Colonization and evolution of lakes on the central Norwegian coast following deglaciation and land uplift 9500 to 7800 years B.P.

Invertebrate colonization of lakes following the uplift of land from the sea was studied in four lakes, currently situated between 39 and 24 m a.s.l., on the central Norwegian coast. The lakes were isolated from the sea between 9500 and 7700 years B.P. Animal and algal remains picked from core samples showed that the first colonizers preserved as fossils were usually members of the Chironomidae, Daphnidae/Chydoridae, Acarina, Porifera (Ephydatia mülleri and Spongilla lacustris), Bryozoa (Cristatella mucedo and Plumatella spp.) and Charophyta (Chara sp.). Of the chironomids, the genus Chironomus was present in the oldest lacustrine layers of all four lakes, but other genera recorded at the marine/lacustrine boundary were Dicrotendipes, Procladius (?), Einfeldia, Microtendipes, and Glyptotendipes. Remains of the caddis fly family Limnephilidae were also present in the earliest lacustrine sediments in Kvennavatnet and Kvernavatnet. The oldest invertebrate fauna is typical for mesotrophic lakes. However, chironomids and mites have been present in this area from at least about 10?500 years B.P. A diverse chironomid community was established between 300 and 800 years after isolation from the sea at Kvernavatnet on the island of Hitra, while only between 80 and 120 years passed before a comparably diverse community developed at Kvennavatnet on the mainland coast. A similar development of the invertebrate fauna occurred in Kvennavatnet, Kvernavatnet and Storkuvatnet. However, Litjvatnet deviates greatly from the ‘normal’ pattern because a tsunami disturbed the bottom sediments and fauna. The tsunami, a gigantic sea wave, was caused by a submarine slide from the Norwegian continental slope. It reached Litjvatnet, today located 24 m a.s.l., but was not traced in Storkuvatnet at 30 m a.s.l. This event happened about 7200 years B.P.     

Choosing the Network Less Traveled: Perceptions of Internet‐Based Teaching in College Geography

This study examines factors affecting the acceptance and utilization of the Internet as a teaching tool in college geography. Geography faculty members were surveyed with a questionnaire that measured their perceptions of Internet‐based teaching. An analysis of the survey data identified factors that influenced perceptions and adoption decisions among various groups of geographers. Overall, the results support hypothesized relationships between perceptions of innovations and rates of adoption and reveal intradisciplinary patterns of using the Internet for college geography instruction.     

Skills in Professional Geography: An Assessment of Workforce Needs and Expectations

This study compares the skills of professional geographers and the needs of employer organizations across major sectors of the U.S. workforce. Following a series of focus groups, two surveys were developed to explore: (1) the extent to which specific skills were performed by geographers in different professional positions, and (2) the value of and anticipated demand for those skills from the perspective of employers. Overall, respondents in the focus groups and both surveys emphasized the need for general skills ranging from time management and writing ability to information management and computer literacy. Employers also cited many geographic skills as being vital for enhancing the work of professionals in all types of organizations. Competency in field methods, the ability to work across disciplinary boundaries, and spatial thinking were three skill areas that characterized the work of geographic professionals irrespective of specialty.     

Geographers in Business,Government, and Nonprofit Organizations: Skills,Challenges, and Professional Identities

This study examines the experiences of geography graduates who work in business, government, and nonprofit organizations. We analyzed 352 logs from eighty-two professionals detailing professional activities, challenges, and opportunities during one work week each month, over a period of six months. Our analysis explores interpersonal relationships and working conditions affecting participants’ progress toward work goals, workplace climate, and professional identity. Geographic information systems and technology accounted for more than half of the geographic skills respondents reported using on the job, and administrative and leadership factors were the most commonly cited types of transferable skills. Professional geographers value collaborative workplaces as well as opportunities to work independently with the confidence of their supervisors, and their sense of a professional identity is enhanced when they feel valued and are recognized for their work. Professional development activities are important because they reinforce geographers’ sense of positively contributing to their organizations, enhance interpersonal interactions, facilitate work on specific projects, and expand individuals’ knowledge and skills. Moreover, our findings suggest that nearly half of the reported workplace difficulties could potentially be reduced or eliminated as a result of more and better professional development. Nonetheless, many employers do not consistently provide opportunities for professional development to their employees. Based on our analysis, we contend that professional development is a beneficial investment for lifelong learning, from undergraduate and graduate education throughout the entire course of a professional career.     

