Eija Yli-Panula

Analysis of Airborne Betula Pollen in Finland; a 31-Year Perspective

In this 31-year retrospective study, we examined the influence of meteorology on airborne Betula spp. (birch) pollen concentrations in Turku, Finland. The seasonal incidence of airborne birch pollen in Turku occurred over a brief period each year during spring (April 30 – May 31). Mean peak concentrations were restricted to May (May 5 to 13). Statistically significant increases in the annual accumulated birch pollen sum and daily maximum values were observed over the study period. Birch pollen counts collected in April were retrospectively shown to increase over the duration of the study. Increases in April temperature values were also significantly associated with the earlier onset of the birch pollen season. Furthermore, the number of days where daily birch pollen concentrations exceeded 10 and 1,000 grains/m3 also increased throughout the study period. These data demonstrate that increases in temperature, especially during months preceding the onset of the birch pollen season, favor preseason phenological development and pollen dispersal. Birch pollen derived from other geographical locations may also contribute to the aerospora of Turku, Finland. To date, the public health burden associated with personal exposure to elevated birch pollen loads remains unclear and is the focus of future epidemiological research.

Higher Education Students' Perceptions of Environmental Issues and Media Coverage.

Abstract This study aims to find higher education students’ perceptions about environmental issues and how the perceptions are related to perceptions of media coverage. This study investigates higher education students’ perceptions of the seriousness of environmental issues and their relation to perceptions of media coverage. Higher education students perceived a global problem, lack of clean water, as most serious environmental problem. Media has had an effect on students’ perceptions on environmental issues: when students perceived the problem as serious they also perceived the information in media concerning it appropriate. Students perceived that the media underestimate and obscure some environmental problems such as biological diversity and global warming. It was concluded that higher education educators need more knowledge of students’, future decision makers’ concerns and perceptions about environmental issues to develop more effective teaching practices in higher education. Through education environmental issues literacy, which is a precursor for engaged protection of the environment, can be fostered. This study offers some insights into higher education students’ perceptions of the media’s role in environmental issues.

Environmental Issues in the Media--Students' Perceptions in the Three Nordic-Baltic Countries.

Abstract The media, as a source of information, is supposed to have a significant role in effecting peopleís environmental knowledge and attitudes. The purpose of this study was to find studentsí perceptions of environmental issues as presented in the media and how students in Finland, Lithuania and Sweden used these media sources in the matters related to environmental issues. The most important source of environmental knowledge was found to be the Internet, followed by newspapers, television, school and education. In their own lives, students discussed environmental issues every day and, to some extent, in social media, discussion forums and blogs. In Finland, newspapers represented the most important source of environmental knowledge; in Lithuania, environmental organisations were the most prevalent, and, in Sweden, it was in a school or educational context. Based on these results, it was concluded that, in order to reach both genders of students in different countries and to more greatly benefit from all sources of information, a variety of media should be used in education for sustainability.

Clinical and Laboratory Studies of the Fate of Intranasal Allergen

Background The precise way in which allergen is handled by the nose is unknown. The objective of this study was to determine recovery of Der p 1 allergen following nasal administration and to determine whether Der p 1 can be detected in nasal biopsies after natural exposure and nasal challenge to allergen. Methods (1) 20 nonatopic non-rhinitics were challenged with Der p 1 and recovery was measured by ELISA in the nasal wash, nasal mucus and induced sputum up to 30 minutes. Particulate charcoal (<40 μm) served as control. (2) In 8 subjects (5 atopics), 30 to 60 minutes after challenge histological localisation of Der p 1 in the nasal mucosal epithelium, subepithelial mucous glands and lamina propria was performed. Co-localisation of Der p 1 with macrophages and IgE-positive cells was undertaken. Results (1) Less than 25% of total allergen was retrievable after aqueous or particulate challenge, most from the nasal mucus during 1-5 min after the challenge. The median of carbon particles recovered was 9%. (2) Prechallenge Der p 1 staining was associated with the epithelium and subepithelial mucous glands. After challenge there was a trend for greater Der p 1 deposition in atopics, but both atopics and nonatopics showed increases in the number of Der p 1 stained cells and stained tissue compartments. In atopics, increased eosinophils, macrophages and IgE positive cells co-localized with Der p 1 staining. Conclusions Der p 1 allergen is detected in nasal tissue independent of atopic status after natural exposure. After challenge the nose effectively retains allergen, which remains mucosally associated; in atopics there is greater Der p 1 deposition and inflammatory response than in nonatopics. These results support the hypothesis that nasal mucus and tissue act as a reservoir for the inhaled Der p 1 allergen leading to a persistent allergic inflammatory response in susceptible individuals.

Nordic Student Teachers’ Views on the Importance of Species and Species Identification

ABSTRACT People’s knowledge about nature, their interest in nature, their nature experiences, and their values and emotions regarding nature are factors that promote people’s positive views on environmental issues and sustainability. Knowing the variation and patterns in teachers’ and student teachers’ views is an essential step in considering the ways in which sustainability might be interpreted and enacted in schools and in teacher education. The aim of this study is to analyze student teachers’ views on the importance of species and species identification in general and as a part of their professional development regarding their understanding of biodiversity and sustainability. A total of 426 student teachers in Finland, Norway, and Sweden answered a questionnaire consisting of fixed and open-ended questions. Mixed methods were used: t test and analysis of variance for quantitative data and inductive and deductive, model-based content analysis for qualitative data. According to the majority of student teachers (85%), both species identification and biodiversity are important for sustainability; species identification in general was important to 58% of them. Their statements about importance contained mostly ecological views (46%), followed by emotional (17%), educational (16%), and utilitarian (11%) views. The remainder of the student teachers’ statements (10%) contained negativistic or indifferent views. The reasons for the low percentage of educational views are discussed. The implications of the results for teacher education worldwide are emphasized, especially the importance of those teaching methods that have the potential to increase student teachers’ understanding of sustainability.

History, Social Science and Geography Education

The article highlights the main characteristics of the humanities, or school subjects having a humanistic orientation, from the point of view of geography, history and social science in comprehensive schools. The educational objectives for these three subjects in the present National Core Curriculum for Basic Education are focused on the development of students’ thinking skills and understanding of the nature of historical, societal or geographical knowledge, and skills of using, for example, historical sources.

History, Social Studies and Geography Education in Finnish Schools and Teacher Education

This chapter highlights the main characteristics of the humanities, or school subjects having a humanistic orientation, from the point of view of geography, history and social studies in comprehensive schools.