Publications
NIBIOs employees contribute to several hundred scientific articles and research reports every year. You can browse or search in our collection which contains references and links to these publications as well as other research and dissemination activities. The collection is continously updated with new and historical material.
2019
Abstract
No abstract has been registered
Authors
Mark R. Bakker Ivano Brunner Francis Ashwood Brynhildur Bjarnadottir Tom Bolger Isabella Børja Monique Carnol Pavel Cudlin Lise Dalsgaard Amandine Erktan Douglas Godbold Hojka Kraigher Ina C. Meier Luis Merino-Martín Jurga Motiejunaite Tanja Mrak Edda S. Oddsdóttir Ivika Ostonen Taina L. Pennanen Ülle Püttsepp Laura M. Suz Elena I. Vanguelova Lars Vesterdal Nadejda A. SoudzilovskaiaAbstract
Biodiversity of ecosystems is an important driver for the supply of ecosystem services to people. Soils often have a larger biodiversity per unit surface area than what can be observed aboveground. Here, we present what is to our knowledge, the most extensive literature-based key-word assessment of the existing information about the relationships between belowground biodiversity and ecosystem services in European forests. The belowground diversity of plant roots, fungi, prokaryota, soil fauna, and protists was evaluated in relation to the supply of Provisioning, Regulating, Cultural, and Supporting Services. The soil biota were divided into 14 subgroups and the ecosystem services into 37 separate services. Out of the 518 possible combinations of biotic groups and ecosystem services, no published study was found for 374 combinations (72%). Of the remaining 144 combinations (28%) where relationships were found, the large majority (87%) showed a positive relationship between biodiversity of a belowground biotic group and an associated ecosystem service. However, for the majority of the combinations (102) there were only three or fewer studies. The percentage of cases for which a relationship was detected varied strongly between ecosystem service categories with 23% for Provisioning, 8% for Regulating, 40% for Cultural, and 48% for Supporting Services.We conclude that (1) soil biodiversity is generally positively related to ecosystem services in European forests; (2) the links between soil biodiversity and Cultural or Supporting services are better documented than those relating to Provisioning and Regulating services; (3) there is a huge knowledge gap for most possible combinations of soil biota and ecosystem services regarding how a more biodiverse soil biota is associated with a given ecosystem service. Given the drastically increasing societal demand for knowledge of the role of biodiversity in the functioning of ecosystems and the supply of ecosystem services, we strongly encourage the scientific community to conduct well-designed studies incorporating the belowground diversity and the functions and services associated with this diversity.
Abstract
Citizen science is sometimes described as "public participation in scientific research," or participatory monitoring. Such initiatives help to bring research into, for example, the classroom and engage pupils in well-structured observations of nature in their vicinity. The learning and practising of observation may increase the understanding of complex conditions occurring in nature, related to biology, ecology, ecosystems functioning, physics, atmospheric chemistry etc. For school curricula and motivation of pupils, practical hands-on activities performed by school pupils themselves by using their own senses stimulate faster learning and cognition. For this, the EDU-ARCTIC project developed the monitoring system. All schools in Europe are invited to participate in a meteorological and phenological observation system in the schools’ surroundings, to report these observations on the web-portal and to have access to all the accumulated data. The schools and pupils become part of a larger citizen effort to gain a holistic understanding of global environmental issues. The students may learn to act as scientific eyes and ears in the field. No special equipment is needed. Reporting of observations should be made once a week in the monitoring system through the EDU–ARCTIC web-portal or the accompanying mobile app. A manual and a field guide on how to conduct observations and report are available through the web. Teachers may download reports containing gathered information and use them for a wide variety of subjects, including biology, chemistry, physics and mathematics. Meteorological parameters are reported as actual values: air temperature, cloud cover, precipitation, visibility reduction and wind force, in all 19 parameters. There are also reports on meteorological and hydrological phenomena, which occurred within the previous week: like lightning, extreme and other atmospheric phenomena, ice on lakes and rivers and snow cover, in all 23 parameters. The monitoring system also includes biological field observations of phenological phases of plants: birch, black adler, lilac, rowan, bilberry, rosebay willwherb and denadelion, in all 26 parameters. The occurrence of the first individual of five species of insects: bumblebee, mosquito, ant and 2 butterflies: common brimstone and European peacook, and the registration of the first appearance of the bird species: arctic tern, common cuckoo, white wagtail and crane. An app for the monitoring system has been developed in order to engage pupils more by making it more comprehensive to register the meteorology and the phenophases. Further, special webinars and Polarpedia (the project’s own online encyclopedia) entries are developed to strengthen the monitoring system. The EDU-ARCTIC monitoring system gathered more than 2000 reports from schools, with an average monthly number of more than 80 observations. They are freely available via the web-portal, but password access is needed in order to enter registrations and data.
