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Variation in albedo and other vegetation characteristics in non-forested northern ecosystems: the role of lichens and mosses

Vegetation has a profound impact on climate through complex interactions and feedback loops, where especially regulation of albedo, the ratio of reflected to incoming solar radiation, is important at high latitudes. How vegetation albedo varies along environmental gradients in tundra ecosystems is still not well understood, particularly for ecosystems dominated by nonvascular vegetation. We studied broadband shortwave albedo of open boreal, arctic, and alpine ecosystems over a 2000 km long latitudinal gradient (60◦ N–79◦ N) and contrasted this against species composition, vegetation greenness (normalised difference vegetation index—NDVI), momentary ecosystem CO2 fluxes and reindeer (Rangifer tarandus) grazing pressure. High cover of pale terricolous fruticose lichens was the single most important predictor for vegetation albedo, which had a maximum value of 0.389 under clear sky conditions and solar zenith angle 60◦. To our knowledge, this is the highest broadband albedo recorded for a vegetated surface. NDVI was negatively correlated to lichen biomass (rs = −0.56), and albedo (rs = −0.19). Gross primary production and ecosystem respiration varied considerably less between plots and vegetation types than albedo. While it is well-known that Rangifer affects climate-relevant aboveground biomass, we here show that its regulation of surface albedo in northern ecosystems may also be of high importance for land-atmosphere interactions. The data presented here thus advocate for an increased understanding of the important and complex role of herbivores and lichen cover in climate-vegetation interactions.publishedVersio

An artificial intelligence approach to remotely assess pale lichen biomass

Although generally given little attention in vegetation studies, ground-dwelling (terricolous) lichens are major contributors to overall carbon and nitrogen cycling, albedo, biodiversity and biomass in many high-latitude ecosystems. Changes in biomass of mat-forming pale lichens have the potential to affect vegetation, fauna, climate and human activities including reindeer husbandry. Lichens have a complex spectral signature and terricolous lichens have limited growth height, often growing in mixtures with taller vegetation. This has, so far, prevented the development of remote sensing techniques to accurately assess lichen biomass, which would be a powerful tool in ecosystem and ecological research and rangeland management. We present a Landsat based remote sensing model developed using deep neural networks, trained with 8914 field records of lichen volume collected for > 20 years. In contrast to earlier proposed machine learning and regression methods for lichens, our model exploited the ability of neural networks to handle mixed spatial resolution input. We trained candidate models using input of 1 x 1 (30 x 30 m) and 3 x 3 Landsat pixels based on 7 reflective bands and 3 indices, combined with a 10 m spatial resolution digital elevation model. We normalised elevation data locally for each plot to remove the region-specific variation, while maintaining informative local variation in topography. The final model predicted lichen volume in an evaluation set (n = 159) reaching an R2 of 0.57. NDVI and elevation were the most important predictors, followed by the green band. Even with moderate tree cover density, the model was efficient, offering a considerable improvement compared to earlier methods based on specific reflectance. The model was in principle trained on data from Scandinavia, but when applied to sites in North America and Russia, the predictions of the model corresponded well with our visual interpretations of lichen abundance. We also accurately quantified a recent historic (35 years) change in lichen abundance in northern Norway. This new method enables further spatial and temporal studies of variation and changes in lichen biomass related to multiple research questions as well as rangeland management and economic and cultural ecosystem services. Combined with information on changes in drivers such as climate, land use and management, and air pollution, our model can be used to provide accurate estimates of ecosystem changes and to improve vegetation-climate models by including pale lichens.Peer reviewe

Head in the clouds, feet on the ground: how transdisciplinary learning can foster transformative change—insights from a summer school

There is a pressing need for transformative change, with a vision of long-term human well-being within planetary boundaries. The lack of progress—despite increasing awareness and action—illustrates how challenging it is to foster change in our complex global society. Education and learning are needed to enable change. Transdisciplinary learning, which meaningfully integrates diverse knowledge and perspectives, contributes to developing an integrative understanding—a necessity for tackling complex challenges. We explore how transdisciplinary learning for early-career researchers can foster transformative change and lead to increased biodiversity conservation. This paper focuses on a case study of the authors’ shared experiences during the 2021 Alternet Summer School, which focused on transformative change for biodiversity conservation and human well-being. In this introspective research, we gained insights through an online survey for participants and organizers of the summer school (n = 27). Using qualitative content analysis, we identify seven crucial elements of transdisciplinary learning which can lead to transformative change on (a) a personal level, as the learning process shifts values and helps researchers identify their roles; (b) a research level, by rethinking science and providing tools for transdisciplinary approaches, and (c) a societal level, by moving from the individual to the collective and constructing a shared vision for a sustainable future. Participants highlighted how changes on all these levels could benefit biodiversity conservation. These insights point to the benefit of transdisciplinary learning opportunities that empower young researchers to take up their part in fostering transformative change

Head in the clouds, feet on the ground:how transdisciplinary learning can foster transformative change—insights from a summer school

