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Рукопись поступила в редакцию: 21.01.2022. Received: 21.01.2022. В статье даются результаты исследования о роли тренера в мотивации спортсменов на построение двух карьер, а также их взглядов на двойную карьеру девушек и юношей. Результаты показали, что учащиеся-спортсмены в старших классах спортивных школ часто воспринимали созданный тренером мотивационный климат как нацеленный на достижение спортивного результата. Опрошенные спортсмены объяснили, что такой подход не мотивировал их на учебный процесс, а скорее обесценивал их образовательные цели. Выявлено, что тренеры, хотя и подчеркивали важность получения спортсменами среднего образования, не могли обосновать, как данные идеи включены в тренерскую практику. Тренеры согласились с тем, что те спортсмены, которые переходят в элитный спорт, должны сосредоточиться на развитии своей спортивной карьеры, при этом требования элитного спорта и высшего образования часто считались как несовместимые. Результаты показали, что стили коучинга играют важную роль в поддержке мотивации спортсменов к достижению целей двух карьер. The article presents the results of a study on the role of a coach in motivating athletes to build two careers, as well as their coaches’ views on the dual careers of girls and boys. The results have showed that student-athletes in high school of sports schools often perceived the motivational climate created by the coach as a process aimed at achieving sports results. The interviewed athletes explained that this approach did not motivate them to the learning process, and moreover, devalued their educational goals. It was revealed that although the coaches emphasized the importance of receiving secondary education for athletes, they could not justify how these ideas were included in coaching practice. The coaches have agreed that those athletes who switch to elite sports should focus on developing their sports career, while the requirements of elite sports and higher education were often considered incompatible. The results have showed that coaching styles play an important role in supporting the motivation of athletes to achieve the goals of two careers.

This report is the outcome of a consensus-building project to agree on best practices for environmental and nutritional Life Cycle Assessment (nLCA) methodology, and identify future research needs. The project involved 30 nutritional and environmental LCA researchers from 18 countries. It focused on the assessment of food items (as opposed to meals or diets).Best practice recommendations were developed to address the intended purpose of an LCA study and related modeling approach, choice of an appropriate functional unit, assessment of nutritional value, and reporting nLCA results. An nLCA study should report the quantities of as many essential nutrients as possible and aim to provide information on the nutritional quality and/or health impacts in addition to nutrient quantities. Outstanding issues requiring further research attention include: defining a minimum number of nutrients to be considered in an nLCA study; treatment of nutrients to limit; use of nutrient indexes; further development of Impact Assessment methods; representation of nutritional changes that may occur during subsequent distribution and food preparation in cradle-to-gate nLCA studies; and communication of data uncertainty and variability. More data are required for different regions (particularly developing countries); for the processing, distribution, retail, and consumption life cycle stages; and for food loss and waste. Finally, there is a need to extend nLCA methodology for the assessment of meals and diets, to consider further how to account for the multi-functionality of food in a sustainability framework, and to set nLCA studies within the context of environmental limits.These results provide a robust basis for improving nLCA methodology and applying it to identify solutions that minimize the trade-offs between nourishing populations and safeguarding the environment.

