Landscape Features, Human Disturbance or Prey Availability? What Shapes the Distribution of Large Carnivores in Europe?

Knowledge concerning the relative importance of biotic and abiotic factors associated with the long-term settlement of large carnivores in human-dominated landscapes is important for effective species conservation. However, identifying the major drivers of large carnivore occurrences at a continental scale is challenging as several factors can act in concert to affect large carnivore distributions. Thus, we investigated the relationship between the permanent and sporadic occurrences of large carnivores (brown bear, Eurasian lynx, grey wolf and wolverine) and three groups of predictor variables (i.e., landscape attributes, human disturbance and prey availability) on the continental scale in Europe. Specifically, we used generalized linear models (GLMs) and variation partitioning to estimate the independent and cumulative effects of the three predictor groups on large carnivore occurrences. The explained variance for permanent vs. sporadic occurrence was highest for the wolverine (42.8% and 29.7%), followed by the brown bear (20.5% and 16.4%), Eurasian lynx (15.2% and 11.6%) and grey wolf (15.8% and 6.1%). Landscape attributes, such as forest cover, shrub-land cover, altitude and slope, were positively related to the occurrence of grey wolf, brown bear and Eurasian lynx, whereas human disturbance (human population density, distance to roads and to human settlements) was negatively related to wolverine occurrence. For all species, shared effects between landscape attributes and human disturbance accounted for a considerable portion of the explained variation in both permanent and sporadic occurrence, and landscape attributes were generally more important for explaining permanent than sporadic occurrence, except for the wolverine. Prey availability was marginally associated with the permanent occurrence of the grey wolf but we found no statistical effect of prey availability on the occurrence of the other large carnivores. In conclusion, the sporadic occurrence of large carnivores in Europe is more stochastic and less predictable than their permanent occurrence. Landscape attributes and their joint effects with human disturbance are the most important factors related to the recolonization dynamics of large carnivores, although wolverine distributions appear strongly limited by human disturbance itself. Domestic prey availability seems to play a subordinate role in driving the recent distribution dynamics of large carnivores at the continental scale. Thus, our results are relevant also in light of the ongoing recolonization of large carnivores which, in many rural areas, caused concerns among the locals, especially in relation to conflicts with human activities. For these reasons, we stress the need to continue and improve large carnivore monitoring across Europe

Influence of Bacille Calmette-Guérin Vaccination on Size of Tuberculin Skin Test Reaction: To What Size?

Background. Previous bacillus Calmette-Guérin (BCG) vaccination can confound the results of a tuberculin skin test (TST). We sought to determine a cutoff diameter of TST induration beyond which the influence of BCG vaccination was negligible in evaluating potential Mycobacterium tuberculosis infection in a population of health care workers with a high vaccination rate and low incidence of tuberculosis. Methods. From 1991 through 1998, all new employees at the University Hospital of Lausanne, Switzerland, underwent a 2-step TST at entry visit. We also gathered information on demographic characteristics, along with factors commonly associated with tuberculin positivity, including previous BCG vaccination, history of latent M. tuberculosis infection, and predictors for M. tuberculosis infection. Results. Among the 5117 investigated subjects, we found that influence of BCG vaccination on TST results varied across categories of age (likelihood ratio test, 0.0001). Prior BCG vaccination had a strong influence on skin test results of ⩽18 mm in diameter among persons <40 years old, compared with the influence of factors predictive of M. tuberculosis infection. Prior latent M. tuberculosis infection and travel or employment in a country in which tuberculosis is endemic also had significant influences. Conclusions. Interpretation of TST reactions of ⩽18 mm among BCG-vaccinated persons <40 years of age must be done with caution in areas with a low incidence of tuberculosis. In such a population, except for persons who have never been vaccinated, TST reactions of ⩽18 mm are more likely to be the result of prior vaccination than infection and should not systematically lead to preventive treatmen

