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The replacement of some spruce monocultures with stands composed of planted Norway spruce (Picea abies) and naturally regenerated birch (Betula spp.) has a range of potential benefits, but the implications for biodiversity are generally unknown. Here we conduct a paired replicated study in southern Sweden of the avian biodiversity found within Norway spruce monocultures, and within Norway spruce stands possessing approximately 20% birch. Our research leads us to three findings. First, avian diversity was significantly higher in the spruceâbirch polycultures. Second, spruceâbirch polycultures exclusively attracted broadleaf-associated bird species and retained the majority of conifer-associated bird species found in the spruce monocultures. Third, avian biodiversity within the spruceâbirch polycultures did not incorporate threatened taxa. We suggest that in addition to the apparent benefits for stand level diversity, widespread use of spruceâbirch polycultures could provide a means of softening the matrix for broadleaved-associated species, while concurrently providing an increased broadleaf base from which future conservation actions could be implemented. Our results are relevant to multi-use forestry, and recent policy initiatives by forest certification agencies which aim to increase broadleaf-associated biodiversity within conifer-dominated production forest landscapes.

A breeding population has been subjected to repeated selection and crossing by simulation. Unrestricted phenotypic selection and restricted combined index selection were compared at the same effective number for five generations. Results show that phenotypic selection often achieves the gain and diversity possible to achieve by combined index selection but the relative efficiency is different for different family sizes and heritabilities. When phenotypic selection was compared with restricted combined index method at low heritabilities, both methods performed almost equally in terms of gain at the same effective number in small family sizes, although in large families, phenotypic selection was less efficient. At high heritabilities phenotypic selection was as efficient as combined index selection. Phenotypic selection was more efficient in conserving additive variance than combined index selection over five generations compared at the same gain and effective number. The introduction of a dominance component to the total variance had little effect. An increased breeding population size by a factor of ten resulted in an increased additive gain by app. 15%. The conclusion is that even though combined index selection is superior in identifying and extracting the potential for breeding achievements, it is generally not performing better than mass selection when compared at the same effective population size in small families.

Sport is a key educational and leadership arena for societal change and today's sustainability challenges. Sports organisations have the potential to provide, initiate and create processes, situations and spaces for learning, socialisation and meaning making that go beyond traditional schooling and lead community change and capacity building towards sustainable development. This article is located in the research fields of public pedagogy and the intersection of leadership and sport for development, and contributes knowledge about how sports organisations' public pedagogical practices and leadership support community change towards sustainability. The study is confined to soccer and the non-governmental sports organisation Futebol dá força (Football gives strength). The approach of public pedagogical leadership is developed and used to analyse and reflect on the function of sports organisations' pedagogical leadership in community change and capacity building towards sustainability.

Background: ST-elevation myocardial infarction (STEMI) and Takotsubo syndrome (TS) are two distinct cardiac conditions that both result in sudden loss of cardiac dysfunction and that are difficult to distinguish clinically. This study compared plasma protein changes in 24 women with STEMI and 12 women with TS in the acute phase (days 0–3 post symptom onset) and the stabilization phase (days 7, 14, and 30) to examine the molecular differences between these conditions. Methods: Plasma proteins from STEMI and TS patients were extracted during the acute and stabilization phases and analyzed via quantitative proteomics. Differential expression and functional significance were assessed. Data are accessible on ProteomeXchange, ID PXD051367. Results: During the acute phase, STEMI patients showed higher levels of myocardial inflammation and tissue damage proteins compared to TS patients, along with reduced tissue repair and anti-inflammatory proteins. In the stabilization phase, STEMI patients exhibited ongoing inflammation and disrupted lipid metabolism. Notably, ADIPOQ was consistently downregulated in STEMI patients in both phases. When comparing the acute to the stabilization phase, STEMI patients showed increased inflammatory proteins and decreased structural proteins. Conversely, TS patients showed increased proteins involved in inflammation and the regulatory response to counter excessive inflammation. Consistent protein changes between the acute and stabilization phases in both conditions, such as SAA2, CRP, SAA1, LBP, FGL1, AGT, MAN1A1, APOA4, COMP, and PCOLCE, suggest shared underlying pathophysiological mechanisms. Conclusions: This study presents protein changes in women with STEMI or TS and identifies ADIPOQ, SAA2, CRP, SAA1, LBP, FGL1, AGT, MAN1A1, APOA4, COMP, and PCOLCE as candidates for further exploration in both therapeutic and diagnostic contexts. [ABSTRACT FROM AUTHOR]

Teachers find it difficult to conduct political controversial conversations in the social science classroom and due to an increased use of social media in educational settings new challenges and possibilities are raised. The use of social media causes fundamental changes to the role of the learner who becomes a producer and consumer--a prosumer--of educational content. With a social media perspective and a didactical focus on learning in democracy and political action the article discusses didactical conditions and possibilities of political controversial conversations in social science education and derives a set of didactic strategies. When approaching the classroom as a diverse ideological public space, recognising the students as political agents and using a social media perspective it is possible to balance the function of education--socialisation, qualification and subjectification--and at the same time stimulate societal engagement and political action.

The research field of (young people's) political socialisation faces methodological challenges in (1) handling individual agency and political culture as simultaneous and mutual, (2) handling the relation between continuity and change and (3) observing the process of meaning-making in political socialisation. The aim of the article is to theoretically argue, present and analytically demonstrate a methodological approach for the study of young people's political socialisation in action, in the meaning-making process of being and becoming (a) political (subject). Within the research framework of situational political socialisation, a transactional methodological approach is contributed and analytically demonstrated with an empirical analysis of political norms in action. Political socialisation is handled as an observable communication and meaning-making practice, thus implying a subjective, situational, relational, participation and action-oriented approach in order to counteract the risks of treating the rising generation as depoliticised objects for political fostering.