To Örebro University

Animals representing a wide range of taxonomic groups are known to select specific food combinations to achieve a nutritionally balanced diet. The nutrient balancing hypothesis suggests that, when given the opportunity, animals select foods to achieve a particular target nutrient balance, and that balancing occurs between meals and between days. For wild ruminants who inhabit landscapes dominated by human land use, nutritionally imbalanced diets can result from ingesting agricultural crops rich in starch and sugar (nonstructural carbohydrates [NCs]), which can be provided to them by people as supplementary feeds. Here, we test the nutrient balancing hypothesis by assessing potential effects that the ingestion of such crops by Alces alces (moose) may have on forage intake. We predicted that moose compensate for an imbalanced intake of excess NC by selecting tree forage with macro-nutritional content better suited for their rumen microbiome during wintertime. We applied DNA metabarcoding to identify plants in fecal and rumen content from the same moose during winter in Sweden. We found that the concentration of NC-rich crops in feces predicted the presence of Picea abies (Norway spruce) in rumen samples. The finding is consistent with the prediction that moose use tree forage as a nutritionally complementary resource to balance their intake of NC-rich foods, and that they ingested P. abies in particular (normally a forage rarely eaten by moose) because it was the most readily available tree. Our finding sheds new light on the foraging behavior of a model species in herbivore ecology, and on how habitat alterations by humans may change the behavior of wildlife.

Våra liv är präglade av våra sammanhang. Vad vi tänker, gör och känner är något vi utvecklat och utvecklar i nära samspel med andra personer och grupper. Det innebär att vi navigerar och agerar i tillvaron utifrån vilka vi är och önskar vara. Det innebär att även de frågor och mål som många gånger framställs som universella – som värdet av en god miljö – kännetecknas av olika och många gånger konfliktfyllda uppfattningar om hur de ska uttolkas och hur man når dit. Vår tillvaro utgörs av konkurrerande uppfattningar om vad som är ett gott och eftersträvansvärt liv, vad som är riskfyllt respektive säkert, vems råd man bör fästa tilltro till, vem eller vilka som bör ansvara för att skapa en god livsmiljö och ett gott samhälle. Såväl samhälle som natur är i denna bemärkelse mänskliga skapelser, befolkade med organisationer, professioner, grupper och människor som tänker, känner och vill olika saker.

Ylva Uggla, professor i sociologi vid Örebro universitet, har i sin forskargär­ning utvecklat och tillämpat kunskap om expertis, risk och miljö, många gånger på oväntade områden. I denna festskrift till Ylva medverkar tolv fors­kare som på olika sätt haft förmånen att möta och samarbeta med Ylva. I sina kapitelbidrag berör de frågor som är centrala för Ylvas forskning såsom natur och kultur, expertis och rådgivning, individualisering och miljöansvar, nutida risker och framtida möjligheter. Boken vill inspirera till fortsatt utforskande om hur risker definieras, expertis utvecklas och gränser dras i samhället – men den är framför allt en hyllning till en respekterad sociolog och kollega.

Populations of large herbivores, including members of the deer family Cervidae, are expanding across and within many regions of the northern hemisphere. Because their browsing on trees can result in economic losses to forestry and strongly affect ecosystems, it is becoming increasingly important to understand how best to mitigate resultant damage. Previous research has highlighted the importance of regulating deer density and the availability of alternative forage to reduce browsing damage levels in conifer production stands. However, often only one or two proxies of forage availability have been used instead of applying a broad foodscape approach and more knowledge is needed to understand which types of alternative forage best mitigate damage. We conducted field inventories of damage that occurred during the previous fall/winter in 112 production stands in southern Sweden, while also measuring forage availability and cervid faecal pellets in the surrounding landscape (16 ha). Local landowners provided data on supplementary feeding. We found that variation in cervid (Alces alces, Capreolus capreolus, Cervus elaphus and Dama dama) browsing damage to top shoots or stems of young Scots pine trees (Pinus sylvestris, hereon pine), was better explained by the availability of alternative natural forage (using several indices and species of trees and shrubs) than by supplementary feeding. The proportion of damaged pine trees was higher in stands with a lower density of pine stems; in landscapes with a lower density of key broadleaf tree species (genera Sorbus, Salix, Populus and Quercus); and in landscapes with more open land (agricultural fields and paddocks). Damage was also higher in stands where relatively large amounts of moose faeces was found, while not related to the amount of faeces from other cervid species. The amount of supplementary feed (silage or other types such as root vegetables) did not explain variation in pine damage, but the result was possibly affected by relatively few study areas supplying sufficient data on supplementary feeding. The results from our inventory illustrate the efficacy of using naturally growing forage to mitigate browsing damage to young pine trees in managed landscapes. Creation of such forage is also recommended over supplementary feeding because of co-benefits to forest biodiversity and ecosystem services.

