An Assessment Method for Urban Geoheritage as a Model for Environmental Awareness and Geotourism (Segovia, Spain)

Children's mental health is essential for children's integral development, but factors such as stress, excessive use of technology, and lack of contact with nature can compromise this balance. This research aimed to review the literature on the relationship between Environmental Education and child mental health, analyzing the benefits of this approach for children's emotional and cognitive development. The literature review considered the search for scientific articles in the Web of Science, Lilacs, and Scielo databases, in the period from 2020 to March 1, 2025. The descriptors used were Environmental Education, Environmental Literacy, Mental Health, Psychological Well-being, Emotional Development, Child, Child Development, and Outdoor Education, combined by the Boolean operator AND. A total of 19 scientific articles were identified, but after applying the inclusion and exclusion criteria, only eight were selected. The studies analyzed indicate that exposure to natural spaces reduces stress and anxiety, in addition to improving children's creativity, concentration, and school performance. The results indicate that active methodologies aimed at outdoor learning can contribute significantly to the strengthening of children's mental health. However, challenges in the school environment, such as the lack of adequate infrastructure and the need for specific teacher training, still limit its implementation. In addition, the absence of projects promoted by the Department of the Environment and the excessive use of screens by both family members and children reduce contact with nature. Given this scenario, it is essential to adopt policies that encourage the creation of green spaces in schools, the continuous training of teachers, and social projects that promote children's contact with nature. Thus, it is concluded that Environmental Education plays a fundamental role in the promotion and protection of children's mental health, contributing to a more balanced and healthy childhood.

Every year, millions of migratory shorebirds fly through the East Asian-Australasian Flyway between their arctic breeding grounds and Australasia. This flyway includes numerous coastal wetlands in Asia and the Pacific that are used as stopover sites where birds rest and feed. Loss of a few important stopover sites through sea-level rise (SLR) could cause sudden population declines. We formulated and solved mathematically the problem of how to identify the most important stopover sites to minimize losses of bird populations across flyways by conserving land that facilitates upshore shifts of tidal flats in response to SLR. To guide conservation investment that minimizes losses of migratory bird populations during migration, we developed a spatially explicit flyway model coupled with a maximum flow algorithm. Migratory routes of 10 shorebird taxa were modeled in a graph theoretic framework by representing clusters of important wetlands as nodes and the number of birds flying between 2 nodes as edges. We also evaluated several resource allocation algorithms that required only partial information on flyway connectivity (node strategy, based on the impacts of SLR at nodes; habitat strategy, based on habitat change at sites; population strategy, based on population change at sites; and random investment). The resource allocation algorithms based on flyway information performed on average 15% better than simpler allocations based on patterns of habitat loss or local bird counts. The Yellow Sea region stood out as the most important priority for effective conservation of migratory shorebirds, but investment in this area alone will not ensure the persistence of species across the flyway. The spatial distribution of conservation investments differed enormously according to the severity of SLR and whether information about flyway connectivity was used to guide the prioritizations. With the rapid ongoing loss of coastal wetlands globally, our method provides insight into efficient conservation planning for migratory species.

