The Experts below are selected from a list of 273 Experts worldwide ranked by ideXlab platform
Kimberly Cartier - One of the best experts on this subject based on the ideXlab platform.
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Bringing Climate Projections Down to Size for Water Managers
Eos, 2019Co-Authors: Kimberly CartierAbstract:Hydrologists are creating watershed-scale projections for water resources managers and tools that managers can use to plan for the effects of climate change.
Markus Weiler - One of the best experts on this subject based on the ideXlab platform.
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Your work is my boundary condition!: Challenges and approaches for a closer collaboration between Hydrologists and hydrogeologists
Journal of Hydrology, 2019Co-Authors: Maria Staudinger, Markus Weiler, Michael Stoelzle, Fabien Cochand, Jan Seibert, Daniel HunkelerAbstract:Abstract Hydrologists and hydrogeologists both study the flux and storage of water with the numerous interactions and feedback mechanisms of surface water and groundwater. Traditionally however, focus, models and scales of the studies differ. In this commentary, situations are illustrated where boundary conditions that each discipline assumes, preserves and actively uses, can and have to be overcome. These situations occur when the domain of one discipline cannot be separated from the other one because of existing interaction and feedback mechanisms at the boundaries. Highlighted are especially these boundary conditions, where closer collaboration between catchment Hydrologists and hydrogeologists would be most useful. Often such collaborations would be relatively straight-forward and rather requiring an increased awareness than novel methods.
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the role of experimental work in hydrological sciences insights from a community survey
Hydrological Sciences Journal-journal Des Sciences Hydrologiques, 2016Co-Authors: Theresa Blume, Ilja Van Meerveld, Markus WeilerAbstract:ABSTRACTThis opinion paper summarizes the results of an online survey on the role of experimental work in the hydrological sciences. The 20 survey questions covered various topics, such as advancements, needs, potentials and challenges in the hydrological sciences, and also touched on the issue of data sharing and data publication. A total of 336 Hydrologists with both modelling and experimental backgrounds participated.
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Taking the pulse of hydrology education
Hydrological Processes, 2007Co-Authors: Thorsten Wagener, Markus Weiler, Michael N. Gooseff, Kevin J. Mcguire, Thomas Meixner, Lucy Marshall, Brian L Mcglynn, Mike MchaleAbstract:As a group of young Hydrologists, we conducted a short, online survey to understand some of the main characteristics of current hydrology education and its educators. The survey provided a very interesting view on the great diversity found in hydrology education and suggests that while an education with a common basis is desirable, it is clearly not available at the moment. Hydrology educators are challenged to identify common principles, core knowledge, and approaches that should be included, in addition to areas where clear consensus is lacking. This lack of consistency may be contributing to slow progress in hydrologic science since each hydrologist's definition of what a hydrologist should know depends on their education and background. Kirchner (2006) and Bloeschl (2006) discuss in separate papers that advancements in hydrological science will likely come from synthesis of different approaches, from 'collision' of theory and data, and from better communication. Hydrology education is clearly one way to facilitate this communication.
R A Vertessy - One of the best experts on this subject based on the ideXlab platform.
