Inter- and intra-specific carbon and nitrogen assimilation by dinoflagellate and diatom species

Phytoplankton are key components in primary production and their growth is determined mainly by the availability of nitrogen-nutrients in the ocean. The paradigm that phytoplankton prefer ammonium over nitrate when both substrates are present has been tested using 15N-labelled tracers on cultured diatoms and dinoflagellates isolated from two widespread geographical areas – the Baltic Sea and the Arabian Sea. We found contrary to the paradigm that both taxa preferred nitrate over ammonium and a significant within-species variation in N assimilation. Carbon uptake rates in the same experiments were estimated using 13C-labelled tracer

Priority effects in a planktonic bloom-forming marine diatom

Priority effects occur when a species or genotype with earlier arrival has an advantage such that its relative abundance in the community or population is increased compared with later-arriving species. Few studies have dealt with this concept in the context of within-species competition. Skeletonema marinoi is a marine diatom that shows a high degree of genetic differentiation between populations over small geographical distances. To test whether historical events such as priority effects may have been important in inducing these patterns of population differentiation, we performed microcosm experiments with successive inoculation of different S. marinoi strains. Our results show that even in the absence of a numerical advantage, significant priority effects were evident. We propose that priority effects may be an important mechanism in initiating population genetic differentiation

Young L2-learners' meaning-making in engaging in computer-assisted language learning

[EN] This study explores how newly arrived young students created meaning, communicated, and expressed themselves using digital technology in the subject of Swedish as a second language (SSL).  The qualitative case study presented in this article focuses on how the orchestration of teaching contributed to opportunities for digital meaning-making in the SSL subject in four classrooms at three schools in a city in Sweden. The notion of language as being fluid, which involves a critical approach to languages as separable entities, considers linguistic and embodied meaning-making, including digital technology, in social processes. This approach recognizes the roles of technology and digital meaning-making in young students’ second language acquisition. Moreover, technological innovations facilitate immediate and accessible communication.  In today’s language studies, ethnicity only is not considered an adequate focus of analysis. Furthermore, the meaning-making practices of newly arrived primary school-aged students remain under-investigated. In the present study, data collected in classroom observations and teacher interviews revealed three themes regarding the students’ utilization of digital technology to develop their multilingual skills. One insight was that the newly arrived students used digital technology strategically when they engaged in meaning-making activities with peers and teachers. When the students took the initiative in computer-assisted language learning, they displayed agency in meaning-making by being their own architects. The findings of this research provided insights into how the orchestration of teaching in Swedish as a second language to newly arrived students affects their opportunities to use multilingualism in meaning-making while employing digital technology.Hell, A.; Godhe, A.; Wennås Brante, E. (2021). 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Digital Literacies or Digital Competence: Conceptualizations in Nordic Curricula

This article examines how the concepts of digital literacies and digital competence are conceptualized in curricula for compulsory education within the Nordic countries. In 2006, the European Union defined digital competence as one of eight key competences for lifelong learning. The terms digital literacies and digital competence have since been used interchangeably, particularly in policy documents concerning education and the digitalization of educational systems and teaching. However, whether these concepts carry similar meanings, and are understood in a similar way, across languages and cultures is not self-evident. By taking the curricula in Sweden, Denmark, Finland, and Norway as examples, this article attempts to clarify similarities and differences in how the concepts are interpreted, as well as what implications this has for the digitalization of education. The analyses reveal that different terms are used in the curricula in the different countries, which are connected to themes or interdisciplinary issues to be incorporated into school subjects. The conceptualizations of the terms share a common emphasis on societal issues and a critical approach, highlighting a particular Nordic interpretation of digital literacies and digital competence

Growth of a common planktonic diatom quantified using solid medium culturing

The ability to grow on solid culture medium is a pre-requisite for a successful microbial genetic model organism. Skeletonema marinoi, a bloom-forming, planktonic marine microalga, is widely used in ecological, evolutionary and population genetics studies. We have tested and confirmed the ability of this common organism to grow on solid culture medium (agar) under experimentally manipulated conditions. We established a protocol for quantifying growth characteristics - length of lag phase, growth rate, maximum biomass yield - on agar medium. The procedure was tested under experimental treatments and the resulting growth changes correlated with those observed in standard liquid culture. The ability to grow on solid medium broadens the use of S. marinoi as a molecular model, where agar is routinely used for various purposes (growth, selection, storage); and the possibility to quantify colony growth opens the way for high throughput, automated, or semi-automated phenotyping solutions