Communication about nature and the environment was important throughout the history of humankind. Humans learned about their environment by observation, by leaving adverse conditions or trying to overcome unfavourable condition in the nature by practical solutions.The exchange of information altered from oral to written and to digital, and from local to global. As an important result, the available amount of information simply exploded. However, it is reasonable to assume that especially local knowledge in many regions has disappeared.The development of environmental education represents a chronological sequence, which in general can be subdivided in five consecutive steps: 1. Communication of disaster stories and religious narratives (at local scales) 2. Education in religious institutions and schools about water and food production, nature, medicine, astronomy, religion, and other disciplines with the idea to enable human life and solve social problems (at regional scales) 3. Scientific education of modern concepts to solve environmental problems including ecosystem services and biodiversity conservation (at regional to supra-national scales) 4. Transdisciplinary exchange of scientific information and education of children, students, the public and stakeholders in economy and politics with the purpose to limit environmental disaster and species extinction (at regional to supra-national scales) 5. Environmental education which enables avoidance of environmental catastrophes, species extinction and social disasters (at all spatial scales) These phases can be seen as logical sequence of the past. However, the development in the past was not that clearly arranged as different aspects occurred at different times and in different regions independently. Today a combination of the first three steps is still globally relevant. Culturally different accentuation is realized at regional scales.The fourth step is only partially achieved and has to be intensified. The fifth step simply has not been reached, yet. However, diverse educational programmes show a strong effort to avoid environmental disaster based on scientific knowledge across all disciplines, which are related to human wellbeing, health, survival, animal welfare, and survival of species and ecosystems.The formal establishment of environmental education (EE) started in the middle of the twentieth century due to a worldwide growing concern about environmental problems. The concepts of environmental education and education for sustainable development (ESD) meanwhile are established in educational systems across the world.However, also these concepts today are intermingled between short-term perspectives (health, wellbeing, profit) and long-term perspectives (survival of ecosystems and biodiversity, resource use, recycling), and between nature conservation and development. Furthermore, dependent on the concept different aspects of economy, social science, and ecology are merged with the effect that the target course sometimes is getting rather weak.The central purpose of biodiversity conservation education (BCE) is the analysis and intermediation of the relationship between nature and culture, evolution and extinction, species and ecosystem, natural constraints and human possibilities. In general the term biodiversity is more related to natural sciences while conservation is part of the ethical-social discourse. Thus, also BCE requires the contribution of various disciplines.Modern concepts such as EE, ESD, and BCE have to respect, disentangle and analyze extremely complex problem areas including gaps of knowledge. EE and ESD promote multiple and sometimes competing goals. Furthermore, due to the holistic approach, the targets of ESD are partially ambiguous, while BCE is related to smaller and clearer targets.Since many environment-related education approaches are interdisciplinary if not holistic, school curricula of traditional core disciplines often do not provide enough space for relating contributions.Independent of the different positions and phases, the enlargement and intensification of environmental education in public schools and media is seen as an important measure parallel to political decisions and practical management of ecosystems.KeywordsEnvironmental education (EE)Education for sustainable development (ESD)Biodiversity conservation education (BCE)

Tectonics, global changes in sea level and their relationship to stratigraphical sequences at the US Atlantic continental margin

INTRODUCTION In response to concerns about global warming and climate change (Letcher, 2009), the perceived estrangement of humanity from the natural world (Louv, 2008), and fears that the carrying capacity (1) of the earth will soon reach its limits (Orr, 1992), a growing number of educational scholars have proposed a re-orientation of schooling around the concept of sustainability and its themes (Orr, 1992; Bowers, 1995; Gruenewald & Smith, 2007; Jickling & Wals, 2008; Smith, 2002, 2010; Smith & Williams, 1998; Sobel, 2004; Sterling, 2004). Termed sustainability education, (2) this approach to schooling works to help students acquire the knowledge, values, skills, attitudes, behaviors, and beliefs they will need to work toward a more just and ecologically sustainable world (Smith, 2010). More than environmental education, which focuses on the study of natural systems (how they function and how to manage them) (Palmer, 1998), sustainability education incorporates topics and themes related to social, political, cultural, and economic systems, in an effort to help students recognize the complex relationship between humanity and the natural world. Sustainability education also works to examine many of the ideological principles and values found in Western society (e.g., the concepts of dualism and anthropocentrism; the equation of progress with unlimited economic growth), so that students may develop new ways of thinking, feeling, and behaving (e.g., thinking systematically, and recognizing that economic growth is bounded by ecological limitations) (Coates, 2008). Although numerous efforts to enact sustainability education have been made around the world, a single, replicable model of sustainability education fails to exist. Sterling (2004) attributes this actuality to the emphasis environmental and sustainability education places on diversity. McKeown-Ice (2000) acknowledges that diversity is a key component of environmental and sustainability education and explains that a single, replicable model of sustainability education would be entirely inappropriate [given its highly localized nature] (p. 12). Without a model to follow or adapt, educators looking to enact sustainability education are left to decide for themselves what this orientation towards education and the school curriculum should look like. Such a process is challenging. It calls for--among other things--an examination of the core knowledge, attitudes, beliefs, skills and behaviors that individuals are expected to possess as inhabitants of a sustainable world. It also calls for an assessment of how one's conceptualizations fit within the traditional and contemporary aims of the field. The purpose of this case study was to examine how the founding members of a secondary charter school designed a comprehensive model for schooling around the concept of sustainability. By focusing on how the founding members created their school, I intended to document both the processes and complexities involved. REVIEW OF LITERATURE A majority of the research conducted on environmental and sustainability education has focused on the effectiveness of this approach to schooling (Lieberman & Hoody, 1998; National Environmental Education Training Foundation, 2000; Volk & Cheak, 2003; Athman & Monroe, 2004; American Institutes of Research, 2005; Chawla, 2007; Power, 2004). This makes sense given that the field is working hard to justify itself and its intentions (Gruenewald & Mantaew, 2007, as cited in Stevenson, 2007; Smith, 2010; Sterling, 2004). Another area of inquiry for the field has been on challenges to program implementation. In particular, several studies have documented the challenges involved with implementing environmental education and sustainability-based programming in the public school setting (Cotton, 2006; Paul & Volk, 2002; Plevyak, Bedixen-Noe, Roth, & Wilke, 2001; Stevenson, 2007; Summers & Kruger, 2003). …