Teaching awards with impact: Beyond the recognition of excellence

[ES] Los premios docentes son instrumentos dinámicos para desarrollar iniciativas institucionales y promover la calidad en la enseñanza. En España su trayectoria tiene menos historia y poco se ha publicado al respecto, no obstante en centro Europa y en los países anglosajones los premios llevan varias décadas formado parte de la educación superior. Tras años de otorgar premios, las instituciones quieren saber si están cambiando la percepción sobre la importancia de la docencia universitaria y cómo deberían diseñarse para que además de reconocer y honorar la excelencia docente, también promuevan el desarrollo sistemático de la cultura del aprendizaje en la organización, así como el Scholarship of Teaching and Learning (SoTL). En este artículo revisamos la bibliografía sobre las iniciativas de excelencia en la docencia y en concreto los premios a la excelencia en docencia; se muestran las concepciones de excelencia subyacentes a los premios y las ventajas y retos que se derivan de su implementación. Existen evidencias de que los premios docentes que no solo se otorgan para reconocen una trayectoria docente ejemplar sino que además promueven el desarrollo de proyectos transformativos, tienen mayor impacto no solo en el desarrollo docente individual sino también el colectivo e institucional. Un ejemplo que se muestra es el Premio de Desarrollo Docente de la Zurich University of Teacher Education. Finalmente, se presentan algunas recomendaciones para su implementación.[EN] Teacher awards are one of the most dynamic tools for developing institutional initiatives and promoting quality in education. In Spain, their trajectory is shorter and little has been published about them, although in Central Europe and in the English-speaking countries, the awards have been part of higher education for several decades. After years of awarding prizes, institutions want to know if they are changing the perception about the importance of university teaching and how they should be designed so that in addition to recognizing and honoring teaching excellence, they also promote the systematic development of the learning culture in the organization, as well as the Scholarship of Teaching and Learning (SoTL). In this article we review the literature on teaching excellence initiatives and specifically on teaching awards; we show the notions of excellence underlying the awards and the advantages and challenges that arise from their implementation. There is evidence that teaching awards that are not only granted to recognize an exemplary teaching career but also to promote the development of transformative projects, have a greater impact not only on the development of individual teachers but also on the collective and institutional development. One example shown is the Teacher Award of the Zurich University of Teacher Education. Finally, some recommendations for its implementation are presented.Feixas, M.; Zellweger, F. (2020). Premios docentes con impacto: más allá del reconocimiento a la excelencia. REDU. Revista de Docencia Universitaria. 18(1):193-209. https://doi.org/10.4995/redu.2020.13249OJS193209181Barnett, R. (1992). The idea of quality. Voicing the educational. Higher Education Quarterly, 46(1), 3-19. https://doi.org/10.1111/j.1468-2273.1992.tb01581.xBehari-Leek, K., McKenna, S. (2017). Generic Gold-standard or Contextualized Public Good? Teaching Excellence Awards in Postcolonial South Africa. Teaching in Higher Education. https://doi.org/10.1080/13562517.2017.1301910Brockerhoff, L. (2013). Exploring Teaching Excellence: A Case Study of the "Competition for Teaching Excellence" in Germany. University of Oslo. Recuperado de https://www.duo.uio.no/bitstream/handle/10852/36815/master-thesis- Brockerhoff.pdf?sequence=1 [Consultado 24/03/2015].Chalmers, D., Cummings, R., Elliott, S., Stoney, S., Tucker, B., Wicking, R., Jorre de St Jorre, T. (2014). Australian University Teaching Criteria and Standards Project [Internet]. Sydney NSW: Department for Education, pp. 1-62. Ref: SP12-2335. Recuperado de http://uniteachingcriteria.edu.au/wp-content/uploads/2013/11/Draft-SP12- 2335-Project-Final-Report-21-July-2014.pdf [Consultado 24/03/2015].Chism, N.V.N., Szabo, B.L. (1997). Teaching awards: The problem of assessing their impact. In DeZure, D., Kaplan, M. (Eds.). To improve the academy, 16: Resources for student, faculty, and institutional development. Stillwater, OK: New Forums Press: Professional and Organizational Development Network in Higher Education, pp. 181-200. https://doi.org/10.1002/j.2334-4822.1997.tb00327.xCollins, R., Palmer, A. (2005). Perceptions of rewarding excellence in teaching: Carrots or sticks? UK: The Higher Education Academy. Recuperado de https://www. advance-he.ac.uk/knowledge-hub/perceptions-rewarding-excellence-teaching-carrots-or-sticks [Consultado 3/2/2020].Dreyfus, H. L., Dreyfus, S. E. (1986). Mind over Machine: the Power of Human Intuition and Expertise in the Age of the Computer. Oxford: Basil Blackwell.Efimenko, E., Roman, A., Pinto, M., Remião, F., Teixeira, P. (2018). Enhancement and Recognition of Teaching and Learning in Higher Education. The Impact of Teaching and Excellence Prizes. https://eua.eu/downloads/content/2018_j02_ t7_efimenko%20et%20al_onlineversion_journal.pdf. [Consultado 3/2/2020].Feixas, M., Martínez-Usarralde, M.J., López-Martín. R. (2018). Do teaching innovation projects make a difference? Assessing the impact of small-scale funding, Tertiary Education and Management, 24(4), 267-283. https://doi.org/10.1080/13583883.2017.1417470Futter, K., Tremp, P. (2008). Wie wird gute Lehre «angereizt»? Über die Vergabe von Lehrpreisen an Universitäten. Das Hochschulwesen, 2, 40-46.Gibbs, G. (2008) Conceptions of Teaching Excellence Underlying Teaching Award Schemes Recuperado de https://www.advance-he.ac.uk/knowledge-hub/designing-teaching-award-schemes [Consultado 3/2/2020].Gunn, V., Fisk, A. (2013). Considering teaching excellence in higher education: 2007- 2013. York: Higher Education Academy.Halse, C., Deane, E., Hobson, J., Jones, G. (2007). The Research-Teaching Nexus: What do National Teaching Awards Tell Us? Studies in Higher Education. 32(6), 727-46. https://doi.org/10.1080/03075070701685155Higher Education Academy (2008). The National Teaching Fellowship Scheme. York: HEA.Higher Education Academy (2009). Reward and Recognition of Teaching in Higher Education. York: HEA.Jorzik, B. (2018). Von der Ars Legendi zum Genius Loci. Tagung «Lehrpreise an Hochschulen». Universität Zürich.Kreber, C. (2007). Exploring Teaching Excellence in Canada: An Interrogation of Common Practices and Policies. En Skelton, E. (Ed.) International Perspectives on Teaching Excellence in Higher Education: Improving Knowledge and Practice, pp. 226-240. Abington, UK: Routledge.Kuh, G.D. (2008). High-impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter. Recuperado de https://provost.tufts.edu/celt/ files/High-Impact-Ed-Practices1.pdf [Consultado 10.1.2020]Land, R., Gordon, G. (2015). Teaching excellence initiatives: modalities and operational factors. Recuperado de https://www.heacademy.ac.uk/sites/default/files/ resources/teaching_excellence_initiatives_report_land_gordon.pdf. [Consultado 19.1.2020]Lang, J.L. (2012). On Teaching Awards. Chronicle of Higher Education (May 07, 2012). Recuperado de https://www.chronicle.com/article/On-Teaching-Awards/131777 [Consultado 19.11.2019]MacFarlane, B. (2007). Beyond Performance in Teaching Excellence. In Skelton, E. (Ed.) International Perspectives on Teaching Excellence in Higher Education: Improving Knowledge and Practice, pp. 48-59. Abington, UK: Routledge.Madriaga, M., Morley, K. (2016). Awarding Teaching Excellence: 'What is it Supposed to Achieve?' Teacher Perceptions of Student-led Awards. Teaching in Higher Education, 21(2), 166-174. https://doi.org/10.1080/13562517.2015.1136277McNaught, C., Anwyl, J. (1993). Awards for teaching excellence at Australian universities. Melbourne: Centre for the Study of Higher Education: University of Melbourne.Olsson, T., Roxå, T. (2008). Evaluating rewards for excellent teaching: A cultural approach. En Engaging Communities: Proceedings of the 31st HERDSA Annual Conference: Rotorua, 1-4 July 2008, pp. 261-272.Palmer, A., Collins, R. (2006). Perceptions of rewarding excellence in teaching: Motivation and the scholarship of teaching. Journal of Further and Higher Education, 30(2), 193-205. https://doi.org/10.1080/03098770600617729Paricio, J., Fernández, A., Fernández, I. (2019). Cartografía de la buena docencia universitaria: Un marco para el desarrollo del profesorado basado en la investigación. Madrid: Narcea.Saunders, D., Blanco Ramirez, G. (2017). Against 'Teaching Excellence': Ideology, Commodification and the Neoliberalisation of Postsecondary Education. Teaching in Higher Education, 22(4), 396-407. https://doi.org/10.1080/13562517.2017.1301913Skelton, A. (2004). Understanding 'Teaching Excellence' in Higher Education: A Critical Evaluation of the National Teaching Fellowships Scheme. Studies in Higher Education, 29(4), 451-468. https://doi.org/10.1080/0307507042000236362Skelton, A. (2007). Conclusion. In Skelton A. (ed.) International Perspectives on Teaching Excellence in Higher Education: Improving Knowledge and Practice. Oxon: Routledge, pp. 257-68.Stensaker, B., Frølich, N., Huisman, J., Waagene, E., Scordato, L., Bótas, P.P. (2014). Factors affecting strategic change in higher education, Journal of Strategy and Management, 7(2), 193-207. https://doi.org/10.1108/JSMA-12-2012-0066Stevenson, J., Whelan, P., Burke, P. J. (2017). 'Teaching Excellence' in the Context of Frailty. In Kinchin, I.M. & Winstone, N.E. (Ed.), Pedagogic Frailty and Resilience in the University, pp. 63-77. Rotterdam: Sense Publications. https://doi.org/10.1007/978-94-6300-983-6_5Turner, R., Gosling, D. (2012). Rewarding Excellent Teaching: The Translation of a Policy Initiative in the United Kingdom, Higher Education Quarterly, 66(4), 415-430. https://doi.org/10.1111/j.1468-2273.2012.00530.xUK Professional Standards Framework (2020). https://www.advance-he.ac.uk/ knowledge-hub/uk-professional-standards-framework-ukpsfWarren. R., Plumb, E. (1999). Survey of distinguished teacher award schemes in higher education, Journal of Further and Higher Education, 23(2), 245-255. https://doi.org/10.1080/0309877990230208Wilkesmann, U. (2018). Die Wahrnehmung von Lehrpreisen zwischen Anreizen und symbolischem Kapital. Theoretische Überlegungen und empirische Evidenzen. Tagung «Lehrpreise an Hochschulen». Universität Zürich

