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Regional Sources of Precipitation in the Ethiopian Highlands Regionala Källor Till Nederbörden I Det Etiopiska Höglandet
Independent Project at the Department of Earth Sciences Självständigt arbete vid Institutionen för geovetenskaper 2015: 2 Regional Sources of Precipitation in the Ethiopian Highlands Regionala källor till nederbörden i det Etiopiska höglandet Elnaz Ashkriz DEPARTMENT OF EARTH SCIENCES INSTITUTIONEN FÖR GEOVETENSKAPER Independent Project at the Department of Earth Sciences Självständigt arbete vid Institutionen för geovetenskaper 2015: 2 Regional Sources of Precipitation in the Ethiopian Highlands Regionala källor till nederbörden i det Etiopiska höglandet Elnaz Ashkriz Copyright © Elnaz Ashkriz and the Department of Earth Sciences, Uppsala University Published at Department of Earth Sciences, Uppsala University (www.geo.uu.se), Uppsala, 2015 Sammanfattning Regionala källor till nederbörden i det Etiopiska höglandet Elnaz Ashkriz Denna uppsats undersöker ursprunget till den stora mängd nederbörd som faller i det etiopiska höglandet. Med Moisture transport into the Ethiopian Highlands av Ellen Viste och Asgeir Sorteberg (2011) som grund syftar denna uppsats till att jämföra samma data men genom att titta på ett mycket kortare intervall för att se vad som försummas när undersökningar på större skalor utförs. Medan undersökningen av Viste och Sorteberg (2011) fokuserar på de två regnrikaste månaderna, juli och augusti under elva år, 1998-2008, så fokuserar denna uppsats enbart på juli år 2008. Syftet med denna uppsats var att se vart nederbörden till det Etiopiska höglandet kommer ifrån under juli månad 2008. För att undersöka detta så har man valt att titta på parametrar såsom horisontell- och vertikal vindriktning på olika höjder samt fukt- innehållet i dessa vindar. Som grund för undersökningen så har denna uppsats, likt Vistes och Sortebergs, använt ERA-Interim data. -
Analyze a World Map
Analyze a World Map Materials: Map of the World: Political or use link this website Map of the World Worksheet You could start the discussion by saying that the social studies part of the GED test assumes that everyone has a basic knowledge of world geography. The test will contain maps that you have to analyze and the answers are not always directly on the map. This is one area of the test where they expect you to just know the approximate locations of countries and oceans. So we thought we would use this world map to familiarize everyone with some world geography. Hand out the maps. The first thing you need to do with a map is read the title so that you know what you are looking at. Ask, “What is the title of this map?” ‘Map of the World: Political”. So this map should give us information about the location of countries. Then look to see if there is a legend or a list of symbols that explains the information shown on the map. Ask, “Is there a legend for this map/” Yes, it shows the scale of the map. You can discuss that the scale shows the relationship between distances on the map to the actual distance on the ground. Look to see if there is anything on the map showing directions, most maps have a compass that shows east, west, north, and south. Ask, “Does this map have any symbols indicating direction?” Yes, this map has a direction compass that shows points north. Ask if students know where south, east, and west are on the map. -
Genetic Adaptation to High Altitude in the Ethiopian Highlands
Scheinfeldt et al. Genome Biology 2012, 13:R1 http://genomebiology.com/2012/13/1/R1 RESEARCH Open Access Genetic adaptation to high altitude in the Ethiopian highlands Laura B Scheinfeldt1, Sameer Soi1, Simon Thompson1, Alessia Ranciaro1, Dawit Woldemeskel2, William Beggs1, Charla Lambert1,3, Joseph P Jarvis1, Dawit Abate2, Gurja Belay2 and Sarah A Tishkoff1,4* Abstract Background: Genomic analysis of high-altitude populations residing in the Andes and Tibet has revealed several candidate loci for involvement in high-altitude adaptation, a subset of which have also been shown to be associated with hemoglobin levels, including EPAS1, EGLN1, and PPARA, which play a role in the HIF-1 pathway. Here, we have extended this work to high- and low-altitude populations living in Ethiopia, for which we have measured hemoglobin levels. We genotyped the Illumina 1M SNP array and employed several genome-wide scans for selection and targeted association with hemoglobin levels to identify genes that play a role in adaptation