Section 1: Introduction.- Education and Global Environmental Change.- Evolutionary Organizational Models for Interdisciplinary Research and Teaching of Global Environmental Change.- Education and Training of Global Environmental Change Scientists.- Sustainable Developement Towards Global Change partnerships.- Environmental Education and Training of Global Scientists for Sustainability.- The Role of Environmental Education in the Training of Scientists on Global Environmental Changes in Developing Countries.- NASA/USRA Cooperative University-based Earth System Science Education Program.- Global Change Education: The Evolving U.S. Federal Plan.- Section 2: Global Change Science Course.- Teaching Teachers About Global Change Science: Project COPE.- What Is Environmental Chemistry?.- Chemistry, Resources and the Environment.- Teaching Environmental Sciences to Undergraduate and Postgraduate Chemistry Students.- The Science and Social Issues Related to Global Environmental Change: An Undergraduate Honors Colloquium.- Building an Undergraduate Earth Systems Science Education Program.- Training Atmospheric Scientists: Examples from Denmark.- The Arctic Studies Program at the Arctic Centre, University of Lapland.- Education and Training in Environmental Science in Greece.- Climate Change Education and Training at Wageningen Agricultural University.- Environmental Studies at the University of Colorado.- Geographical Concept of Training in Environmental Management: Local, Regional and Global Aspects.- Environmental Monitoring: Special Course for Training Global Change Scientists.- The Development of a New Masters Level Course: MSc Environmental Change and Management, University of Oxford, UK.- Section 3: Resources for Teaching Global Change Science.- Teaching Global Change Science to Non-Science Majors.- Teaching the Human Aspects of Earth System Science.- Historical Geology: An Avenue for Teaching Global Change Issues.- The Truth about Catalytic Convertors.- Capacity Building in Marine Remote Sensing through Computer-based Modules Serving a Global Network.- Teaching Global Change Topics by Linking Classroom and International Field Research Experiences.- Global Change: A Context for Teaching Science.- Section 4: Workshop Discussions.- Education and training in Global Change Science.- Participants.- Workshop Committee.

Ecosystem coupling: A unifying framework to understand the functioning and recovery of ecosystems

<p>Studies on viewpoints for geoheritage began to develop recently.  Pereira (2006) pointed to “panoramic viewpoints” as a type of geosite; later Fuertes-Gutiérrez and Fernández-Martínez (2010) classified the geosites into five categories, namely: point, section, area, complex area and viewpoint.</p><p>Migoń and Pijet-Migoń (2017) considered viewpoints as locations that contribute to a holistic view of the landscape and that help in the understanding of natural history, spatial relationships, rock types, geoforms and continuous environmental changes. However, the problem of this research is the scarcity of methodological proposals for the quantification of these types of geosites, since the existing ones only evaluate the place and not what is observed in the observed  landscape. Thus, the objective of this research is to present a methodology for quantifying the values of Geodiversity for the viewpoints, evaluating the landscape viewed from the viewpoints.</p><p>Regarding the proposed methods for quantifying the geomorphological heritage of the viewpoints, there are the works of Mikhailenko and Rubán (2019), who listed 17 criteria evaluated in a semi-quantitative way with scores from 0 to 4, and Mikhailenko, Ermolaev and Ruban (2021) who chose seven criteria (with defined scores) for a semi-quantitative assessment of viewpoints. This last work evaluated viewpoints based and observed from bridges, nevertheless it is considered that these methods do not present a rigid delimitation of the criteria evaluated to be replicated in the different types of viewpoints.</p><p>Based on the aforementioned researches, it was possible to elaborate a methodological proposal with three values, being two main values, the aesthetic value and the scientific value; and additional values that were divided into touristic, cultural and educational. The evaluation consists of a valuation assigning the highest score to the criteria with the greatest relevance. The valuation is divided into quartiles, being considered a geosite the site that has a high score (>75%) in the scientific and/or aesthetic values.</p><p>The proposed aesthetic value has six parameters: panoramas and other views, visibility of geological/geomorphological features, verticality, presence of water bodies, color contrast ,  presence of individual element and extent of viewable area. In terms of scientific value, the parameters of diversity of visible geological/geomorphological features, representativeness, integrity and paleogeographic value are proposed. In the additional values there is the touristic value in which accessibility, touristic category, existence of ongoing use, installed amenities, signage and security are considered. In terms of cultural value, it only deals with the parameter of cultural relevance and, finally, educational relevance value.</p><p>The method was applied for testing and validation purposes in eight viewpoints located in tablelands (“chapadas”) in the state of Rio Grande do Norte, Brazil, and the results indicated that four were classified as geosites and four as geodiversity sites.</p><p>The method proved to be efficient for the quantification of viewpoint geosites, however it is considered that more applications are needed in more diverse viewpoints, in terms of relative height (from the viewpoint to the visualized area) and extension of the visualized area.</p><p> </p><p> </p>

