386 research outputs found
Additions to the knowledge of the genus Helvella in Europe: new records and de novo description of five species from the Nordic region
No full textHelvella is a species-rich genus, forming a large variation of astounding ascocarps in many different habitats. During the last decade, molecular markers and morphological characters have been combined to delimit and identify cryptic species in this genus. We report on a list of 54 species of Helvella s.s. in the Nordic region and describe five new species, i.e. H. bresadolae, H. convexa, H. japonica, H. nordlandiae and H. oroarctica. The morphological and molecular characteristics of the new species and the emended / hypocrateriformis, / fibrosa-macropus, and / fallax-pezizoides lineages of Helvella s.s. are shortly commented upon. Further, we include a discussion of the distribution of species in the Nordic region based on a large set of studied collections. The ecological versatility and variable geographic patterns of these species indicate that cryptic species may have contrasting ecology in their local habitats.The files are in fasta format and can be opened by any text editor.Funding provided by: Norwegian Biodiversity Information CentreCrossref Funder Registry ID: http://dx.doi.org/10.13039/501100015044Award Number: 45/15DNA from individual specimens was extracted using the E.Z.N.A.®HP Fungal DNA Kit (Omega Biotek D3195), following the slightly modified procedure from Skrede et al. (2017). The three genetic markers, heat shock protein 90 (hsp), RNApolymerase II second largest subunit (rpb2) and nuclear ribosomal large subunit DNA (LSU) were amplified using PuReTaq Ready-To-Go PCR Beads (GEhealthcare, Waukesha, WI), and purified with 10´ ExoSAP-IT (GEhealthcare, Waukesha, WI). For primer sequences, detailed PCR conditions, and sequencing techniques, see the procedures in Skrede et al. (2017). In addition to sequences produced in the present study, sequences from a representative selection of Helvella species were downloaded from GenBank and included for reference. The sequences were automatically aligned using the MUSCLE v. 3.8.425 (Edgar 2004) plugin in Geneious Prime v. 2019.2.3 (Biomatters, Auckland), followed by manual inspection
At grave og at skrive
No full textTo dig and to write: Author questions the concept of basic archive reports and argues that the pyramidal working structure of archaeology must be demolished. Drawings by Inger Karlberg
Comparison of Methods to Identify and Monitor Mold Damages in Buildings
No full textMolds thrive in indoor environments, challenging the stability of building materials and occupants’ health. Diverse sampling and analytical techniques can be applied in the microbiology of buildings, with specific benefits and drawbacks. We evaluated the use of two methods, the microscopy of visible mold growth (hereinafter “mold” samples) (tape lifts) and the DNA metabarcoding of mold and dust samples (swabs), for mapping mold-damage indicator fungi in residential buildings in Oslo. Overall, both methods provided consistent results for the mold samples, where nearly 80% of the microscopy-identified taxa were confirmed by DNA analyses. Aspergillus was the most abundant genus colonizing all materials, while some taxa were associated with certain substrates: Acremonium with gypsum board, Chaetomium with chipboard, Stachybotrys with gypsum board and wood, and Trichoderma with wood. Based on the DNA data, the community composition was clearly different between the mold and the dust, with a much higher alpha diversity in the dust. Most genera identified in the mold were also detected with a low abundance in the dust from the same apartments. Their spatial distribution indicated some local spread from the mold growth to other areas, but there was no clear correlation between the relative abundances and the distance to the damages. To study mold damages, different microbiological analyses (microscopy, cultivation, DNA, and chemistry) should be combined with a thorough inspection of buildings. The interpretation of such datasets requires the collaboration of skilled mycologists and building consultants
Diversity and distribution of ligninolytic fungi
No full textLigninolytic fungi is a large and heterogeneous group of species, mainly from the two phyla Ascomycota and Basidiomycota. They are the main players in the decomposition of wooden materials worldwide. In this chapter, the diversity and distribution of ligninolytic fungal species is presented. Attention is given to how the species diversity can be detected, as fungi are mainly living within their substrate and consequently may be difficult to observe. I present the current knowledge on how the species diversity originates, and the discovery of cryptic ligninolytic fungal species. I also focus on the distribution of ligninolytic fungi, both on how individuals are locally distributed on a single substrate of dead wood and on how species are distributed at larger scales. Across larger scales fungi are affected by the size and environmental conditions in local forests and large-scale climatic variables. The chapter ends with a discussion about conservation, with some perspectives for future research directions
Allegorical Readings in Sara Stridsberg’s Happy Sally (2004) and Inger Bråtveit’s Dette er også vatn (2018)
