Fine-resolution mapping of microforms of a boreal bog using aerial images and waveform-recording LiDAR

Boreal bogs are important stores and sinks of atmospheric carbon whose surfaces are characterised by vegetation microforms. Efficient methods for monitoring their vegetation are needed because changes in vegetation composition lead to alteration in their function such as carbon gas exchange with the atmosphere. We investigated how airborne image and waveform-recording LiDAR data can be used for 3D mapping of microforms in an open bog which is a mosaic of pools, hummocks with a few stunted pines, hollows, intermediate surfaces and mud-bottom hollows. The proposed method operates on the bog surface, which is reconstructed using LiDAR. The vegetation was classified at 20 cm resolution. We hypothesised that LiDAR data describe surface topography, moisture and the presence and depth of field-layer vegetation and surface roughness; while multiple images capture the colours and texture of the vegetation, which are influenced by directional reflectance effects. We conclude that geometric LiDAR features are efficient predictors of microforms. LiDAR intensity and echo width were specific to moisture and surface roughness, respectively. Directional reflectance constituted 4-34 % of the variance in images and its form was linked to the presence of the field layer. Microform-specific directional reflectance patterns were deemed to be of marginal value in enhancing the classification, and RGB image features were inferior to LiDAR variables. Sensor fusion is an attractive option for fine-scale mapping of these habitats. We discuss the task and propose options for improving the methodology.Peer reviewe

Neuropsychological intervention of dyslexia has a positive effect on aspects of psychological well-being in young adults - a randomized controlled study

Effectiveness of individual- and group-based neuropsychological intervention on aspects of psychological well-being of dyslexic adults was evaluated. Dyslexic young adults (n = 120) were randomly assigned into individual intervention, group intervention or wait-list control group. Both interventions focussed on cognitive strategy learning, supporting self-esteem, and using psychoeducation. In group format peer support was also utilized. Cognitive and behavioural strategies, mood states, quality of life and self-esteem were assessed via self-report questionnaires at baseline, after the intervention/wait-list control time at 5 months and 10 months. Results indicated that the neuropsychological interventions had a positive effect on self-evaluated cognitive and behavioural strategies, especially in increasing success expectations and to a lesser degree in diminishing task-avoidance and in group intervention in diminishing social pessimism. The interventions also improved cognition-related quality of life and, to a lesser degree, self-esteem. These results indicate that structured neuropsychological interventions can positively affect self-evaluated psychological well-being, especially on cognitive and behavioural strategies. Considering the secondary consequences of dyslexia, support among young adults is often needed beyond the cognitive and reading-based challenges dyslexia poses.Peer reviewe

Learning how to understand complexity and deal with sustainability challenges : A framework for a comprehensive approach and its application in university education

Sustainability challenges such as climate change, biodiversity loss, poverty and rapid urbanization are complex and strongly interrelated. In order to successfully deal with these challenges, we need comprehensive approaches that integrate knowledge from multiple disciplines and perspectives and emphasize interconnections. In short, they aid in observing matters in a wider perspective without losing an understanding of the details. In order to teach and learn a comprehensive approach, we need to better understand what comprehensive thinking actually is. In this paper, we present a conceptual framework for a comprehensive approach, termed the GHH framework. The framework comprises three dimensions: generalism, holism, and holarchism. It contributes to the academic community's understanding of comprehensive thinking and it can be used for integrating comprehensive thinking into education. Also, practical examples of the application of the framework in university teaching are presented. We argue that an ideal approach to sustainability challenges and complexity in general is a balanced, dialectical combination of comprehensive and differentiative approaches. The current dominance of specialization, or the differentiative approach, in university education calls for a stronger emphasis on comprehensive thinking skills. Comprehensiveness should not be considered as a flawed approach, but should instead be considered as important an aspect in education as specialized and differentiative skills. (C) 2017 Elsevier B.V. All rights reserved.Peer reviewe