Regional anthropogenic processes such as pollution, dredging, and overfishing on coral reefs currently threaten the biodiversity of stony corals and other reef‐associated organisms. Global climate change may interact with anthropogenic processes to create additional impacts on coral diversity in the near future. In order to predict these changes, it is necessary to understand the magnitude and causes of variation in scleractinian coral diversity throughout their 240 million year history. The fossil record documents long periods of speciation in corals, interrupted repeatedly by events of mass extinction. Some of these events relate clearly to changes in global climate. Diversity in reef corals has increased since their last period of extinction at the end of the Cretaceous (65 My bp), and is still rising. During the last 8 million years, the fragmentation of the once pantropical Tethys Sea separated corals into two major biogeographical provinces. Periods of glaciation also have caused major changes in sea level and temperature. Accumulated evidence supports the theory that relative habitat area and changing patterns of oceanic circulation are mainly responsible for the two observed centres of recent coral diversity at the western tropical margins of the Atlantic and Pacific oceans. At predicted rates of climate change in the near future, coral reefs are likely to survive as an ecosystem. Increases in sea level may actually benefit corals and lead to regional increases in diversity if new habitat area on back reefs is opened to increased water circulation and thus coral dispersal. Rising temperature may cause higher rates of coral mortality and even local extinction in isolated, small populations such as those on oceanic islands. The effects of increases in ultraviolet radiation (UV) are largely unknown, but likely to be negative. UV may damage planktonic coral propagules in oceanic surface waters and thus decrease rates of gene flow between coral populations. This may result in increased local extinctions, again with the strongest impact on widely separated reefs with small coral populations. The largest threats to coral diversity are regional anthropogenic impacts, which may interact with global climate change to exacerbate rates of local species extinctions. Centres of high reef coral diversity coincide with human population centres in south‐east Asia and the Caribbean, and thus the greatest potential for species loss lies in these geographical areas.

SYNOPSIS. TWO studies from the Pleistocene coral reef fossil record demonstrate the sensitivity of reef communities to both local environmental parameters and habitat reduction. In the first study, Pleistocene reef coral assemblages from Papua New Guinea show pronounced constancy in taxonomic composition and species diversity between 125 and 30 ka (thousand years). Spatial differences in reef coral community composition during successive high stands of sea level were greater among sites of the same age than among reefs of different ages, even though global changes in sea level, atmospheric CO 2 concentration, tropical benthic habitat area, and temperature varied at each high sea level stand. Thus, local environmental variation associated with runoff from the land had greater influence on reef coral community composition than variation in global climate and sea level. Proportional sampling from a regional species pool does not explain the temporal persistence and local factors likely played a major role. Examination of coral reef response to global change should not only involve regional diversity patterns but also local ecological factors, and the interactive effects of local and global environmental change. In the second study, Pleistocene extinction of two widespread, strictly insular species of Caribbean reef corals, Pocillopora cf. palmata (Geister, 1975) and an organ-pipe growth form of the Montastraea annularis species complex, was natural and did not involve gradual decrease in range and abundance, but was sudden (thousands of years) throughout the entire range. One explanation is that sea level drop at the Last Glacial Maximum (LGM—18 ka) resulted in a threshold of habitat reduction, and caused disruption of coral metapopulation structure. Threshold effects predicted by metapopulation dynamics may also explain the apparent paradox of the large amount of degraded modern reef habitat without any known modern-day reef coral extinctions. The rapid extinction of widespread Pleistocene species emphasizes the vulnerability of reef corals in the face of present rapid environmental and climatic change.

