Standardized gene nomenclature for the Brassica genus

The genus Brassica (Brassicaceae, Brassiceae) is closely related to the model plant Arabidopsis, and includes several important crop plants. Against the background of ongoing genome sequencing, and in line with efforts to standardize and simplify description of genetic entities, we propose a standard systematic gene nomenclature system for the Brassica genus. This is based upon concatenating abbreviated categories, where these are listed in descending order of significance from left to right (i.e. genus – species – genome – gene name – locus – allele). Indicative examples are provided, and the considerations and recommendations for use are discussed, including outlining the relationship with functionally well-characterized Arabidopsis orthologues. A Brassica Gene Registry has been established under the auspices of the Multinational Brassica Genome Project that will enable management of gene names within the research community, and includes provisional allocation of standard names to genes previously described in the literature or in sequence repositories. The proposed standardization of Brassica gene nomenclature has been distributed to editors of plant and genetics journals and curators of sequence repositories, so that it can be adopted universally

Integrated and seamless?:Single Parents’ Experiences of Cross-Organizational Interaction

The lack of integration of public organizations and services is a recurring challenge for scholars, policymakers, and citizens. Within the e-government field, scholars have presented web-stage models, which predict that digitization will lead to a fully integrated public sector and seamless user journeys for citizens. Although these models have not delivered on their promises, scholars and policymakers still regard digitization as a means to integrate the public sector, achieve efficiency gains, and improve service quality. We argue that the web-stage models overlook barriers to integration, as they are mostly conceptual, and primarily focus on the potential of technology, rather than its actual implementation and use. Moreover, the models occur on the organizational level of analysis and ignore citizens and their actual experiences. Therefore, we present an empirical study of how citizens experience crossorganizational interaction during benefit application following a family break-up or divorce. Through observations, contextual interviews, focus group discussions and workshops we identify seven challenges citizens experience. These challenges make citizens aware that they are interacting with different organizations and break their experience of an integrated public sector. Further, the challenges cause citizens to turn from the digital channels towards traditional channels to complete their interaction. Thus, the lack of integration challenge both citizens’ satisfaction and efficiency gains from public sector digitalization

A molecular framework controlling style morphology in Brassicaceae

Organ formation in multicellular organisms depends on the coordinated activities of regulatory components that integrate developmental and hormonal cues to control gene expression and mediate cell-type specification. For example, development of the Arabidopsis gynoecium is tightly controlled by distribution and synthesis of the plant hormone auxin. The functions of several transcription factors (TFs) have been linked with auxin dynamics during gynoecium development; yet how their activities are coordinated is not known. Here, we show that five such TFs function together to ensure polarity establishment at the gynoecium apex. The auxin response factor ETTIN (ARF3; herein, ETT) is a central component of this framework. Interaction of ETT with TF partners is sensitive to the presence of auxin and our results suggest that ETT forms part of a repressive gene-regulatory complex. We show that this function is conserved between members of the Brassicaceae family and that variation in an ETT subdomain affects interaction strengths and gynoecium morphology. These results suggest that variation in affinities between conserved TFs can lead to morphological differences and thus contribute to the evolution of diverse organ shapes

Rengøring

Lars Østergaard: Rengøring

Teori-praksis kobling i idrætsundervisningen – hvad er meningen?

