Search

Highly magnesian, olivine-phyric tholeiitic basaltic and picritic lavas with >5 wt% TiO2 from the Prinsen af Wales Bjerge (PAWB) region are chemically distinct from all other Paleogene East Greenland flood basalts and from basalts in the North Atlantic Igneous Province. The ~100-m-thick lava succession rests on the 61 Ma Urbjerget Formation, is intercalated with volcaniclastic sediments, and has 57 Ma 40Ar/39Ar stepwise degassing ages. It is part of the Milne Land Formation, the first of the major flood basalt formations in East Greenland, and the result of plume impingement of the Kangerlussuaq area in East Greenland during the initial stages of continental breakup. The Ti-rich picrites have relatively primitive compositions and contain Mn- and Ni-rich olivine up to Fo88. Intermediate to high 87Sr/86Sri (0.7034–0.7044) and low Pb isotopic compositions reflect 4–11% crustal contamination, whereas the initial εNd (+4 − +5) and 187Os/188Os ratios (0.121–0.129) overlap with recent Icelandic basalts and appear little affected by contamination processes. The mantle source of the Ti-rich picrites contained garnet and was pyroxene-rich and similar to that of later low-Si alkaline basalts. The Ti-rich picrites of the PAWB, similar to other Ti-rich melts of the Kangerlussuaq region, represent analogies of MgO-rich and variably TiO2-enriched melts from pyroxene rich sources of traditionally accepted mantle plumes like Hawaii.

Article first published online: 15 November 2021, Purpose: The aim was to identify the competencies professionals need to promote co-creation engagement within communities. Design/methodology/approach: Co-creation could contribute to building community capacity to promote health. Professional development is key to support co-creative practices. Participants were professionals in a position to promote co-creation processes in health-promoting welfare settings across Denmark, Portugal, France and United Kingdom. An overarching unstructured topic guide was used within interviews, focus groups, questionnaires and creative activities. Findings: The need to develop competencies to promote co-creation was high across all countries. Creating a common understanding of co-creation and the processes involved to increase inclusivity, engagement and shared understanding was also necessary. Competencies included: How to run co-creation from the beginning of the process right through to evaluation, using feedback and communication throughout using an open action-oriented approach; initiating a perspective change and committing to the transformation of co-creation into a real-life process. Practical implications: Overall, learning about underlying principles, process initiation, implementation and facilitation of co-creation were areas identified to be included within a co-creation training programme. This can be applied through the framework of enabling change, advocating for co-creative processes, mediating through partnership, communication, leadership, assessment, planning, implementation, evaluation and research, ethical values and knowledge of co-creative processes. Originality/value: This study provides novel findings on the competencies needed for health promoting professionals to embed co-creative processes within their practice, and the key concerns that professionals with a position to mediate co-creation have in transferring the abstract term of co-creation into a real-world practice., This work was financially supported by Portuguese national funds through the FCT (Foundation for Science and Technology) within the framework of the CIEC (Research Center for Child Studies, University of Minho) projects under the references UIDB/00317/2020 and UIDP/00317/2020.

The number of community-dwelling people with dementia (PwD) is rising, and the role of their relatives is crucial in addressing and mitigating the implications of dementia on health care systems and on society. We developed a new conceptual framework to promote the collaboration of the community in supporting relatives who are caring for a PwD as well as a range of stakeholders in embracing dementia. A qualitatively driven, multi-method study divided into three phases was performed from 2019 to 2021. A qualitative descriptive study, a mixed-method systematic review and three consensus workshops were conducted, and their results were triangulated. The final version of the Community Collaboration Concept Framework is composed of three main domains based upon seven components: (1) embracing dementia; (2) creating empowerment and a sense of community; (3) collaborating through cocreation and design thinking. The new framework is based on the literature, the synthesis of empirical data and the consensus of a panel of international experts, supporting the global goal of improving community inclusiveness and collaboration. Further studies are needed to confirm its validity, how it should be implemented in practice in various settings and to propose improvements when designing projects based upon it.

