Trajectories of the Earth System in the Anthropocene
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Patterns and Drivers of Recent Disturbances Across the Temperate Forest Biome
ARTICLE DOI: 10.1038/s41467-018-06788-9 OPEN Patterns and drivers of recent disturbances across the temperate forest biome Andreas Sommerfeld 1, Cornelius Senf 1,2, Brian Buma 3, Anthony W. D’Amato 4, Tiphaine Després 5,6, Ignacio Díaz-Hormazábal7, Shawn Fraver8, Lee E. Frelich 9, Álvaro G. Gutiérrez 7, Sarah J. Hart10, Brian J. Harvey11, Hong S. He12, Tomáš Hlásny5, Andrés Holz 13, Thomas Kitzberger14, Dominik Kulakowski 15, David Lindenmayer 16, Akira S. Mori17, Jörg Müller18,19, Juan Paritsis 14, George L. W. Perry 20, Scott L. Stephens21, Miroslav Svoboda5, Monica G. Turner 22, Thomas T. Veblen23 & Rupert Seidl 1 1234567890():,; Increasing evidence indicates that forest disturbances are changing in response to global change, yet local variability in disturbance remains high. We quantified this considerable variability and analyzed whether recent disturbance episodes around the globe were con- sistently driven by climate, and if human influence modulates patterns of forest disturbance. We combined remote sensing data on recent (2001–2014) disturbances with in-depth local information for 50 protected landscapes and their surroundings across the temperate biome. Disturbance patterns are highly variable, and shaped by variation in disturbance agents and traits of prevailing tree species. However, high disturbance activity is consistently linked to warmer and drier than average conditions across the globe. Disturbances in protected areas are smaller and more complex in shape compared to their surroundings affected by human land use. This signal disappears in areas with high recent natural disturbance activity, underlining the potential of climate-mediated disturbance to transform forest landscapes. 1 University of Natural Resources and Life Sciences (BOKU) Vienna, Institute of Silviculture, Peter Jordan Straße 82, 1190 Wien, Austria. -
Biome-Specific Scaling of Ocean Productivity, Temperature, and Carbon Export Efficiency
UC Irvine UC Irvine Previously Published Works Title Biome-specific scaling of ocean productivity, temperature, and carbon export efficiency Permalink https://escholarship.org/uc/item/9vk7r4v9 Journal Geophysical Research Letters, 43(10) ISSN 0094-8276 Authors Britten, GL Primeau, FW Publication Date 2016 DOI 10.1002/2016GL068778 License https://creativecommons.org/licenses/by/4.0/ 4.0 Peer reviewed eScholarship.org Powered by the California Digital Library University of California PUBLICATIONS Geophysical Research Letters RESEARCH LETTER Biome-specific scaling of ocean productivity, 10.1002/2016GL068778 temperature, and carbon export efficiency Key Points: Gregory L. Britten1 and François W. Primeau1 • Optimized models predict carbon fi export ef ciency from net primary 1Department of Earth System Science, University of California, Irvine, USA production and sea surface temperature • Biome-specific relationships impact global export inferred from Abstract Mass conservation and metabolic theory place constraints on how marine export production (EP) satellite-derived variables scales with net primary productivity (NPP) and sea surface temperature (SST); however, little is empirically • Individual biomes respond differently known about how these relationships vary across ecologically distinct ocean biomes. Here we compiled in to simulated net primary production fi and sea surface temperature changes situ observations of EP, NPP, and SST and used statistical model selection theory to demonstrate signi cant biome-specific scaling relationships among these variables. Multiple statistically similar models yield a À threefold variation in the globally integrated carbon flux (~4–12 Pg C yr 1) when applied to climatological Supporting Information: • Supporting Information S1 satellite-derived NPP and SST. Simulated NPP and SST input variables from a 4×CO2 climate model experiment • Data Set S1 further show that biome-specific scaling alters the predicted response of EP to simulated increases of • Data Set S2 atmospheric CO2. -
Grasslands 4/16/03 3:46 PM