ti Tässä artikkelissa tarkastelemme yliopistojen ja ammattikorkeakoulujen 60 opintopisteen laajuisen erityisopettajakoulutuksen opetussuunnitelmia. Olemme kartoittaneet koulutusten sisällöistä keskeiset teema-alueet ja vertailleet niitä keskenään. Yliopistojen koulutus tuottaa erityisopettajia varhaiskasvatuksesta lukioihin sekä myös ammatillisiin oppilaitoksiin. Ammattikorkeakoulujen ammatillisista opettajakorkeakouluista valmistuu erityisopettajia ammatillisen koulutuksen tarpeisiin. Opetussuunnitelmien keskeinen sisältö molemmissa koulutusinstituutioissa on erityispedagoginen tietotaito ja osaaminen. Yliopisto-opinnoissa korostuu tutkimusperusteisuus, kun taas ammatillisissa opettajakorkeakouluissa työelämän kehittäminen. Yliopistoissa opinnot keskittyvät paljon erilaisten oppimisvaikeuksien tunnistamiseen ja tukemiseen, mikä ei otsikkotasolla näy yhtä suuressa määrin ammatillisten opettajakorkeakoulujen opetussuunnitelmassa. Käytännön harjoittelu on keskeistä molemmissa instituutioissa. Harjoitteluun kytkeytyvät oman henkilökohtaisen ammatillisen kasvun tavoitteet ja keskeisten taitojen harjoittelu sekä tietojen soveltaminen ja kehittävä ja tutkiva työn ote. Vuorovaikutus- ja verkostotaidot ovat keskeisenä teemana molemmissa instituutioissa. Opetussuunnitelmien arvopohja saattaa heijastella muutosta opettajan työssä: ollaan siirtymässä yksin tekemisestä yhteistyöhön. Abstract The curricula for special teacher education at universities and at universities of applied sciences was studied. Core categories were searched and compared. Universities educate special teachers for kindergartens, schools, and higher secondary education as well as to vocational education. Universities of applied sciences educate special teachers for vocational education and for working life. Both institutes base their studies on strong special educational knowledge and skills. Universities emphasize research-based education. Their curriculum included a lot of information about learning difficulties, which was not so obvious on headline level at universities of applied sciences. Practical exercises were relevant in both institutes, with goals for professional individual growth and applying skills and knowledge learned. At the heart of both curricula were interaction and network skills. This can be a sign of changes in teacher profession, from working alone to working together.

Food systems have become increasingly efficient and technologically advanced in providing food products to meet the needs of the world’s growing population. However, providing healthy diets within environmental limits remains a key sustainability issue as food systems continue to over use increasingly scarce natural resources while making a major contribution to environmental impacts such as climate change, water scarcity and biodiversity loss. At the same time, hundreds of millions of people suffer from chronic hunger or adult obesity, and healthy diets continue to be more expensive than energy- and nutrient-sufficient diets. Many stakeholders are interested in the question of how to assess the environmental impacts of healthy diets, and in exploring solutions for minimizing trade-offs between nourishing populations and safeguarding the environment. Life cycle assessment (LCA) studies have an important role in contributing to solutions because they evaluate the environmental impacts of different practices, products and systems, and they facilitate the exploration of benefits and trade-offs across multiple types of impacts. LCA studies of food items increasingly address nutritional as well as environmental aspects, and this requires consideration of additional methodological aspects. The Food and Agriculture Organization of the United Nations (FAO) initiated a project to identify opportunities for further developing environmental and nutritional LCA methodology and building consensus about best practice, and to propose future research needs. The project involved 30 environmental and nutritional LCA researchers from 18 countries and ran between May and November 2021. The project focused on assessing food items as opposed to raw materials, meals and/or diets, and it is a step towards more comprehensive meal and dietary LCA studies. A key issue concerns the intended purpose of an LCA study. This requires some consideration of the reason for the study, the intended application and the audience. Foods may be consumed for a variety of reasons including for their nutritional value, for enjoyment, and/or as a means of taking part in – or contributing to – socio-cultural functions. This report defines a nutritional LCA (nLCA) study as an LCA study where the provision of nutrient(s) is considered as either the main function or one of the main functions of a food item. nLCA studies should be undertaken by multidisciplinary teams involving nutritional and health scientists as well as environmental scientists. At the outset, the goal and scope of an nLCA study should be carefully defined following the recommendations in this report, including: • Undertake an nLCA when nutrients are and/or nutrition is relevant to the decision-maker and decision context (Chapter 3). • Clearly identify the target audience and the target population for a study because