This qualitative descriptive study explored needs, issues, and expectations on dementia care at home as expressed by relatives of people living with dementia (PwD), health and social care professionals (HSCPs), and members of civil society organisations (CSOs) from four European countries. A focus group methodology integrated with individual semi-structured interviews was adopted to collect data by employing a purposeful sampling method. A total of 13 focus groups and 12 individual interviews were conducted in 2019, involving 65 relatives of PwD, 32 HSCPs, and 23 members of CSOs. Deductive content analysis and findings triangulation were performed to analyse data, and a subgroup of participants confirmed the findings. Relatives need to be (a) informed and trained to cope with changes in PwD, (b) recognised for their caregiving role, and (c) assisted by specialised HSCPs. Professionals who work in partnership with PwD and their relatives call for a reorganisation of available services. CSOs compensate for the lack of proper support, promoting networks, and cooperation with local communities. Several commonalities emerged across countries, highlighting the chance to inform and develop common policies to improve the quality of life of PwD and their relatives across Europe. Policies improving person- and family-centred care and spreading dementia-friendly community concepts and practices are suggested. Strong collaborations between formal and informal services and communities are also needed as well as information on educational strategies to improve the use of resources, promote PwD care, and support PwD relatives' needs.

The purpose of this article is to put gender on the agenda within vocational teacher education. As educators of teachers, we wanted to analyse gender and diversity perspectives in national and local curriculums for vocational teacher education, based on three Norwegian counties. The overall goal is to identify how vocational teachers can contribute to the development of an improved gender balance within vocational education. Actual freedom of choice within vocational education and career options remains a challenge. There is still limited adaptation for youth as minorities in vocational training and working life. However, the #Metoo movement has led to an increased willingness to discuss the challenges of gender imbalance, also within the vocational education field.The research question posed in this article is: How can gender as a minority be taken care of within vocational education and training?To address these questions, we draw on qualitative data from a dialogue conference for skilled workers, teachers, and advisors in upper secondary education. We have also conducted a thematic analysis of national guidelines, institutional strategic documents, as well as programme and course descriptions in vocational teacher education programmes in four institutions of higher education in Norway. Our findings show that in general the national policies and guidelines state that gender perspectives are important, but regardless they are rarely found in the curricular plans for practical education for vocational subjects (PPUy) and three-year vocational teacher education (YFL). The results of our analysis from the dialogue conference echoed this by concluding that gender perspectives are largely absent from vocational education and training (VET). This can result in limited development of awareness related to the challenges and how this can be dealt with by vocational teachers. The findings are further analysed in relation to relevant theory and contemporary gender research within the field.

Hensikten med artikkelen er å undersøke hvordan deltakere i en videreutdanning for praksislærere i en videregående skole diskuterer muligheter og utfordringer i praksis-opplæringen i sine eksamenstekster i lys av hovedtrekk fra teori om mesterlære. Som yrkesfaglærerutdanner, tidligere yrkesfaglærer og praksislærer, ønsker jeg å undersøke om og hvordan en praktisk kunnskapstradisjon, hvor modell-læring inngår, og som har sitt utgangspunkt i praksis og praksisfellesskap, preger diskusjonen om utfordringer og muligheter i dagens praksisopplæring (Nielsen & Kvale, 1999a). Artikkelens utgangs-punkt er 10 av 31 gruppebaserte eksamensbesvarelser fra en videreutdanning (7,5 studiepoeng) gjennomført ved én av NTNUs universitetsskoler i vårsemesteret 2016. I artikkelen besvares følgende problemstilling: Hvordan bruker praksislærerne hoved-trekk fra mesterlære i drøftinger av utfordringer og muligheter i praksisveiledning? Tematisk tekstanalyse av eksamensoppgavene (Widén, 2017) identifiserte tre hoved-trekk fra mesterlære i lærernes drøfting av organiseringen av praksisveiledning. Temaene er 1) Modell-læring, 2) Relasjonskompetanse, og 3) Praksisfellesskap. Praksislærernes forståelse knyttes til tre funn: 1) Praksislærerne ønsker å vise frem sin praksis for studentene. 2) Praksislærerens relasjonskompetanse og kommunikative kompetanse er grunnleggende viktig i rollen som modell-lærer. 3) Læring i praksis-fellesskap – studentene lærer av flere praksislærere/mestere. Nøkkelord: mesterlære, modell-læring, praksislærer, praksisfellesskap, relasjonskompetanse, praksisveiledning i lærerutdanning Apprenticeship in practice supervision in teacher education: Individual, relational or in community of practice? A study of exam texts AbstractThe purpose of the article is to investigate how participants in a course offered as further education for practice teachers in an upper secondary school discuss opportunities and challenges in the practice training in light of main features of the theory of apprenticeship. As a vocational teacher educator, former vocational teacher and practice teacher, I want to investigate whether and how a practical knowledge tradition, in which model-learning is included, and which is based on practice and communities of practice, characterizes the discussion of challenges in today's practice training (Nielsen & Kvale, 1999a). The article is based on 10 out of 31 group-based exam papers from a further education course (7.5 credits) completed at one of NTNU's university schools during the spring semester 2016. The article answers the following research question: How do the practice teachers use main features of apprenticeship in discussions of challenges and opportunities in practice supervision? The thematic text analysis of the exam papers (Widén, 2016) identified three main features from apprenticeship in the teachers' discussion of the organization of practice supervision. The themes are 1) Model-learning, 2) Relational competence, and 3) Community of practice. The practice teachers' reflection is linked to three findings: 1) The practice teachers want to showcase their practice to the students. 2) Relational competence and the practice teacher's communicative competence are fundamentally important in the role as a model teacher. 3) Practice in working communities – students learn from several practice teachers/ masters. Keywords: apprenticeship, model-learning, practice teacher, community of practice, relational competence, practice supervision in teacher education

