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
Sammendrag
Interspecific brood parasitism is common in many animal systems. Brood parasites enter the nests of other species and divert host resources for producing their own offspring, which can lead to strong antagonistic parasite–host coevolution. Here, we look at commonalities among social insect species that are victims of brood parasites, and use phylogenetic data and information on geographical range size to predict which species are most probably to fall victims to brood parasites in the future. In our analyses, we focus on three eusocial hymenopteran groups and their brood parasites: (i) bumblebees, (ii) Myrmica ants, and (iii) vespine and polistine wasps. In these groups, some, but not all, species are parasitized by obligate workerless inquilines that only produce reproductive-caste descendants.We find phylogenetic signals for geographical range size and the presence of parasites in bumblebees, but not in ants and wasps. Phylogenetic logistic regressions indicate that the probability of being attacked by one or more brood parasite species increases with the size of the geographical range in bumblebees, but the effect is statistically only marginally significant in ants. However, non-phylogenetic logistic regressions suggest that bumblebee species with the largest geographical range sizes may have a lower likelihood of harbouring social parasites than do hosts with medium-sized ranges. Our results provide new insights into the ecology and evolution of host–social parasite systems, and indicate that host phylogeny and geographical range size can be used to predict threats posed by social parasites, as well to design efficient conservation measures for both hosts and their parasites. This article is part of the theme issue ‘The coevolutionary biology of brood parasitism: from mechanism to pattern’.
Forfattere
Tommi Nyman Renske E Onstein Daniele Silvestro Saskia Wutke Andreas Taeger Niklas Wahlberg Stephan Martin Blank Tobias MalmSammendrag
The insect order Hymenoptera originated during the Permian nearly 300 Mya. Ancestrally herbivorous hymenopteran lineages today make up the paraphyletic suborder ‘Symphyta’, which encompasses c. 8200 species with very diverse host-plant associations. We use phylogeny-based statistical analyses to explore the drivers of diversity dynamics within the ‘Symphyta’, with a particular focus on the hypothesis that diversification of herbivorous insects has been driven by the explosive radiation of angiosperms during and after the Cretaceous. Our ancestral-state estimates reveal that the first symphytans fed on gymnosperms, and that shifts onto angiosperms and pteridophytes – and back – have occurred at different time intervals in different groups. Trait-dependent analyses indicate that average net diversification rates do not differ between symphytan lineages feeding on angiosperms, gymnosperms or pteridophytes, but trait-independent models show that the highest diversification rates are found in a few angiosperm-feeding lineages that may have been favoured by the radiations of their host taxa during the Cenozoic. Intriguingly, lineages-through-time plots show signs of an early Cretaceous mass extinction, with a recovery starting first in angiosperm-associated clades. Hence, the oft-invoked assumption of herbivore diversification driven by the rise of flowering plants may overlook a Cretaceous global turnover in insect herbivore communities during the rapid displacement of gymnosperm- and pteridophyte-dominated floras by angiosperms.
Sammendrag
Det er ikke registrert sammendrag
Sammendrag
The blacktip shark Carcharhinus limbatus is a cosmopolitan species found in warm-temperate, subtropical and tropical waters around the world. The research here aimed to assess whether multiple paternity exists in South African C. limbatus and to confirm phylogeographic patterns previously observed within the species. A minimum and maximum frequency of 50% and 71% multiple paternity, respectively, were observed in 14 litters genotyped with five microsatellite markers. Based on the mitochondrial control region, relatively high nucleotide and haplotype diversity characterised the South African sampling population, and pairwise φST values indicated that it significantly differed from the populations of the Pacific and the western Atlantic oceans. The haplotype network showed that the South African samples were grouped closely with the Australian, Indo-Pacific and West African C. limbatus samples, which is suggestive of an Indo-Pacific origin for this population. This study is the first to report multiple paternity in this species. Furthermore, the results reveal that C. limbatus from South Africa is genetically diverse and phylogeographically distinct from most other C. limbatus populations.
Forfattere
Cornelya KlutschSammendrag
Det er ikke registrert sammendrag
Forfattere
Cornelya KlutschSammendrag
Det er ikke registrert sammendrag
Forfattere
Simona Caputo Maria Papale Carmen Rizzo Stefania Giannarelli Antonella Conte Federica Moscheo Marco Graziano Paul Eric Aspholm Massimo Onor Emilio De Domenico Stefano Miserocchi Luigi Michaud Maurizio Azzaro Angelina Lo GiudiceSammendrag
Anthropogenic impact over the Pasvik River (Arctic Norway) is mainly caused by emissions from runoff from smelter and mine wastes, as well as by domestic sewage from the Russian, Norwegian, and Finnish settlements situated on its catchment area. In this study, sediment samples from sites within the Pasvik River area with different histories of metal input were analyzed for metal contamination and occurrence of metal-resistant bacteria in late spring and summer of 2014. The major differences in microbial and chemical parameters were mostly dependent on local inputs than seasonality. Higher concentrations of metals were generally detected in July rather than May, with inner stations that became particularly enriched in Cr, Ni, Cu, and Zn, but without significant differences. Bacterial resistance to metals, which resulted from viable counts on amended agar plates, was in the order Ni2+>Pb2+>Co2+>Zn2+>Cu2+>Cd2+>Hg2+, with higher values that were generally determined at inner stations. Among a total of 286 bacterial isolates (mainly achieved from Ni- and Pb-amended plates), the 7.2% showed multiresistance at increasing metal concentration (up to 10,000 ppm). Selected multiresistant isolates belonged to the genera Stenotrophomonas, Arthrobacter, and Serratia. Results highlighted that bacteria, rapidly responding to changing conditions, could be considered as true indicators of the harmful effect caused by contaminants on human health and environment and suggested their potential application in bioremediation processes of metal-polluted cold sites.
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.