Hydrografiske undersøkelser og kartlegging av fiskefordeling i Nordsjøen i februar 1972

The present report outlines the results of a survey carried out by R. V. "G. O. Sars" and R. V. "Johan Hjort" in February 1972. The distribution and relative abundance of fish in the North Sea were mapped on the basis of echo integrator readings. Samples obtained by mid water and bottom trawls supported the identification of echo recordings and provided material for biological analyses of dominating fish species. The general features of the hydrography was determined, and the distribution of air and sea temperatures, temperature anomalies, and salinities are presented. Significant differences in echo integrator readings were observed: between day and night, between the two ships and in relation to obtained catch. Bottom trawl catches varied between 45 and 1545 kg per hour. Best catches were taken in the southeastern part of the North Sea. In total, herring, whiting and haddock amounted to 26, 25 and 21 per sent respectively while Norway pout, flatfish and other species each were less than 10 per cent in weight. Distribution, size, age etc. are reported in detail for the dominating species, and the relationship between the distribution and the abiotic environment is discussed, Young herring were found in greatest concentrations in the Bløden area. Sprat were found in the coastal waters, characterized by relatively low salinity, while Norway pout were most numerous in Atlantic water in the northern part on the North Sea plateau. Blue whiting and coalfish were mainly observed along the western slope of the Norwegian trench below the core of the Atlantic water which penetrates into the North Sea

Glow Up Your YouTube Playlist Video Bangers, Branding & More Educational Technologies

Tips for creating, growing, and maintaining your institution’s YouTube channel and presence

Effect of green manure management on barley yields and N-recovery

Mulching of GM herbage can increase cereal yields compared to its removal. However, the same GM herbage removed for biogas production will provide biogas residue that can be used as spring fertilizer to cereals. This will improve N-recovery and reduce the risk for N pollution. Cooperation with existing biogas plants will be more efficient, as building small biogas plants are costly and challenging

Using games for teaching crisis communication in higher education and training

© 2016 IEEE. Terror actions and catastrophes are frequently described in media. As more and more countries experience terror actions and natural disasters, there has been a greater focus on learning how to handle and to manage them. In Norway on the 22nd of July 2011, Anders Behring Breivik placed a bomb in a car that exploded near the Governmental Offices killing 8 persons. He went on to an island where there was a political camp for youths killing another 67. The rescue operations unveiled an unprepared task force. The Gjrv-report provide a massive critique towards the call out services [1]. This kicked off a major work on updating safety routines in all municipalities. The municipalities are now obliged to have a plan for crisis preparedness [2]. This again triggered the need for education within the area of crisis preparedness, crisis training and crisis management. Hedmark University of Applied Science now offers different study programs, including a BA within these areas. It is, however, very expensive to train realistically and the need for different approaches regarding training has been discussed. One of the solutions that the University is currently working on, is the use of games. Game based learning, also called 'serious games', has become an academic genre and using games for learning and training has proven fruitful [3-12]. In the military, games have been used for simulation purposes [13] and spin offs from these have also reached a commercial market [14, 15]. Using games in education opens up a range of opportunities. One of them is within the area of Crisis Communication. Crisis Communication as a curriculum is about how to approach the area of crisis communication, understanding the key concepts and develop skills within the curriculum. Games that support communication between the gamers can for instance contribute towards a greater understanding of communication in a crisis situation. What is needed to communicate and how messages are received, in order to support handling a crisis, are amongst the concrete learning objectives one can attribute towards this type of training. To use games to support the hands on training can thus provide the learners with valuable know how, and support their learning outcome. The learning from this will be beneficial to the organizations they work in as they will have an experience that will aid them in the work on planning for and preparing for crisis in their own organizations