På Aalborg Universitet er praksisundervisningen smeltet sammen med teoriundervisningen, så når de studerende bliver undervist om fx kræfter og kraftmomenter i biomekanik foregår det i svømmehallen, hvor de studerende i bassinet selv kobler teori med praksis. Den valgte undervisningstilgang bygger på læringsteoretikere som Dewey and Bentley (1960) og Mezirow (2006), der har fokus på refleksion over egen praksis. Idet de studerende arbejder med videnselementer basereret på egen erfaring og praksis i en kendt kontekst, giver det anledning til refleksioner i og om meningsfulde handlinger, der stimulerer og fremmer den transformative læringsproces, som er essentiel for de studerendes læring. Vi der underviser er overbeviste om at det virker, men hvad synes de studerende selv? På tværs af årgangene er i alt 16 studerende, 13 drenge og 3 piger på hhv. 2., 4. og 6. semester på idrætsbacheloruddannelsen, blevet interviewet i grupper om deres holdning til teori-praksis koblingen, og på baggrund af en tematisk analyse (Braun, Clarke, &amp; Weate, 2016) af de indsamlede interview blev der identificerede temaer som Aktiv involverende undervisningen, Meningsfuld og motiverende undervisning, Teori/ praksiskoblinger understøtter læring samt Det knap så ideelle ved teori/ praksiskoblede undervisning. Følgende blev resultaterne diskuteret ift. teorier om læring, motivation og didaktik/ pædagogik (bl.a. Mezirow, 2006, Ryan &amp; Deci, 2000, Hiim &amp; Hippe, 2002).Undervisningsformen, som den udøves på Aalborg Universitets idrætsuddannelse, bliver af de studerende opfattet som motiverende, de føler sig inddraget i undervisningen på en måde, der gør at læringsstoffet er lettere at huske og genkalde, og de teorier, der udfoldes i løbet af den teori-praksiskoblede undervisning, bliver perspektiveret og kontekstualiseret på en måde, der giver mening for de studerende og som derigennem understøtter deres læringsprocesser. Dog er der også eksempler på uheldige teori-praksis koblinger, ligesom de praktiske egenfærdigheder kun i begrænset omfang bliver trænet og optimeret. I forbindelse med præsentationen på konferencen vil den teori-praksiskoblede undervisning bliver diskuteret ift. MENING. Give undervisningsmetoden mening i andre uddannelseskontekster, er der noget i metoden der ikke giver mening, og på hvilken måde kan metoden understøtte de studerendes meningsfulde arbejde med bevægelse ?LitteraturBraun, V., Clarke, V., &amp; Weate, P. (2016). Using thematic analysis in sport and exercise. In B. Smith &amp; A. C. Sparkes (Eds.), Routledge handbook of qualitative research in sport and exercise (pp. 191-205). London: Routledge. Dewey, J., &amp; Bentley, A. F. (1960). Knowing and the known (Vol. 111): Beacon press Boston. Hiim, H., &amp; Hippe, E. (2002). Læring gennem oplevelse, forståelse og handling: en studiebog i didaktik. Gyldendal Uddannelse.Mezirow, J. (2006). An overview on transformative learning. Lifelong learning: Concepts and contexts, 24-38. Ryan, R. M., &amp; Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68.<br/

Inquiry Based Science Education og den sociokulturelt forankrede dialog i naturfagsundervisningen.

Through study, investigation and discussion of the concept Best Practice in science education (Ellebæk &amp; Østergaard, 2009) it was shown, that the dialogue in the teaching sequences was an important factor for the children’s understanding, engagement and interest for the science subjects and phenomena. In this article we will discuss dialogue in the light of sociocultural learning theories, and relate it to Inquiry Based Science Education (IBSE), as the pedagogical and didactical method, which are promoted most strongly these years (e.g. in the inter-European Pollen and Fibonacci projects). The method is central in the action research project NatSats, where focus is on children’s hypothesizing and the way teacher’s use dialogue in their teaching or guiding of children in kindergarten and primary school. Results from the project indicate that an open and interrogative dialogue based on the student’s premises is able to support hypothesizing, which initiates explorative and investigative challenges for the students.</jats:p

Med videnskaben på tur – Dansk Naturvidenskabsfestival 2012 - Hvor motiverende er det at høre foredrag om lyn og torden?

I forbindelse med Dansk Naturvidenskabsfestivals tilbud Videnskaben på besøg blev dersat fokus på elevernes motivation under og efter Lyt og Lær-foredraget “Lyn og Torden – et ordentligtbrag” som det blev formidlet til tre hold elever (N = 90) under festivalen i 2012. Data blev indsamlet iform af videoobservationer, elevinterviews samt en mindre spørgeskemaundersøgelse. Resultatet visteat eleverne i nogen grad var motiverede for foredraget, og at de fagligt tilegnede sig ny viden på fleretaksonomiske niveauer. Foredragsordningen Lyt og Lær kan dog godt forbedres så den i højere gradstimulerer elevernes motivation for at beskæftige sig med naturfag – og dermed for at danne grobundfor udviklingen af en varig individuel interesse. As a part of Danish Science Festival, Science on visit, is focus in this project on the students motivationin relation to the Listen and Learn lecture: “Thunder and lightning – a huge bang”, as it wasdisseminated to three classes (90 students) during the festival 2012. Data were collected as videorecordings, interview with students, and a minor questionnaire (task evaluation questionnaire).The results showed that the students were partly motivated for the lecture, and that they actual hadgained knowledge at different taxonomic levels. Yet Listen and Learn lecturers can be improved, soit better can support students’ interest for science