Miljøvurdering af konventional og økologisk avl af grøntsager - Livscyklusvurdering af produktion i væksthuse og på friland: Tomater, agurker, løg, gulerødder

Information om produkters miljøbelastning efterspørges i stigende grad både som information mellem producenter, mellemhandlere og aftagere i kæden og blandt myndigheder og forbrugergrupper. Fødevarer udgør en vigtig del af en families samlede miljøbelastning og tidligere studier har vist at der er store forskelle imellem forskellige madvarers miljøbelastning pr. kg produkt (se f.eks. www.lcafood.dk). Dette skyldes både (uomgængelige) forskelle imellem produktionsprocesserne for forskellige produkter (f.eks. mælk vs. kartofler) og forskelle i ressourceforbrug og udledninger ved forskellige produktionsmetoder for det samme produkt. Det kan forventes at produktbaseret miljødokumentation i fremtiden vil blive en blandt flere konkurrenceparametre i afsætningsleddet. Det er derfor relevant at opgøre miljøbelastningen af danske grøntsager ved brug af Livscyklusvurdering (LCA). Denne metode er egnet til at opgøre det samlede ressourceforbrug i en produkt-kæde og de dertil hørende udledninger i et overskueligt antal miljøpåvirknings kategorier pr. kg produkt leveret. I denne rapport præsenteres LCA af væksthusgrøntsager (tomater og agurker)og frilandsgrøntsager (gulerødder og løg) baseret på information fra udvalgte gartnerier i kombination med oplysninger fra DEG’s konsulenter samt kommentarer fra eksperter i branchen. Der er således opstillet modeller for konventionelt avlede tomater og agurker i moderne væksthuse med eget kraftvarmeanlæg, dyrkning i stenuldsmåtter samt med og uden recirkulering af gødningsvandet. Desuden er opstillet en model for økologisk tomat i væksthus med samme varmeforsyning men dyrket i jord tilført kompost

Anestesisykepleieres holdning til fagutvikling

Formål: Studien er et fagutviklingsprosjekt som har til hensikt å avdekke holdninger og engasjement innen fagutvikling og forskning blant anestesisykepleiere. Ved å avdekke barrierer mot forskning og samtidig avdekke hvordan de engasjerer seg innen fagutvikling, vil en plan for fagutvikling kunne skisseres. Teoretisk forankring: Rokeach verdi og holdningsteori, og Fishbein & Ajzen planlagte handlingsteori er lagt til grunn for beskrivelse av begrepet holdning. Kims typologi av 4 domener og NSF’s omtale av evidensbasert sykepleie danner det sykepleievitenskapelige grunnlaget. Fagutvikling belyses i kunnskaps perspektiv. Metodologi: Studien bruker beskrivende design med survey som metode og består av 77 anestesisykepleiere ved 4 helseforetak i Norge. Helseforetakene er på lokal og sentralsykehus nivå. Spørreskjema er Funks Barrier Scale i tillegg til Hommelstads skjema som avdekker aktivitet innen fagutvikling og forskning i tillegg til demografi. Resultater: Anestesisykepleierne er positive til fagutvikling og forskning. Faktoranalysen resulterte i fire faktorer. Anestesisykepleiers forhold til forskning, til forskningsaktivitet, til forskningsresultatet og til omgivelsene. Selv om de kan søke litteratur i kliniske databaser, er de selv lite aktive i søk etter vitenskapelig litteratur. De angir tid, tilgjengelighet og ressurser som en barriere. De deltar på kurs og internundervisning og henter ellers ny kunnskap gjennom leger, kollegaer og tilgjengelige tidsskrifter. De savner imidlertid tid til refleksjon og veiledning. Konklusjon: Videre bruk av Funks barrier scale anbefales ikke da funn er uendret over flere år og videre forskning bør konsentrere seg om tiltak for å overkomme avdekkede barrierer. Holdningene er gjennomgående positive, og utfordringene ligger i kulturen. Skal forskning gjøres mer tilgjengelig må forskningen bli en integrert del av både utdanningen og videre som en del av grunnlaget for fagutviklingen i avdelingene. Nøkkelord: attitude, nurse anesthetist, professional development, lifelong learning behavior, knowledge.Purpose: This study is a professional development project that aims to uncover the attitudes and commitment to professional development and research among Nurse Anesthetists. By identifying barriers to research and also reveal how they engage in professional development, a plan for professional development could be outlined. Theoretical background: Rokeach value and attitude theory, and Fishbein & Ajzen planned action theory is the basis for the description of the concept of attitude. Kim's typology of four domains and NSF's review of evidence-based nursing care form the scientific basis. Professional development is highlighted in a knowledge perspective. Methodology: The study uses descriptive design with survey methodology that consists of 77 Nurse Anesthetists at 4 hospitals in Norway. Health trusts are local and regional level. Questionnaires are Funks Barrier Scale along with Hommelstads form that reveals activity in professional development and research in addition to demographics. Results: Nurse Anesthetists are positive about the professional development and research. Factor analysis resulted in four factors, Nurse Anesthetist’s relation to research, research activity, research results and environment. Although they can apply in the clinical literature databases, they themselves are little active in search for scholarly literature. They set the time, accessibility and resources as a barrier. They participate in courses and interactive teaching and otherwise obtain new knowledge through doctors, colleagues and journals available. They miss, however, time for reflection and guidance. Conclusion: Further use of Funk barrier scale is not recommended when the findings are unchanged over several years and further research should concentrate on measures to overcome identified barriers. Attitudes are generally positive, and challenges lie in the culture. Should research be made more available research must be an integral part of both education and further as part of the basis for professional development of the departments. Keywords: attitude, nurse anesthetist, professional development, lifelong learning behavior, knowledge.Master i klinisk sykepleievitenska

