| 1. |
|
|
| 2. |
- Bauer, Wolfgang, et al.
(author)
-
Plasma Proteome Fingerprints Reveal Distinctiveness and Clinical Outcome of SARS-CoV-2 Infection
- 2021
-
In: Viruses. - : MDPI. - 1999-4915. ; 13:12
-
Journal article (peer-reviewed)abstract
- Background: We evaluated how plasma proteomic signatures in patients with suspected COVID-19 can unravel the pathophysiology, and determine kinetics and clinical outcome of the infection.Methods: Plasma samples from patients presenting to the emergency department (ED) with symptoms of COVID-19 were stratified into: (1) patients with suspected COVID-19 that was not confirmed (n = 44); (2) non-hospitalized patients with confirmed COVID-19 (n = 44); (3) hospitalized patients with confirmed COVID-19 (n = 53) with variable outcome; and (4) patients presenting to the ED with minor diseases unrelated to SARS-CoV-2 infection (n = 20). Besides standard of care diagnostics, 177 circulating proteins related to inflammation and cardiovascular disease were analyzed using proximity extension assay (PEA, Olink) technology.Results: Comparative proteome analysis revealed 14 distinct proteins as highly associated with SARS-CoV-2 infection and 12 proteins with subsequent hospitalization (p < 0.001). ADM, IL-6, MCP-3, TRAIL-R2, and PD-L1 were each predictive for death (AUROC curve 0.80-0.87). The consistent increase of these markers, from hospital admission to intensive care and fatality, supported the concept that these proteins are of major clinical relevance.Conclusions: We identified distinct plasma proteins linked to the presence and course of COVID-19. These plasma proteomic findings may translate to a protein fingerprint, helping to assist clinical management decisions.
|
|
| 3. |
- Birkhofer, Klaus, et al.
(author)
-
Ecosystem services - current challenges and opportunities for ecological research
- 2015
-
In: Frontiers in Ecology and Evolution. - : Frontiers Media SA. - 2296-701X. ; 2:12 January 2015
-
Research review (peer-reviewed)abstract
- e concept of ecosystem services was originally developed to illustrate the benefits that natural ecosystems generate for society and to raise awareness for biodiversity and ecosystem conservation. In this article we identify major challenges and opportunities for ecologists involved in empirical or modeling ecosystem service research. The first challenge arises from the fact that the ecosystem service concept has not been generated in the context of managed systems. Ecologists need to identify the effect of anthropogenic interventions in order to propose practices to benefit service-providing organisms and associated services. The second challenge arises from the need to evaluate relationships between indicators of ecosystem services that are collected in ecological studies while accounting for uncertainties of ecological processes that underlie these services. We suggest basing the assessment of ecosystem services on the utilization of sets of indicators that cover aspects of service-providing units, ecosystem management and landscape modification. The third challenge arises from the limited understanding of the nature of relationships between services and a lack of a general statistical framework to address these links. To manage ecosystem service provisioning, ecologists need to establish whether services respond to a shared driver or if services are directly linked to each other. Finally, studies relating biodiversity to ecosystem services often focus on services at small spatial or short temporal scales, but research on the protection of services is often directed toward services providing benefits at large spatial scales. Ecological research needs to address a range of spatial and temporal scales to provide a multifaceted understanding of how nature promotes human well-being. Addressing these challenges in the future offers a unique opportunity for ecologists to act as promoters for the understanding about how to conserve benefits gained from nature.
|
|
| 4. |
- Birkhofer, Klaus, et al.
