The Experts below are selected from a list of 63393 Experts worldwide ranked by ideXlab platform
Alfred E Hartemink - One of the best experts on this subject based on the ideXlab platform.
-
how deep is the Soil studied an analysis of four Soil Science journals
Plant and Soil, 2020Co-Authors: Jenifer L Yost, Alfred E HarteminkAbstract:Soil depth is a critical attribute of any Soil, and determines rooting, moisture and nutrient storage, mineral reserve, anchorage, and a range of conditions that affect plant growth. We reviewed papers from four primary Soil Science journals and extracted how deep the Soils were studied in those papers. Soil depth was obtained over a 30-years period (1989–2019) from papers in: European Journal of Soil Science, Geoderma, Plant and Soil, and Soil Biology and Biochemistry. In total, 1146 papers were reviewed, and 37% (420 papers) included information on how deep the Soil was studied. The number of papers that included Soil depth increased from 31% in 1989 to 47% in 2019. The average Soil depth studied was 27 cm, but it was 53 cm between 1989 and 1999, and 24 cm between 2004 and 2019. Most of the studies were from Europe, and 41% of the papers contained Soil classification. Research that focused on Soil mineralogy and technology tended to study Soils to a greater depth (average 74 cm), whereas the depth in Soil biology research was on average 18 cm. Over 80% of the Soils were sampled by fixed depth and not by Soil horizon. Soil depth is lacking from about half of the papers in these four journals. The depth of the Soil studied has halved in the past 30 years. Soil processes, Soil properties, and microbial communities are depth-dependent, and for a more complete understanding, Soils should be studied to a greater depth.
-
open access publishing and Soil Science trends and developments
Geoderma Regional, 2019Co-Authors: Alfred E HarteminkAbstract:Abstract About 42,000 Soil papers are annually published, and the number of papers almost doubled in the past 10 years. Most growth has come from China, and about one-third of all Soil papers are presently from China compared to 4% in 1999. The increase in papers has been accompanied by higher impact factors of the core Soil Science journals. There has been a proliferation of new publishers and journals, and some 1500 new internet publishers have been established. Scientific publishing is big and profiteable business. Open access publishing started in the early 2000s. In the top four Soil Science journals only 1% of the papers were published open access in 2008, but currently 5 to 20% of the papers are open access papers. Across all scientific disciplines the share of open access papers is about 28%. Some preliminary analysis suggests that open access papers in Soil Science tend to be more cited. The current cost of an open access paper in one of the 25 top Soil Science journals ranges from $750 to $4000. Funding agencies, some universities and scientific organizations are pushing towards a total open access approach of scientific publishing. Soil scientists should become involved in these discussions as it affects the way we disseminate our findings.
-
the definition of Soil since the early 1800s
Advances in Agronomy, 2016Co-Authors: Alfred E HarteminkAbstract:Abstract The Soil is defined differently by Soil scientists, and its definition has changed over time. This paper reviews how the definition of the Soil has changed since the early 1800s by selecting and listing 81 definitions given in a wide range of Soil Science books, handbooks, glossaries, and dictionaries. Initial definitions of the Soil were based on developments in agricultural chemistry or geology. The Soil was seen as a production factor (medium) for agriculture that needed to be understood before it could be improved, or the Soil was defined as disintegrated rocks mixed with organic matter. Definitions were rudimentary reflecting the overall level of understanding. Soil variation was not well understood. Overarching Soil definitions appeared in the late 1800s following some major shifts in the understanding and knowledge about Soils. The definition of the Soil was particularly relevant for Soil survey and in Soil classification because it affected how Soils were viewed in the field and represented in a two dimensional way (Soil maps). Both the World Reference Base (WRB) and Soil Taxonomy have defined the Soil, but standard field books describing Soils often lack a definition. Most of the definitions in dictionaries and glossaries are detailed stressing the organic and inorganic part of the Soil as well the origin, complexity, and some of its functions. Current Soil definitions have a more environmental outlook reflecting the broadening of the Soil Science discipline but definitions will change following scientific advances and discovery. Soils are defined differently by subdisciplines. Considerable research is conducted nowadays outside Soil Science departments and research centres, and for some researchers the Soil may solely be a medium—just as it was in the mid-1800s. The effect of increased specialisation and expansion in Soil Science causes the detail of the investigation to prevail over the idea of Soil as a complex dynamic system that is part of a much wider Earth system. This review ends with a proposal for a scientific definition of Soil, and a definition for lay persons and the general public.