Contact tracing investigation after professional exposure to tuberculosis in a Swiss hospital using both tuberculin skin test and IGRA.

SETTING: A 950 bed teaching hospital in Switzerland. AIM: To describe the result of a contact investigation among health care workers (HCW) and patients after exposure to a physician with smear-positive pulmonary tuberculosis in a hospital setting using standard tuberculin skin tests (TST) and Interferon-gamma release assay (IGRA). METHOD: HCW with a negative or unknown TST at hiring had a TST two weeks after the last contact with the index case (T0), repeated six weeks later if negative (T6). All exposed HCW had a T-SPOT.TB at T0 and T6. Exposed patients had a TST six weeks after the last contact, and a T-SPOT.TB if the TST was positive. RESULTS: Among 101 HCW, 17/73 (22%) had a positive TST at T0. TST was repeated in 50 at T6 and converted from negative to positive in eight (16%). Twelve HCW had a positive T-SPOT.TB at T0 and ten converted from negative to positive at T6. Seven HCW with a positive T-SPOT.TB reverted to negative at T6 or at later controls, most of them with test values close to the cut-off. Among 27 exposed patients tested at six weeks, ten had a positive TST, five of them confirmed by a positive T-SPOT.TB. CONCLUSIONS: HCW tested twice after exposure to a case of smear-positive pulmonary TB demonstrated a possible conversion in 10% with T-SPOT and 16% with TST. Some T-SPOT.TB reverted from positive to negative during the follow-up, mostly tests with a value close to the cut-off. Due to the variability of the test results, it seems advisable to repeat the test with values close to the cut-off before diagnosing the presence of a tuberculous infection

Influence of bacille Calmette-Guerin vaccination on size of tuberculin skin test reaction: to what size?

