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
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.
Authors
Seyda Özkan_Gülzari Grete H. M. Jørgensen Svein Eilertsen Inger Hansen Snorre Hagen Ida Marie Bardalen Fløystad Rupert PalmeAbstract
Several non-invasive methods for assessing stress responses have been developed and validated for many animal species. Due to species-specific differences in metabolism and excretion of stress hormones, methods should be validated for each species. The aim of this study was to conduct a physiological validation of an 11-oxoaetiocholanolone enzyme immunoassay (EIA) for measuring faecal cortisol metabolites (FCMs) in male reindeer by administration of adrenocorticotrophic hormone (ACTH; intramuscular, 0.25 mg per animal). A total of 317 samples were collected from eight male reindeer over a 44 h period at Tverrvatnet in Norway in mid-winter. In addition, 114 samples were collected from a group of reindeer during normal handling and calf marking at Stjernevatn in Norway. Following ACTH injection, FCM levels (median and range) were 568 (268–2415) ng/g after two hours, 2718 (414–8550) ng/g after seven hours and 918 (500–6931) ng/g after 24 h. Levels were significantly higher from seven hours onwards compared to earlier hours (p < 0.001). The FCM levels at Stjernevatn were significantly (p < 0.001) different before (samples collected zero to two hours; median: 479 ng/g) and after calf marking (eight to ten hours; median: 1469 ng/g). Identification of the faecal samples belonging to individual animals was conducted using DNA analysis across time. This study reports a successful validation of a non-invasive technique for measuring stress in reindeer, which can be applied in future studies in the fields of biology, ethology, ecology, animal conservation and welfare.
Authors
Grete H. M. Jørgensen Svein Eilertsen Inger Hansen Snorre Hagen Ida Marie Bardalen Fløystad Rupert Palme Seyda GültzariAbstract
No abstract has been registered
Authors
Christophe Moni Hanna Marika Silvennoinen Bruce A. Kimball Erling Fjelldal Marius Brenden Ingunn Burud Andreas Svarstad Flø Daniel RasseAbstract
Background: Global warming is going to affect both agricultural production and carbon storage in soil worldwide. Given the complexity of the soil-plant-atmosphere continuum, in situ experiments of climate warming are necessary to predict responses of plants and emissions of greenhouse gases (GHG) from soils. Arrays of infrared (IR) heaters have been successfully applied in temperate and tropical agro-ecosystems to produce uniform and large increases in canopy surface temperature across research plots. Because this method had not yet been tested in the Arctic where consequences of global warming on GHG emission are expected to be largest, the objective of this work was to test hexagonal arrays of IR heaters to simulate a homogenous 3 °C warming of the surface, i.e. canopy and visible bare soil, of five 10.5-m2 plots in an Arctic meadow of northern Norway. Results: Our results show that the IR warming setup was able to simulate quite accurately the target + 3 °C, thereby enabling us to simulate the extension of the growing season. Meadow yield increased under warming but only through the lengthening of the growing season. Our research also suggests that, when investigating agricultural systems on the Arctic, it is important to start the warming after the vegetation is established,. Indeed, differential emergence of meadow plants impaired the homogeneity of the warming with patches of bare soil being up to 9.5 °C warmer than patches of vegetation. This created a pattern of soil crusting, which further induced spatial heterogeneity of the vegetation. However, in the Arctic these conditions are rather rare as the soil exposed by snow melt is often covered by a layer of senescent vegetation which shelters the soil from direct radiation. Conclusions: Consistent continuous warming can be obtained on average with IR systems in an Arctic meadow, but homogenous spatial distribution requires that the warming must start after canopy closure.
Authors
Victoria Gonzalez Mikel Moriana Armendariz Snorre Hagen Bente Lindgård Rigmor Reiersen Kari Anne BråthenAbstract
Climate change is modifying temperature and precipitation regimes across all seasons in northern ecosystems. Summer temperatures are higher, growing seasons extend into spring and fall and snow cover conditions are more variable during winter. The resistance of dominant tundra species to these season-specific changes, with each season potentially having contrasting effects on their growth and survival, can determine the future of tundra plant communities under climate change. In our study, we evaluated the effects of several spring/summer and winter climatic variables (i.e., summer temperature, growing season length, growing degree days, and number of winter freezing days) on the resistance of the dwarf shrub Empetrum nigrum. We measured over six years the ability of E. nigrum to keep a stable shoot growth, berry production, and vegetative cover in five E. nigrum dominated tundra heathlands, in a total of 144 plots covering a 200-km gradient from oceanic to continental climate. Overall, E. nigrum displayed high resistance to climatic variation along the gradient, with positive growth and reproductive output during all years and sites. Climatic conditions varied sharply among sites, especially during the winter months, finding that exposure to freezing temperatures during winter was correlated with reduced shoot length and berry production. These negative effects however, could be compensated if the following growing season was warm and long. Our study demonstrates that E. nigrum is a species resistant to fluctuating climatic conditions during the growing season and winter months in both oceanic and continental areas. Overall, E. nigrum appeared frost hardy and its resistance was determined by interactions among different season-specific climatic conditions with contrasting effects.
Abstract
Faecal contamination is one of the major factors affecting biological water quality. In this study, we investigated microbial taxonomic diversity of faecally polluted lotic ecosystems in Norway. These ecosystems comprise tributaries of drinking water reservoirs with moderate and high faecal contamination levels, an urban creek exposed to extremely high faecal pollution and a rural creek that was the least faecally polluted. The faecal water contamination had both anthropogenic and zoogenic origins identified through quantitative microbial source tracking applying host‐specific Bacteroidales 16S rRNA genetic markers. The microbial community composition revealed that Proteobacteria and Bacteroidetes (70–90% relative abundance) were the most dominant bacterial phyla, followed by Firmicutes, especially in waters exposed to anthropogenic faecal contamination. The core archaeal community consisted of Parvarchaeota (mainly in the tributaries of drinking water reservoirs) and Crenarchaeota (in the rural creek). The aquatic microbial diversity was substantially reduced in water with severe faecal contamination. In addition, the community compositions diverge between waters with dominant anthropogenic or zoogenic pollution origins. These findings present novel interpretations of the effect of anthropo‐zoogenic faecal water contamination on microbial diversity in lotic ecosystems.
Abstract
The aquatic microbiota is known to be an important factor in the sustainability of the natural water ecosystems. However, the microbial community also might include pathogens, which result in very serious waterborne diseases in humans and animals. Faecal pollution is the major cause of these diseases. Therefore, it is of immense importance to assess the potential impact of faecal pollution, originating from both anthropogenic and zoogenic sources, on the profile of microbial communities in natural water environments. To this end, the microbial taxonomic diversity of lotic ecosystems in different regions of Norway, representing urban and rural areas, exposed to various levels of faecal pollution, was investigated over the course of a 1-year period. The highest microbial diversity was found in rural water that was the least faecally polluted, while the lowest was found in urban water with the highest faecal contamination. The overall diversity of the aquatic microbial community was significantly reduced in severely polluted water. In addition, the community compositions diverged between waters where the dominant pollution sources were of anthropogenic or zoogenic origin. The results provide new insight into the understanding of how faecal water contamination, specifically that of different origins, influences the microbial diversity of natural waters.
2018
Abstract
No abstract has been registered