-
On global Soil Science and regional solutions
Geoderma Regional, 2015Co-Authors: Alfred E HarteminkAbstract:Abstract Soil Science had a strict regional focus until the 1900s. Early international cooperation focused on Soil mapping, methods for Soil analysis and classification, and the formation of an international learned society (ISSS, now IUSS). Since then, the Soil Science knowledge base rapidly expanded and a large number of global studies have been conducted. These include studies on Soils and world food production, Soils and climate change, and global Soil degradation. It was widely realized that there were global challenges that cut across national boundaries and that international cooperation was essential to seek solutions. From the late 1980s onwards, funds for global projects decreased but in the past 10 years, international cooperation has been revamped. Soil Science has now reached the stage whereby (i) data and information are increasing and widely available, (ii) knowledge and technology rapidly expand, and (iii) Soil knowledge and management strategies can be transferred and applied to all parts of the world. The globalization of Soil Science provides a large potential to provide solutions for regional and national issues. The International Year of Soils 2015 is an opportunity to enhance the Soil Science discipline. Download full-size image
-
The joy of teaching Soil Science
Geoderma, 2013Co-Authors: Alfred E Hartemink, Damien J. Field, Megan R. Balks, Zueng-sang Chen, Patrick J. Drohan, Pavel Krasilnikov, David J. Lowe, Martin C. Rabenhorst, Ken C.j. Van Rees, Peter SchadAbstract:The fundamental purposes of teaching are to impart knowledge, insight, and inspiration. Around the world, university teaching principles are changing as students also gain knowledge and inspiration in ways other than in the class room. Likewise, the Soil Science discipline is evolving as there is a new set of tools and techniques available by which we investigate Soils, and the foci are shifting toward other disciplines and changing research questions. In many universities, the teaching of undergraduate Soil Science increasingly takes place to non-Soil Science majors. All these forces require some thinking about how we teach the subject and here we present some of our experiences and ideas of teaching Soil Science in different parts of the world. Some 15 examples are presented from Australia, Canada, France, Germany, New Zealand, Russia, Taiwan, The Netherlands, and the USA. As the research is widening so is our teaching. The examples are diverse and, despite cultural and personal differences, they show several trends. The cases represent vibrant and creative ways to teach Soils, and the initial focus is to create a sense of wonder about the Soil and its utilitarian and scientific value. Published by Elsevier B.V.
Budiman Minasny - One of the best experts on this subject based on the ideXlab platform.
-
global Soil Science research collaboration in the 21st century time to end helicopter research
Geoderma, 2020Co-Authors: Budiman Minasny, Dian Fiantis, Budi Mulyanto, Yiyi Sulaeman, Wirastuti WidyatmantiAbstract:Abstract Global Soil Science research collaboration is essential to understand Soil and its role in global ecosystem functioning. In particular, collaboration between developed and less-developed countries can generate new knowledge and provide capacity building. However, this collaboration is not always equal. ‘Helicopter research’ in Soil Science describes the situation where scientists from wealthier nations collect Soil samples from less-developed countries, take the samples back to their country for analysis and publish the results with little involvement of local researchers. This article briefly reviews colonial Science and helicopter research from different fields including Soil Science, and highlights the negative effects. The argument that local scientists do not fulfil the criteria of being an author is often used as an excuse for not establishing true collaboration. Finally, this paper offers suggestions to achieve equal research partnerships and ground helicopter research. Soil Science can provide leadership in this issue which is less-discussed in cognate fields.
-
entering the digital world pedometrics 2009
Geoderma, 2012Co-Authors: Murray R Lark, Budiman Minasny, Yuanfang HuangAbstract:Development in pedometrics has not only shaped the research agenda in Soil Science but also attracted the attention of practitioners from other communities such as environmental modelling and land management who require digital information on Soils. At the same time, demands from these communities and developments in information technology help to fuel and drive the research agenda of pedometrics. These factors have combined to draw scientists with diverse backgrounds and interests into the field of pedometrics over its short history as a distinctive subdiscipline of Soil Science.