to high altitude. Results: We have identified a set of candidate genes for positive selection in our high-altitude population sample, demonstrated significantly different hemoglobin levels between high- and low-altitude Ethiopians and have identified a subset of candidate genes for selection, several of which also show suggestive associations with hemoglobin levels. Conclusions: We highlight several candidate genes for involvement in high-altitude adaptation in Ethiopia, including CBARA1, VAV3, ARNT2 and THRB. Although most of these genes have not been identified in previous studies of high-altitude Tibetan or Andean population samples, two of these genes (THRB and ARNT2) play a role in the HIF-1 pathway, a pathway implicated in previous work reported in Tibetan and Andean studies. -
MUST KNOW Geography
AP World History Ms. Avar File: Geography MUST KNOW Geography Description You must understand Geography to effectively study world history. Practice and learn the skills in your Geography 101 packet (given to you the first week of school), know the location of world regions and sub regions and be able to identify and locate key nations, landforms and bodies of water listed on this sheet. POLTICAL MAPS Instructions: Neatly locate, outline in color and label ALL of the following countries on your Continent Political maps. Use the world map at end of your textbook, Google Maps and/or worldatlas.com (search by continent) AFRICA North Africa Algeria Egypt East Ethiopia Kenya Libya Morocco Africa Madagascar Somalia Tunisia Sudan Tanzania West Africa Chad Benin Ghana Equatorial Cameroon Rwanda Mali Mauritania Senegal Africa Uganda Sudan Niger Nigeria Central African Republic Togo Cote D’Ivoire Democratic Republic of the Congo Southern Africa Angola Botswana Zimbabwe Zambia Republic of South Africa Mozambique ASIA East Asia Japan China SE Asia Cambodia Indonesia Vietnam North Korea South Korea Myanmar (Burma) Malaysia Thailand Taiwan Mongolia Philippines Singapore Laos South Asia Afghanistan Bangladesh SW Asia / Iran Iraq Turkey India Pakistan Middle East Jordan Israel Nepal Syria Saudi Arabia Central Asia Kazakhstan EUROPE Western France Germany Ireland Eastern Hungary Poland Europe Portugal Spain Switzerland Europe Romania Russia England/Great Britain/United Kingdom “U.K.” Ukraine Serbia Austria Czech Republic Northern Finland Norway Southern -
Annual Report COOPERATIVE INSTITUTE for RESEARCH in ENVIRONMENTAL SCIENCES
2015 Annual Report COOPERATIVE INSTITUTE FOR RESEARCH IN ENVIRONMENTAL SCIENCES COOPERATIVE INSTITUTE FOR RESEARCH IN ENVIRONMENTAL SCIENCES 2015 annual report University of Colorado Boulder UCB 216 Boulder, CO 80309-0216 COOPERATIVE INSTITUTE FOR RESEARCH IN ENVIRONMENTAL SCIENCES University of Colorado Boulder 216 UCB Boulder, CO 80309-0216 303-492-1143 [email protected] http://cires.colorado.edu CIRES Director Waleed Abdalati Annual Report Staff Katy Human, Director of Communications, Editor Susan Lynds and Karin Vergoth, Editing Robin L. Strelow, Designer Agreement No. NA12OAR4320137 Cover photo: Mt. Cook in the Southern Alps, West Coast of New Zealand’s South Island Birgit Hassler, CIRES/NOAA table of contents Executive summary & research highlights 2 project reports 82 From the Director 2 Air Quality in a Changing Climate 83 CIRES: Science in Service to Society 3 Climate Forcing, Feedbacks, and Analysis 86 This is CIRES 6 Earth System Dynamics, Variability, and Change 94 Organization 7 Management and Exploitation of Geophysical Data 105 Council of Fellows 8 Regional Sciences and Applications 115 Governance 9 Scientific Outreach and Education 117 Finance 10 Space Weather Understanding and Prediction 120 Active NOAA Awards 11 Stratospheric Processes and Trends 124 Systems and Prediction Models Development 129 People & Programs 14 CIRES Starts with People 14 Appendices 136 Fellows 15 Table of Contents 136 CIRES Centers 50 Publications by the Numbers 136 Center for Limnology 50 Publications 137 Center for Science and Technology -
North Ethiopian Afro-Alpine Tree Line Dynamics and Forest- Cover Change Since the Early 20Th Century