(author)
-
Global metawebs of spider predation highlight consequences of land-use change for terrestrial predator–prey networks
- 2017
-
In: Adaptive Food Webs : Stability and Transitions of Real and Model Ecosystems - Stability and Transitions of Real and Model Ecosystems. - : Cambridge University Press. - 9781316871867 - 9781107182110 ; , s. 193-213
-
Book chapter (peer-reviewed)abstract
- Land-Use Change and Terrestrial Predator–Prey Networks Land-use change, here defined as the conversion of one land-use type into another (e.g., forest to arable land), affects biodiversity and biotic interactions worldwide (Sala et al., 2000). Although there has been large regional variation in the extent of agricultural expansion and abandonment in Europe in the past 50 years (Rabbinge and van Diepen, 2000), there has been a general trend that forest has expanded at the expense of agricultural land (Kankaanpäa and Carter, 2004; Rounsevell et al., 2006). The patterns have been similar in North America the past decades (Smith et al., 2010). Globally, particularly in developing countries, the general pattern has instead been agricultural expansion (Smith et al., 2010), threatening forest ecosystems (DeFries et al., 2010; Lambin and Meyfroidt, 2011; but see Angelsen, 2010). In fact, models predict an increase of cropland between 10 and 25% up to 2050, mainly due to agricultural expansion in developing countries (Schmitz et al., 2014). Natural and semi-natural non-forest ecosystems are primarily threatened by a conversion to pasture land (Schmitz et al., 2014) or by cultivation with biofuels (Havlík et al., 2011). Climate change is an important additional driver of land-use conversion, as the range of crop species contract or expand (Olesen and Bindi, 2002) and as forests adapt to changing climatic conditions (Spittlehouse and Stewart, 2004). In the past, effects of land-use change were often exclusively assessed by their impact on species richness (Tilman et al., 2001). Today, it has increasingly become evident that we need metrics that capture additional features of biological communities to understand consequences of land-use change on ecosystem functions and the provision of ecosystem services (Tylianakis et al., 2007; Diehl et al., 2013). Trophic interactions that link species in food webs are important components that modulate functions provided by biological communities (Laliberté and Tylianakis, 2010; Tylianakis et al., 2010; Thompson et al., 2012). For example, the loss of large apex predators from an ecosystem due to anthropogenic disturbance may cascade through the food chain and lead to drastic effects on primary producers (Estes et al., 2011). Predator populations are often severely affected by anthropogenic disturbances (Attwood et al., 2008). Consequently, the conversion from one major land-use type into another may alter predator–prey interactions (Ives et al., 2005) and the provision of predator-mediated ecosystem services such as the control of agricultural pests (conservation biological control; Barbosa, 1998).
|
|
| 5. |
- Diehl, Eva, et al.
(author)
-
Effects of predator specialization, host plant and climate on biological control of aphids by natural enemies: a meta-analysis
- 2013
-
In: Journal of Applied Ecology. - : Wiley. - 1365-2664 .- 0021-8901. ; 50:1, s. 262-270
-
Research review (peer-reviewed)abstract
- Aphids are among the most severe invertebrate pests of crops and cause high economic losses. The control of aphids by natural enemies is an essential ecosystem service with high relevance to management strategies applied in agricultural plant production and horticulture. However, the current knowledge on the effectiveness of specialist and generalist predators in aphid control with respect to host plants and climatic conditions has not yet been summarized in a meta-analytical approach. We collected 60 studies providing 168 independent cases of predator exclusion experiments to analyse how predator and host plant group and climatic conditions affect aphid control by natural enemies. Effects of natural enemies on aphid populations were strongest in assemblages that included specialist predators, either alone or with generalist predators. Generalists alone also reduced aphid numbers significantly, but not to the same extent as specialists. Effects of natural enemies were weaker on aphid populations feeding on legumes compared with aphids on grasses or herbs. The percentage reduction of aphids feeding on grasses, herbs or legumes was higher in treatments with assemblages or specialists alone compared with generalists with the largest difference on grasses. According to all field studies from the temperate zone, effects of natural enemies on aphid populations were strongest in areas with high precipitation seasonality. A relationship between predator effects and temperature seasonality was only found for the USA. Synthesis and applications. Specialist predators alone or assemblages of specialists and generalists had the strongest effect on aphid populations, especially when either feeding on grasses and herbs or when exposed to extreme weather events. The control of aphids by natural enemies is most promising in grass and herb crops, whereas it is less suited for controlling aphids in legume crops. Facing climate change, the effect of extreme weather events on aphid control by natural enemies will have further implications for developing management strategies for aphid control in the future.
|
|
| 6. |
- Diehl, Eva, et al.
(author)
-
Management intensity and vegetation complexity affect web-building spiders and their prey
- 2013
-
In: Oecologia. - : Springer Science and Business Media LLC. - 1432-1939 .- 0029-8549. ; 173:2, s. 579-589
-
Journal article (peer-reviewed)abstract
- Agricultural management and vegetation complexity affect arthropod diversity and may alter trophic interactions between predators and their prey. Web-building spiders are abundant generalist predators and important natural enemies of pests. We analyzed how management intensity (tillage, cutting of the vegetation, grazing by cattle, and synthetic and organic inputs) and vegetation complexity (plant species richness, vegetation height, coverage, and density) affect rarefied richness and composition of web-building spiders and their prey with respect to prey availability and aphid predation in 12 habitats, ranging from an uncut fallow to a conventionally managed maize field. Spiders and prey from webs were collected manually and the potential prey were quantified using sticky traps. The species richness of web-building spiders and the order richness of prey increased with plant diversity and vegetation coverage. Prey order richness was lower at tilled compared to no-till sites. Hemipterans (primarily aphids) were overrepresented, while dipterans, hymenopterans, and thysanopterans were underrepresented in webs compared to sticky traps. The per spider capture efficiency for aphids was higher at tilled than at no-till sites and decreased with vegetation complexity. After accounting for local densities, 1.8 times more aphids were captured at uncut compared to cut sites. Our results emphasize the functional role of web-building spiders in aphid predation, but suggest negative effects of cutting or harvesting. We conclude that reduced management intensity and increased vegetation complexity help to conserve local invertebrate diversity, and that web-building spiders at sites under low management intensity (e.g., semi-natural habitats) contribute to aphid suppression at the landscape scale.