-
Trends in Soil Science education: Looking beyond the number of students
Journal of Soil and Water Conservation, 2008Co-Authors: Alfred E Hartemink, Alex B. Mcbratney, Budiman MinasnyAbstract:D ecreasing student numbers—along with related causes and concerns—is a common topic of discussion in the international Soil Science community. Such discussion is seldom quantitative. Here we present long-term student numbers (in undergraduate courses as well as MS and PhD graduates) of Soil Science departments in North America, Europe, and Oceania. A previous study by P. Baveye and co-workers had shown that in the United States and Canada student numbers fell by 40% in more than 80% of the universities between 1992 and 2004. The United States and Canada experienced an increase in female students in Soil Science between 1992 and 2004. Meanwhile, the number of foreign students has decreased. Student numbers have also decreased in New Zealand. Numbers at Dutch universities decreased in the early 1990s but have since stabilized. Two of three Australian universities had increasing numbers of students for undergraduate courses as well as MS and PhD graduates. Currently in the Netherlands almost half of all MS Soil Science graduates are female, while in the 1970s and up to the mid-1980s 80% or more of Soil Science graduates were male. It seems that teaching is becoming more general (more introductory courses to a range of other disciplines), while …
-
colour space models for Soil Science
Geoderma, 2006Co-Authors: R Viscarra A Rossel, Budiman Minasny, Pierre Roudier, Alex B. McbratneyAbstract:Soil colour is an important Soil property. It is frequently used by Soil scientists for the identification and classification of Soil. It is also used as an indicator of field Soil physical, chemical and biological properties as well as of the occurrence of Soil processes. Measurements of Soil colour are commonly made using the Munsell Soil colour charts. A number of other colour space models, that overcome some of the limitations of the Munsell HVC system exist and may be used to more aptly describe Soil colour. We looked at nine colour space models and a redness index: Munsell HVC, RGB, decorrelated RGB (DRGB), CIE XYZ, CIE Yxy, CIELAB, CIELUV, CIELHC, and Helmoltz chromaticity coordinates. The aims of this paper are to (i) describe the algorithms used for transformations between these colour space models, (ii) compare their representational qualities and their relationships to the Munsell Soil colour system, and (iii) in a case study, determine the model best suited to describe the relationship between Soil colour and Soil organic carbon. The type of colour model to use will depend on the purpose. For example, if Soil colour is being used for merely descriptive purposes, then the Munsell HVC system will remain appropriate; if it is being used for numerical statistical or predictive analysis, as in our case study, then colour models that use Cartesian-type coordinate systems will be more useful. Of these, the CIELUV and CIELCH models appear to be more suitable for predictions of Soil organic carbon.
Wirastuti Widyatmanti - One of the best experts on this subject based on the ideXlab platform.
-
global Soil Science research collaboration in the 21st century time to end helicopter research
Geoderma, 2020Co-Authors: Budiman Minasny, Dian Fiantis, Budi Mulyanto, Yiyi Sulaeman, Wirastuti WidyatmantiAbstract:Abstract Global Soil Science research collaboration is essential to understand Soil and its role in global ecosystem functioning. In particular, collaboration between developed and less-developed countries can generate new knowledge and provide capacity building. However, this collaboration is not always equal. ‘Helicopter research’ in Soil Science describes the situation where scientists from wealthier nations collect Soil samples from less-developed countries, take the samples back to their country for analysis and publish the results with little involvement of local researchers. This article briefly reviews colonial Science and helicopter research from different fields including Soil Science, and highlights the negative effects. The argument that local scientists do not fulfil the criteria of being an author is often used as an excuse for not establishing true collaboration. Finally, this paper offers suggestions to achieve equal research partnerships and ground helicopter research. Soil Science can provide leadership in this issue which is less-discussed in cognate fields.
J Bouma - One of the best experts on this subject based on the ideXlab platform.
