Publikasjoner
NIBIOs ansatte publiserer flere hundre vitenskapelige artikler og forskningsrapporter hvert år. Her finner du referanser og lenker til publikasjoner og andre forsknings- og formidlingsaktiviteter. Samlingen oppdateres løpende med både nytt og historisk materiale. For mer informasjon om NIBIOs publikasjoner, besøk NIBIOs bibliotek.
2019
Forfattere
Grete H. M. Jørgensen Svein Eilertsen Cecilie Marie Mejdell Solveig Marie Stubsjøen Inger HansenSammendrag
Det er ikke registrert sammendrag
Forfattere
Seyda Özkan_Gülzari Grete H. M. Jørgensen Svein Eilertsen Inger Hansen Snorre Hagen Ida Marie Bardalen Fløystad Rupert PalmeSammendrag
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.
Forfattere
Grete H. M. Jørgensen Svein Eilertsen Inger Hansen Snorre Hagen Ida Marie Bardalen Fløystad Rupert Palme Seyda GültzariSammendrag
Det er ikke registrert sammendrag
Forfattere
Jonathan Rizzi Ingvild Nystuen Misganu Debella-Gilo Nils Egil Søvde Eva Solbjørg Flo HeggemSammendrag
Det er ikke registrert sammendrag
Forfattere
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. SoudzilovskaiaSammendrag
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.
Sammendrag
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.
Sammendrag
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.
Sammendrag
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.
Sammendrag
Det er ikke registrert sammendrag
Forfattere
Kristin Sørheim Johan Barstad Ildri Kristine Bergslid Annik Magerholm Fet Bjørn Egil Flø Unni Støbet Lande Liv Solemdal Håvard Steinshamn Liv Guri VelleSammendrag
Lokal verdiskaping basert på utmarka i verdsarvområda Vestlandsk fjordlandskap kan ikkje sjåast isolert, men er tett knytt til heile samfunnsutviklinga på desse stadene. Det tradisjonelle landbruket i desse områda har skapt verdfulle naturgode som biologisk mangfald, opne turområde med høg rekreasjonsverdi, turstiar og anna. Fleire av desse naturgoda er viktige for reiselivsnæringa. Kulturlandskapet er også viktig for verdsarvstatusen i seg sjølv, ettersom dette er ein viktig del av kjerneverdiane til området (OUV). Utviklinga i landbruket gjer at tungdrivne areal også i verdsarvområda går ut av bruk. Opphøyr eller låg bruksintensitet går spesielt ut over utmarksressursane og dei seminaturlege naturtypane. Utmarka i Geirangerfjordområdet er særleg trua, da tradisjonell bruk med beiting, slått og hausting no i stor grad har teke slutt, og naturtypane gror att med buskar og kratt. Gjengroing fører til tap avvariasjon, artar og økologiske funksjonar. Intensivering av landbruket vil også forringe naturverdiane og landskapskvalitetane. For at landbruket ikkje berre skal vere eit «kulisselandbruk», men vere del av eit berekraftig driftssystem, må tilgjengelege arealressursar på innmark og utmark nyttast til matproduksjon og andre livsviktige økosystemtenester. Gjeldande landbrukspolitikk, med mål om stordrift og effektivisering av matproduksjonen, er ei sterkare drivkraft enn dei tiltaka som er sett inn for å bremse og motverke at tungdrivne areal går ut av bruk i verdsarvområda. Den lokale turist- og reiselivsnæringa kan også hamne i noko av same marginaliserte situasjonen som landbruksnæringa fordi dei ikkje lenger er dei mest sentrale aktørane. Eksterne aktørar representert ved cruiseindustri, turbussar og storskala reisearrangørar er ofte i enda større grad premissleverandørar. Det trengs ei heilskapleg tilnærming for å løyse utfordringane. Ein prosess som forskyv maktbalansen frå eksterne aktørar innan masseturisme og i retning lokalt næringsliv og verdiskaping og som inkluderer innbyggjarane, krev nytenking, utvikling av nye forretningsmodellar og evne til gjennomføring gjennom demokratiske planprosessar. Av ulike konkrete verkemiddel som kan prøvast ut, men da helst som element i ein større endringsprosess, vil vi peike på særskilde landbrukspolitiske verkemiddel i retning sveitsisk modell, turistskatt, anna betaling for fellesgode og bygdeutviklingsprosjekt som kan gi auka tilflytting og ny næringsaktivitet. Dialog og partnarskapsbygging kan fremme ansvarleg medverknad.Forskingsbehova for verdsarvområda og tilsvarande område med store og unytta ressursar i utmarka er mange, og arbeidsgruppa si vurdering er summert og konkretisert i denne rapporten