There is a pressing need for transformative change, with a vision of long-term human well-being within planetary boundaries. The lack of progress—despite increasing awareness and action—illustrates how challenging it is to foster change in our complex global society. Education and learning are needed to enable change. Transdisciplinary learning, which meaningfully integrates diverse knowledge and perspectives, contributes to developing an integrative understanding—a necessity for tackling complex challenges. We explore how transdisciplinary learning for early-career researchers can foster transformative change and lead to increased biodiversity conservation. This paper focuses on a case study of the authors’ shared experiences during the 2021 Alternet Summer School, which focused on transformative change for biodiversity conservation and human well-being. In this introspective research, we gained insights through an online survey for participants and organizers of the summer school (n = 27). Using qualitative content analysis, we identify seven crucial elements of transdisciplinary learning which can lead to transformative change on (a) a personal level, as the learning process shifts values and helps researchers identify their roles; (b) a research level, by rethinking science and providing tools for transdisciplinary approaches, and (c) a societal level, by moving from the individual to the collective and constructing a shared vision for a sustainable future. Participants highlighted how changes on all these levels could benefit biodiversity conservation. These insights point to the benefit of transdisciplinary learning opportunities that empower young researchers to take up their part in fostering transformative change.</p

Head in the clouds, feet on the ground: how transdisciplinary learning can foster transformative change—insights from a summer school

There is a pressing need for transformative change, with a vision of long-term human well-being within planetary boundaries. The lack of progress—despite increasing awareness and action—illustrates how challenging it is to foster change in our complex global society. Education and learning are needed to enable change. Transdisciplinary learning, which meaningfully integrates diverse knowledge and perspectives, contributes to developing an integrative understanding—a necessity for tackling complex challenges. We explore how transdisciplinary learning for early-career researchers can foster transformative change and lead to increased biodiversity conservation. This paper focuses on a case study of the authors’ shared experiences during the 2021 Alternet Summer School, which focused on transformative change for biodiversity conservation and human well-being. In this introspective research, we gained insights through an online survey for participants and organizers of the summer school (n = 27). Using qualitative content analysis, we identify seven crucial elements of transdisciplinary learning which can lead to transformative change on (a) a personal level, as the learning process shifts values and helps researchers identify their roles; (b) a research level, by rethinking science and providing tools for transdisciplinary approaches, and (c) a societal level, by moving from the individual to the collective and constructing a shared vision for a sustainable future. Participants highlighted how changes on all these levels could benefit biodiversity conservation. These insights point to the benefit of transdisciplinary learning opportunities that empower young researchers to take up their part in fostering transformative change

What explains inconsistencies in field-based ecosystem mapping?

Questions: Field-based ecosystem mapping is prone to observer bias, typically resulting in a mismatch between maps made by different mappers, that is, inconsistency. Experimental studies testing the influence of site, mapping scale, and differences in experience level on inconsistency in field-based ecosystem mapping are lacking. Here, we study how inconsistencies in field-based ecosystem maps depend on these factors. Location: Iškoras and Guollemuorsuolu, northeastern Norway, and Landsvik and Lygra, western Norway. Methods: In a balanced experiment, four sites were field-mapped wall-to- wall to scales 1:5000 and 1:20,000 by 12 mappers, representing three experience levels. Thematic inconsistency was calculated by overlay analysis of map pairs from the same site, mapped to the same scale. We tested for significant differences between sites, scales, and experience-level groups. Principal components analysis was used in an analysis of additional map inconsistencies and their relationships with site, scale and differences in experience level and time consumption were analysed with redundancy analysis. Results: On average, thematic inconsistency was 51%. The most important predictor for thematic inconsistency, and for all map inconsistencies, was site. Scale and its interaction with site predicted map inconsistencies, but only the latter were important for thematic inconsistency. The only experience-level group that differed significantly from the mean thematic inconsistency was that of the most experienced mappers, with nine percentage points. Experience had no significant effect on map inconsistency as a whole. Conclusion: Thematic inconsistency was high for all but the dominant thematic units, with potentially adverse consequences for mapping ecosystems that are fragmented or have low coverage. Interactions between site and mapping system properties are considered the main reasons why no relationships between scale and thematic inconsistency were observed. More controlled experiments are needed to quantify the effect of other factors on inconsistency in field-based mapping. classification, experience, field-based mapping, GIS, inter-observer variation, land-cover mapping, landscape metrics, ordination, scale, vegetation mappingpublishedVersio

Head in the clouds, feet on the ground: how transdisciplinary learning can foster transformative change—insights from a summer school

There is a pressing need for transformative change, with a vision of long-term human well-being within planetary boundaries. The lack of progress—despite increasing awareness and action—illustrates how challenging it is to foster change in our complex global society. Education and learning are needed to enable change. Transdisciplinary learning, which meaningfully integrates diverse knowledge and perspectives, contributes to developing an integrative understanding—a necessity for tackling complex challenges. We explore how transdisciplinary learning for early-career researchers can foster transformative change and lead to increased biodiversity conservation. This paper focuses on a case study of the authors’ shared experiences during the 2021 Alternet Summer School, which focused on transformative change for biodiversity conservation and human well-being. In this introspective research, we gained insights through an online survey for participants and organizers of the summer school (n = 27). Using qualitative content analysis, we identify seven crucial elements of transdisciplinary learning which can lead to transformative change on (a) a personal level, as the learning process shifts values and helps researchers identify their roles; (b) a research level, by rethinking science and providing tools for transdisciplinary approaches, and (c) a societal level, by moving from the individual to the collective and constructing a shared vision for a sustainable future. Participants highlighted how changes on all these levels could benefit biodiversity conservation. These insights point to the benefit of transdisciplinary learning opportunities that empower young researchers to take up their part in fostering transformative change.publishedVersio