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Statistical stressor-response models are a common approach to derive biologically relevant water quality criteria for the management of waterbody health. These types of models are typically derived at state-wide or ecoregional scales and consequently incorporate a large amount of natural and disturbance-related variability that may obscure the relationship that one is interested in quantifying. We demonstrate an alternative approach termed “reach-specific modeling” to identify potential biological response thresholds to eutrophication in the Santa Margarita River watershed (California, U.S.A.). Individual models of benthic invertebrate response to eutrophication stress were created for both bioassessment sampling sites and NHD + stream-segments in the watershed (46 sites, 832 segments). Each model was built using only data from environmentally similar sites from a state-wide dataset to minimize variation from natural environmental gradients, while allowing eutrophication stress to vary. Thresholds of potential biological impact were extracted from each stressor-response model. Across the whole watershed thresholds varied from location-to-location: total nitrogen (1.14–1.26 mg L-1 TN), total phosphorus (0.12–0.15 mg L-1 TP), benthic algal biomass (29–39 mg m−2 benthic chl-a), and benthic ash-free dry mass (2.5––3.0 mg cm−2 AFDM). Notably, nearly all of the thresholds derived from these reach-specific models were ∼10–90 % higher than those from a similar state-wide model. Furthermore, there were a number of spatial groupings of thresholds for each eutrophication indicator across the watershed, suggesting reach-scale natural gradients in hydrogeomorphology and natural land cover type may mediate the stressor-biology interaction. Reach-scale models tended to have better fits than their state-wide counterparts, but had equivalent or slightly worse accuracy. The reach-specific approach to threshold development illustrates that the biological response to stress is likely not uniform within a single system, much less between systems. As a consequence, this approach can allow managers to identify systems that are more sensitive or resistant to a given stressor across diverse landscapes and make better informed decisions on their management accordingly.

I 2018 ble det lansert en ny strategi for kompetanseutvikling i skolen (Dekom). En viktig intensjon ved denne strategien var at lærere og ledere sammen med UH-sektoren skal utvikle kunnskap om undervisning og læring i de lokale skolekontekstene. I Storbynettverket ble det utviklet en modell for å ivareta intensjonen bak strategien, kalt ressursgruppemodellen. Målet med denne studien er å evaluere ressursgruppemodellen og identifisere hvilke faktorer som synes å være viktige for å lykkes i et storskala skoleutviklingsprosjekt. Det empiriske grunnlaget for studien er data fra spørreundersøkelser og fokusgruppeintervju med involverte parter fra skoler og UH- miljø. Deltakerne fikk spørsmål om erfaringene de hadde gjort seg etter første pulje med Dekom i Storbynettverket. Funnene viser blant annet at ressursgruppemodellen har en fleksibilitet som gjør at mange skoler kan delta parallelt samtidig som opplevde lokale behov kan ivaretas. Samtidig ser stabil ledelse, myndiggjøring av ressursgruppene og reelle samskapingsprosesser mellom UH og skolene ut til å være viktige faktorer for å lykkes med en slik storskala skoleutviklingsmodell. ENGLISH ABSTRACT Local Anchoring in Large-Scale School Development Projects – An Evaluation of a Model for Competence Development in which Many Schools Participate In 2018, a new strategy for competence development in schools (Dekom) was launched in Norway. An important intention of this strategy was for teachers and leaders, together with university employees, to develop knowledge about teaching and learning within local school contexts. In Storbynettverket, a model was developed to uphold the intention behind the strategy, called the resource group model. The aim of this study is to evaluate the resource group model and identify the factors that appear to be important for success in a large-scale school development project. The empirical basis for the study consists of data from surveys and focus group interviews with stakeholders from schools and universities. Participants were asked about their experiences after the first round of Dekom in Storbynettverket. Findings indicate that the resource group model has a flexibility that allows many schools to participate simultaneously while addressing perceived local needs. At the same time, stable leadership, empowerment of the resource groups, and genuine co-creation processes between higher education and schools seem to be important factors for success in a large-scale school development model.

Ifølge Kunnskapsløftet skal skolen bidra til å utvikle elevers skriveferdigheter fra skolestart. Tidligere forskning har imidlertid vist at lærere ikke opplever at lærerutdanningen forbereder dem i tilstrekkelig grad til å undervise i skriving på småtrinnet. Målet med denne studien var derfor å undersøke fra hvilke kunnskapskilder lærere på 1. trinn har utviklet sin kunnskap om skriveopplæring. Det empiriske grunnlaget for analysen var intervjuer med 116 lærere på 1. trinn ved 54 skoler. Lærerne fikk spørsmål om fra hvilke kunnskapskilder de har lært mest om skriving i begynneropplæringen. Materialet i studien var lydopptak og transkripsjoner fra intervjuene. Funnene viser blant annet at lærerne i hovedsak trekker fram kolleger, kurs/prosjekter og erfaring som kilder til kunnskap om skriveopplæring i begynneropplæringen, og at de i mindre grad trekker fram sin formelle utdanning. I artikkelen drøftes funnene og hvilke implikasjoner de kan ha for lærerutdanning og for andre som jobber med læreres læring når det kommer til skriveopplæring. ENGLISH ABSTRACT First-Grade Teachers’ Sources of Knowledge about Writing Instruction According to the Knowledge Promotion Reform, schools should contribute to developing students’ writing skills from the start of school. However, previous research has shown that teachers do not feel that teacher education prepares them sufficiently to teach writing in the early grades. Therefore, the goal of this study was to investigate from which sources of knowledge first-grade teachers have developed their knowledge about writing instruction. The empirical basis for the analysis was interviews with 116 first-grade teachers at 54 schools. The teachers were asked about the sources of knowledge from which they have learned the most about writing in beginner instruction. The material in the study consisted of audio recordings and transcriptions from the interviews. Findings suggest that the teachers primarily cite colleagues, courses/projects, and experience as sources of knowledge about writing instruction in elementary school and that they to a lesser degree refer to their formal education. The article discusses the findings and what implications they may have for teacher education and for others working with teacher learning when it comes to writing instruction.

Abstract The concept of precision cell therapy targeting tumor-specific mutations is appealing but requires surface-exposed neoepitopes, which is a rarity in cancer. B cell receptors (BCR) of mature lymphoid malignancies are exceptional in that they harbor tumor-specific-stereotyped sequences in the form of point mutations that drive self-engagement of the BCR and autologous signaling. Here, we use a BCR light chain neoepitope defined by a characteristic point mutation (IGLV3-21R110) for selective targeting of a poor-risk subset of chronic lymphocytic leukemia (CLL) with chimeric antigen receptor (CAR) T cells. We develop murine and humanized CAR constructs expressed in T cells from healthy donors and CLL patients that eradicate IGLV3-21R110 expressing cell lines and primary CLL cells, but neither cells expressing the non-pathogenic IGLV3-21G110 light chain nor polyclonal healthy B cells. In vivo experiments confirm epitope-selective cytolysis in xenograft models in female mice using engrafted IGLV3-21R110 expressing cell lines or primary CLL cells. We further demonstrate in two humanized mouse models lack of cytotoxicity towards human B cells. These data provide the basis for advanced approaches of resistance-preventive and biomarker-guided cellular targeting of functionally relevant lymphoma driver mutations sparing normal B cells.