Ecoregion: Grasslands 4/16/03 3:46 PM Grasslands INTRODUCTION About 25% of Earth’s land surface is covered by temperate grassland. These large expanses of flat or hilly country cover much of North America, as well as large areas of Europe, Asia, and South America. Most grasslands are found in the interiors of continents, where there is too little rainfall for a forest but too much rain for a desert. Art Explosion Art Explosion Rolling hills covered with grasses and very few trees A few scattered trees are found on savannas, are typical of North American grassland prairies. tropical grasslands of Africa. Temperate grasslands have subtle differences and different names throughout the world. Prairies and plains of North America are grasslands with tall grasses, while the steppes of Russia are grasslands with short grasses. Veldts are found in South Africa, the puszta in Hungary, and the pampas in Argentina and Uruguay. Savannas are tropical grasslands that support scattered trees and shrubs. They often form a transitional biome file:///Ecoregion/grass/content.html Page 1 of 6 Ecoregion: Grasslands 4/16/03 3:46 PM between deserts and rain forests. Some temperate grasslands are also called savannas. The word savanna comes from the Spanish word zavanna, meaning “treeless plain.” Savannas cover almost half of Africa (mostly central Africa) and large areas of Australia and South America. ABIOTIC DATA The grassland climate is rather dry, averaging about 20 to 100 centimeters (8–40 inches) of precipitation a year. Summers are very hot and may reach 45°C (113°F). Winter temperatures often fall below freezing, which is 0°C (32°F). -
Earth System Science and Policy (ESSP) - 1
Earth System Science and Policy (ESSP) - 1 ESSP 420. Sustainable Energy. 3 Credits. Earth System Science This course is an interdisciplinary exploration of Sustainable Energy. The interdisciplinary exploration includes the analysis of renewable energy systems as well as the socio-economical, political, and environmental aspects and Policy (ESSP) of renewable energy. The course will specifically analyze the origin and dimensions of global energy issues and identify how renewable energy issues and policies are critical to the sustainable future of global environmental quality, Courses economic growth, social justice, and democracy. S, even years. ESSP 160. Sustainability & Society. 3 Credits. ESSP 450. Environmental and Natural Resource Economics. 3 Credits. Human interactions with the natural environment are often perceived as This course will cover the general topics in the field of environmental and conflicts between environmental protection and socio-economics. Sustainability natural resource economics: market failure, pollution regulation, the valuation attempts to redefine that world view by seeking balance between the 'three of environmental amenities, renewable and non-renewable resources Es' -environment, economy, equity. This course examines the concept of management, and the economics of biodiversity conservation, climate change sustainability, the theory behind it, and what it means for society. F. and sustainability. The course has a strong focus on the interaction between human society and natural environmental systems and the connection between ESSP 200. Sustainability Science. 3 Credits. market equilibrium and social sustainability. F, odd years. This course will provide an integrated, system-oriented introduction on the concepts, theories and issues surrounding a sustainable future for humans ESSP 460. Global Environmental Policy. -
Accessing Earth System Science Data and Applications Through High-Bandwidth Networks
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Computer Science and Engineering, Department CSE Journal Articles of 6-1995 Accessing Earth System Science Data and Applications Through High-Bandwidth Networks R. Vetter IEE M. Ali University of North Dakota M. Daily IEE J. Gabrynowic University of North Dakota, Grand Forks, N Sunil G. Narumalani University of Nebraska-Lincoln, [email protected] See next page for additional authors Follow this and additional works at: https://digitalcommons.unl.edu/csearticles Part of the Computer Sciences Commons Vetter, R.; Ali, M.; Daily, M.; Gabrynowic, J.; Narumalani, Sunil G.; Nygard, K.; Perrizo, W.; Ram, P.; Reichenbach, S.; Seielstad, G. A.; and White, W., "Accessing Earth System Science Data and Applications Through High-Bandwidth Networks" (1995). CSE Journal Articles. 7. https://digitalcommons.unl.edu/csearticles/7 This Article is brought to you for free and open access by the Computer Science and Engineering, Department of at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in CSE Journal Articles by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. Authors R. Vetter, M. Ali, M. Daily, J. Gabrynowic, Sunil G. Narumalani, K. Nygard, W. Perrizo, P. Ram, S. Reichenbach, G. A. Seielstad, and W. White This article is available at DigitalCommons@University of Nebraska - Lincoln: https://digitalcommons.unl.edu/ csearticles/7 IEEE JOURNAL ON SELECTED AREAS IN COMMUNICATIONS. VOL. 13. NO. 5, JUNE 199.5 Accessing Earth System Science Data and Applications Through High-Bandwidth Networks R. Vetter, Member, IEEE, M. Ali, M. Daily, Member, IEEE, J. Gabrynowicz, S. Narumalani, K. Nygard, Member, IEEE, W. -