No full textThis article explores women’s relationship to the sea and contributes with a gender perspective to Humanistic Ocean studies. In Swedish author Sara Stridsberg’s novel Happy Sally (2004) and Norwegian author Inger Bråtveit’s Dette er også vatn (2018), the themes of motherhood and marriage are connected to the motif of swimming in the sea. The texts include memories, diary entries, and essayistic thoughts of the narrators, as well as excerpts from other authors. Swimming in the sea is interpreted by the narrators as a metaphor for the desire to transcend the life as mother, daughter, sister, and wife, while simultaneously reminding of their responsibilities to others and the surroundings. Swimming is understood as a process of mourning, that contributes to the acknowledgment of human finitude.Der Artikel untersucht das Verhältnis von Frauen zum Meer und trägt mit einer Genderperspektive zur geisteswissenschaftlichen Meeresforschung bei. In dem Roman Happy Sally (2004) der schwedischen Autorin Sara Stridsberg und Dette er også vatn (2008) der Norwegerin Inger Bråtveit sind die Themen von Mutterschaft und Ehe mit dem Motiv des Schwimmens im Meer verwoben. Die Texte beinhalten die Erinnerungen, Tagebucheinträge und essayistischen Gedankengänge der Erzählerinnen, sowie Textstücke anderer Verfasser. Schwimmen im Meer wird von den Erzählern als ein Bild gedeutet für den Wunsch, das Leben als Mutter, Tochter, Schwester und Ehefrau zu transzendieren, während es gleichzeitig an die Verantwortung für Andere und die Umwelt erinnert. Schwimmen wird als Trauerarbeit verstanden, die zur Anerkennung menschlicher Begrenztheit beiträgt
A population genomic study of the effect of clear-cut forestry on the beetle Gyrophaena boleti
No full textThe boreal forest is the home to several thousands of species, and about 2/3 of the forests are under management, mostly for timber production. In Norway only two percent of the forests are natural, and only 21% of this area is protected. The main logging strategy in Norway is clear-cutting followed by planting, altering the composition of both living trees and dead wood. Clear-cut forests are in particular danger of losing biodiversity. Gyrophaena boleti is a small rove beetle inhabiting bracket fungi in these forests, living in both mature previously clear-cut and near-natural forests. How the different management strategies are affecting the genetic diversity of this beetle is currently unknown. Utilizing pooled whole genome sequencing to do a population genomic study of G. boleti from nine paired forest sites, we show that G. boleti in the clear-cut forests tend to have slightly lower genetic diversity than G. boleti from near-natural forests. Although generally the genetic diversity is high. We also found little genome-wide population structure between sites with paired forest stands. However, we found peaks of differentiation between populations in different forest sites and stands which could be genomic regions involved in local adaptation. This is the first genomic study of the species G. boleti, contributing to the knowledge of how small, specialized insect species are affected by habitat change. This understanding could help support the development of conservation strategies and management practices of the boreal forests
The Figure of the “Climate Refugee” in Inger Elisabeth Hansen’s Å resirkulere lengselen: avrenning foregår (2015)
No full textABSTRACT: This article addresses the Norwegian response to global climate change and
increased human migration through an analysis of the figure of the “climate refugee” in Inger Elisabeth Hansen’s 2015 poetry collection, Å resirkulere lengselen, avrenning foregår. In addition to situating the work in the context of the so-called “refugee crisis,” the author also discusses the origins of the term “climate refugee” and the conceptual and ethical problems surrounding such a designation. The article
examines notions of aesthetics and poetics in the text, arguing that Hansen draws
attention to the ubiquity of risk in the history of cultural exchange between humans.
Rather than a poetics that attempts to manage mobile bodies or eliminate risk, the
author argues that Hansen advocates for a poetics of relation that takes its inspiration
from dynamic forms in nature
Corporate Legitimacy and Institutionalization:From Corporate Innocence to Responsibility for Complex Impacts
No full textThis chapter studies some of the significant changes in history of corporate responsibility and legitimacy. One line of development is that the company in the middle of last century was considered innocent. The main coordination mechanism was the market and economy. Gradually, more values and norms were introduced to judge the impacts of the company; and national regulation addressed some of the market imperfections and business impacts on health and environment. In this development, sociological theories, New Institutionalism, came up with very broad and general theories about norms, values, habits, norms, and institutions. The author finds that the very broad theories did not focus on the material aspects and the complexity of the praxes of the many agents. Therefore, I. Jensen (*) Department of Social Sciences and Business, Roskilde University, Roskilde, Denmark e-mail: [email protected] © Springer Nature Switzerland AG 2020 J. D. Rendtorff (ed.), Handbook of Business Legitimacy, https://doi.org/10.1007/978-3-319-68845-9_5-1 1 Jean-Paul Sartre, John R. Searle, and Jürgen Habermas are introduced to focus on social reality as materialized result of the many agents. In light of this, social construction is considered in two ways: institutions as socially constructed coordination mechanisms and as materially mediated and legitimate when supported in praxis. In the historical development of companies, their responsibility and legitimacy, there is a growing awareness of the need of new institutionalized coordination mechanisms that do not leave all responsibility to the individual company but enable cross-sector collaboration to address common international prioritie
How do you design a good study start for blended and distance learning courses?