Abstract
EDU-ARCTIC is an open-schooling project, funded by the EU for the years 2016-2019. The main aim is to attract young people (13-20 years old) to the natural sciences. The project is using Arctic to illustrate how research are carried out and put together in order to reveal what is happening in Arctic and how Europe ins influencing Arctic and how Arctic is influencing Europe. To achieve these goals, EDU-ARCTIC uses innovative online tools like webinars provided by scientists, Polarpedia (an online encyclopaedia) of scientific terms used in the EDU ARCTIC, as well as the monitoring system that is an open-access database including app for motivation on field registration. In addition, the EDU-ARCTIC offers Arctic Competitions, where pupils submit their idea for a science project as an essay, a poster or a video. During a three-step evaluation, a few lucky winners get the possibility to join scientists on expeditions to polar research stations during the summer. For school curricula and motivation of pupils, practical hands-on activities performed by school pupils themselves by using own senses stimulate to faster learning and cognition. The learning and practicing of observation increase the understanding of complex conditions occurring in nature, related to biology, ecology, ecosystems functioning, physics, atmospheric chemistry etc. For this, the EDU-ARCTIC project developed the monitoring system. All schools in Europe are invited to participate in a meteorological and phenological observation system in the schools’ surroundings, to report these observations on the web-portal and to have access to interesting accumulated data. The schools and pupils become a part of a larger effort to gain a holistic understanding of global environmental issues. The students may learn to act as scientific eyes and ears in the field. No special equipment is needed. Reporting of observations should be made once a week in the monitoring system at the EDU–ARCTIC web-portal. A manual and a field guide on how to conduct observations and report are available through the web. Teachers may download reports containing gathered information and use them for a wide variety of subjects, including biology, chemistry, physics and mathematics. Meteorological parameters are requested reported as actual values: air temperature, cloud cover, precipitation, visibility reduction and wind force, in all 19 parameters. It is also asking for reports on meteorological and hydrological phenomena, which occurred within the previous week: like lightning, extreme and other atmospheric phenomena, ice on lakes and rivers and snow cover, in all 23 parameters. The monitoring system is also include biological field observations, including plants, like Birch, Lilac, Bilberry in all 26 parameters. Then occurrence of first individual of five species of insects like Bumble bee, Mosquito, Ant and butterfly, and then registration of first appearance of the bird species Arctic tern, Common Cuckoo, White wagtail and Crane. An app for the monitoring system has been developed in order to engage pupils more by making it more comprehensive to register the meteorology and the phenophases. Further, special webinars and polarpedia entries are developed to strengthen the monitoring system. The web-portal is open source but password access is needed in order to enter registrations. keywords: observation system, natural science, interdisciplinary, stem.
Abstract
EDU-ARCTIC is an open-schooling project, funded by the EU for the years 2016-2019 and managed by scientists, nature educators and IT technicians. The main aim is to attract young people (13-20 years old) to the natural sciences. Further, to raise awareness of how everything in nature is connected, and that STEM education therefore in part must be interdisciplinary across normal school curricula. To achieve these goals, EDU-ARCTIC uses innovative online tools with open-access, combined with nature expeditions. Four main modules complement each other, but can also be used independently: 1) Webinars, where scientists conduct online lessons about their own field of expertise. The lessons comes as packages with worksheets and online games. The lessons brings youth close to scientists. They can ask questions what it means to work with science. It is also a valuable tool for teachers to brush up their STEM knowledge and get inspiration for their own teaching. 2) Polarpedia, which is an online encyclopaedia of scientific terms used in the webinars. The science is kept easy-to-grasp, with the aim to stimulate the pupils’ curiosity to look for more information. 3) Monitoring system, which uses citizen science and the project’s own app to record observations of meteorology and phenology. Observations are open for everybody to use in their own teachings. 4) Arctic Competitions, which is the module that has engaged the pupils the most. They submit their idea for a science project in late autumn, work with the project over the winter and present it in spring as an essay, a poster or a video. Teachers come up with innovative ways to fit this work into the normal curricula. A few lucky winners get to join scientists on expeditions to polar research stations. After 2.5 years, EDU-ARCTIC has engaged at least 1093 teachers from 58 countries. There is a language barrier for some teachers, and it is difficult to fit webinars into the school timetable. However, the challenges are minor compared to the interdisciplinary success of having teachers meet across countries and curricula. Here we illustrate this in detail by presenting a way of interdisciplinary teaching (“the beauty of poetry and maths”) developed by one of the teachers in the project, Mr. Francisco José Gómez Senent. Starting from a single poem published in Nature, it innovatively combines mathematics, literature, history and linguistic competence. The teacher originally used it to stimulate curiosity about the aesthetic criterion in science. Science is not only about facts! The approach can be generalized to cover a wide range of curricula, and different teachers can use it in a team effort across classes. Conclusion: The EDU-ARCTIC project has demonstrated that letting teachers meet across countries and teaching fields facilitates inspiring and innovative cross-overs in the normal school curricula. When teachers are inspired we believe it creates a happy teacher – happy teaching effect. keywords: interdisciplinary, natural science, open schooling, research, transdisciplinary.