The article is about changes in the design and structure in vocational education, and about which actors have exerted influence in this process, seen in the light of the ILO Convention of 1975. Under the convention, member states commit to formulate policies, guidelines and measures in vocational training in cooperation with partners in the workplace, so that needs of the professional communities and industries are able to be expressed and their interests are also safeguarded. Results from previous research, and the authors’ experiences that the key actors in vocational education are not systematically involved in the reform processes form the basis of the study. We will look at how structural change takes place and what affects such processes in their movement towards a final structure. The research methods include the analysis of both previous research and documents that are utilised within formal change processes, as well as interviews with representatives of national academic councils. The professional councils represent tripartite cooperation on professional quality in vocational education. The results show that there are significant differences in how the academic communities have exerted influence in the change process and that this process has not followed a predetermined path. The partners, represented by their professional councils, have also had different degrees of influence on the change process. Some of the representatives in the professional councils are employed in one of their party's organizations and are therefore not active participants in their professional disciplines. National authorities also exhibit a tendency to disregard a binding tripartite partnership in decision-making on many occasions, contrary to the ILO Convention.

CLUH binds mRNAs implicated in intermediate metabolism and oxidative phosphorylation, but the physiological and molecular significance of these interactions is unclear. Schatton et al. use new constitutive and liver-specific Cluh knockouts to define the function of CLUH in catabolic and energy-converting pathways as a regulator of the translation and stability of target mRNAs., Mitochondria are essential organelles that host crucial metabolic pathways and produce adenosine triphosphate. The mitochondrial proteome is heterogeneous among tissues and can dynamically change in response to different metabolic conditions. Although the transcriptional programs that govern mitochondrial biogenesis and respiratory function are well known, posttranscriptional regulatory mechanisms remain unclear. In this study, we show that the cytosolic RNA-binding protein clustered mitochondria homologue (CLUH) regulates the expression of a mitochondrial protein network supporting key metabolic programs required under nutrient deprivation. CLUH exerts its function by controlling the stability and translation of target messenger RNAs. In the absence of Cluh, mitochondria are severely depleted of crucial enzymes involved in catabolic energy-converting pathways. CLUH preserves oxidative mitochondrial function and glucose homeostasis, thus preventing death at the fetal–neonatal transition. In the adult liver, CLUH ensures maximal respiration capacity and the metabolic response to starvation. Our results shed new light on the posttranscriptional mechanisms controlling the expression of mitochondrial proteins and suggest novel strategies to tailor mitochondrial function to physiological and pathological conditions.

CLUH is a cytosolic mRNA-binding protein that specifically binds a subset of mRNAs encoding mitochondrial proteins and may regulate their localized translation., Mitochondrial function requires coordination of two genomes for protein biogenesis, efficient quality control mechanisms, and appropriate distribution of the organelles within the cell. How these mechanisms are integrated is currently not understood. Loss of the Clu1/CluA homologue (CLUH) gene led to clustering of the mitochondrial network by an unknown mechanism. We find that CLUH is coregulated both with genes encoding mitochondrial proteins and with genes involved in ribosomal biogenesis and translation. Our functional analysis identifies CLUH as a cytosolic messenger ribonucleic acid (RNA; mRNA)–binding protein. RNA immunoprecipitation experiments followed by next-generation sequencing demonstrated that CLUH specifically binds a subset of mRNAs encoding mitochondrial proteins. CLUH depletion decreased the levels of proteins translated by target transcripts and caused mitochondrial clustering. A fraction of CLUH colocalizes with tyrosinated tubulin and can be detected close to mitochondria, suggesting a role in regulating transport or translation of target transcripts close to mitochondria. Our data unravel a novel mechanism linking mitochondrial biogenesis and distribution.

