Source Water Assessment Program (SWAP) Report For DEM C. A. Holmes Recreation Area

This report is part of the Western Region series of the Source Water Assessment and Protection (SWAP) Program Report

First records of soilborne Phytophthora species in Swedish oak forests

Thirty-two oak stands in southern Sweden, 27 with predominantly declining trees and five with a higher proportion of healthy trees were investigated regarding the presence of soilborne Phytophthora species. Phytophthora quercina , an oak-specific fine root pathogen, was isolated from rhizosphere soil samples in 10 of the 27 declining stands. Additionally, P. cactorum and P. cambivora were recovered from one stand each. No Phytophthora species were isolated from the healthy oak stands. The soil conditions at the sites from which Phytophthora spp. were recovered ranged from mesic sediments to moraines, with clayey to silty textures and with soil pH (BaCl2) between 3.5 and 5.0. The results show that P. quercina is geographically widespread in oak stands in southern Sweden and indicate that this pathogen may be one of the factors involved in oak decline in Northern Europe as has already been shown for western, Central and parts of southern Europe

Pathogenicity of Swedish isolates of Phytophthora quercina to Quercus robur in two different soils

Several studies have demonstrated the involvement of soil-borne Phytophthora species, especially Phytophthora quercina , in European oak decline. However, knowledge about the pathogenicity of P. quercina in natural forest soils is limited. The short-term effects of two south-Swedish isolates of P. quercina on root vitality of Quercus robur seedlings grown in two different soils, one high pH, nutrient-rich peat-sand mixture and one acid, nitrogen-rich but otherwise nutrient-poor forest soil are described. Pathogenicity of P. quercina was tested using a soil infestation method under a restricted mesic water regime without prolonged flooding of the seedlings. There was a significant difference in dead fine-root length between control seedlings and seedlings grown in soil infested with P. quercina . Trends were similar for both soil types and isolates, but there was a higher percentage of fine-root die-back and more severe damage on coarse roots in the acid forest soil. No effects on above-ground growth or leaf nutrient concentration between control seedlings and infected seedlings were found. The results confirm the pathogenicity of south-Swedish isolates of P. quercina in acid forest soils under restricted water availability. Stress-induced susceptibility of the seedlings and/or increased aggressiveness of the pathogen in the forest soil are discussed as key factors to explain the difference in root die-back between soil types

Food as a means of learning for sustainable development

The aim of the project is to evaluate and further develop educational material and tools on food and ESD and to evaluate the results of the education, eg. insight and action competence

Place-based learning on climate and energy in the climate smart classroom

Place-based learning on climate and energy issues in the climate smart classroom possibilities and challenges Kerstin Sonesson, Faculty of Education and Society, Malmö University, Sweden This research study is focusing on how some teachers in elementary schools in a Denmark are reflecting on their experienced challenges and possibilities regarding pedagogical development using indoor climate data on temperature, humidity and content of carbon dioxide in education. The study is part of an interregional collaboration among Copenhagen University, Malmö University, Technical University of Denmark (DTU) and the Municipality of Höje Taastrup within Smart City Accelerator, Interreg Öresund-Kattegat-Skagerrak, http://interreg-oks.eu The main aim of Smart City Accelerator is to meet challenges on sustainable energy use and climate. Three schools are equipped with indoor climate sensors and DTU is enable use of the data collected, in the past and in real-time, to the schools. Teachers involved in the project are offered a possibility to use the data and to develop place-based learning activities on energy and climate in science and technology education with assistance from a pedagogical consultant in the municipality The theoretical background of the research question and the interpretation of data is influenced by Gibson’s theory of affordance (Gibson, 1979), Dewey’s theory of experience and education (Dewey, 2004) place-based theories (Smith, 2007, 2013) and social-cultural theory (Vygotsky, 1978, Säljö, 2001). The teachers at the schools are interviewed in focus groups, using semi-structural questions (Bryman, 2012) regarding: 1)Previous experiences on place-based learning 2)Aims of working with climate data in the classroom 3)Possibilities and challenges using indoor climate data in education 4)Learning activities and reflections on activities 5)Expected learning by students 6)Teachers learning in the project 7)Broader use of knowledge learned in school The interviews are transcribed and analyzed (Bryman, 2012). The work is ongoing, and so far the results are preliminary. Analyses of the interviews show that teachers are experiencing possibilities to work place-based in science and technique education, to use experiments and measurements together with learners in the classroom. However, they are also experiencing challenges in their learning process while developing and testing new materials and methods in class room education. One important challenge is to understand the indoor climate data received from the sensors in the classroom and how the indoor climate depends on various abiotic as well as biotic factors. Another challenge is to develop student-centred learning activities regarding energy issues and climate change in accordance to the syllabus