land degradation & development Land Degrad. Develop. 26: 654–664 (2015) Published online 13 October 2014 in Wiley Online Library (wileyonlinelibrary.com) DOI: 10.1002/ldr.2320 NORTH ETHIOPIAN AFRO-ALPINE TREE LINE DYNAMICS AND FOREST- COVER CHANGE SINCE THE EARLY 20TH CENTURY Miro Jacob1*, Amaury Frankl1, Hans Beeckman2, Gebrekidan Mesfin3, Marijn Hendrickx1, Etefa Guyassa1,4, Jan Nyssen1 1Department of Geography, Ghent University, Krijgslaan 281 (S8), 9000 Ghent, Belgium 2Royal Museum for Central Africa, Laboratory for Wood Biology and Xylarium, Leuvensesteenweg 13, 3080, Tervuren, Belgium 3Department of Civil Engineering, Mekelle University, P.O. Box 231, Mekelle, Ethiopia 4Department of Land Resource and Environmental Protection, Mekelle University, P.O. Box 231, Mekelle, Ethiopia Received: 14 March 2014; Revised: 14 August 2014; Accepted: 18 August 2014 ABSTRACT High-altitude forests are very important for local livelihood in the vulnerable environment of the densely populated tropical highlands. Humans need the ecosystem services of the forest and directly impact the forest through livestock herding, fire, and wood harvesting. Nev- ertheless, temperature-sensitive tree lines in the tropics are scarcely investigated in comparison with higher northern latitudes. In this study, the Erica arborea L. tree line is studied in a tropical mountain in the North Ethiopian highlands: Lib Amba of the Abune Yosef Mountain range (12°04′N, 39°22′E, 3993 m asl). The present tree line and forest cover was recorded by high-resolution satellite imagery from Google Maps and field data (2010–2013), while historical forest cover was studied from aerial photographs (1965–1982) and repeat photography (1917–2013). The aerial and satellite images were orthorectified and classified in forest/non-forest binary maps. -
Countries and Continents of the World: a Visual Model
Countries and Continents of the World http://geology.com/world/world-map-clickable.gif By STF Members at The Crossroads School Africa Second largest continent on earth (30,065,000 Sq. Km) Most countries of any other continent Home to The Sahara, the largest desert in the world and The Nile, the longest river in the world The Sahara: covers 4,619,260 km2 The Nile: 6695 kilometers long There are over 1000 languages spoken in Africa http://www.ecdc-cari.org/countries/Africa_Map.gif North America Third largest continent on earth (24,256,000 Sq. Km) Composed of 23 countries Most North Americans speak French, Spanish, and English Only continent that has every kind of climate http://www.freeusandworldmaps.com/html/WorldRegions/WorldRegions.html Asia Largest continent in size and population (44,579,000 Sq. Km) Contains 47 countries Contains the world’s largest country, Russia, and the most populous country, China The Great Wall of China is the only man made structure that can be seen from space Home to Mt. Everest (on the border of Tibet and Nepal), the highest point on earth Mt. Everest is 29,028 ft. (8,848 m) tall http://craigwsmall.wordpress.com/2008/11/10/asia/ Europe Second smallest continent in the world (9,938,000 Sq. Km) Home to the smallest country (Vatican City State) There are no deserts in Europe Contains mineral resources: coal, petroleum, natural gas, copper, lead, and tin http://www.knowledgerush.com/wiki_image/b/bf/Europe-large.png Oceania/Australia Smallest continent on earth (7,687,000 Sq. -
Geography Notes.Pdf
THE GLOBE What is a globe? a small model of the Earth Parts of a globe: equator - the line on the globe halfway between the North Pole and the South Pole poles - the northern-most and southern-most points on the Earth 1. North Pole 2. South Pole hemispheres - half of the earth, divided by the equator (North & South) and the prime meridian (East and West) 1. Northern Hemisphere 2. Southern Hemisphere 3. Eastern Hemisphere 4. Western Hemisphere continents - the largest land areas on Earth 1. North America 2. South America 3. Europe 4. Asia 5. Africa 6. Australia 7. Antarctica oceans - the largest water areas on Earth 1. Atlantic Ocean 2. Pacific Ocean 3. Indian Ocean 4. Arctic Ocean 5. Antarctic Ocean WORLD MAP ** NOTE: Our textbooks call the “Southern Ocean” the “Antarctic Ocean” ** North America The three major countries of North America are: 1. Canada 2. United States 3. Mexico Where Do We Live? We live in the Western & Northern Hemispheres. We live on the continent of North America. The other 2 large countries on this continent are Canada and Mexico. The name of our country is the United States. There are 50 states in it, but when it first became a country, there were only 13 states. The name of our state is New York. Its capital city is Albany. GEOGRAPHY STUDY GUIDE You will need to know: VOCABULARY: equator globe hemisphere continent ocean compass WORLD MAP - be able to label 7 continents and 5 oceans 3 Large Countries of North America 1. United States 2. Canada 3. -
Was This World Map Made Ten Centuries Ago?