BACKGROUND: Previous bacillus Calmette-Guerin (BCG) vaccination can confound the results of a tuberculin skin test (TST). We sought to determine a cutoff diameter of TST induration beyond which the influence of BCG vaccination was negligible in evaluating potential Mycobacterium tuberculosis infection in a population of health care workers with a high vaccination rate and low incidence of tuberculosis. METHODS: From 1991 through 1998, all new employees at the University Hospital of Lausanne, Switzerland, underwent a 2-step TST at entry visit. We also gathered information on demographic characteristics, along with factors commonly associated with tuberculin positivity, including previous BCG vaccination, history of latent M. tuberculosis infection, and predictors for M. tuberculosis infection. RESULTS: Among the 5117 investigated subjects, we found that influence of BCG vaccination on TST results varied across categories of age (likelihood ratio test, 0.0001). Prior BCG vaccination had a strong influence on skin test results of &lt;or=18 mm in diameter among persons &lt;40 years old, compared with the influence of factors predictive of M. tuberculosis infection. Prior latent M. tuberculosis infection and travel or employment in a country in which tuberculosis is endemic also had significant influences. CONCLUSIONS: Interpretation of TST reactions of &lt;or=18 mm among BCG-vaccinated persons &lt;40 years of age must be done with caution in areas with a low incidence of tuberculosis. In such a population, except for persons who have never been vaccinated, TST reactions of &lt;or=18 mm are more likely to be the result of prior vaccination than infection and should not systematically lead to preventive treatment

Local control and short-term outcomes after video-assisted thoracoscopic surgery segmentectomy versus lobectomy for pT1c pN0 non-small-cell lung cancer.

The aim of this study was to compare short-term outcomes and local control in pT1c pN0 non-small-cell lung cancer that were intentionally treated by video-assisted thoracoscopic surgery (VATS) lobectomy or segmentectomy. Multicentre retrospective study of consecutive patients undergoing VATS lobectomy (VL) or VATS segmentectomy (VS) for pT1c pN0 non-small-cell lung cancer from January 2014 to October 2021. Patients' characteristics, postoperative outcomes and survival were compared. In total, 162 patients underwent VL (n = 81) or VS (n = 81). Except for age [median (interquartile range) 68 (60-73) vs 71 (65-76) years; P = 0.034] and past medical history of cancer (32% vs 48%; P = 0.038), there was no difference between VL and VS in terms of demographics and comorbidities. Overall 30-day postoperative morbidity was similar in both groups (34% vs 30%; P = 0.5). The median time for chest tube removal [3 (1-5) vs 2 (1-3) days; P = 0.002] and median postoperative length of stay [6 (4-9) vs 5 (3-7) days; P = 0.039] were in favour of the VS group. Significantly larger tumour size (mean ± standard deviation 25.1 ± 3.1 vs 23.6 ± 3.1 mm; P = 0.001) and an increased number of lymph nodes removal [median (interquartile range) 14 (9-23) vs 10 (6-15); P &lt; 0.001] were found in the VL group. During the follow-up [median (interquartile range) 31 (14-48) months], no statistical difference was found for local and distant recurrence in VL groups (12.3%) and VS group (6.1%) (P = 0.183). Overall survival (80% vs 80%) was comparable between both groups (P = 0.166). Despite a short follow-up, our preliminary data shows that local control is comparable for VL and VS

Evaluation of in situ measurements of atmospheric carbon monoxide at Mount Waliguan, China