-
the challenge of Soil Science meeting society s demands in a post truth fact free world
Geoderma, 2018Co-Authors: J BoumaAbstract:Abstract Assuming that “post-truth” and “fact-free” attitudes are only symptoms of deeper misgivings about “elite” behavior of scientists and lack of understanding of the scientific method, approaches to overcome problems should focus on improved interaction processes and on ways to better illustrate the goals of Science. Regarding interaction processes, Soil Science has a rich history cooperating and interacting with land users that can be continued by closely involving stakeholders when defining goals and research procedures, creating joint learning and ownership, negating possible “elite” impressions. This takes a lot of time that is not available in current scientific regimes, that will have to change. Clear goals of land-related Science can be derived from the UN-Sustainable Development Goals (SDG's) with a broad societal focus offering excellent opportunities for Soil Science to show its crucial role in reaching several of the land-related SDG's. This will require active cooperation with other Sciences going beyond delivering basic data. Use of Soil-water-plant-climate simulation models can facilitate interdisciplinary cooperation. Internally, the Soil Science community can form Communities of Scientific Practice where basic and applied scientists work in a team with knowledge brokers and educators. Soil Science has a bright future because it has a central position when considering SDG's and a comprehensive systems analysis of the Soil-water-plant-climate system, aiming at several SDG's at the same time, presents a promising direction for future research.
-
facing policy challenges with inter and transdisciplinary Soil research focused on the un sustainable development goals
SOIL, 2016Co-Authors: J Bouma, Luca MontanarellaAbstract:Abstract. Our current information society, populated by increasingly well-informed and critical stakeholders, presents a challenge to both the policy and Science arenas. The introduction of the UN Sustainable Development Goals (SDGs) offers a unique and welcome opportunity to direct joint activities towards these goals. Soil Science, even though it is not mentioned as such, plays an important role in realizing a number of SDGs focusing on food, water, climate, health, biodiversity, and sustainable land use. A plea is made for a systems approach to land use studies, to be initiated by Soil scientists, in which these land-related SDGs are considered in an integrated manner. To connect with policy makers and stakeholders, two approaches are functional. The first of these is the policy cycle when planning and executing research, which includes signaling, design, decision making, implementation, and evaluation. Many current research projects spend little time on signaling, which may lead to disengagement of stakeholders. Also, implementation is often seen as the responsibility of others, while it is crucial to demonstrate – if successful – the relevance of Soil Science. The second approach is the DPSIR approach when following the policy cycle in land-related research, distinguishing external drivers, pressures, impact, and responses to land use change that affect the state of the land in the past, present, and future. Soil Science cannot by itself realize SDGs, and interdisciplinary studies on ecosystem services (ESs) provide an appropriate channel to define contributions of Soil Science in terms of the seven Soil functions. ESs, in turn, can contribute to addressing the six SDGs (2, 3, 6, 12, 13, and 15) with an environmental, land-related character. SDGs have a societal focus and future Soil Science research can only be successful if stakeholders are part of the research effort in transdisciplinary projects, based on the principle of time-consuming "joint learning". The internal organization of the Soil Science discipline is not yet well tuned to the needs of inter- and transdisciplinary approaches.
-
the significance of Soils and Soil Science towards realization of the united nations sustainable development goals
SOIL, 2016Co-Authors: Saskia Keesstra, J Bouma, J Wallinga, Pablo Tittonell, Pete Smith, Artemi Cerda, Luca Montanarella, John Quinton, Yakov Pachepsky, Wim H Van Der PuttenAbstract:Abstract. In this forum paper we discuss how Soil scientists can help to reach the recently adopted UN Sustainable Development Goals (SDGs) in the most effective manner. Soil Science, as a land-related discipline, has important links to several of the SDGs, which are demonstrated through the functions of Soils and the ecosystem services that are linked to those functions (see graphical abstract in the Supplement). We explore and discuss how Soil scientists can rise to the challenge both internally, in terms of our procedures and practices, and externally, in terms of our relations with colleague scientists in other disciplines, diverse groups of stakeholders and the policy arena. To meet these goals we recommend the following steps to be taken by the Soil Science community as a whole: (i) embrace the UN SDGs, as they provide a platform that allows Soil Science to demonstrate its relevance for realizing a sustainable society by 2030; (ii) show the specific value of Soil Science: research should explicitly show how using modern Soil information can improve the results of inter- and transdisciplinary studies on SDGs related to food security, water scarcity, climate change, biodiversity loss and health threats; (iii) take leadership in overarching system analysis of ecosystems, as Soils and Soil scientists have an integrated nature and this places Soil scientists in a unique position; (iii) raise awareness of Soil organic matter as a key attribute of Soils to illustrate its importance for Soil functions and ecosystem services; (iv) improve the transfer of knowledge through knowledge brokers with a Soil background; (v) start at the basis: educational programmes are needed at all levels, starting in primary schools, and emphasizing practical, down-to-earth examples; (vi) facilitate communication with the policy arena by framing research in terms that resonate with politicians in terms of the policy cycle or by considering drivers, pressures and responses affecting impacts of land use change; and finally (vii) all this is only possible if researchers, with Soil scientists in the front lines, look over the hedge towards other disciplines, to the world at large and to the policy arena, reaching over to listen first, as a basis for genuine collaboration.