HAWAIIAN GAZETTE, FRIDAY, JANUARY n, 1907 SEMI-WEEKL- Y Was This World Map Made Ten Centuries Ago? gg "J" ISOME DETAILS OF GREAT Vf? rr9rv-vr- i 'vir)('JK.rr KXW XXXjtXXmXmKiXXXiXXX XvyXXXrXXX ffKftXr1 STORM Politically Inclined policemen nro not wanted by tho new Sheriff, who will MAUI, shortly Issue nn order to the effect that January i. The holiday sea- son 2 i I nlj employes of tho police department on Maul has not been a tlmo of quiet 5 j ft must chooso between their Jobs on tho enjoyment ns far as weather is 5 a force and their oITlces In any of tho concerned. Dame Nnturo has echoed A.- -. a. w three political party committees. This anything but the Christmas sentiment rule Is to bo strictly enforced, the em of "peace on earth and good-wi- lt ployes of tho public being supposed, bo mn." far as tho police are concernod at least, Before recovery could bo made from to give their time and energy to th tho effects of the recent north storm public and not for the advancement with Its 20 Inches of moisture In local- politically or otherwlso of any one sec- ities, on Saturday tho wind changed Ifr tion of tho public to the southucst and nn kona Tho Sheriff Is making plain storm came Into being. It contin- If It that ued to blow fiercely ho means ho says all tho night what when he tabued through, accompanied by nn Incessant i - i politics around tho police station. In piny of lightning and the heavy roll of this he has come In for moro or less thunder. -
Earth's Structure and Processes 8-3 the Student Will Demonstrate An
Earth’s Structure and Processes 8-3 The student will demonstrate an understanding of materials that determine the structure of Earth and the processes that have altered this structure. (Earth Science) 8-3.1 Summarize the three layers of Earth – crust, mantle, and core – on the basis of relative position, density, and composition. Taxonomy level: 2.4-B Understand Conceptual Knowledge Previous/future knowledge: Students in 3rd grade (3-3.5, 3-3.6) focused on Earth’s surface features, water, and land. In 5th grade (5-3.2), students illustrated Earth’s ocean floor. The physical property of density was introduced in 7th grade (7-5.9). Students have not been introduced to areas of Earth below the surface. Further study into Earth’s internal structure based on internal heat and gravitational energy is part of the content of high school Earth Science (ES-3.2). It is essential for students to know that Earth has layers that have specific conditions and composition. Layer Relative Position Density Composition Crust Outermost layer; thinnest Least dense layer overall; Solid rock – mostly under the ocean, thickest Oceanic crust (basalt) is silicon and oxygen under continents; crust & more dense than Oceanic crust - basalt; top of mantle called the continental crust (granite) Continental crust - granite lithosphere Mantle Middle layer, thickest Density increases with Hot softened rock; layer; top portion called depth because of contains iron and the asthenosphere increasing pressure magnesium Core Inner layer; consists of Heaviest material; most Mostly iron and nickel; two parts – outer core and dense layer outer core – slow flowing inner core liquid, inner core - solid It is not essential for students to know specific depths or temperatures of the layers. -
Plant Species and Functional Diversity Along Altitudinal Gradients, Southwest Ethiopian Highlands