No full textEn af udfordringerne i blended learning og fjernundervisning er at engagere og motivere de studerende til aktiv deltagelse online. Dette paper beskriver, hvordan Gilly Salmon's 5-fase model og e-tivities koncept kan anvendes til at stilladsere de studerendes læring online og understøtte udvikling af et dynamisk virtuelt læringsmiljø, hvor de studerende er trygge ved at bidrage og respondere på hinandens bidrag. Forfatteren præsenterer desuden 4-fase modellen, en tilpasset version af 5-fase modellen, som det anbefales at anvende i blended learning kontekster og i kontekster med erfarne online studerende. Pointen med begge modeller, er at der indledningsvist i et kursus er behov for 1-2 faser med aktiviteter af mere uformel og social karakter, der undersøtter de studerende i at få adgang til de virtuelle læringsmiljøer og blive fortrolig med rollen som online studerende. Først herefter kan man gå i gang med opgaver af mere faglig karakter. Afslutningsvist understreges vigtigheden af løbende moderering online, hvor underviseren opfordrer og opmuntrer studerende til at deltage aktivt online.One of the challenges of blended and distance learning is to engage and motivate students to particpate actively online. This paper describes how Gilly Salmon's 5-stage model and e-tivities concept can be used to scaffold students' learning online and support the development of a dynamic learning environment in which students are comfortable contributing and responding to each other's contributions. The author, furthermore, presents a 4-stage model, an adapted version of the 5-stage model recommended for blended learning contexts and in contexts where you work with experienced online students. The main point of both models is that initially in a course 1 or 2 phases with informal and social activities online must be included to support students in getting access to the virtual learning environments and becoming confident with the role of online student. Then one can move on to activities of a more subject-related nature. The paper ends by stressing the importance of continuous e-moderation where the teacher encourages students to participate actively online
How do you design a good study start for blended and distance learning courses?
No full textEn af udfordringerne i blended learning og fjernundervisning er at engagere og motivere de studerende til aktiv deltagelse online. Dette paper beskriver, hvordan Gilly Salmon's 5-fase model og e-tivities koncept kan anvendes til at stilladsere de studerendes læring online og understøtte udvikling af et dynamisk virtuelt læringsmiljø, hvor de studerende er trygge ved at bidrage og respondere på hinandens bidrag. Forfatteren præsenterer desuden 4-fase modellen, en tilpasset version af 5-fase modellen, som det anbefales at anvende i blended learning kontekster og i kontekster med erfarne online studerende. Pointen med begge modeller, er at der indledningsvist i et kursus er behov for 1-2 faser med aktiviteter af mere uformel og social karakter, der undersøtter de studerende i at få adgang til de virtuelle læringsmiljøer og blive fortrolig med rollen som online studerende. Først herefter kan man gå i gang med opgaver af mere faglig karakter. Afslutningsvist understreges vigtigheden af løbende moderering online, hvor underviseren opfordrer og opmuntrer studerende til at deltage aktivt online.One of the challenges of blended and distance learning is to engage and motivate students to particpate actively online. This paper describes how Gilly Salmon's 5-stage model and e-tivities concept can be used to scaffold students' learning online and support the development of a dynamic learning environment in which students are comfortable contributing and responding to each other's contributions. The author, furthermore, presents a 4-stage model, an adapted version of the 5-stage model recommended for blended learning contexts and in contexts where you work with experienced online students. The main point of both models is that initially in a course 1 or 2 phases with informal and social activities online must be included to support students in getting access to the virtual learning environments and becoming confident with the role of online student. Then one can move on to activities of a more subject-related nature. The paper ends by stressing the importance of continuous e-moderation where the teacher encourages students to participate actively online
- …