-
Soil Science input in transdisciplinary projects in the netherlands and italy
Geoderma Regional, 2015Co-Authors: J Bouma, C Kwakernaak, Antonello Bonfante, J J Stoorvogel, L W DekkerAbstract:The UN-Sustainable Development Goals (SDGs) provide an attractive framework to demonstrate the essential contributions that Soil Science can make to transdisciplinary research. Contributions of Soil Science were systematically defined by considering relevant SDGs and the associated ecosystem services (ESs) for six transdisciplinary case studies in the Netherlands and Italy. Soil input consisted of available knowledge in terms of data and models in three case studies. This resulted in highly relevant research based on knowledge assembly, but is not helpful when Soil scientists then demand funding for new research in order to expand the knowledge base. In three case studies not only available knowledge was used but also results from new research. An analysis of the six case studies resulted in recommendations for new Soil research.
-
engaging Soil Science in transdisciplinary research facing wicked problems in the information society
Soil Science Society of America Journal, 2015Co-Authors: J BoumaAbstract:The introduction of information and communication technology (ICT) has fundamentally changed the flow and role of data and information in our increasingly digital society and this also strongly affects Soil Science. Stakeholders become more knowledgeable and critical. This issue paper raises the question as to how the scientific community, and particularly Soil Science, can best deal with the implications of the ICT revolution. Problems are evident when studying sustainable development, presenting ”wicked” environmental problems that defy simple, straightforward solutions because many stakeholders are involved with contrasting opinions and interests, only allowing development of alternative options. A suggestion is made to establish Communities of Scientific Practice that interact with societal partners and the policy arena in a long-duration joint learning mode, promote and safeguard Science quality and offer broad career perspectives for Soil scientists.
Alex B. Mcbratney - One of the best experts on this subject based on the ideXlab platform.
-
framing a modern context of Soil Science learning and teaching
Geoderma, 2017Co-Authors: Damien J. Field, A.j. Koppi, Alex B. Mcbratney, Derek Yates, Lorna E. JarrettAbstract:Abstract The teaching-research-industry-learning (TRIL) nexus has been used to develop a framework for the learning and teaching of Soil Science applicable to a range of recipients, particularly campus-based students and practicing farm advisors. To develop such a framework, a starting point was to establish a core body of knowledge (CBoK) for Soil Science that would meet industry needs, in this case the grains production industry. To develop the CBoK relevant to the grains industry, academics and industry professionals were consulted by online means (a Delphi study) and face-to-face forums to refine the outcomes of the Delphi process. The CBoK was found to be heavily content-rich with little multidisciplinary components yet solving industry problems often requires a multidisciplinary approach. Application of the TRIL model allows the development of a learning framework more suited to real word needs. The development of a learning framework able to meet industry needs includes authentic complex scenarios that will also benefit student learning.
-
Soil Science teaching principles
Geoderma, 2011Co-Authors: Damien J. Field, A.j. Koppi, Lorna E. Jarrett, Lynn K. Abbott, Stephen R. Cattle, Cameron D. Grant, Alex B. Mcbratney, Neal W. Menzies, Anthony J. WeatherleyAbstract:Soil Science is a unique discipline concerning a complex material that is part of many natural and utilitarian systems. As such, the teaching of Soil Science requires principles that reflect the nature of Soil and the practices of Soil scientists. Because no discipline-specific teaching principles could be found for Soil Science in the literature, an iterative approach was used to develop them, which involved input from students, academics, employers, graduates in the workplace, as well as published generic teaching principles. The synthesis of these perspectives was achieved via a series of cycles that first involved student feedback on Soil Science teaching from five Australian universities, combined with academic reflections on learning and teaching. The outcome of this activity was subject to perspectives provided by employers of Soil scientists and practising Soil scientists in the workplace. Quantitative and qualitative analyses of these sources and published generic teaching materials were blended into a set of 11 teaching principles of Soil Science that reflect the unique nature of Soil and the outcomes required of graduates who have majored in Soil Science.
