| 1. |
- Bryois, J., et al.
(author)
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Genetic identification of cell types underlying brain complex traits yields insights into the etiology of Parkinson’s disease
- 2020
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In: Nature Genetics. - : Springer Science and Business Media LLC. - 1061-4036 .- 1546-1718. ; 52:5, s. 482-493
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Journal article (peer-reviewed)abstract
- Genome-wide association studies have discovered hundreds of loci associated with complex brain disorders, but it remains unclear in which cell types these loci are active. Here we integrate genome-wide association study results with single-cell transcriptomic data from the entire mouse nervous system to systematically identify cell types underlying brain complex traits. We show that psychiatric disorders are predominantly associated with projecting excitatory and inhibitory neurons. Neurological diseases were associated with different cell types, which is consistent with other lines of evidence. Notably, Parkinson’s disease was genetically associated not only with cholinergic and monoaminergic neurons (which include dopaminergic neurons) but also with enteric neurons and oligodendrocytes. Using post-mortem brain transcriptomic data, we confirmed alterations in these cells, even at the earliest stages of disease progression. Our study provides an important framework for understanding the cellular basis of complex brain maladies, and reveals an unexpected role of oligodendrocytes in Parkinson’s disease. © 2020, The Author(s), under exclusive licence to Springer Nature America, Inc.
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| 2. |
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Cases on professional distance education degree programs and practices : successes, challenges and issues
- 2013
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Editorial collection (peer-reviewed)abstract
- Although internet technologies have transformed the concept of professional development by providing the opportunity for virtual learning environments in a non-traditional setting, the implementation of professional distance education programs still poses a challenge.Cases on Professional Distance Education Degree Programs and Practices: Successes, Challenges, and Issues examines the best practices for executing technology applications and the utilization of distance education techniques. This publication will serve as a reference for academics and instructors coordinating distance education programs, initiating distance education courses, and implementing such programs for those earning professional degrees.
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| 3. |
- Appeltans, W., et al.
(author)
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The Magnitude of Global Marine Species Diversity
- 2012
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In: Current Biology. - : Elsevier BV. - 0960-9822 .- 1879-0445. ; 22:23, s. 2189-2202
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Journal article (peer-reviewed)abstract
- Background: The question of how many marine species exist is important because it provides a metric for how much we do and do not know about life in the oceans. We have compiled the first register of the marine species of the world and used this baseline to estimate how many more species, partitioned among all major eukaryotic groups, may be discovered. Results: There are similar to 226,000 eukaryotic marine species described. More species were described in the past decade (similar to 20,000) than in any previous one. The number of authors describing new species has been increasing at a faster rate than the number of new species described in the past six decades. We report that there are similar to 170,000 synonyms, that 58,000-72,000 species are collected but not yet described, and that 482,000-741,000 more species have yet to be sampled. Molecular methods may add tens of thousands of cryptic species. Thus, there may be 0.7-1.0 million marine species. Past rates of description of new species indicate there may be 0.5 +/- 0.2 million marine species. On average 37% (median 31%) of species in over 100 recent field studies around the world might be new to science. Conclusions: Currently, between one-third and two-thirds of marine species may be undescribed, and previous estimates of there being well over one million marine species appear highly unlikely. More species than ever before are being described annually by an increasing number of authors. If the current trend continues, most species will be discovered this century.
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| 5. |
- Behne, Dawn M., et al.
(author)
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Perceived Swedish Vowel Quantity : Effects of Postvocalic Consonant Duration
- 1998
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In: 5th International Conference on Spoken Language Processing, ICSLP 1998. - : International Speech Communication Association.
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Conference paper (peer-reviewed)abstract
- In the production of Swedish, vowel quantity is known to be realized in the vowel, but also affects duration of a postvocalic consonant. The goal of this study is to examine the use of postvocalic consonant duration as a perceptual cue to vowel quantity. Listeners' responses and reaction times were recorded for synthesized materials in which the vowel spectra and duration were kept constant and the postvocalic consonant duration was adjusted. Results show no indication that listeners actively used the duration of a postvocalic consonant to identify vowel quantity. These findings suggest that adjustments in postvocalic consonant duration in Swedish productions may be temporal artifacts of the preceding vowel quantity rather than reflecting linguistically relevant information.
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| 8. |
- Busic, Vesna, et al.
(author)
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Lessons for Today from Successful Women : Forced Migrants’ Language Biographies
- 2022
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In: Literacies in the Age of Mobility. - Cham : Palgrave Macmillan. - 9783030833169 - 9783030833176 ; , s. 51-76
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Book chapter (peer-reviewed)abstract
- This chapter considers the language biographies narrated by two female forced migrants from the area of the former Yugoslavia that is now Bosnia. We analyse these to access defining traumatic and agentic moments towards high-level language and literacy skills in Swedish. They arrived, along with many other forced migrants fleeing the Balkan wars, during a deep economic recession. The immigrant group has outperformed other forced migrant groups in Sweden and these language biographies provide pertinent insights into adaption, and the route to the achievement of high-level literacy and language competencies. These insights should be viewed broadly and not as prototypical for forced migrants. Our findings suggest agentic acts of proactive language- and literacy-learning need to be interwoven across an individual’s social, academic, and working life.
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| 9. |
- Busic, Vesna, et al.
(author)
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New-arrivals challenged by remote teaching : creating solutions during the COVID-19 pandemic
- 2020
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In: Education in the North. - Aberdeen : School of Education at the University of Aberdeen. - 0424-5512 .- 2398-0184. ; 27:2, s. 214-228
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Journal article (peer-reviewed)abstract
- Ensuring access to equal education is more complex than adopting remote teaching approaches. International reactions to Covid-19 included closing physical schools and moving teaching online. This has created learning challenges for newly arrived refugees and immigrants, and teaching challenges for their teachers. On 18 March 2020, language teaching for post-compulsory school-aged refugees and immigrants moved to remote teaching. This paper investigates this move. Through semi-structured interviews, we investigated how teachers attempted to assure equal access to these language courses and their perception of their students’ experiences of this shift. We found that many of the teachers’ students were inexperienced computer users. We also found that the teachers perceived that their students’ feelings of isolation from society increased, and that this in turn reduced their abilities to access the education being offered. Remote teaching is not sufficient on its own to support the social function of these courses. However, the interviewed teachers are highly creative teachers. For example, they kept trialling combinations of a wide range of communication possibilities including visiting students at home and holding outdoor meetings. In these ways they created an instantiation of agency that may have encouraged students. These actions suggest avenues for future research and potential ways of ameliorating the educational challenges created by the sudden move to teaching online.
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