Science is frequently called upon to provide guidance in the work towards sustainable development. However, for science to promote action, it is not sufficient that scientific advice is seen as competent and trustworthy. Such advice must also be perceived as meaningful and important, showing the need and urgency of taking action. This article discusses how science tries to facilitate action. It claims that the use of scientific storytelling—coherent stories told by scientists about environmental trajectories—are central in this; these stories provide meaning and motivate and guide action. To do this, the storylines need to include both a normative orientation and emotional appeals. Two different cases of scientific storytelling are analyzed: one is a dystopic story about a world rushing towards ecological catastrophe, and the other is an optimistic story about a world making dramatic progress. These macrosocial stories offer science-based ways to see the world and aim to foster and guide action. The article concludes by stating that using storylines in scientific storytelling can elicit fear, inspire hope, and guide action. The storylines connect cold and distant scientific findings to passionate imperatives about the need for social transformation. However, this attachment to emotions and values needs to be done reflexively, not only in order to create engagement with an issue but also to counteract a post-truth society where passionate imperatives go against scientific knowledge.

The idea that different knowledge systems should be combined is prominent within environmental governance. This is not least the case regarding sustainability, for which indigenous knowledge is seen as crucial. While the practical challenges related to bridging knowledge systems are well documented, less is known about what it means from an indigenous perspective. Drawing on an interview study, this paper explores views on techno-scientific knowledge among the Sami (indigenous to Scandinavia and the Kola Peninsula of Russia). The analysis finds that techno-scientific knowledge is employed as coping strategies in the face of colonial stressors. Land fragmentation poses a particular threat to the Sami way of life, and in response, a number of modern techniques have been adopted. There is a clear sense that valuable traditional knowledge is being lost in the process, with consequences for both sustainability and Sami identity. The authors conclude that contemporary understandings of what cross-fertilization means need to be thoroughly reconsidered.

The extent to which scientific knowledge translates into practice is a pervasive question. We analysed to what extent and how ecological scientists gave input to policy for two approaches advocated for promoting forest biodiversity in production forests in Sweden: green-tree retention (GTR) and continuous-cover forestry (CCF). GTR was introduced into forest policy in the 1970s and became widely implemented in the 1990s. Ecological scientists took part in the policy process by providing expert opinions, educational activities and as lobbyists, long before research confirming the positive effects of GTR on biodiversity was produced. In contrast, CCF was essentially banned in forest legislation in 1979. In the 1990s, policy implicitly opened up for CCF implementation, but CCF still remains largely a rare silvicultural outlier. Scientific publications addressing CCF appeared earlier than GTR studies, but with less focus on the effects on biodiversity. Ecological scientists promoted CCF in certain areas, but knowledge from other disciplines and other socio-political factors appear to have been more important than ecological arguments in the case of CCF. The wide uptake of GTR was enhanced by its consistency with the silvicultural knowledge and normative values that forest managers had adopted for almost a century, whereas CCF challenged those ideas. Public pressure and institutional requirements were also key to GTR implementation but were not in place for CCF. Thus, scientific ecological knowledge may play an important role for policy uptake and development, but knowledge from other research disciplines and socio-political factors are also important.

Expert organizations are often described as facilitators of the interactions between science and policy. In managing this boundary, they must also manage other boundaries, such as those between different knowledge systems and between different categories of actors. However, how this intersectional boundary work is performed, and what it implies, is still unexplored territory. Focusing on the Intergovernmental Science-Policy Platform for Biodiversity and Ecosystem Services (IPBES), this study contributes knowledge on the intersectionality of boundary work and how it influences the production of global policy-relevant knowledge. This is done by examining how IPBES socializes junior experts to become senior experts. This socialization process makes a number of norms and ideals visible and enables an analysis of how the know- how of boundary work is passed forward from one generation of experts to the next. The study analyzes three boundaries: between senior and junior experts, between science and policy, and between scientific knowledge and indigenous and local knowledge. The findings show how intersectional boundary work is crucial in the creation of expert organizations and policy-relevant knowledge. In the case of IPBES, this study shows how the institutionalization of the organization unintentionally has created restrictions for the boundary work between different knowledge systems.

This report presents the results from a pedagogical project focusing students’ writing in higher education. Literature in this field conclude that student writing should be integrated in teaching of the subject with a plan for progression. Teachers’ and students’ experience indicate that students write a lot during their education, but only occasionally get concrete feedback on the writing as such. Focus groups with students showed that students found it difficult to write distinct and to differentiate between text genres. The teachers reported lack of ”tools” to help the students to improve their writing. The report suggest a model for the work with students writing based on goal setting; inventory; identifying problem areas; prioritizing; implementation; and follow-up and revision.

Continued unsustainability and surpassed planetary boundaries require not only scientific and technological advances, but deep and enduring social and cultural changes. The purpose of this article is to contribute a theoretical approach to understand conditions and constraints for societal change towards sustainable development. In order to break with unsustainable norms, habits, practices, and structures, there is a need for learning for transformation, not only adaption. Based on a critical literature review within the field of learning for sustainable development, our approach is a development of the concept of transformative learning, by integrating three additional dimensions—Institutional Structures, Social Practices, and Conflict Perspectives. This approach acknowledges conflicts on macro, meso, and micro levels, as well as structural and cultural constraints. It contends that transformative learning is processual, interactional, long-term, and cumbersome. It takes place within existing institutions and social practices, while also transcending them. The article adopts an interdisciplinary social science perspective that acknowledges the importance of transformative learning in order for communities, organizations, and individuals to be able to deal with global sustainability problems, acknowledging the societal and personal conflicts involved in such transformation.