| 1. |
- Kurepin, Leonid V., et al.
(författare)
-
Contrasting acclimation abilities of two dominant boreal conifers to elevated CO2 and temperature
- 2018
-
Ingår i: Plant, Cell and Environment. - : Wiley. - 0140-7791 .- 1365-3040. ; 41:6, s. 1331-1345
-
Tidskriftsartikel (refereegranskat)abstract
- High latitude forests will experience large changes in temperature and CO2 concentrations this century. We evaluated the effects of future climate conditions on 2 dominant boreal tree species, Pinus sylvestris L. and Picea abies (L.) H. Karst, exposing seedlings to 3 seasons of ambient (430 ppm) or elevated CO2 (750 ppm) and ambient temperatures, a + 4 degrees C warming or a + 8 degrees C warming. Pinus sylvestris responded positively to warming: seedlings developed a larger canopy, maintained high net CO2 assimilation rates (Anet), and acclimated dark respiration (Rdark). In contrast, carbon fluxes in Picea abies were negatively impacted by warming: maximum rates of Anet decreased, electron transport was redirected to alternative electron acceptors, and thermal acclimation of Rdark was weak. Elevated CO2 tended to exacerbate these effects in warm-grown Picea abies, and by the end of the experiment Picea abies from the +8 degrees C, high CO2 treatment produced fewer buds than they had 3 years earlier. Treatments had little effect on leaf and wood anatomy. Our results highlight that species within the same plant functional type may show opposite responses to warming and imply that Picea abies may be particularly vulnerable to warming due to low plasticity in photosynthetic and respiratory metabolism.
|
|
| 2. |
|
|
| 3. |
- Son, Vi Thanh, et al.
(författare)
-
Teaching English for young language learners at Grade 5: Teachers' beliefs in two contrasting national approaches compared, and pedagogical implications
- 2019
-
Ingår i: OpenTESOL-Proceedings of the 7th OpenTESOL intrenational conference 2019 : Innovation and inspiration: Building the future of language education - Innovation and inspiration: Building the future of language education. ; , s. 423-442
-
Konferensbidrag (refereegranskat)abstract
- The aim of the paper was to investigate EFL (English as a foreign language) primary school teachers’ beliefs regarding their teaching methods used in English at grade 5 in the classroom, which was a part of my PhD research (Son, 2018). Interviews (teachers at Grade 5 observed classes; Responses N=2, Sweden and N=3, Vietnam) and questionnaires to English teachers at grade 5 in Swedish and Vietnamese primary schools (additional teachers at Grade 5; Responses N=10, Sweden and N=52, Vietnam) were used. The content of the questionnaire was based on the COLT observation scheme (Spada & Fröhlich, 1995) and adapted to be suitable to the study (Son, 2018) of teaching methods at Grade 5. The teachers’ answers showed the major different degree of focusing on communication and grammar in teaching English classes at primary level between the groups, in spite of some similarities regarding classroom activities (group work), source of material and the languages used in the classroom. The results not only casted light on teachers’ beliefs in two contrasting national approaches in their English teaching methods for young language learners but also led the author to discuss further pedagogical implications
|
|