Artikkelen belyser hvordan opplæringens innhold i Vg1 erfares av elever, lærlinger og lærere, som grunnlag for vurdering av endringsbehov i norsk yrkesopplæring. Problemstillingen artikkelen gir svar på er: Hvordan fungerer Vg1 yrkesfaglig utdanningsprogram for elever med ulike yrkesvalg? Bakgrunnen for studien artikkelen bygger på er at en strukturendring er på trappene i norsk yrkesopplæring. Kunnskapsdepartementet har brukt en rekke eksperter i forarbeidet, uten at elever og yrkesfaglærere har vært involvert i nevneverdig grad. Vi ønsker å bringe fram elevers og læreres stemmer. Teoriforankringen er knyttet til forhold som har betydning for elevers motivasjon, mestring og læring, samt nasjonale føringer, mål og hensikt med yrkesopplæringen. Metodene i forskningsarbeidet er elektronisk spørreundersøkelse blant elever i Vg1 og Vg2, samt lærlinger i de yrkesfaglige utdanningsprogrammene og semistrukturerte intervjuer med yrkesfaglærere. Et hovedfunn er at opplæringen i Vg1 ikke samsvarer med elevenes ulike læringsbehov, og heller ikke med de nasjonale føringene for yrkesopplæringen. Vg1 bør gjennomgå store endringer, basert på elevenes og lærernes erfaringer, for å sikre yrkesrelevant opplæring for elever med ulike utdanningsplaner og yrkesinteresser. This article presents the students, apprentices and teachers point of view in relation to content of the vocational education programs. Their experiences lay as the foundation for answering the following research question; "How does the vocational education program support and prepare students heading for different professions?" The motivation for this study is the ongoing change of structure within the Norwegian vocational education. The Ministry of education has involved several experts in this changing process, however, no students nor teachers have been included. This article will therefore bring forward students, apprentices and teachers voices, before the ministry of education make their decisions. Their experiences of the current education programs, are important as part of the foundation for the evaluation of a need for change. The theoretical perspectives are related to conditions regarding students motivation, sense of accomplishment, ability to learn, as well as national guidelines and regulations, goals, and the overall purpose of the vocational education program. The research methods used (in the work) are electronic surveys among the vocational study's current first and second year students as well as apprentices within the specialized educational programs. It also includes semi structured interviews with profession specialized vocational teachers. One key finding reveals that the current educational programs fail to meet the students individual learning needs, nor does it comply with national guidelines and regulations for the Norwegian vocational educations. The basic year works for some students and professions but not for others. Based on the students and teachers experiences, there is a significant need to change the vocational education programs, to ensure the education is relevant for students who have different career plans and are heading for different professions.

The alkaline province of southern West Greenland includes swarms of dykes described as kimberlites and lamproites (Larsen 1991), and these rock types are widely distributed in the Sisimiut‐Sarfartoq‐Kangerlussuaq region (Figs 1, 2). Kimberlites and lamproites are potential carriers of diamond, and since the description of the Sarfartoq carbonatite complex and the kimberlitic dykes related to this complex (Larsen 1980; Secher & Larsen 1980), the Sisimiut‐Sarfartoq‐Kangerlussuaq region has seen several campaigns of commercial diamond exploration. The latest and most persistent stage of exploration began in the mid-1990s and has continued to date, with varying intensity. Numerous reports of diamond-favourable indicator minerals from till sampling, finds of kimberlitic dykes, and recovery of actual diamonds from kimberlitic rocks have emerged since 1995 (Olsen et al. 1999). A drilling programme in late 2001 confirmed the unusually great length and width of a magnetic kimberlitic dyke (Ferguson 2001). The alkaline ultramafic dykes within the Sisimiut‐ Kangerlussuaq and Sarfartoq regions intrude the border zone between the Archaean craton and the Palaeoproterozoic Nagssugtoqidian orogen (van Gool et al. 2002, this volume). This border is defined as the southern boundary of Palaeoproterozoic reworking of the Archaean basement gneisses. The reworking has affected the Palaeoproterozoic Kangâmiut dolerite dykes, which

