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.
2020
Forfattere
Oddbjørn Kval-Engstad Liv ØstremSammendrag
Det er ikke registrert sammendrag
Forfattere
Jan Emblemsvåg Nina Pereira Kvadsheim Jon Halfdanarson Matthias Koesling Bjørn Tore Nystrand Jan Sunde Celine ReboursSammendrag
Soy protein concentrate (SPC) is a key ingredient in fish feed and most of it originates from Brazil. However, the Brazilian soy industry has reportedly resulted in significant environmental problems including deforestation. Consequently, new sources for protein are investigated and protein extracted from farmed seaweed is considered an alternative. Therefore, we investigate how seaweed protein product (SPP) can compete against SPC as a protein ingredient for fish feed. The study uses the positioning matrix, cost analyses involving the power law, and uncertainty analysis using Monte Carlo simulations, and key research challenges are identified. The initial finding is that, with the emerging seaweed industry, the cost of producing SPP is too high to be competitive for fish feed applications. To overcome this challenge, two solutions are investigated. First, substantial investments in cultivation and processing infrastructure are needed to accomplish scale, and a break-even scale of 65,000 tonnes is suggested. The second but more promising avenue, preferably in combination with the former, is the extraction of seaweed protein and high-value seaweed components. With mannitol and laminaran as co-products to the SPP, there is a 25–30% probability of a positive bottom line. Researches on extraction processes are therefore a necessity to maximize the extraction of value-added ingredients. Over time, it is expected that the competitive position of SPP will improve due to the upscaling of the volume of production as well as better biorefinery processes.
Forfattere
Kjersti Bakkebø FjellstadSammendrag
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Forfattere
Guro BrodalSammendrag
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Forfattere
Habtamu AlemSammendrag
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Forfattere
Mette ThomsenSammendrag
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Forfattere
Eva Narten HøbergSammendrag
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Forfattere
Siv SkarSammendrag
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Forfattere
Cornelya Klutsch Paul Eric Aspholm Natalia Polikarpova Olga Veisblium Tor-Arne Bjørn Anne Wikan Victoria Gonzalez Snorre HagenSammendrag
Citizen science can facilitate in‐depth learning for pupils and students, contribute to scientific research, and permit civic participation. Here, we describe the development of the transnational school‐based citizen science project Phenology of the North Calotte. Its primary goal is to introduce pupils (age 12–15; grades 7–10) in northern Norway, Russia, and Finland to the local and global challenges of climate change resulting in life cycle changes at different trophic and ecosystem levels in their backyards. Partnerships between regional scientists and staff from NIBIO Svanhovd, State nature reserves, national parks, and teachers and pupils from regional schools aim to engage pupils in project‐based learning. The project uses standardized protocols, translated into the different languages of participating schools. The phenological observations are centered around documenting clearly defined life cycle phases (e.g., first appearance of species, flowering, ripening, leaf yellowing, snow fall, and melt). The observations are collected either on paper and are subsequently submitted manually to an open‐source online database or submitted directly via a newly developed mobile app. In the long term, the database is anticipated to contribute to research studying changes in phenology at different trophic levels. In principle, guided school‐based citizen science projects have the potential to contribute to increased environmental awareness and education and thereby to transformative learning at the societal level while contributing to scientific progress of understudied biomes, like the northern taiga and (sub)arctic tundra. However, differences in school systems and funding insecurity for some schools have been major prohibiting factors for long‐term retention of pupils/schools in the program. Project‐based and multidisciplinary learning, although pedagogically desired, has been partially difficult to implement in participating schools, pointing to the need of structural changes in national school curricula and funding schemes as well as continuous offers for training and networking for teachers.
Sammendrag
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