different populations have different nutritional requirements, and this may influence the assessment of nutritional value (Chapter 5). • Report the quantities of as many essential nutrients as possible (Chapters 5 and 6). • Aim to provide information on the nutritional quality and/or health impacts in addition to nutrient quantities (Chapter 5, Chapter 6, Section 7.5.4). • The system boundaries should include all stages of the product life cycle that affect nutritional value. The final processing, storage and/or preparation of food items may have a notable effect on their nutritional value, and this should be taken into consideration (including the potential fortification of foods) (Chapter 5). • Choose a modelling perspective (typically attributional or consequential) based on the relevance to the decision situation (Chapter 4). The functional unit in an nLCA study can be defined in many ways (Chapter 6). These include: a quantity of one or more nutrients, a nutrient density value (calculated using a nutrient index), a quality-corrected quantity of nutrient(s), or another nutritional property (such as energy content). Alternatively, the functional unit could be a serving size. In all cases it should be relevant to the target population and its nutritional requirements. If possible, nutrients not included in the functional unit should be listed and discussed in the LCA report. Figure 5 and Figure 6 provide decision trees for guiding the choice of a functional unit in an nLCA study. When assessing nutrition, consideration should be given to: accounting for nutritional value as well as nutrient quantities (for example, using nutrient indices), separate treatment of nutrients to encourage (e.g. calcium) and of nutrients to limit (e.g. sodium), and assessment of non-nutrients that contribute to nutrition (e.g. dietary fibre) (Chapter 5, Chapter 6). In the impact assessment, research on the potential human health impacts of food items is at an early stage (Section 7.5.4). This report recommends using a nutrition impact category to account for the benefits or impacts of nutrition on human health (Section 8.1.1). Other particularly relevant impact categories to consider in an nLCA of food items include (Chapter 7): climate change, water use, land use, eutrophication (related to fertilizer use), ecotoxicity (related to pesticide use), and other human health impacts (in particular, fine particulates from agricultural activities and indoor use of some stoves, pesticide exposure and residues in food, chemical migration into food from contact materials, persistent organic pollutants and metals that bioconcentrate in foods). Antibiotic resistance is an emerging issue that requires consideration in the context of an LCA of food items (Section 7.7). Additional insights may be gained from integrating elements of the ecosystem services approach into an LCA (Section 7.6). The project led to numerous recommendations about reporting nLCA results. To increase the usefulness of nLCA studies of food items for future meal and dietary studies, the results should be reported using a mass- or volume-based reference flow as well as a nutritional functional unit. The results should identify whether the approach is nutrient-based or whether it also includes nutritional aspects. And the reported result should discuss the limitations of the adopted approach, for example, not accounting for interactions with other food items in a meal or diet (i.e. food matrix and meal effects) (Chapter 5). Some additional outstanding issues were identified in the project that require further attention (Chapter 8): • definition of a minimum number of nutrients to be considered in an nLCA study, and whether this should be based on food groups (Chapter 6); • treatment of nutrients to limit alongside, or separately from, encouraged nutrients (Chapter 6); • use of nutrient indices to assess nutrition (Chapter 6); • nutrition impact category methodology (Section 7.5.4), and further development of impact assessment methods for other impact categories (Chapter 7); • how to represent nutritional changes that could occur during food storage, distribution and preparation if the system boundary for an nLCA study is set at a life cycle stage prior to consumption (Chapter 4); • guidelines for use of an nLCA in different applications, including use of attributional and consequential modelling perspectives (Chapter 4); • representation of data uncertainty and variability in nLCA studies (Chapter 4); and •representative data for different regions (particularly developing countries) for the processing, distribution, retail, and consumption life cycle stages, and for food loss and waste (Chapter 4). Finally, there is a need to extend nLCA methodology for the assessment of meals and diets, to consider further how to account for the multi-functionality of food in a sustainability framework, and to set nLCA studies within the context of environmental limits. In summary, the constructive consensus-building process described in this report led to the identification of key outstanding issues and recommendations for the environmental and nutritional LCA of food items. The results provide a robust basis for future research to improve nLCA methodology and apply it to identify solutions that minimize the trade-offs between nourishing populations and safeguarding the environment