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a review of whole plant water use studies in tree
Tree Physiology, 1998Co-Authors: Stan D Wullschleger, Frederick C Meinzer, R A VertessyAbstract:Weighing lysimeters, large-tree potometers, ventilated chambers, radioisotopes, stable isotopes and an array of heat balance/heat dissipation methods have been used to provide quantitative estimates of whole-tree water use. A survey of 52 studies conducted since 1970 indicated that rates of water use ranged from 10 kg day(-1) for trees in a 32-year-old plantation of Quercus petraea L. ex Liebl. in eastern France to 1,180 kg day(-1) for an overstory Euperua purpurea Bth. tree growing in the Amazonian rainforest. The studies included in this survey reported whole-tree estimates of water use for 67 species in over 35 genera. Almost 90% of the observations indicated maximum rates of daily water use between 10 and 200 kg day(-1) for trees that averaged 21 m in height. The thermal techniques that made many of these estimates possible have gained widespread acceptance, and energy-balance, heat dissipation and heat-pulse systems are now routinely used with leaf-level measurements to investigate the relative importance of stomatal and boundary layer conductances in controlling canopy transpiration, whole-tree hydraulic conductance, coordinated control of whole-plant water transport, movement of water to and from sapwood storage, and whole-plant vulnerability of water transport to xylem cavitation. Techniques for estimating whole-tree water use complement existing approaches to calculating catchment water balance and provide the forest hydrologist with another tool for managing water resources. Energy-balance, heat dissipation and heat-pulse methods can be used to compare transpiration in different parts of a watershed or between adjacent trees, or to assess the contribution of transpiration from overstory and understory trees. Such studies often require that rates of water use be extrapolated from individual trees to that of stands and plantations. The ultimate success of this extrapolation depends in part on whether data covering short time sequences can be applied to longer periods of time. We conclude that techniques for estimating whole-tree water use have provided valuable tools for conducting basic and applied research. Future studies that emphasize the use of these techniques by both tree physiologists and forest Hydrologists should be encouraged.
Niels Drost - One of the best experts on this subject based on the ideXlab platform.
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A Hydrologist’s Guide to Open Science
2021Co-Authors: Caitlyn Hall, Rolf Hut, Niels Drost, Sheila Saia, Andrea Popp, Stan Schymanski, Nilay Dogulu, Tim Van Emmerik, Lieke MelsenAbstract:<p>To have lasting impact on the scientific community and broader society, hydrologic research must be open, accessible, reusable, and reproducible. With so many different perspectives on and constant evolution of open science approaches and technologies, it can be overwhelming for Hydrologists to start down the path towards or grow one&#8217;s own push for open research. Open hydrology practices are becoming more widely embraced by members of the community and key organizations, yet, technical (e.g., limited coding experience), resource (e.g., open access fees), and social barriers (e.g., fear of being scooped) still exist. These barriers may seem insurmountable without practical suggestions on how to proceed. Here, we propose the Open Hydrology Principles to guide individual and community progress toward open science. To increase accessibility and make the Open Hydrology Principles more tangible and actionable, we also present the Open Hydrology Practical Guidelines. Our aim is to help Hydrologists transition from closed, inaccessible, not reusable, and not reproducible ways of conducting scientific work to open hydrology and empower researchers by providing information and resources to equitably grow the openness of hydrological sciences. We provide the first version of a practical open hydrology resource that may evolve with open science infrastructures, workflows, and research experiences. We discuss some of the benefits of open science and common reservations to open science, and how Hydrologists can pursue an appropriate level of openness in the presence of barriers. Further, we highlight how the practice of open hydrology can be expanded. The Open Hydrology Principles, Practical Guide, and additional resources reflect our knowledge of the current state of open hydrology and we recognize that recommendations and suggestions will evolve. Therefore, we encourage Hydrologists all over the globe to join the open science conversation by contributing to the living version of this document and sharing open hydrology resources at the community-supported repository at open-hydrology.github.io.</p>
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Comment on “Most computational hydrology is not reproducible, so is it really science?” by Christopher Hutton et al.: Let Hydrologists learn the latest computer science by working with Research Software Engineers (RSEs) and not reinvent the waterwhee
Water Resources Research, 2017Co-Authors: Rolf Hut, N.c. Van De Giesen, Niels DrostAbstract:The suggestions by Hutton et al. might not be enough to guarantee reproducible computational hydrology. Archiving software code and research data alone will not be enough. We add to the suggestion of Hutton et al. that Hydrologists not only document their (computer) work, but that Hydrologists use the latest best practices in designing research software, most notably the use of containers and open interfaces. To make sure Hydrologists know of these best practices we urge close collaboration with Research Software Engineers (RSEs).
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comment on most computational hydrology is not reproducible so is it really science by christopher hutton et al let Hydrologists learn the latest computer science by working with research software engineers rses and not reinvent the waterwheel oursel
Water Resources Research, 2017Co-Authors: Rolf Hut, N.c. Van De Giesen, Niels DrostAbstract:The suggestions by Hutton et al. might not be enough to guarantee reproducible computational hydrology. Archiving software code and research data alone will not be enough. We add to the suggestion of Hutton et al. that Hydrologists not only document their (computer) work, but that Hydrologists use the latest best practices in designing research software, most notably the use of containers and open interfaces. To make sure Hydrologists know of these best practices we urge close collaboration with Research Software Engineers (RSEs).