Earth System Science Envst-Ua.340.1 Prof
EARTH SYSTEM SCIENCE ENVST-UA.340.1 PROF. RAMPINO Spring 2020 Class meets Tuesday/Thursday, 3:30 to 4:45 PM in Room B07, 45 W. 4th St. Lectures: Prof. Michael R. Rampino (Departments of Biology and Environmental Studies). Office: 1157 Brown Bldg.; Office phone: 212-998-3743; Cell: 718-578-1442; e-mail: [email protected] Office Hours: 1 to 3 PM Tuesdays and Thursdays or contact me for an appointment. Earth System Science examines our current view of planet Earth as a complex system involving interactions among the atmosphere, oceans, solid earth, and life. Emphasis is placed on the dynamics and evolution of these systems over time, and predictions for the future. The subject matter includes observations from space; planetary habitability, the Goldilocks Problem; the Gaia Hypothesis; geophysics and plate tectonics; the rock cycle; the circulation of the oceans and atmosphere; cycles of elements essential for life; the co-evolution of climate and life on Earth. The course will include lectures, discussion and videos. _____________________________________________________________________ REQUIRED READING: 1 1) Skinner, B.J and Murck, B. W. The Blue Planet, 3rd edition. (Wiley, 2011). This book is expensive, and not in the bookstore. There are used copies available on Amazon. If you want to purchase the e-version, that is also OK. 2) Zalasiewicz, J. and Williams, M. The Goldilocks Planet (Oxford, 2012, paper). Order from Amazon. COURSE REQUIREMENTS: The grading in the course will be based on performance in three exams (2 quizzes and final quiz) and homework assignments (There will be homework assignments every week). A great deal of factual information and a number of new concepts will be introduced in this course; it is essential to keep up in the readings and to attend the lectures/discussions. -
Introduction to Earth System Science Fall 2016 T and Th at 9:30 – 11:00 (And 1 Lab Section/Week) Davis Hall 534 Professor: Dr
Geography 40: Introduction to Earth System Science Fall 2016 T and Th at 9:30 – 11:00 (and 1 lab section/week) Davis Hall 534 Professor: Dr. Laurel Larsen ([email protected]) 595 McCone Hall Office hrs: Tue 11:00 a.m-1:00 p.m. Graduate Student Instructors: Saalem Adera ([email protected]). 565 McCone Office Hrs: Tue 4:00 p.m.-6:00 p.m. Yi Jiao ([email protected]). 598 McCone Office Hrs: Friday 10:45 a.m.-12:45 p.m. Labs: lab attendance is mandatory. Meet in computer lab at 535 McCone Hall (1) Mon 3-5 p.m. GSI: Saalem Adera (2) Tue 2-4 p.m. GSI: Saalem Adera (3) Wed 2-4 p.m. GSI: Yi Jiao (4) Fri 8:30-10:30 a.m. GSI: Yi Jiao Labs start on the week of August 29. Course website – on b-courses, https://bcourses.berkeley.edu . Lecture slides will be posted on this site the night before the lecture (may be as late as midnight). Required Text: Environmental Geology: An earth systems science approach, 2nd Ed. by D. Merritts, K. Menking, and A. DeWet. Copies will be placed on 2-hr reserve in the Earth Science and Map Library (basement of McCone Hall) Grading (tentative, subject to change): Labs 36% 12 labs Midterm 20% Tuesday, October 18, 2016 in-class Final Exam 30% Exam Group 7: Tuesday, December 13, 3-6 pm Journal article synopsis 4% Due Thursday, November 17, 2016 in class In-class participation 10% PLEASE NOTE: • Taking both the midterm and final is required in order to pass the course. -
Holism in Deep Ecology and Gaia-Theory: a Contribution to Eco-Geological
