Prosessevaluering av HEIA-prosjektet på 6. trinn I hvilken grad nådde prosjektet frem til elever og foreldre, og hvordan likte de det?

Master i samfunnsernæringUniversitetet i Oslo, avdeling for ernæringsvitenskap, gjennomførte i perioden 2007-2009 prosjektet HEIA – mat og aktivitet for god helse – en skolebasert intervensjon hvor målet var å fremme en sunn vektutvikling blant barn i overgangen til ungdomsalder. På bakgrunn av prosessevalueringsdata fra HEIA-prosjektet på 6. trinn ble det undersøkt hvilke foreldre som svarte på prosessevalueringen, samt i hvilken grad tiltakene nådde frem og hvordan de ble likt av elevene med og uten samtykke til å delta i prosjektet og deres foreldre. Videre ble det undersøkt om det var demografiske og sosioøkonomiske forskjeller med hensyn til hvordan tiltakene nådde frem og ble likt. Prosessdata ble samlet inn via prestrukturerte spørreskjemaer. Det var 64 prosent (n = 360) av foreldrene som deltok i prosjektet som svarte på prosessevalueringen. Tiltakene nådde i stor grad frem til elevene, og de likte tiltakene og prosjektet godt. Foreldrenes kjennskap til elevtiltakene og deres mottakelse av faktaarkene varierte noe, men de var positive til å motta faktaark og til prosjektet generelt. Guttenes foreldre hadde dårligere kjennskap til elevtiltakene, samtidig som de likte faktaarkene godt. Tiltak som lignet mest på tradisjonelle skoleaktiviteter nådde ut til flest elever, mens tiltak med en praktisk tilnærming ble best likt. Men hensyn til nye tiltak må disse finne en bedre balanse mellom å nå ut til mange elever og samtidig bli godt likt. Det er også behov for å fokusere på hvordan tiltak kan nå ut til flere foreldre, og da spesielt gutteforeldr

Campylobacter infections expected to increase due to climate change in Northern Europe

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Biochemical evaluation of protein fractions from physic nut (<i>Jatropha curcas</i> L.)

<i>J. curcas</i> seed proteins were fractioned according to the Osborne method and some biochemical properties were determined for these fractions. Glutelins (378 g kg–1 protein) and globulins (201 g kg^–1 protein) were the main components. Albumins and prolamins were the minor components. Protein digestibility was highest in glutelins and globulins with values of 81 and 80% respectively. Electrophoresis analysis showed that globulins and glutelins exhibited similar polypeptide profiles. Electrophoresis patterns suggested that there could be a structural relationship among ₂S, ₇S and ₁₁S storage proteins from plant sources. According to the FAO⁄WHO reference, the protein fractions had acceptable levels of most of the essential amino acids, but its globulins and glutelins were low in lysine and tryptophan.<br><br>Las proteínas de semillas de <i>J. curcas</i> L. se fraccionaron empleando el método de Osborne y posteriormente se determinaron algunas de sus propiedades bioquímicas y nutricionales. Las fracciones mayoritarias resultaron ser glutelinas (378 g kg^–1 de proteína) y globulinas (201 g kg^–1 de proteína) mientras que las albúminas y prolaminas fueron las fracciones minoritarias. La digestibilidad de la proteína resultó ser más alta en las glutelinas y globulinas, con valores de 81 y 80% respectivamente. El análisis por electroforesis mostró que las globulinas y glutelinas presentaron perfiles similares, los resultados sugieren que podría existir una relación con proteínas de almacenamiento 2S, 7S y 11S de origen vegetal. Asimismo, de acuerdo con la FAO/WHO, las fracciones proteínicas tuvieron niveles aceptables para la mayoría de los aminoácidos esenciales, sin embargo, las globulinas y glutelinas fueron deficientes en Lys y Trp

