| 1. |
- Lembrechts, Jonas J., et al.
(författare)
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Global maps of soil temperature
- 2022
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Ingår i: Global Change Biology. - : Wiley. - 1354-1013 .- 1365-2486. ; 28:9, s. 3110-3144
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Tidskriftsartikel (refereegranskat)abstract
- Research in global change ecology relies heavily on global climatic grids derived from estimates of air temperature in open areas at around 2m above the ground. These climatic grids do not reflect conditions below vegetation canopies and near the ground surface, where critical ecosystem functions occur and most terrestrial species reside. Here, we provide global maps of soil temperature and bioclimatic variables at a 1-km2 resolution for 0–5 and 5–15cm soil depth. These maps were created by calculating the difference (i.e. offset) between in situ soil temperature measurements, based on time series from over 1200 1-km2 pixels (summarized from 8519 unique temperature sensors) across all the world's major terrestrial biomes, and coarse-grained air temperature estimates from ERA5-Land (an atmospheric reanalysis by the European Centre for Medium-Range Weather Forecasts). We show that mean annual soil temperature differs markedly from the corresponding gridded air temperature, by up to 10°C (mean=3.0±2.1°C), with substantial variation across biomes and seasons. Over the year, soils in cold and/or dry biomes are substantially warmer (+3.6±2.3°C) than gridded air temperature, whereas soils in warm and humid environments are on average slightly cooler (−0.7±2.3°C). The observed substantial and biome-specific offsets emphasize that the projected impacts of climate and climate change on near-surface biodiversity and ecosystem functioning are inaccurately assessed when air rather than soil temperature is used, especially in cold environments. The global soil-related bioclimatic variables provided here are an important step forward for any application in ecology and related disciplines. Nevertheless, we highlight the need to fill remaining geographic gaps by collecting more in situ measurements of microclimate conditions to further enhance the spatiotemporal resolution of global soil temperature products for ecological applications.
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| 2. |
- Moberg, Christina, et al.
(författare)
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De unga gör helt rätt när de stämmer staten
- 2022
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Ingår i: Aftonbladet. - 1103-9000.
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Tidskriftsartikel (populärvet., debatt m.m.)abstract
- 1 620 forskare och lärare i forskarvärlden: Vi ställer oss bakom Auroras klimatkrav
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| 3. |
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| 4. |
- Eklundh, Jan-Olof, et al.
(författare)
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Active Vision and Seeing Robots
- 1996
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Ingår i: International Symposium on Robotics Research.
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Konferensbidrag (refereegranskat)
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| 5. |
- Eklundh, Jan-Olof, et al.
(författare)
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Developing an Active Observer
- 1995
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Ingår i: Asian Conference on Computer Vision. - Berlin, Heidelberg : Springer Berlin Heidelberg. ; , s. 181-190
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Konferensbidrag (refereegranskat)
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| 6. |
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| 7. |
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| 8. |
- Eklundh, Peter, et al.
(författare)
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Didaktik - ett decentraliserat demokratiskt dilemma
- 1989
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Ingår i: Didaktiken i den nya lärarutbildningen (Pedagogiskt utvecklingsarbete vid Lunds universitet ; 170 ). - 0349-5728.
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Abstract is not available
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| 9. |
- Eklundh, Peter
(författare)
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Education for Democracy : Some Notes on the Swedish Case in a Piagetian Epistemology Tradition
- 1997
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Ingår i: Citizenship, Social and Economics Education. - 1357-4019. ; 2:2, s. 63-79
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Almost all Swedish politicans since 1960 honestly believe in the necessity to give pupils real influence over their schools. The first aim with this paper is to give them some sound theoretical support for their conviction that experience of democratic processes is one important precondition for the survival of democracy. The theoretical support is drawn from researchers inspired by Piaget's epistemology. The second aim is to summarise, in spite of the politicians' strong support, the lack of progress and interest in giving more influence to the pupils from the different professional groups inside the school system. Finally the consequences for the concept of democracy is discussed with emphasis on the cognitive dissonance between the politicians' explicit goal and the implicit experiences made by pupils. Ought this to be an invitation to political scientists to politicians - that even if there is strong theoretical support for their standpoint - that it is a mission impossible? Or is it an invitation to political scientists to explore approaches for convincing headmasters and teachers that democracy has to be introduced, since we otherwise cheat our youth?
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| 10. |
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