-
Trends in Soil Science education: Looking beyond the number of students
Journal of Soil and Water Conservation, 2008Co-Authors: Alfred E Hartemink, Alex B. Mcbratney, Budiman MinasnyAbstract:D ecreasing student numbers—along with related causes and concerns—is a common topic of discussion in the international Soil Science community. Such discussion is seldom quantitative. Here we present long-term student numbers (in undergraduate courses as well as MS and PhD graduates) of Soil Science departments in North America, Europe, and Oceania. A previous study by P. Baveye and co-workers had shown that in the United States and Canada student numbers fell by 40% in more than 80% of the universities between 1992 and 2004. The United States and Canada experienced an increase in female students in Soil Science between 1992 and 2004. Meanwhile, the number of foreign students has decreased. Student numbers have also decreased in New Zealand. Numbers at Dutch universities decreased in the early 1990s but have since stabilized. Two of three Australian universities had increasing numbers of students for undergraduate courses as well as MS and PhD graduates. Currently in the Netherlands almost half of all MS Soil Science graduates are female, while in the 1970s and up to the mid-1980s 80% or more of Soil Science graduates were male. It seems that teaching is becoming more general (more introductory courses to a range of other disciplines), while …
-
A Soil Science renaissance
Geoderma, 2008Co-Authors: Alfred E Hartemink, Alex B. McbratneyAbstract:The renaissance was an intellectually-rich period following a period of stasis in the medieval period. Something analogous appears to be currently taking place in Soil Science where novel approaches to thought are combined with a revival of ideas from the past. Renewed interest in agriculture (food, feed, fuel) and numerous publications have brought Soils back onto the global research agenda. The need for up-to-date and fine resolution Soil information and the revival of Soil research has been highlighted and prioritised in several recent studies by the UN and other international organizations. Soil erosion, nutrient depletion and pollution are key issues that have been brought up in many recent reports – in most cases in relation to environmental degradation, climate change and world-food production. There is also an increased interest in Soils in the popular press and media, and Soils have entered the policy arena in many countries and several continents. We guestimate that about €3.2 billion is annually spent on Soil research in Europe, North America, and some of the main countries in Asia and Oceania. For the global Soil Science community, there are challenges ahead to address the questions raised in these reports. There is a whole set of new techniques and methodologies in the wings waiting to take centre stage. There is a direct need to educate a new generation of Soil scientists and to increase the influx of Soil Science students in many universities. The Soil Science community should benefit from the current upsurge in Soil Science, but the community has to deliver the goods and information that is wanted and much needed.
-
colour space models for Soil Science
Geoderma, 2006Co-Authors: R Viscarra A Rossel, Budiman Minasny, Pierre Roudier, Alex B. McbratneyAbstract:Soil colour is an important Soil property. It is frequently used by Soil scientists for the identification and classification of Soil. It is also used as an indicator of field Soil physical, chemical and biological properties as well as of the occurrence of Soil processes. Measurements of Soil colour are commonly made using the Munsell Soil colour charts. A number of other colour space models, that overcome some of the limitations of the Munsell HVC system exist and may be used to more aptly describe Soil colour. We looked at nine colour space models and a redness index: Munsell HVC, RGB, decorrelated RGB (DRGB), CIE XYZ, CIE Yxy, CIELAB, CIELUV, CIELHC, and Helmoltz chromaticity coordinates. The aims of this paper are to (i) describe the algorithms used for transformations between these colour space models, (ii) compare their representational qualities and their relationships to the Munsell Soil colour system, and (iii) in a case study, determine the model best suited to describe the relationship between Soil colour and Soil organic carbon. The type of colour model to use will depend on the purpose. For example, if Soil colour is being used for merely descriptive purposes, then the Munsell HVC system will remain appropriate; if it is being used for numerical statistical or predictive analysis, as in our case study, then colour models that use Cartesian-type coordinate systems will be more useful. Of these, the CIELUV and CIELCH models appear to be more suitable for predictions of Soil organic carbon.