Abstract
No abstract has been registered
Authors
Inger Skrede Monica Hongrø Solbakken Jaqueline Hess Carl Gunnar Fossdal Olav Aaseth Hegnar Gry AlfredsenAbstract
The aim of this study was to investigate differential expression profiles of the brown rot fungus Rhodonia placenta (previously Postia placenta) harvested at several time points when grown on radiata pine (Pinus radiata) and radiata pine with three different levels of modification by furfuryl alcohol, an environmentally benign commercial wood protection system. The entire gene expression pattern of a decay fungus was followed in untreated and modified wood from initial to advanced stages of decay. The results support the current model of a two-step decay mechanism, with the expression of genes related to initial oxidative depolymerization, followed by an accumulation of transcripts of genes related to the hydrolysis of cell wall polysaccharides. When the wood decay process is finished, the fungus goes into starvation mode after five weeks when grown on unmodified radiata pine wood. The pattern of repression of oxidative processes and oxalic acid synthesis found in radiata pine at later stages of decay is not mirrored for the high-furfurylation treatment. The high treatment level provided a more unpredictable expression pattern throughout the incubation period. Furfurylation does not seem to directly influence the expression of core plant cell wall-hydrolyzing enzymes, as a delayed and prolonged, but similar, pattern was observed in the radiata pine and the modified experiments. This indicates that the fungus starts a common decay process in the modified wood but proceeds at a slower pace as access to the plant cell wall polysaccharides is restricted. This is further supported by the downregulation of hydrolytic enzymes for the high treatment level at the last harvest point (mass loss, 14%). Moreover, the mass loss does not increase during the last weeks. Collectively, this indicates a potential threshold for lower mass loss for the high-furfurylation treatment. IMPORTANCE Fungi are important decomposers of woody biomass in natural habitats. Investigation of the mechanisms employed by decay fungi in their attempt to degrade wood is important for both the basic scientific understanding of ecology and carbon cycling in nature and for applied uses of woody materials. For wooden building materials, long service life and carbon storage are essential, but decay fungi are responsible for massive losses of wood in service. Thus, the optimization of durable wood products for the future is of major importance. In this study, we have investigated the fungal genetic response to furfurylated wood, a commercial environmentally benign wood modification approach that improves the service life of wood in outdoor applications. Our results show that there is a delayed wood decay by the fungus as a response to furfurylated wood, and new knowledge about the mechanisms behind the delay is provided.
Authors
Marit Almvik Nina Elisabeth Nagy Hans Ragnar Norli Ari Hietala Sven R. Odenmarck Monica Fongen Anas KamlehAbstract
No abstract has been registered
Authors
Marit Almvik Marie-Pierre Pavageau Nina Elisabeth Nagy Hans Ragnar Norli Ari Hietala Sven R. Odenmarck Monica Fongen Anas KamlehAbstract
No abstract has been registered
Abstract
We investigated the impact of Norway’s current zonal carnivore management system for four large carnivore species on sheep farming. Sheep losses increased when the large carnivores were reintroduced, but has declined again after the introduction of the zoning management system. The total number of sheep increased outside, but declined slightly inside the management zones. The total sheep production increased, but sheep farming was still lost as a source of income for many farmers. The use of the grazing resources became more extensive. Losses decreased because sheep were removed from the open outfield pastures and many farmers gave up sheep farming. While wolves expel sheep farming from the outfield grazing areas, small herds can still be kept in fenced enclosures. Bears are in every respect incompatible with sheep farming. Farmers adjust to the seasonal and more predictable behavior of lynx and wolverine, although these species also may cause serious losses when present. The mitigating efforts are costly and lead to reduced animal welfare and lower income for the farmers, although farmers in peri-urban areas increasingly are keeping sheep as an avocation. There is a spillover effect of the zoning strategy in the sense that there is substantial loss of livestock to carnivores outside, but geographically near the management zones. The carnivore management policy used in Norway is a reasonably successful management strategy when the goal is to separate livestock from carnivores and decrease the losses, but the burdens are unequally distributed and farmers inside the management zones are at an economic disadvantage.