Intraspecific variability in the response of bloom-forming marine microalgae to changed climate conditions

Phytoplankton populations can display high levels of genetic diversity that, when reflected by phenotypic variability, may stabilize a species response to environmental changes. We studied the effects of increased temperature and CO2 availability as predicted consequences of global change, on 16 genetically different isolates of the diatom Skeletonema marinoi from the Adriatic Sea and the Skagerrak (North Sea), and on eight strains of the PST (paralytic shellfish toxin)-producing dinoflagellate Alexandrium ostenfeldii from the Baltic Sea. Maximum growth rates were estimated in batch cultures of acclimated isolates grown for five to 10 generations in a factorial design at 20 and 24°C, and present day and next century applied atmospheric pCO2, respectively. In both species, individual strains were affected in different ways by increased temperature and pCO2. The strongest response variability, buffering overall effects, was detected among Adriatic S. marinoi strains. Skagerrak strains showed a more uniform response, particularly to increased temperature, with an overall positive effect on growth. Increased temperature also caused a general growth stimulation in A. ostenfeldii, despite notable variability in strain-specific response patterns. Our data revealed a significant relationship between strain-specific growth rates and the impact of pCO2 on growth—slow growing cultures were generally positively affected, while fast growing cultures showed no or negative responses to increased pCO2. Toxin composition of A. ostenfeldii was consistently altered by elevated temperature and increased CO2 supply in the tested strains, resulting in overall promotion of saxitoxin production by both treatments. Our findings suggest that phenotypic variability within populations plays an important role in the adaptation of phytoplankton to changing environments, potentially attenuating short-term effects and forming the basis for selection. In particular, A. ostenfeldii blooms may expand and increase in toxicity under increased water temperature and atmospheric pCO2 conditions, with potentially severe consequences for the coastal ecosystem

Dead or alive: sediment DNA archives as tools for tracking aquatic evolution and adaptation

DNA can be preserved in marine and freshwater sediments both in bulk sediment and in intact, viable resting stages. Here, we assess the potential for combined use of ancient, environmental, DNA and timeseries of resurrected long-term dormant organisms, to reconstruct trophic interactions and evolutionary adaptation to changing environments. These new methods, coupled with independent evidence of biotic and abiotic forcing factors, can provide a holistic view of past ecosystems beyond that offered by standard palaeoecology, help us assess implications of ecological and molecular change for contemporary ecosystem functioning and services, and improve our ability to predict adaptation to environmental stress

Transporting ideas between marine and social sciences: experiences from interdisciplinary research programs.

The oceans comprise 70% of the surface area of our planet, contain some of the world’s richest natural resources and are one of the most significant drivers of global climate patterns. As the marine environment continues to increase in importance as both an essential resource reservoir and facilitator of global change, it is apparent that to find long-term sustainable solutions for our use of the sea and its resources and thus to engage in a sustainable blue economy, an integrated interdisciplinary approach is needed. As a result, interdisciplinary working is proliferating. We report here our experiences of forming interdisciplinary teams (marine ecologists, ecophysiologists, social scientists, environmental economists and environmental law specialists) to answer questions pertaining to the effects of anthropogenic-driven global change on the sustainability of resource use from the marine environment, and thus to transport ideas outwards from disciplinary confines. We use a framework derived from the literature on interdisciplinarity to enable us to explore processes of knowledge integration in two ongoing research projects, based on analyses of the purpose, form and degree of knowledge integration within each project. These teams were initially focused around a graduate program, explicitly designed for interdisciplinary training across the natural and social sciences, at the Gothenburg Centre for Marine Research at the University of Gothenburg, thus allowing us to reflect on our own experiences within the context of other multi-national, interdisciplinary graduate training and associated research programs