Quasicontinuous measurements of carbon monoxide (CO) recorded over three years at Mount Waliguan (WLG), a global baseline station in remote western China, were examined using back trajectory analysis. The data include a revision to correct the working reference scale to the WMO2000 scale and corrections for drift in the reference gases. Between July 2004 and June 2007, CO exhibited large fluctuations and the 5 %, 50 % and 95 %-percentiles of relevant CO mixing ratios were 102 ppb, 126 ppb and 194 ppb. Approximately 50 % of all observed data were selected as CO background data using a mathematical procedure of robust local regression, with the remainder affected by regional-scale pollution. The monthly mean background CO mixing ratios showed a minimum in summer and a maximum in late winter, although all seasons were affected by short-term enhancements that exceeded background levels. The CO data were compared to values observed at the high alpine research station at Jungfraujoch, Switzerland. Smaller seasonal amplitudes were observed at WLG compared to the Jungfraujoch due to lower winter and spring CO levels, however, episodic enhancements of polluted air were greater at WLG. The air parcels arriving at WLG came predominately from the west, except in summer when advection from the east and southeast prevailed. Transport from the east or southeast typically brought polluted air to the site, having passed over populated urban areas upwind. A large number of elevated CO mixing ratios could also be associated with advection from the northwest of WLG via the central Xinjiang Uygur Autonomous Region (XUAR) and the Ge'ermu urban area where growing industrial activities as well as crops residue burning provide sources of CO. Air masses passing over northwestern Gansu were associated with relatively high CO values suggesting an anthropogenic influence, which was likely due to anthropogenic emissions from northwestern China (based on back-trajectory and potential source contribution analysis and on the INTEX-B: intercontinental Chemical Transport Experiment-Phase B). Background conditions were observed most frequently in air parcels from remote Tibet west of WLG. The probability that air parcels pass over regions of clean or polluted regions was further identified using potential source contribution function (PSCF) analysis

Ownership competence

Ownership is fundamental to firm strategy, organization, and governance. Standard ownership concepts—mainly derived from agency and incomplete contracting theories—focus on its incentive effects. However, these concepts and theories neglect ownership's role as an instrument to match judgment about resource use and governance with the firm's evolving environment under uncertainty. We develop the concept of ownership competence—the skill with which ownership is used as an instrument to create value—and decompose it into matching competence (what to own), governance competence (how to own), and timing competence (when to own). We describe how property rights of use, appropriation, and transfer relate to the three ownership competences and show how our theory offers a fresh perspective into the role of ownership for value generation

Reference values for methacholine reactivity (SAPALDIA study)

BACKGROUND: The distribution of airway responsiveness in a general population of non-smokers without respiratory symptoms has not been established, limiting its use in clinical and epidemiological practice. We derived reference equations depending on individual characteristics (i.e., sex, age, baseline lung function) for relevant percentiles of the methacholine two-point dose-response slope. METHODS: In a reference sample of 1567 adults of the SAPALDIA cross-sectional survey (1991), defined by excluding subjects with respiratory conditions, responsiveness during methacholine challenge was quantified by calculating the two-point dose-response slope (O'Connor). Weighted L1-regression was used to estimate reference equations for the 95(th ), 90(th ), 75(th )and 50(th )percentiles of the two-point slope. RESULTS: Reference equations for the 95(th ), 90(th ), 75(th )and 50(th )percentiles of the two-point slope were estimated using a model of the form a + b* Age + c* FEV(1 )+ d* (FEV(1))(2 ), where FEV(1 )corresponds to the pre-test (or baseline) level of FEV(1). For the central half of the FEV(1 )distribution, we used a quadratic model to describe the dependence of methacholine slope on baseline FEV(1). For the first and last quartiles of FEV(1), a linear relation with FEV(1 )was assumed (i.e., d was set to 0). Sex was not a predictor term in this model. A negative linear association with slope was found for age. We provide an Excel file allowing calculation of the percentile of methacholine slope of a subject after introducing age – pre-test FEV(1 )– and results of methacholine challenge of the subject. CONCLUSION: The present study provides equations for four relevant percentiles of methacholine two-point slope depending on age and baseline FEV(1 )as basic predictors in an adult reference population of non-obstructive and non-atopic persons. These equations may help clinicians and epidemiologists to better characterize individual or population airway responsiveness