Continuous-cover forestry (CCF) is expected to reduce the negative environmental impacts of peatland forestry in comparison with rotation forestry (RF), but the unknown profitability of CCF on peatlands limits its application in practice. The profitability of CCF was analyzed by simulating management scenarios with a process-based ecosystem model, EFIMOD, which was complemented to describe the interplay between tree growth and water table depth, which is typical of peatland forests. A variety of harvest intervals and post-harvest basal areas for a mature Norway spruce (Picea abies (L.) Karst.) dominated stand was simulated on a nutrient-rich peatland site. Conventional RF was simulated for comparison. CCF provided a higher profit than RF. The best financial performance was obtained with a 15-year harvest interval regardless of interest rate, although the overall profitability of CCF depended on the interest rate used. Ditch network maintenance was needed to maintain the stand growth only when the post-harvest basal area was smaller than 10 m²·ha⁻¹. There were many CCF scenarios in which the difference in the net present value of harvest revenues was within 10% compared with the best CCF scenario. Hence, there are many relatively profitable CCF harvesting alternatives for forest management in boreal spruce-dominated peatland forests. Résumé Comparativement au rendement soutenu (RS), le couvert forestier permanent (CFP) devrait réduire les impacts négatifs de l’exploitation forestière des tourbières, mais le fait que la rentabilité du CFP dans les tourbières ne soit pas connue limite en pratique son application. La rentabilité du CFP a été analysée en simulant des scénarios d’aménagement avec un modèle écosystémique, EFIMOD, qui a été complété pour décrire l’interaction typique dans les tourbières boisées entre la croissance des arbres et la profondeur de la nappe phréatique. Une variété d’intervalles de récolte et de surfaces terrières résiduelles pour un peuplement mature dominé par l’épicéa commun (Picea abies (L.) Karst.) a été simulée dans une tourbière riche en nutriments. Le RS conventionnel a été simulé à des fins de comparaison. Le CFP a généré des profits plus élevés que le RS. La meilleure performance financière a été obtenue avec un intervalle de récolte de 15 ans peu importe le taux d’intérêt, même si la rentabilité globale du CFP dépendait du taux d’intérêt utilisé. L’entretien des réseaux de fossés était nécessaire pour maintenir la croissance du peuplement seulement lorsque la surface terrière résiduelle était inférieure à 10 m²·ha⁻¹. La valeur actualisée nette des revenus de la récolte de plusieurs scénarios de CFP atteignait au moins 10 % de celle du meilleur scénario de CFP. Par conséquent, il existe plusieurs choix de récolte relativement rentables dans le cas du CFP pour l’aménagement forestier dans les tourbières boréales boisées dominées par l’épicéa commun.

Tiivistelmä Tässä tutkimuksessa perehdytään opettajan toimijuuteen tilanteessa, jossa useampi opettaja opettaa yhdessä. Yhteisopetuksella tarkoitetaan tilannetta, jossa ainakin kaksi opettajaa yhdessä suunnittelee, toteuttaa ja arvioi opetusta, joka toteutetaan pääasiassa samassa tilassa. Kun opetetaan yhdessä, saadaan luokkaan useamman opettajan osaaminen. Asiantuntijakeskustelujen kautta selvitetään, mitä pedagogit kertovat yhteisopetuksesta ja pohditaan, miten opettajan toimijuus toteutuu, kun opetetaan yhdessä. Tutkimuksemme tulosten mukaan yhteisopetus koetaan hyvänä, mutta sille löytyy selkeitä reunaehtoja. Eri ammattiryhmien (luokan-, aineen- ja erityisopettajien) kertomukset yhteisopettamisesta erosivat toisistaan. Koulutustaustasta riippumatta opettajat näkivät yhteisopetuksen yleensä omaa ammattitaitoa kehittävänä ja parhaassa tapauksessa opettajan perustyötä helpottavana tapana työskennellä. Osa opettajista koki sen lisäävän omaa toimijuutta, mutta osa taas kertoi yhteisopetuksen kapeuttavan toimijuutta. Yhteisopetuksen tekemisen tapaa venytettiin määritelmästä poiketen tarpeiden mukaan. Teacher agency in change: Baby steps towards co-teaching Abstract This study explores teacher agency in co-teaching: a situation where at least two teachers work together — mainly in the same place — to design, implement, and evaluate teaching. Co-teaching brings the skills of several teachers into the classroom. Focus group discussions help to clarify what the pedagogues are saying about co-teaching by considering the ways in which teacher agency is implemented when teaching together. According to the results, co-teaching was regarded a positive experience, but there were some preconditions. The stories told by the various teacher groups (class, subject, and special teachers) were different. Regardless of their educational background, teachers generally considered co-teaching as a way of working that developed their professional skills and, at best, made their everyday work easier. Some of the teachers found co-teaching increased their agency, while others felt it narrowed their agency. By deviating from its strict definition, the implementation of co-teaching was stretched as necessary.

