Early above- and below-ground responses of subboreal conifer seedlings to various levels of deciduous canopy removal

We examined the growth of understory conifers, following partial or complete deciduous canopy removal, in a field study established in two regions in Canada. In central British Columbia, we studied the responses of three species (Pseudotsuga menziesii var. glauca (Beissn.) Franco, Picea glauca (Moench) Voss x Picea engelmannii Parry ex Engelm., and Abies lasiocarpa (Hook.) Nutt.), and in northwestern Quebec, we studied one species (Abies balsamea (L.) Mill.). Stem and root diameter and height growth were measured 5 years before and 3 years after harvesting. Both root and stem diameter growth increased sharply following release but seedlings showed greater root growth, suggesting that in the short term, improvement in soil resource capture and transport, and presumably stability, may be more important than an increase in stem diameter and height growth. Response was strongly size dependent, which appears to reflect greater demand for soil resources as well as higher light levels and greater tree vigour before release for taller individuals. Growth ratios could not explain the faster response generally attributed to true fir species or the unusual swift response of spruces. Good prerelease vigour of spruces, presumably favoured by deciduous canopies, could explain their rapid response to release

Swedish immersion in the early years in Finland

Immersion education in Finland is a one-way (monolingual) early total Swedish programme for Finnish-speaking students. This immersion provision is offered at kindergarten level (ages 3–5), at preschool (age 6) and at primary levels (grades 1–9). Here, a brief synthesis of Finnish research studies on the early years in Swedish immersion is first provided, reviewing results from a number of quantitative and qualitative research studies. In order to present a comprehensive view of the Finnish context, both the kindergarten and preschool environments are analysed as contexts for early second-language learning and teaching. The second part of this article presents results from a recent Finnish study of immersion in kindergarten, where analyses of dialogue sequences make it possible to examine in depth how immersion children in Finland learn their new language in everyday situations within immersion settings. Examples illustrate the importance of the educator's explicit verbalisations of every joint activity and shared context. When the educator continuously puts into words the actions jointly focused upon by child and adult, she provides meaningful L2 input and, at the same time, promotes children's understanding of daily activities. The excerpts also show developments in children's emerging L2 utterances, from recycled Swedish language items to spontaneous L2 use

Key indicators of Arctic climate change: 1971–2017

Key observational indicators of climate change in the Arctic, most spanning a 47 year period (1971–2017) demonstrate fundamental changes among nine key elements of the Arctic system. We find that, coherent with increasing air temperature, there is an intensification of the hydrological cycle, evident from increases in humidity, precipitation, river discharge, glacier equilibrium line altitude and land ice wastage. Downward trends continue in sea ice thickness (and extent) and spring snow cover extent and duration, while near-surface permafrost continues to warm. Several of the climate indicators exhibit a significant statistical correlation with air temperature or precipitation, reinforcing the notion that increasing air temperatures and precipitation are drivers of major changes in various components of the Arctic system. To progress beyond a presentation of the Arctic physical climate changes, we find a correspondence between air temperature and biophysical indicators such as tundra biomass and identify numerous biophysical disruptions with cascading effects throughout the trophic levels. These include: increased delivery of organic matter and nutrients to Arctic near‐coastal zones; condensed flowering and pollination plant species periods; timing mismatch between plant flowering and pollinators; increased plant vulnerability to insect disturbance; increased shrub biomass; increased ignition of wildfires; increased growing season CO2 uptake, with counterbalancing increases in shoulder season and winter CO2 emissions; increased carbon cycling, regulated by local hydrology and permafrost thaw; conversion between terrestrial and aquatic ecosystems; and shifting animal distribution and demographics. The Arctic biophysical system is now clearly trending away from its 20th Century state and into an unprecedented state, with implications not only within but beyond the Arctic. The indicator time series of this study are freely downloadable at AMAP.no

Key indicators of Arctic climate change: 1971–2017

Key observational indicators of climate change in the Arctic, most spanning a 47 year period (1971–2017) demonstrate fundamental changes among nine key elements of the Arctic system. We find that, coherent with increasing air temperature, there is an intensification of the hydrological cycle, evident from increases in humidity, precipitation, river discharge, glacier equilibrium line altitude and land ice wastage. Downward trends continue in sea ice thickness (and extent) and spring snow cover extent and duration, while near-surface permafrost continues to warm. Several of the climate indicators exhibit a significant statistical correlation with air temperature or precipitation, reinforcing the notion that increasing air temperatures and precipitation are drivers of major changes in various components of the Arctic system. To progress beyond a presentation of the Arctic physical climate changes, we find a correspondence between air temperature and biophysical indicators such as tundra biomass and identify numerous biophysical disruptions with cascading effects throughout the trophic levels. These include: increased delivery of organic matter and nutrients to Arctic near‐coastal zones; condensed flowering and pollination plant species periods; timing mismatch between plant flowering and pollinators; increased plant vulnerability to insect disturbance; increased shrub biomass; increased ignition of wildfires; increased growing season CO2 uptake, with counterbalancing increases in shoulder season and winter CO2 emissions; increased carbon cycling, regulated by local hydrology and permafrost thaw; conversion between terrestrial and aquatic ecosystems; and shifting animal distribution and demographics. The Arctic biophysical system is now clearly trending away from its 20th Century state and into an unprecedented state, with implications not only within but beyond the Arctic. The indicator time series of this study are freely downloadable at AMAP.no

Adaptation to flood risk: Results of international paired flood event studies

As flood impacts are increasing in large parts of the world, understanding the primary drivers of changes in risk is essential for effective adaptation. To gain more knowledge on the basis of empirical case studies, we analyze eight paired floods, that is, consecutive flood events that occurred in the same region, with the second flood causing significantly lower damage. These success stories of risk reduction were selected across different socioeconomic and hydro‐climatic contexts. The potential of societies to adapt is uncovered by describing triggered societal changes, as well as formal measures and spontaneous processes that reduced flood risk. This novel approach has the potential to build the basis for an international data collection and analysis effort to better understand and attribute changes in risk due to hydrological extremes in the framework of the IAHSs Panta Rhei initiative. Across all case studies, we find that lower damage caused by the second event was mainly due to significant reductions in vulnerability, for example, via raised risk awareness, preparedness, and improvements of organizational emergency management. Thus, vulnerability reduction plays an essential role for successful adaptation. Our work shows that there is a high potential to adapt, but there remains the challenge to stimulate measures that reduce vulnerability and risk in periods in which extreme events do not occur

Early Immersion in Minority Language Contexts : Canada and Finland

This chapter discusses early immersion in a minority language in two bilingual countries, Canada and Finland. In Canada, immersion in the minority language, French, has been implemented since the mid-1960s and Finland introduced immersion in Swedish in the mid-1980s. As the core features of immersion education evolve in tandem with second language education theorizing (particularly as it relates to the interdependence and hybridity between and within languages), so too does the need to revisit the relevance of these core features across different contexts. In this vein, this chapter compares how changing socio-political realities in the two contexts have influenced program development in relation to three emergent areas: learner diversity, learning exceptionalities, and teacher training. It further highlights critical points of convergence and divergence in program development in the two contexts, showing that Canada and Finland have contributed to the field of early language education with complementary research findings related to a common guiding principle in both contexts – immersion for all. The two contexts, thus, have much to learn from one another in order to reach collective gains. The chapter ends with a call for ethnographic research to decipher how relevant policy statements are put into practice in early years classrooms, as well as continued empirical attention to the evolving reconceptualization of the prototypical immersion learner and teacher. Such consideration will work to optimize the universal access to immersion that is desired in Canada, Finland, and other minority language immersion contexts.peerReviewe