Plant Species and Functional Diversity along Altitudinal Gradients, Southwest Ethiopian Highlands Dissertation Zur Erlangung des akademischen Grades Dr. rer. nat. Vorgelegt der Fakultät für Biologie, Chemie und Geowissenschaften der Universität Bayreuth von Herrn Desalegn Wana Dalacho geb. am 08. 08. 1973, Äthiopien Bayreuth, den 27. October 2009 Die vorliegende Arbeit wurde in dem Zeitraum von April 2006 bis October 2009 an der Universität Bayreuth unter der Leitung von Professor Dr. Carl Beierkuhnlein erstellt. Vollständiger Abdruck der von der Fakultät für Biologie, Chemie und Geowissenschaften der Universität Bayreuth zur Erlangung des akademischen Grades eines Doktors der Naturwissenschaften genehmigten Dissertation. Prüfungsausschuss 1. Prof. Dr. Carl Beierkuhnlein (1. Gutachter) 2. Prof. Dr. Sigrid Liede-Schumann (2. Gutachter) 3. PD. Dr. Gregor Aas (Vorsitz) 4. Prof. Dr. Ludwig Zöller 5. Prof. Dr. Björn Reineking Datum der Einreichung der Dissertation: 27. 10. 2009 Datum des wissenschaftlichen Kolloquiums: 21. 12. 2009 Contents Summary 1 Zusammenfassung 3 Introduction 5 Drivers of Diversity Patterns 5 Deconstruction of Diversity Patterns 9 Threats of Biodiversity Loss in the Ttropics 10 Objectives, Research Questions and Hypotheses 12 Synopsis 15 Thesis Outline 15 Synthesis and Conclusions 17 References 21 Acknowledgments 27 List of Manuscripts and Specification of Own Contribution 30 Manuscript 1 Plant Species and Growth Form Richness along Altitudinal Gradients in the Southwest Ethiopian Highlands 32 Manuscript 2 The Relative Abundance of Plant Functional Types along Environmental Gradients in the Southwest Ethiopian highlands 54 Manuscript 3 Land Use/Land Cover Change in the Southwestern Ethiopian Highlands 84 Manuscript 4 Climate Warming and Tropical Plant Species – Consequences of a Potential Upslope Shift of Isotherms in Southern Ethiopia 102 List of Publications 135 Declaration/Erklärung 136 Summary Summary Understanding how biodiversity is organized across space and time has long been a central focus of ecologists and biogeographers. -
The Water Resources of the Nile Basin
Chapter 2 The Water Resources of the Nile Basin 500 Soroti (1914–2003) 400 300 200 100 Average monthly rainfall 0 JFMAMJ JASOND 25 KEY MESSAGES • The Nile Basin is characterized by high climatic • The headwater regions of the Nile are subject diversity and variability, a low percentage of rainfall to widespread soil erosion. Sediment yields are reaching the main river, and an uneven distribution particularly high in the Eastern Nile sub-basin, of its water resources. Potential evaporation rates which contributes 97 per cent of the total sediment in the Nile region are high, making the basin load. Most sediment is captured in reservoirs in The particularly vulnerable to drought. Sudan and Egypt, which leads to a rapid loss of • White Nile flows only contribute up to 15 per cent reservoir storage capacity. of the annual Nile discharge, but are fairly stable • The finite Nile flows are now fully utilized for throughout the year. The Eastern Nile region agricultural, domestic, industrial, and environmental supplies up to 90 per cent of annual Nile flows, but purposes, while water demand continues to rise its contribution is highly seasonal. steadily due to population growth and economic • Extensive regional aquifer systems holding development. substantial quantities of groundwater underlie the • Irrigated agriculture in Egypt and The Sudan Nile region. Some of the aquifers hold fossil water, represents the single most important consumer but others are recharged from precipitation over of the waters of the Nile, but the upper riparians the basin, or from irrigation areas and the baseflow are planning investments that will use the river’s of the Nile.