Fossil deposits are an essential part of the Bulgarian geological heritage. They are among the most attractive geosites in na¬ture parks and geoparks. Several remarkable paleontological sites estimated as geosites of national importance are included in the Register and cadastre of the Bulgarian geological phenomena. However, they were evaluated according to the general methodology for assessment of different classes of geosites: geomorphological, stratigraphical, mineralogical, etc., so their specific characteristics remained underes¬timated. In this article, indicative criteria are proposed for evaluating fossil sites based on their specific characteristics – fossils and their scientific and touristic value. The development of a set of criteria emphasizing specific features of geological fossil sites will contribute to their identification and entry into the Register. Thus, the geoconservation value of the fossil sites will be enhanced beyond the basic level of significance established on the basis of general criteria such as scientific/research/educational value, integrity, rarity, sensitivity, and degree of study. These common criteria are useful, but not comprehensive enough to characterize their true scientific and touristic value. Evaluation of palaeontological sites requires additional criteria closely related to fossil deposits, e.g. presence of in situ museums, presence of fossils in ex situ museums, scientific knowledge, relation to known facies, historical significance for Bulgarian geology or local cultural/historical heritage, public awareness, geo-education in local schools. By combining the general and specific criteria into a single set, a new original expert card for the assessment of fossil deposits is proposed, including fourteen criteria, whose indicators are numerically evaluated depending on their significance. There are at least two reasons to create specific requirements for evaluating fos¬sil geosites: selection of new proposals for the Register and cadastre, and identification of fossil geosites in aspiring geoparks. The new criteria proposed in this article are a necessary addition to the main criteria in the “scientific value“ category and represent a contribution to the theory of Bulgarian geoconservation.

The Australian government is still basing policy on the concept that sea level will rise by 1.1 meters along the Australian coastline by 2100. The Department of the Environment has proposed a 10 billion dollar dike to save Melbourne from the hypothetical rising sea. In reality the tide gauges of Victoria are recording average relative rates of rise of less than 1 mm/year, in perfect agreement with the National average. At this rate sea level will rise by only 8.5 cm by 2100 but even this estimate may be too high. The worldwide average sea level rise, based on only tide gauges of sufficient quality and length, is only about 0.25 mm/year, with zero acceleration over the last few decades. Such a rise can be dealt with by local adaption, as in the last 100 years, and there is no need for any engineering structures, let alone the proposed 10'billion dollar scheme with its accompanying environmental and social problems.

Urban ecosystems are complex systems with anthropogenic features that generate considerable CO2 emissions, which contributes to global climate change. Quantitative estimates of the carbon footprint of urban ecosystems are crucial for developing low-carbon development policies to mitigate climate change. Herein, we reviewed more than 195 urban carbon footprint and carbon footprint related studies, collated the recent progress in carbon footprint calculation methods and research applications of the urban ecosystem carbon footprint, analyzed the research applications of the carbon footprint of different cities, and focused on the need to study the urban ecosystem carbon footprint from a holistic perspective. Specifically, we aimed to: (i) compare the strengths and weaknesses of five existing carbon footprint calculation methods [life cycle assessment, input–output analysis, hybrid life cycle assessment, carbon footprint calculator, and Intergovernmental Panel on Climate Change (IPCC)]; (ii) analyze the status of current research on the carbon footprint of different urban subregions based on different features; and (iii) highlight new methods and areas of research on the carbon footprint of future urban ecosystems. Not all carbon footprint accounting methods are applicable to the carbon footprint determination of urban ecosystems; although the IPCC method is more widely used than the others, the hybrid life cycle assessment method is more accurate. With the emergence of new science and technology, quantitative methods to calculate the carbon footprint of urban ecosystems have evolved, becoming more accurate. Further development of new technologies, such as big data and artificial intelligence, to assess the carbon footprint of urban ecosystems is anticipated to help address the emerging challenges in urban ecosystem research effectively to achieve carbon neutrality and urban sustainability under global change.