The rifted volcanic margin of East Greenland has remained a major area for field studies and the development of models for the dynamics of plume-related continental break-up since the start of the Danish Lithosphere Centre (DLC) in 1994. The studies cover a range of disciplines and geological processes from the early development of pre-break-up basin formation and sedimentation over the main phase of basaltic magmatism to the late stages of alkaline magmatism and structural re-equilibration. The East Greenland field activities in the summer of 2000, collectively referred to as EG 2000, were facilitated by a logistic platform provided by support from Statens Naturvidenskabelige Forskningsråd (SNF, the Danish Natural Science Research Council) and the Bureau of Minerals and Petroleum (BMP) in Nuuk, Greenland for the retrieval of 6 km of drillcore from the Skaergaard intrusion. During 1989 and 1990 mineral exploration had resulted in drilling of more than 15 km of core through the classic layered gabbros. The logistic platform also provided support for DLC and Geological Survey of Denmark and Greenland (GEUS) field work and projects throughout the Kangerlussuaq region and on the Blosseville Kyst (Fig. 1), as well as mineral exploration and petroleum company activities.

Glassy, plagioclase ultraphyric basalts from six locations in Iceland have bimodal phenocryst size distributions where microphenocrysts (ol+plg±cpx±mt) are in equilibrium with the matrix glass, but macrophenocrysts (ol+plg±cpx) are too primitive to be so. Matrix glass compositions are similar to those of other rift zone glasses from Iceland, and oxygen isotope variations suggest they interacted with the Icelandic crust. A lack of negative Eu-anomalies in matrix glasses precludes large amounts of plagioclase crystallisation from their parental liquids. Compositions of glass inclusions in plagioclase and olivine macrophenocrysts indicate that parental magma compositions of the macrophenocryst assemblage are similar to those of primitive, Icelandic rift zone glasses. Temperatures for plagioclase macrophenocryst crystallisation obtained from Linkam® heating stage experiments, and from glass inclusion compositions corrected for post-entrapment crystallisation, give temperatures up to 1260°C, corresponding to crystallisation at middle to deep crustal levels. Temperature differences of less than 100°C between plagioclase-hosted glass inclusions before and after post-entrapment plagioclase crystallisation show that the macrophenocrysts must have been kept at elevated temperatures prior to incorporation in their present host magmas. We suggest that the macrophenocrysts of the plagioclase ultraphyric basalts accumulated in crystal mush bodies underneath the rift zone and were picked up by their present hosts during a rifting event with increased magma supply from the mantle.

Palaeogene central East Greenland flood basalts have Sr, Nd and Pb isotope characteristics consistent with crustal contamination of Icelandic-type basalts. In the Lower Basalts of central East Greenland, amphibolite facies gneiss is the dominant contaminant at low stratigraphic levels, whereas contamination with granulite facies gneiss prevails in the upper part of the lava succession. The contamination probably occurred by partial melting of the crust, and can be modelled by assimilation–fractionation–crystallisation processes. Similar contaminants have been detected in lavas from ODP Leg 152 off the SE Greenland coast, although in a reverse sequence. Contamination in Lower Basalts and ODP Leg 152 lavas, which erupted through an Archaean/Proterozoic substrate, differs from lavas in NE Greenland, which overly the Caledonian fold–belt and large Mesozoic sediment deposits. In the NE Greenland lavas, the dominant contaminant appears to be a dacitic component formed by partial melting of Mesozoic sediments. Changes in magma supply rates from the mantle may be the determining factor for the sequence of contaminants and may also control the depth of ponding in crustal chambers. The compositional variation of the least contaminated East Greenland basalts suggests that melts were produced from mantle sources similar to present-day Iceland and North Atlantic MORB at the time of continental breakup but distinction between mantle sources is very complicated. REE systematics indicate a maximum in initial depth of mantle melting at Kangerlussuaq during formation of the East Greenland flood basalts, consistent with a plume being centered in that region.

580 Background: Development of resistance to tamoxifen is an important clinical issue in the treatment of breast cancer. Methods: To elucidate the molecular mechanisms of tamoxifen resistance in br...