Additionally, the results show how frequently the chosen key concepts are represented in the guidelines. Based on our study we can conclude that curriculum guidelines do not provide sufficent frameworks for promoting children's belonging and participation. Further exploration on those concepts is needed, along with increased scholarly attention within the spheres of ECEC and compulsory education practice to enable inclusion for all children.
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| 4. |
- Piskur, Barbara, et al.
(författare)
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Parents actions, challenges, and needs while enabling participation of children with a physical disability: a scoping review
- 2012
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Ingår i: BMC Pediatrics. - : BioMed Central. - 1471-2431. ; 12:177
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Forskningsöversikt (refereegranskat)abstract
- Background: Pediatric rehabilitation considers Family-centered service (FCS) as a way to increase participation of children with a physical disability in daily life. An important principal is that parents greatly contribute to their childs participation at school, at home, and in the community. However, it is unclear what kind of information is available from literature about what parents actually do to support their childs participation and what problems and needs they experience? Hence, the aim of this study was to provide an overview of the actions, challenges, and needs of parents in enabling participation of their child with a physical disability that is neurological and non-progressive in nature. less thanbrgreater than less thanbrgreater thanMethods: Scoping review with extensive literature search (September 2011) and a thematic analysis to synthesize findings. less thanbrgreater than less thanbrgreater thanResults: Fourteen relevant articles revealed two major themes: parents enable and support performance of meaningful activities and parents enable, change and use the environment. Each theme holds a number of actions (e. g. choosing the right type of meaningful activities for facilitating social contacts) and challenges (e. g. negative attitudes of other people). Less information is available about the needs of parents. less thanbrgreater than less thanbrgreater thanConclusions: This study indicates that parents apply a broad range of strategies to support participation of their children. They experience many challenges, especially as a result of constraints in the social and physical environments. However, this review also shows that little is known about needs of parents in facilitating participation. As Family-centered service (FCS) philosophy is all about the needs of the child and the family, it is essential to further investigate the needs of the parents and to understand if and to what extent they wish to be supported in enabling their childs participation in daily life.
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| 5. |
- Puroila, Anna-Maija, et al.
(författare)
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Educators' interpretations of children's belonging across borders : Thinking and talking with an image
- 2023
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Ingår i: European Educational Research Journal. - : Sage Publications. - 1474-9041. ; 22:3, s. 325-346
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Tidskriftsartikel (refereegranskat)abstract
- European quality framework for early childhood education and care calls for creating environments that support all children's sense of belonging. This study aims to advance empirical knowledge on educators' interpretations of children's belonging in early education settings. The study is part of a project conducted in five European countries - Finland, Iceland, the Netherlands, Norway and Sweden. The following research question guides the study: How do educators interpret children's belonging in early education across borders? The study draws from the theory of the politics of belonging by Yuval-Davis and employs 'thinking and talking with an image' as a methodological approach. The findings explicate educators' taken-forgranted categorisations, thus portraying their views about educational settings as sites for children's belonging. Opposing, joint play and being alone were identified as emotionally loaded interactions that educators interpreted as significant for children's belonging. The educators emphasised democratic values, such as diversity, participation, equality and equity. However, they viewed diverse tensions in embodying democratic values in a diverse group. The shared basis of the profession appeared as a more significant basis for educators' interpretations than the different societal contexts. The study encourages educators and researchers in European countries to collaborate in promoting children's belonging.
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