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- Bladh, Gabriel, 1959-, et al.
(författare)
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Editorial Nordidactica 2023:1 Jubileum
- 2023
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Ingår i: Nordidactica. - Karlstad : Karlstads universitet. - 2000-9879. ; :1
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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- Christensen, Torben R., et al.
(författare)
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Large scale variations in CH4 emissions from wetlands explained by temperature and substrate availability
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Annan publikation (övrigt vetenskapligt/konstnärligt)abstract
- Globally, wetlands are at estimates ranging 115-237 Tg C4/yr1 the largest single source of the greenhouse gas CH4 to the atmosphere. Important feedback mechanisms on climate change arising from changing exchanges of C02 between the terrestrial biosphere and the atmosphere have recently been identified2. A related question is how will possible changes in the CH4 emissions from wetlands affect the further development of the greenhouse effect? Here we show using comparable methods in a wide range of wetlands ranging from Greenland to Siberia that regardless the dependency on soil moisture, plant productivity and other factors, temperature is the strongest control and predictor of CH4 emissions across both temporal and large spatial scales. Furthermore, we show that CH4 flux variations not explained by temperature can beattributed to differences in microbial substrate availability (expressed as the organic acid concentration in peat water). Combined, soil temperature and organic acid concentrations explains 99% of the variation in CH4 fluxes between the different sites. The temperature sensitivity of the CH4 emissions shown suggests a strong feedback mechanism on climatechange that should valid incorporation in developments of global circulation models.
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- Christensen, Torben Spanget, et al.
(författare)
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Interdisciplinaritet – en udfordring til fagdidaktikken
- 2014
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Ingår i: Nordidactica. - Karlstad : CSD Karlstad. - 2000-9879. ; :2014:1, s. i-xiv
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Tidskriftsartikel (refereegranskat)abstract
- This editorial outlines a theoretical, general didactical framework for analysing demands for interdisciplinarity that we see arising in the school system, and why they occur. It also outlines a theoretical, subject specific didactically framework for analysing challenges school subjects are facing when meet with the requirement of interdisciplinarity. The intention is to provide a theoretical framework for understanding the theme of interdisciplinarity in Social Science Education in primary and secondary education and also to set a frame which cuts across the questions taken up in the various articles of this issue. It thus provides a scaffold for transverse reflections on general and subject specific didactic problems related to interdisciplinarity in primary and secondary education and in teacher training programmes. We also give short introductions to how each article in Nordidactica 2014:1 contributes to the theme of interdisciplinarity. For more adequate introductions we refer to the abstracts of the articles themselves.
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- Spanget Christensen, Torben
(författare)
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Interdisciplinarity and self-reflection in civic education
- 2013
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Ingår i: Nordidactica. - Karlstad : CSD Karlstad. - 2000-9879. ; :1, s. 201-226
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Tidskriftsartikel (refereegranskat)abstract
- Focus of interest in this article are the concepts of globalization and civic citizenship and the questions are; what is required to be a global citizen, and how to work with this in civic education. The concept of civic citizenship implies democracy. A citizen is an independent and (to some extent) educated decision maker and actor, not a mere subject loyal to the sovereign. So whenever speaking of a global citizen democracy is implied. But the world is not a democratic place as such. Most of it in fact is quite undemocratic. The question therefore is how it is possible to act as a citizen (as a democrat) in global space. The article argues that this will only be possibly if citizens are capable of dealing with complex societal problems and to understand their own role as citizens (democrats) in relation to these problems. The argument is firstly that problems and issues in global space are complex and can only be understood interdisciplinary. Therefore the ability to reflect problems interdisciplinary is crucial to the global citizen. The second argument is that the ability of self-reflection is necessary for citizens in their efforts to understand, maintain and develop their own (democratic) identity and (democratic) values and practices in relation to the complexity and unfamiliarity of the various non-democratic identities, values and practices in a global space. Therefore it is suggested that students in civic education need to develop competencies of reflection on interdisciplinarity and self-reflection-as-citizen as key tools for analyzing societal problems and to act democratically on them. And it is suggested that dealing with interdisciplinarity requires use of second order concepts and that self-reflection as citizens requires third order concepts
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- Tylén, Kristian, et al.
(författare)
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Brains striving for coherence: Long-term cumulative plot formation in the default mode network
- 2015
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Ingår i: NeuroImage. - : Elsevier BV. - 1095-9572 .- 1053-8119. ; 121, s. 106-114
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Tidskriftsartikel (refereegranskat)abstract
- Many everyday activities, such as engaging in conversation or listening to a story, require us to sustain attention over a prolonged period of time while integrating and synthesizing complex episodic content into a coherent mental model. Humans are remarkably capable of navigating and keeping track of all the parallel social activities of everyday life even when confronted with interruptions or changes in the environment. However, the underlying cognitive and neurocognitive mechanisms of such long-term integration and profiling of information remain a challenge to neuroscience. While brain activity is generally traceable within the short time frame of working memory (milliseconds to seconds), these integrative processes last for minutes, hours or even days. Here we report two experiments on story comprehension. Experiment I establishes a cognitive dissociation between our comprehension of plot and incidental facts in narratives: when episodic material allows for long-term integration in a coherent plot, we recall fewer factual details. However, when plot formation is challenged, we pay more attention to incidental facts. Experiment II investigates the neural underpinnings of plot formation. Results suggest a central role for the brain's default mode network related to comprehension of coherent narratives while incoherent episodes rather activate the frontoparietal control network. Moreover, an analysis of cortical activity as a function of the cumulative integration of narrative material into a coherent story reveals to linear modulations of right hemisphere posterior temporal and parietal regions. Together these findings point to key neural mechanisms involved in the fundamental human capacity for cumulative plot formation.
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