Student input-A case of an extended flipped classroom

© 2017 IEEE. The idea from Socrates about the knowledge being a part of the students' knowledge base or ability of combining accessible knowledge forms the backdrop for how the most recent course in Knowledge Management (spring of 2017) was conducted. The course is 7,5 ECTS and the students are primarily adults in a worklife. The course is net and seminar based, with three seminars per semester. During the seminars the concept of Flipped Classroom is used. This means that the students are provided with a recorded lecture in beforehand and only highlights are presented. The rest of the time during the seminar is used to activate the students through tasks and problem solving. However, the tasks are not predefined and prefabricated. The way this course is structured, the students themselves are giving the input to the tasks and assignments. This is based on the idea that the students themselves, coming from a worklife where knowledge management is a part of their every day worklife, should reflect upon their own practice. Also, it is important to share knowledge and by utilizing each students own experiences it is possible to enrich the 'database' of cases or tasks for the students to solve and work with in order to incorporate the new theory from the course curriculum. Basing the problem solving on student input provide the lecturer AND the students with a richer knowledge base and case portfolio. This does, however, require some effort from the lecturers side. The input from the students are generally key words and fragments. The session is facilitated by the lecturer, encouraging the students to bring forward own experiences or situations they would like resolved, either real or fiction. The key words and fragments are discussed amongst the students and the lecturer makes notes on a blackboard or on a digital canvas (MS PowerPoint or similar). The students are given a break and the lecturer collects the key words and synthesizes this into a case. Upon the return of the students, they solve the cases in groups and discuss possible solutions and what theory that apply to the different aspects of the case. Then a plenary session is facilitated where a suggested solution is developed. During a one-day seminar three to four cases are developed as a 'joint venture' amongst the students and the lecturer. The feedback from the students is very positive. They claim that this way of working strongly contributes to an enhanced learning outcome. Some students also report on utilizing knowledge acquired at these seminars back at their workplace. These are some results from the survey and interviews. This research will be presented in detail in the paper. We will also elaborate on how this way of flipping the classroom can be utilized in different courses and areas

Hormone replacement therapy use and plasma levels of sex hormones in the Norwegian Women and Cancer Postgenome Cohort – a cross-sectional analysis

<p>Abstract</p> <p>Background</p> <p>Hormone replacement therapy use (HRT) is associated with increased breast cancer risk. Our primary objective was to explore hormone levels in plasma according to HRT use, body mass index (BMI) and menopausal status. A secondary objective was to validate self-reported questionnaire information on menstruation and HRT use in the Norwegian Women and Cancer postgenome cohort (NOWAC).</p> <p>Methods</p> <p>We conducted a cross-sectional study of sex hormone levels among 445 women aged 48–62 who answered an eight-page questionnaire in 2004 and agreed to donate a blood sample. The samples were drawn at the women's local general physician's offices in the spring of 2005 and sent by mail to NOWAC, Tromsø, together with a two-page questionnaire. Plasma levels of sex hormones and Sex Hormone Binding Globulin (SHBG) were measured by immunometry. 20 samples were excluded, leaving 425 hormone measurements.</p> <p>Results</p> <p>20% of postmenopausal women were HRT users. The plasma levels of estradiol (E₂) increased with an increased E₂dose, and use of systemic E₂-containing HRT suppressed the level of Follicle Stimulating Hormone (FSH). SHBG levels increased mainly among users of oral E₂preparations. Vaginal E₂application did not influence hormone levels. There was no difference in BMI between HRT users and non-users. Increased BMI was associated with increased E₂and decreased FSH and SHBG levels among non-users. Menopausal status defined by the two-page questionnaire showed 92% sensitivity (95% CI 89–96%) and 73% specificity (95% CI 64–82%), while the eight-page questionnaire showed 88% sensitivity (95% CI 84–92%) and 87% specificity (95% CI 80–94%). Current HRT use showed 100% specificity and 88% of the HRT-users had plasma E₂levels above the 95% CI of non-users.</p> <p>Conclusion</p> <p>Users of systemic E₂-containing HRT preparations have plasma E₂and FSH levels comparable to premenopausal women. BMI has an influence on hormone levels among non-users. NOWAC questionnaires provide valid information on current HRT use and menopausal status among Norwegian women who are between 48 and 62 years old.</p

Spatiotemporal dynamics of the postnatal developing primate brain transcriptome.

Developmental changes in the temporal and spatial regulation of gene expression drive the emergence of normal mature brain function, while disruptions in these processes underlie many neurodevelopmental abnormalities. To solidify our foundational knowledge of such changes in a primate brain with an extended period of postnatal maturation like in human, we investigated the whole-genome transcriptional profiles of rhesus monkey brains from birth to adulthood. We found that gene expression dynamics are largest from birth through infancy, after which gene expression profiles transition to a relatively stable state by young adulthood. Biological pathway enrichment analysis revealed that genes more highly expressed at birth are associated with cell adhesion and neuron differentiation, while genes more highly expressed in juveniles and adults are associated with cell death. Neocortex showed significantly greater differential expression over time than subcortical structures, and this trend likely reflects the protracted postnatal development of the cortex. Using network analysis, we identified 27 co-expression modules containing genes with highly correlated expression patterns that are associated with specific brain regions, ages or both. In particular, one module with high expression in neonatal cortex and striatum that decreases during infancy and juvenile development was significantly enriched for autism spectrum disorder (ASD)-related genes. This network was enriched for genes associated with axon guidance and interneuron differentiation, consistent with a disruption in the formation of functional cortical circuitry in ASD