Peter Troch - One of the best experts on this subject based on the ideXlab platform.
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Incorporating student-centered approaches into catchment hydrology teaching: A review and synthesis
Hydrology and Earth System Sciences, 2012Co-Authors: Sally E. Thompson, Ida Ngambeki, Peter Troch, Murugesu Sivapalan, Demetra EvangelouAbstract:Abstract. As Hydrologists confront the future of water resources on a globalized, resource-scarce and human-impacted planet, the educational preparation of future generations of water scientists becomes increasingly important. Although hydrology inherits a tradition of teacher-centered direct instruction – based on lecture, reading and assignment formats – a growing body of knowledge derived from engineering education research suggests that modifications to these methods could firstly improve the quality of instruction from a student perspective, and secondly contribute to better professional preparation of Hydrologists, in terms of their abilities to transfer knowledge to new contexts, to frame and solve novel problems, and to work collaboratively in uncertain environments. Here we review the theoretical background and empirical literature relating to adopting student-centered and inductive models of teaching and learning. Models of student-centered learning and their applications in engineering education are introduced by outlining the approaches used by several of the authors to introduce student-centered and inductive educational strategies into their university classrooms. Finally, the relative novelty of research on engineering instruction in general and hydrology in particular creates opportunities for new partnerships between education researchers and Hydrologists to explore the discipline-specific needs of hydrology students and develop new approaches for instruction and professional preparation of Hydrologists.
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Engaging the students of today and preparing the catchment Hydrologists of tomorrow: student-centered approaches in hydrology education
2012Co-Authors: Ida Ngambeki, Sally E. Thompson, Peter Troch, Murugesu Sivapalan, Demetra EvangelouAbstract:Abstract. As Hydrologists confront the future of water resources on a globalized, resource-scarce and human-impacted planet, the educational preparation of future generations of water scientists becomes increasingly important. Although hydrology inherits a tradition of teacher-centered direct instruction – based on lecture, reading and assignment formats – a growing body of knowledge derived from engineering education research suggests that modifications to these methods could firstly improve the quality of instruction from a student perspective, and secondly contribute to better professional preparation of Hydrologists, in terms of their abilities to transfer knowledge to new contexts, to frame and solve novel problems, and to work collaboratively in uncertain environments. Here we review the theoretical background and empirical literature relating to adopting student-centered and inductive models of teaching and learning. Models of student-centered learning and their applications in engineering education are introduced by outlining the approaches used by several of the authors to introduce student-centered and inductive educational strategies into their university classrooms. Finally, the relative novelty of research on engineering instruction in general and hydrology in particular creates opportunities for new partnerships between education researchers and Hydrologists to explore the discipline-specific needs of hydrology students and develop new approaches for instruction and professional preparation of Hydrologists.
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a tale of two isotopes differences in hydrograph separation for a runoff event when using δd versus δ18o
Hydrological Processes, 2009Co-Authors: Steve W Lyon, Sharon L E Desilets, Peter TrochAbstract:It is often assumed that stable water isotopes (δD and δ18O) provide redundant information for a given sample of water. In this note we illustrate that the choice of isotope used may influence the resultant hydrograph separation. This is especially true in light of the spatial and temporal variability in the isotopic composition of rainfall water at the catchment scale. We present several possible hydrograph separations based on both δD and δ18O observed in rainfall for a single runoff event occurring in the southwest USA. This study demonstrates the potential of using both stable water isotopes by showing that δD and δ18O may provide unique information for catchment Hydrologists. We also report on the utility of new technology capable of simultaneous measurements of both δD and δ18O using off-axis integrated cavity output spectroscopy (OA-ICOS) methods. This may be of interest to catchment Hydrologists seeking to incorporate this type of equipment into their laboratory. Copyright © 2009 John Wiley & Sons, Ltd.
