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
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This a first report from testing of NanoGro on established fairway. The aim of the trial was to investigate the potential of NanoGro to improve turfgrass quality and reduce fertilizer cost on established turf at fairway mowing height in a Scandinavian environment.The experiment was conducted in May-October 2019 at the NIBIO Turfgrass Research Center Landvik. NanoGro improved turf quality when no fertilizer was applied. However, NanoGro had no effect when combined with turfgrass fertilizers.
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Lars T. HavstadSammendrag
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Semi-naturlige kulturmarker som holdes i hevd ved hjelp av slått og beiting er ofte svært artsrike. Ved at produksjonen i kulturmarksengene høstes årlig, legges forholdene godt til rette for mange små og konkurransesvake arter. I dag er det mye som tyder på at mosedekket er økende i de artsrike slåttemarkene, og at dette på lang sikt kan få negative konsekvenser for det biologiske mangfoldet...
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David Natcher Yang Yang Jill Hobbs Kristin Beate Hansen Florent Govaerts Silje Elde Ingrid Kvalvik Bjørg Helen Nøstvold Rune Rødbotten Sigridur Dalmannsdottir Hilde Halland Eivind Uleberg Ólafur Reykdal Jón Árnason Páll Gunnar Pálsson Rakel Halldórsdóttir Óli Þór Hilmarsson Gunnar Þórðarson Þóra ValsdóttirSammendrag
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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.
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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.