Polydextrose (PDX) is a branched glucose polymer, utilized as a soluble dietary fiber. Recently, PDX was found to have hypolipidemic effects and effects on the gut microbiota. To investigate these findings more closely, a non-targeted metabolomics approach, was exploited to determine metabolic alterations in blood and epididymal adipose tissue samples that were collected from C57BL/6 mice fed with a Western diet, with or without oral administration of PDX. Metabolomic analyses revealed significant differences between PDX- and control mice, which could be due to differences in diet or due to altered microbial metabolism in the gut. Some metabolites were found in both plasma and adipose tissue, such as the bile acid derivative deoxycholic acid and the microbiome-derived tryptophan metabolite indoxyl sulfate, both of which increased by PDX. Additionally, PDX increased the levels of glycine betaine and l-carnitine in plasma samples, which correlated negatively with plasma TG and positively correlated with bacterial genera enriched in PDX mice. The results demonstrated that PDX caused differential metabolite patterns in blood and adipose tissues and that one-carbon metabolism, associated with glycine betaine and l-carnitine, and bile acid and tryptophan metabolism are associated with the hypolipidemic effects observed in mice that were given PDX.

The purpose of this study was to investigate the different support systems used by teachers in compulsory education. Class and subject teachers and special educators from Finland (N = 57) and Sweden (N = 57) participated in the study, in which both qualitative and quantitative methods were used. Participants completed an electronic questionnaire to identify the supports and methods they use when working with pupils who have special educational needs. The findings indicate both similarities and differences between the two countries. One of the most common forms of support was individualisation, including pedagogical modifications. Methods of supporting academic skills such as reading differed from those used to support behavioral issues. Positive pedagogy and structuring the environment were used ways of supporting pupils with behavioral challenges. Results for both countries are compared and support needs are discussed.

Environmental and economic performance of forestry on drained peatlands was reviewed to consider whether continuous cover forestry (CCF) could be a feasible alternative to even-aged management (EM). CCF was regarded feasible particularly because continuously maintaining a tree stand with significant transpiration and interception capacity would decrease the need for ditch network maintenance. Managing CCF forests in such a way that the ground water levels are lower than in clear-cut EM forests but higher than in mature EM forests could decrease greenhouse gas emissions and negative water quality impacts caused both by anoxic redox reactions and oxidation and mineralization of deep peat layers. Regeneration studies indicated potential for satisfactory natural regeneration under CCF on drained peatlands. An economic advantage in CCF over EM is that fewer investments are needed to establish the forest stand and sustain its growth. Thus, even if the growth of trees in CCF forests were lower than in EM forests, CCF could at least in some peatland sites turn out to be a more profitable forest management regime. An advantage of CCF from the viewpoint of socially optimal forest management is that it plausibly reduces the negative externalities of management compared to EM. We propose that future research in drained peatland forests should focus on assessing the economic and environmental feasibility of CCF.