A reversible <i>Renilla </i>luciferase protein complementation assay for rapid identification of protein-protein interactions reveals the existence of an interaction network involved in xyloglucan biosynthesis in the plant Golgi apparatus

A growing body of evidence suggests that protein–protein interactions (PPIs) occur amongst glycosyltransferases (GTs) required for plant glycan biosynthesis (e.g. cell wall polysaccharides and N-glycans) in the Golgi apparatus, and may control the functions of these enzymes. However, identification of PPIs in the endomembrane system in a relatively fast and simple fashion is technically challenging, hampering the progress in understanding the functional coordination of the enzymes in Golgi glycan biosynthesis. To solve the challenges, we adapted and streamlined a reversible Renilla luciferase protein complementation assay (Rluc-PCA), originally reported for use in human cells, for transient expression in Nicotiana benthamiana. We tested Rluc-PCA and successfully identified luminescence complementation amongst Golgi-localizing GTs known to form a heterodimer (GAUT1 and GAUT7) and those which homooligomerize (ARAD1). In contrast, no interaction was shown between negative controls (e.g. GAUT7, ARAD1, IRX9). Rluc-PCA was used to investigate PPIs amongst Golgi-localizing GTs involved in biosynthesis of hemicelluloses. Although no PPI was identified among six GTs involved in xylan biosynthesis, Rluc-PCA confirmed three previously proposed interactions and identified seven novel PPIs amongst GTs involved in xyloglucan biosynthesis. Notably, three of the novel PPIs were confirmed by a yeast-based split-ubiquitin assay. Finally, Gateway-enabled expression vectors were generated, allowing rapid construction of fusion proteins to the Rluc reporters and epitope tags. Our results show that Rluc-PCA coupled with transient expression in N. benthamiana is a fast and versatile method suitable for analysis of PPIs between Golgi resident proteins in an easy and mid-throughput fashion in planta

Study of access and outcomes from advanced computer science coursework in the Chicago Public Schools\u27\u27 poster in Structured Poster Session CS for All: An intersectional approach to unpacking equity in computer science education

The Chicago Public Schools (CPS) has taken a unique approach to broadening participation of low-income students, students of color, and girls by establishing Computer Science (CS) as a high school graduation requirement. This policy ensures that all CPS high school students will take a CS course, starting with the class of 2020. However, equity is more than just access. We define equity as equivalence in both the quality and outcomes of CS experiences. Exploring Computer Science (ECS) is the foundational course that fulfills the CPS requirement. Through ECS professional development, the number of qualified ECS teachers has grown. Two years into policy implementation, three-fourths of the schools offered ECS. Our prior research has shown that ECS participation rates by race, gender, and income closely reflect representation of the corresponding populations in CPS. In addition, student performance on the ECS end-of-course assessment was equivalent by race, gender, and income level. This evidence suggests that the CPS graduation policy is contributing towards equitable access to introductory CS with equitable course outcomes. Another outcome of interest is the equitable pursuit of advanced CS. Our primary research question for this poster is the extent to which there is equitable representation and outcomes of students who pursue advanced CS coursework in CPS. In particular, we focused on enrollment in the AP Computer Science A (CSA) and AP Computer Science Principles (CSP) courses from the 2014--15 to the 2017--18 school year. The 2014--15 school year was the first year that the CSP course was pilot tested in CPS, and the 2016--17 school year was the first year that the CSP exam was available. For every student enrolled in either AP CS course, the dataset included race, gender, special education status, English language learner status, free and reduced lunch status, overall GPA, AP course grade, and AP exam score. During the target period, enrollment in CSA declined from a high of 220 to a low of 136 students, while CSP enrollment increased from a pilot of 29 students to 693 students. The combined representation of students by race and gender in both courses was not reflective of the district\u27s student demographics. However, student representation by race and gender was closer to the district representation for CSP than for CSA. We conducted a multiple regression of the factors that correlated with the AP exam performance. The students\u27 overall GPA and the grade in the course were significantly correlated with exam scores. Girls scored statistically lower than boys and Latinx students scored statistically lower than Caucasian, Asian, and African-American students. Students who took ECS prior to CSP scored statistically higher on the CSP exam. These results show promise that using ECS as a foundation course is helpful for students who go on to pursue AP CSP. However, more work needs to be done to capitalize on the success of ECS to encourage CPS schools to offer AP CS courses and to encourage girls and students from underrepresented minority groups to pursue advanced CS coursework

An examination of the factors correlating with course failure in a high school computer science course

Across the United States, enrollment in high school computer science (CS) courses is increasing. These increases, however, are not spread evenly across race and gender. CS remains largely an elective class, and fewer than three-fourths of the states allow it to count towards graduation. The Chicago Public Schools has sought to ensure access for all students by recently enacting computer science as a high school graduation requirement. The primary class that fulfills the graduation requirement is Exploring Computer Science (ECS), a high school introductory course and professional development program designed to foster deep engagement through equitable inquiry around CS concepts. The number of students taking CS in the district increased significantly and these increases are distributed equitably across demographic characteristics. With ECS serving as a core class, it becomes critical to ensure success for all students independent of demographic characteristics, as success in the course directly affects a student\u27s ability to graduate from high school. In this paper, we examine the factors that correlate with student failure in the course. At the student level, attendance and prior general academic performance correlate with passing the class. After controlling for student characteristics, whether or not teachers participated in the professional development program associated with ECS correlates with student success in passing the course. These results provide evidence for the importance of engaging teachers in professional development, in conjunction with requiring a course specifically designed to provide an equitable computer science experience, in order to broaden participation in computing