The Kråkenes late-glacial palaeoenvironmental project

Kråkenes is the site of a small lake on the west coast of Norway that contains a long sequence of late-glacial sediments. The Younger Dryas is well represented, as a cirque glacier developed in the catchment at this time. This site offers unique opportunities to reconstruct late-glacial environments from independent sources of evidence; physical evidence (glacial geomorphology, sedimentology, palaeomagnetism, radiocarbon dating), and biological evidence from the remains of animals and plants derived from both the terrestrial and aquatic ecosystems. This report describes the background to the site, and the international multidisciplinary project to reconstruct late-glacial and early Holocene environmental and climatic changes at Kråkenes.     

Transformative Research in Geography Education: The Role of a Research Coordination Network

This article considers the concept and significance of transformative research in the context of geography education. It provides an overview of how the capacity-building activities and management operations of a research coordination network (RCN) are designed to support broad-scale advances in geography education theory, methods, and practice. Vignettes of RCN activities are presented as examples of pathways toward transformative research in the areas of geography learning progressions, assessments of spatial thinking, and geospatially enabled project-based learning. Beyond the prospect of introducing new paradigms of learning and using research findings to inform and systematically change approaches to teacher education and curriculum development, an RCN offers an opportunity to plan broad-based strategy and develop leadership needed to address many long-standing challenges that have undermined the quality and quantity of geography education research. These challenges include the low visibility of geography education research relative to other geographic subdomains, the difficulty of carrying out interdisciplinary and international research collaborations, low rates of transfer and uptake of research findings in practitioner communities and in policymaking, and the erosion of graduate-level programs that prepare students to plan and design conceptually rigorous educational research in geography.     

Evincing a Place for Place in Learning Progressions Research

This commentary is a response to Larsen and Harrington's article titled “Developing a Learning Progression for Place” (2018). Within the author focuses on the development of learning progressions in geography and future research directions.     

Late-glacial and early-Holocene Trichoptera (Insecta) from Kråkenes Lake, western Norway

Fossil Trichoptera (caddisfly) remains have been identified and quantitatively recorded in the late-glacial and early-Holocene sediments from Kråkenes Lake, western Norway. The sediment sequence was deposited between 12,300 and 8850 ¹⁴C BP, covering the Allerød, Younger Dryas, and early-Holocene periods. The first Trichoptera were recorded at 12,000 ¹⁴C BP, and during the Allerod a diverse assemblage of Limnephilidae taxa developed in the lake. By about 11,400 ¹⁴C BP the relatively thermophilous Polycentropus flavomaculatus and Limnephilus rhombicus were present, suggesting that the summer water temperature was at least 17 °C. This temperature fell by 5-8 °C at the start of the Younger Dryas, and the thermophilous taxa were replaced within 20-40 ¹⁴C yrs by Apatania spp., including the arctic-alpine A. zonella, suggesting a maximum summer water temperature of 10-12 °C. The Trichoptera assemblage was impoverished in numbers and in diversity over the next 200 yrs as the severe conditions of the Younger Dryas developed. As soon as temperatures rose and glacial meltwater and silt input ended about 700 ¹⁴C yrs later, the resident Apatania assemblage expanded immediately, within 10 yrs. About 130 yrs later, thermophilous taxa replaced Apatania, and a much more diverse assemblage than in the Allerod occupied the varied habitats made available by the development of the Holocene lake ecosystem. The 130 yr delay may have been caused by a gradual temperature increase crossing a critical threshold, or by the time taken for thermophilous taxa to migrate from their Younger Dryas refugia.