M. Katičić Holism in Deep Ecology and Gaia-Theory: A Contribution to Eco-Geological... ISSN 1848-0071 UDC 171+179.3=111 Recieved: 2013-02-25 Accepted: 2013-03-25 Original scientific paper HOLISM IN DEEP ECOLOGY AND GAIA-THEORY: A CONTRIBUTION TO ECO-GEOLOGICAL SCIENCE, A PHILOSOPHY OF LIFE OR A NEW AGE STREAM? MARINA KATINIĆ Faculty of Humanities and Social Sciences, University of Zagreb, Croatia e-mail: [email protected] In the second half of 20th century three approaches to phenomenon of life and environmental crisis relying to a holistic method arose: ecosophy that gave impetus to the deep ecology movement, Gaia-hypothesis that evolved into an acceptable scientific theory and gaianism as one of the New Age spiritual streams. All of this approaches have had different methodologies, but came to analogous conclusions on relation man-ecosystem. The goal of the paper is to introduce the three approaches' theoretical and practical outcomes, compare them and evaluate their potency to stranghten responsibility of man towards Earth ecosystem which is a self-regulating whole which humanity is part of. Key words: holism, ecosophy, deep ecology movement, gaia-theory, new age, responsibility. Holizam u dubinskoj ekologiji i teoriji Geje: doprinos ekogeološkoj znanosti, filozofija života ili struja New agea? U drugoj polovici 20. stoljeća pojavila su se tri pristupa fenomenu života i ekološkoj krizi s osloncem u holističkoj metodi: ekozofija koja je dala poticaj razvoju pokreta dubinske ekologije, hipoteza Geje koja se razvila u prihvatljivu znanstvenu teoriju i gajanizam kao jedna od New Age duhovnih struja. Ova su se tri pristupa služila različitim metodama, no došla su do analognih zaključaka o odnosu čovjek-ekosustav. -
The Trajectory of the Anthropocene: the Great Acceleration
ANR0010.1177/2053019614564785The Anthropocene ReviewSteffen et al. 564785research-article2015 Review The Anthropocene Review 1 –18 The trajectory of the © The Author(s) 2015 Reprints and permissions: Anthropocene: The Great sagepub.co.uk/journalsPermissions.nav DOI: 10.1177/2053019614564785 Acceleration anr.sagepub.com Will Steffen,1,2 Wendy Broadgate,3 Lisa Deutsch,1 Owen Gaffney3 and Cornelia Ludwig1 Abstract The ‘Great Acceleration’ graphs, originally published in 2004 to show socio-economic and Earth System trends from 1750 to 2000, have now been updated to 2010. In the graphs of socio-economic trends, where the data permit, the activity of the wealthy (OECD) countries, those countries with emerging economies, and the rest of the world have now been differentiated. The dominant feature of the socio-economic trends is that the economic activity of the human enterprise continues to grow at a rapid rate. However, the differentiated graphs clearly show that strong equity issues are masked by considering global aggregates only. Most of the population growth since 1950 has been in the non-OECD world but the world’s economy (GDP), and hence consumption, is still strongly dominated by the OECD world. The Earth System indicators, in general, continued their long-term, post-industrial rise, although a few, such as atmospheric methane concentration and stratospheric ozone loss, showed a slowing or apparent stabilisation over the past decade. The post-1950 acceleration in the Earth System indicators remains clear. Only beyond the mid-20th century is there clear evidence for fundamental shifts in the state and functioning of the Earth System that are beyond the range of variability of the Holocene and driven by human activities. -
Earth Science Education As a Key Component of Education for Sustainability
sustainability Review Earth Science Education as a Key Component of Education for Sustainability Clara Vasconcelos 1,* and Nir Orion 2,* 1 Interdisciplinary Centre of Marine and Environmental Research (CIIMAR), Science Teaching Unit (UEC) & Department of Geosciences, Environment and Spatial Planning (DGAOT), Faculty of Sciences (FCUP), University of Porto, 4169-007 Porto, Portugal 2 Science Teaching Department, Weizmann Institute of Science, Rehovot 7610001, Israel * Correspondence: [email protected] (C.V.); [email protected] (N.O.); Tel.: +97-289-344-043 (C.V.); +220-402-462 (N.O.) Abstract: Environmental insight has emerged as a new scientific concept which incorporates the understanding that the Earth is made up of interworking subsystems and the acceptance that humans must act in harmony with the Earth’s dynamic balanced cycle. This Earth system competency represents the highest level of knowing and understanding in the geosciences community. Humans have an important role as participative beings in the Earth’s subsystems, and they must therefore acknowledge that life on Earth depends on a geoethically responsible management of the Earth system. Yet, the world is far from achieving sustainable development, making the role of the Earth science education in promoting education for sustainability even more relevant. The Earth system approach to education is designed to be an effective learning tool for the development of the innovative concept of environmental insight. Through a holistic view of planet Earth, students realize that humans have the ability to enjoy a sustainable life on our planet while minimising detrimental environmental impacts. There is growing evidence that citizens value science and need to be informed about Earth system problems such as climate change, resource efficiency, pandemics, sustainable use of water resources, and how to protect bio-geodiversity. -