|
|
| 7. |
- Diehl, Monika, 1963-
(author)
-
-Måste det här vara som en väckelserörelse? : en studie om (det som kallas) entreprenöriellt lärande i grundskolan, utifrån Basil Bernsteins begreppsapparat
- 2017
-
Doctoral thesis (other academic/artistic)abstract
- The aim of this compilation thesis is to describe prerequisites for what, in a Swedish educational context, is often called ‘entrepreneurial learning’ and to examine the possible influence that this has on school practice. The study was carried out in two lower secondary schools and was guided by the following two research questions. First, how is entrepreneurial learning reflected in educational practice regarding teaching, learning and assessment? Second, how has the phenomenon of entrepreneurship been recontextualized in educational discourse through politics and policy? Basil Bernstein’s concepts and theories have consistently been the point of departure for analysis. Altogether, 52 classroom observations were made, particularly focusing on the subjects of social science, science and mathematics. In addition, 8 individual interviews with teachers and 15 group interviews with pupils were conducted. For decades, national and international policy documents have promoted the need for a creative, innovative and flexible future working force; bringing this about has highly involved the education system. In Sweden, entrepreneurship was inscribed in the curriculum in 2011, and it is meant to run like a thread throughout education. In this study the broad approach of entrepreneurship in education, which is about generating an entrepreneurial mindset, is focused. Research points out various difficulties and dilemmas regarding the implementation of entrepreneurial learning. These difficulties and dilemmas are connected to concerns about perceived difficulties in relation to differences in school subjects, pupils’ backgrounds, degree of managerial support and/or collegial consensus and cooperation. The main findings are linked to recurrent difficulties regarding teaching methods and assessments in relation to entrepreneurial learning. Curricula and syllabi express explicit learning outcomes, which both teachers and learners perceive as being challenging to combine with entrepreneurial classroom work. This in turn links to an aspect which is often addressed in research—that is, the question about whether to use traditional or entrepreneurial (progressive) teaching methods. Curricula express a need for both, and teachers often find it difficult to find a functioning balance between them, not least because of current societal discussions and demands. In many respects, the implementation of entrepreneurial learning sends mixed messages. On the one hand, pupils are meant to develop entrepreneurial skills and competencies through cooperation and interaction within groups, and, on the other hand, the essence of entrepreneurship indicates competition; this is yet another dilemma addressed in the study. The study shows that, due to the schools’ different prerequisites regarding, for instance, teachers’ approaches and understandings and the schools’ catchment areas, entrepreneurial learning is performed somewhat different. Bernstein’s concepts and theories offer tools to explain and understand different aspects, including dilemmas and difficulties in relation to both classroom practice and social discourse.
|
|
| 8. |
- Diehl, Monika, 1963-, et al.
(author)
-
The Impact of Classification and Framing in Entrepreneurial Education : Field Observations in Two Lower Secondary Schools
- 2015
-
In: Universal Journal of Educational Research. - : Horizon Research Publishing. - 2332-3205 .- 2332-3213. ; 3:8, s. 489-501
-
Journal article (peer-reviewed)abstract
- This article’s purpose is to examine, on the basis of Bernstein’s theory of classification and framing, how teachers express the concept and content of entrepreneurship in classroom practices in two Swedish lower secondary schools. The study is part of a national school improvement program aiming to better understand, develop and encourage entrepreneurial education and learning. The broad perspective of entrepreneurial education is used in Swedish compulsory school and thereby in this study. In 2011 the curriculum was reversed, which meant, in addition to introducing entrepreneurship, adding focus on learning outcomes. The data sample is based on observation and field notes. The results show differences between the schools and subjects. The classification is strong in both schools, but the framing differs. Differences in framing are based on characteristics of individual teachers, and to some extent subjects, rather than schools. Together with other circumstances - such as teachers’ views and knowledge, school organization and subject division - the task can be perceived as challenging.
|
|