Urban spaces as environment for education

We are in the final stage of United Nations Decade of Education for Sustainable Development that ends in 2014. According to the UN the main challenge is to turn abstract concepts into concrete actions. The Western Harbour is a unique opportunity for both organised academinc education and informal education for all residents and visitors. Despite education being a permanent process we often focus on formal learning in schools. Kerstin Sonesson, the Doctor of Ecology who became a teacher trainer, will here give a richly illustrated overview of the posibilities for education for sustainable development that are offered at the Western Harbour

Place-based learning on climate and energy in the climate smart classroom

Place-based learning on climate and energy issues in the climate smart classroom possibilities and challengesKerstin Sonesson, Faculty of Education and Society, Malmö University, SwedenThis research study is focusing on how some teachers in elementary schools in a Denmark are reflecting on their experienced challenges and possibilities regarding pedagogical development using indoor climate data on temperature, humidity and content of carbon dioxide in education.The study is part of an interregional collaboration among Copenhagen University, Malmö University, Technical University of Denmark (DTU) and the Municipality of Höje Taastrup within Smart City Accelerator, Interreg Öresund-Kattegat-Skagerrak, http://interreg-oks.euThe main aim of Smart City Accelerator is to meet challenges on sustainable energy use and climate.Three schools are equipped with indoor climate sensors and DTU is enable use of the data collected, in the past and in real-time, to the schools. Teachers involved in the project are offered a possibility to use the data and to develop place-based learning activities on energy and climate in science and technology education with assistance from a pedagogical consultant in the municipalityThe theoretical background of the research question and the interpretation of data is influenced by Gibson’s theory of affordance (Gibson, 1979), Dewey’s theory of experience and education (Dewey, 2004) place-based theories (Smith, 2007, 2013) and social-cultural theory (Vygotsky, 1978, Säljö, 2001).The teachers at the schools are interviewed in focus groups, using semi-structural questions (Bryman, 2012) regarding:1)Previous experiences on place-based learning2)Aims of working with climate data in the classroom3)Possibilities and challenges using indoor climate data in education4)Learning activities and reflections on activities5)Expected learning by students6)Teachers learning in the project7)Broader use of knowledge learned in schoolThe interviews are transcribed and analyzed (Bryman, 2012). The work is ongoing, and so far the results are preliminary.Analyses of the interviews show that teachers are experiencing possibilities to work place-based in science and technique education, to use experiments and measurements together with learners in the classroom. However, they are also experiencing challenges in theirlearning process while developing and testing new materials and methods in class room education.One important challenge is to understand the indoor climate data received from the sensors in the classroom and how the indoor climate depends on various abiotic as well as biotic factors. Another challenge is to develop student-centred learning activities regarding energy issues and climate change in accordance to the syllabus

Place-based learning on climate and energy in the climate smart classroom

Place-based learning on climate and energy issues in the climate smart classroom possibilities and challengesKerstin Sonesson, Faculty of Education and Society, Malmö University, SwedenThis research study is focusing on how some teachers in elementary schools in a Denmark are reflecting on their experienced challenges and possibilities regarding pedagogical development using indoor climate data on temperature, humidity and content of carbon dioxide in education.The study is part of an interregional collaboration among Copenhagen University, Malmö University, Technical University of Denmark (DTU) and the Municipality of Höje Taastrup within Smart City Accelerator, Interreg Öresund-Kattegat-Skagerrak, http://interreg-oks.euThe main aim of Smart City Accelerator is to meet challenges on sustainable energy use and climate.Three schools are equipped with indoor climate sensors and DTU is enable use of the data collected, in the past and in real-time, to the schools. Teachers involved in the project are offered a possibility to use the data and to develop place-based learning activities on energy and climate in science and technology education with assistance from a pedagogical consultant in the municipalityThe theoretical background of the research question and the interpretation of data is influenced by Gibson’s theory of affordance (Gibson, 1979), Dewey’s theory of experience and education (Dewey, 2004) place-based theories (Smith, 2007, 2013) and social-cultural theory (Vygotsky, 1978, Säljö, 2001).The teachers at the schools are interviewed in focus groups, using semi-structural questions (Bryman, 2012) regarding:1)Previous experiences on place-based learning2)Aims of working with climate data in the classroom3)Possibilities and challenges using indoor climate data in education4)Learning activities and reflections on activities5)Expected learning by students6)Teachers learning in the project7)Broader use of knowledge learned in schoolThe interviews are transcribed and analyzed (Bryman, 2012). The work is ongoing, and so far the results are preliminary.Analyses of the interviews show that teachers are experiencing possibilities to work place-based in science and technique education, to use experiments and measurements together with learners in the classroom. However, they are also experiencing challenges in theirlearning process while developing and testing new materials and methods in class room education.One important challenge is to understand the indoor climate data received from the sensors in the classroom and how the indoor climate depends on various abiotic as well as biotic factors. Another challenge is to develop student-centred learning activities regarding energy issues and climate change in accordance to the syllabus