Metagenomics of the Deep Mediterranean, a Warm Bathypelagic Habitat

BACKGROUND: Metagenomics is emerging as a powerful method to study the function and physiology of the unexplored microbial biosphere, and is causing us to re-evaluate basic precepts of microbial ecology and evolution. Most marine metagenomic analyses have been nearly exclusively devoted to photic waters. METHODOLOGY/PRINCIPAL FINDINGS: We constructed a metagenomic fosmid library from 3,000 m-deep Mediterranean plankton, which is much warmer (approximately 14 degrees C) than waters of similar depth in open oceans (approximately 2 degrees C). We analyzed the library both by phylogenetic screening based on 16S rRNA gene amplification from clone pools and by sequencing both insert extremities of ca. 5,000 fosmids. Genome recruitment strategies showed that the majority of high scoring pairs corresponded to genomes from Rhizobiales within the Alphaproteobacteria, Cenarchaeum symbiosum, Planctomycetes, Acidobacteria, Chloroflexi and Gammaproteobacteria. We have found a community structure similar to that found in the aphotic zone of the Pacific. However, the similarities were significantly higher to the mesopelagic (500-700 m deep) in the Pacific than to the single 4000 m deep sample studied at this location. Metabolic genes were mostly related to catabolism, transport and degradation of complex organic molecules, in agreement with a prevalent heterotrophic lifestyle for deep-sea microbes. However, we observed a high percentage of genes encoding dehydrogenases and, among them, cox genes, suggesting that aerobic carbon monoxide oxidation may be important in the deep ocean as an additional energy source. CONCLUSIONS/SIGNIFICANCE: The comparison of metagenomic libraries from the deep Mediterranean and the Pacific ALOHA water column showed that bathypelagic Mediterranean communities resemble more mesopelagic communities in the Pacific, and suggests that, in the absence of light, temperature is a major stratifying factor in the oceanic water column, overriding pressure at least over 4000 m deep. Several chemolithotrophic metabolic pathways could supplement organic matter degradation in this most depleted habitat

Bacterial community dynamics during the winterspring transition in the North Sea

We investigated the bacterioplankton dynamics at Helgoland Roads in the North Sea over the winter-spring transition. The bacterial community was analysed and correlated with phytoplankton community data and abiotic parameters. The bacterial diversity was analysed by RISA (Ribosomal Intergenic Spacer Analysis) and by DGGE (Denaturing Gradient Gel Electrophoresis) of 16S rRNA genes followed by DNA sequence analysis. The linkage of abiotic and biotic environmental factors and bacterial community as well as phylotypes was analysed by the ordination technique of Canonical Correspondance Analysis (CCA). Generally, an influence of temperature and phytoplankton on the bacterial community during the sampling period was observed. Additionally, multivariate analysis by factors revealed an influence on specific bacterial phylotypes by these factors. Overall, our results indicate that changes in the bacterial community were caused not only by abiotic factors but also by the phytoplankton community

Hat for matematikk : En kartlegging av tre voksnes hat for matematikk

This research is a qualitative case study with the aim to canvas individuals’ hate towards maths. Hate is not a feeling one is born with and is something that arises unconsciously as a consequence of different experiences and acts. Social factors like how one interacts with fellow pupils are therefore essential to this kind of research, and is focused upon in the sociocultural learning theory. This research also contains other feelings connected to hate. This is because hate is created by other negative feelings and what creates these feelings will therefore be examined. There is also a theoretical basis that focuses on terms like perception of one self and different mindsets; to try and understand the broader aspect of hate. Twoquestions for this research were then chosen, to try and canvas this hate. These were: •What is typical for the hate individuals have for maths?•Which possible reasons are there for this hate to have manifested? To gain insight in individuals’ hate I have chosen to perform three interviews. These interviews were made according to a interviewers guide and were finished by conversation. The subjects were asked questions where the goal was to figure out how they felt in different situations, and what they thought were the reason or reasons for their hate. In addition to this, the subjects finished a test on the internet made by Dweck (2016) and an activity where they were to choose actions and feelings from a list developed by Rempel (2018). The results showed that all three subjects had parents at home with good knowledge of maths. The challenge in all cases were that these parents were not able to explain maths to the subjects in a good and pedagogical way. This created frustration and anger. The subjects also had friends who tried to help, and two out of three speak of a culture in class where being good in school was considered cool and popular. In spite of this, none of the subjects have fared well from the knowledge of those around them. Results also show that they all thought of maths as useless, and began lagging behind the other pupils as a consequence of this. They were awarded bad grades in maths, which again created the feeling of frustration, jealousy, shame and anger. The subjects felt no senseof mastering, and the feeling of hate grew stronger and stronger. This hate can be described as a calm hate with a different way of reacting than earlier research have shown. The reason can be that hate directed at other people is felt differently than hate for objects. None of the subjects have worded a wish to kill, murder or similar extreme acts. Instead, they have felt the want to avoid and despise maths in itself