Earth System Science (EARTHSS) 1
Earth System Science (EARTHSS) 1 Earth System Science (EARTHSS) Courses EARTHSS 1. Introduction to Earth System Science. 4 Units. Covers the origin and evolution of the Earth, its atmosphere, and oceans, from the perspective of biogeochemical cycles, energy use, and human impacts on the Earth system. (II and VA ). EARTHSS 3. Oceanography. 4 Units. Examines circulation of the world oceans and ocean chemistry as it relates to river, hydrothermal vent, and atmospheric inputs. Geological features, the wide variety of biological organisms, and global climate changes, such as greenhouse warming, are also studied. (II, Va) EARTHSS 5. The Atmosphere. 4 Units. The composition and circulation of the atmosphere with a focus on explaining the fundamentals of weather and climate. Topics include solar and terrestrial radiation, clouds, and weather patterns. (II and VA ). EARTHSS 7. Physical Geology. 4 Units. Introduction to Earth materials and processes. Topics include rocks and minerals, plate tectonics, volcanoes, earthquakes, Earth surface processes, Earth resources, geologic time, and Earth history. Laboratory work involves hands-on study of geologic materials, maps, and exercises pertaining to geologic processes. Materials fee. (II and VA ). EARTHSS 15. Introduction to Global Climate Change. 4 Units. Introduction of scientific, technological, environmental, economic, and social aspects underlying the threat and understanding of global climate change. Human and natural drivers of climate. Impacts of climate on natural, managed, and human systems, including their vulnerability and ability to adapt. (II and (VA or VIII) ). EARTHSS 17. Hurricanes, Tsunamis, and Other Catastrophes. 4 Units. Introduction to the basic science and state of predictability of various natural catastrophic events including earthquakes, volcanic eruptions, tsunamis, landslides, floods, hurricanes, fires, and asteroid impacts and their interactions and implications with human society in the U.S. -
The Riparian Zone
Land-Water Interactions: The Riparian Zone F J. Swanson, S. V Gregory, J. R. Sedell,and A. G.Campbell INTRODUCTION The interface between aquatic and terrestrial environments in coniferous structure, composition, and function of the riparian zone had received little consideration in ecosystem level research, because this zone forms the interface between scientific disci- plines as well as ecosystem components. In some climate-vegetation zones particular aspects of riparian zones have received much study. ñparinpiant communities in arid lands have been studied extensive!y, primar- ily in terms o TdfeTbiiatJohnson and Jones 1977 Thomas et al 1979) Research on riparian 'egetation along major rivers has dealt mainly with forest composition and dynamics (for example, Lindsey et al. 1961; Sigafoos 1964; Bell 1974; Johnson et al. 1976). Riparian vegetation research has been largely neglected in forested mountain land, where it tends to have smaller areal extent and economic value than upslope vegetation. yre!pian zone is an integral part of the forest/stream ecosystem complex. This chapter synthesizes general concepts about the riparian zone in north- west coniferous forests and the results of coniferous forest biome research on: (1) structure and composition of riparian vegetation and its variation in time and space; and (2) functional aspects of the riparian zone in terms of physical, biological, and chemical terrestrial/aquatic interactions. We emphasize condi- tions observed in mountain streams and small rivers. The riparian zone may be defined in a variety of ways, based on factors such as vegetation type, groundwater and surface water hydrology, topogra- phy, and ecosystem function. These factors have so many complex interactions that defining the riparian zone in one sense integrates elements of the other factors.