| Summary: | Editorial to Special Issue "Focus on Arctic Change: Transdisciplinary Research and Communication" World-wide an increasing number of research projects focus on the challenges associated with changes across the circumpolar Arctic. The need for transdisciplinary approaches has been progressively recognized in order to study the numerous impacts of global warming on Northern high-latitude ecosystems, given the complexity of the multiple interacting processes. Humans are an integral part of these systems, and community-based monitoring has also been increasingly integrated with other scientific approaches. It has also become increasingly acknowledged that science results should be effectively communicated to the public and stakeholders in terms of outreach and education. The goal of this special issue is to gather contributions focusing on, but not limited to, the following themes discussing and presenting novel creative ways to enhance: science communication, education and outreach tools, and co-production of knowledge integration of social and natural science approaches indigenous and collaborative approaches to adaptation, mitigation, and risk perception socio-economic modelling in relation to Arctic environmental change, examining the impacts of permafrost degradation (thaw, erosion) and other phenomena on health and pollution as well as on infrastructure stability (e.g. buildings, roads, airstrips). This special issue invites papers that bring together researchers from both social and natural sciences who are involved or interested in reaching out to stakeholders and to the general public and share successful experiences. Examples from past, ongoing and future initiatives that include traditional indigenous knowledge and scientific tools and techniques are welcome. Submissions may focus on physical, biological, chemical processes, or human dimensions. Particularly encouraged are submissions reporting on studies integrating multiple approaches within the same research project and novel ways to achieve this ...
|
|---|