Groundwater Contamination by Landfill Leachate: Distribution of Contaminants and Factors Affecting Pollution Plume Development at Three Sites, UK

PDF HTML阅读 XML下载 导出引用 引用提醒 城市绿地土壤呼吸速率的变化特征及其影响因子 DOI: 10.5846/stxb201601080058 作者: 作者单位: 广东工业大学,广东省环境科学研究院,广东省环境科学研究院,福建农林大学,广东省环境科学研究院,广东工业大学 作者简介: 通讯作者: 中图分类号: 基金项目: 国家自然科学青年基金资助项目（31470703） Controlling factors of variation in soil respiration rate in urban green-space ecosystems Author: Affiliation: Guangdong University of Technology,Guangdong Provincial Academy of Environmental Science,,,, Fund Project: 摘要 | 图/表 | 访问统计 | 参考文献 | 相似文献 | 引证文献 | 资源附件 | 文章评论 摘要:城市绿地土壤呼吸作用深刻影响着城市生态系统碳循环过程，强化城市绿地土壤呼吸速率（Rs）的变化特征及其影响因素的研究，可揭示绿地在城市生态系统碳循环过程中的作用，为优化布局城市绿地和实现低碳排放目标提供科学依据。以广州市海珠湖公园的疏林、灌丛和草地3种典型植被类型的土壤为研究对象，于2013年11月-2014年10月采用静态箱-气相色谱法对公园绿地Rs进行跟踪观测。结果表明：海珠湖公园城市绿地在干湿季节中Rs差异显著；干季Rs较低且波动幅度较小，疏林、灌丛和草地的Rs变化范围分别为（1.66±0.18）-（3.26±0.20）μmol m-2 s-1、（1.27±0.15）-（3.67±0.16）μmol m-2 s-1和（1.94±0.08）-（6.82±1.13）μmol m-2 s-1；湿季Rs较高且波动幅度较大，疏林、灌丛和草地的Rs变化范围分别为（3.53±0.46）-（13.81±1.31）μmol m-2 s-1、（2.82±0.22）-（12.72±1.16）μmol m-2 s-1和（2.80±0.30）-（9.83±0.96）μmol m-2 s-1。T10和VWC10均对土壤呼吸过程有重要的影响，进一步通过回归分析得出，土壤10cm处温度（T10）和体积含水量（VWC10）分别解释Rs时间变异的40%左右和10-24%左右。T10和VWC10相互影响、共同作用于土壤呼吸过程，双因素复合模型的解释能力较单因素模型明显提高，均在50%以上，复合模型为Rs=α·exp（β·T10+γ·VWC10）。干湿季土壤呼吸的温度敏感性（Q10）有明显差异，湿季的Q10比干季的分别高0.44、0.70和0.46。 Abstract:Soil respiration is a major component of the carbon cycle in terrestrial ecosystems, and small changes have a significant effect on CO2 concentration in the atmosphere. Previous studies from different terrestrial ecosystems have confirmed that soil respiration is related to both global climate change and the carbon cycle. However, many studies have focused on non-urban ecosystems, such as forests, farmlands, and grasslands, while fewer studies have examined soil respiration in urban green-space ecosystems. In particular, few studies have addressed whether soil respiration is affected by different vegetation types in urban green-space ecosystems. This research explored soil respiration rate (Rs) in three different vegetation types in urban green-space, to provide basic scientific data on the contribution of urban green-space to the carbon cycle in urban ecosystems. Results will also facilitate the optimization of landscape patterns in urban green-spaces to reduce carbon emissions. In this study, Rs of three representative vegetation types (woodland, scrubland, and grassland) were investigated in Haizhu Lake Park of Guangzhou, Guangdong Province, China. From November 2013 to October 2014, we measured Rs monthly using a static chamber and gas chromatography, while simultaneously measuring soil temperature and volumetric water content. Results showed a significant difference in Rs between the wet and dry seasons. A relatively lower Rs, with less fluctuation, was noted in the dry season:(1.66±0.18)-(3.26±0.20) μmol m-2 s-1 for woodland, (1.27±0.15)-(3.67±0.16) μmol m-2 s-1 for scrubland, and (1.94±0.08)-(6.82±1.13) μmol m-2 s-1 for grassland. Conversely, a relatively higher Rs, with much more fluctuation, was noted in the wet season:(3.53±0.46)-(13.81±1.31) μmol m-2 s-1 for woodland, (2.82±0.22)-(12.72±1.16) μmol m-2 s-1 for scrubland, and (2.80±0.30)-(9.83±0.96) μmol m-2 s-1 for grassland. In addition, environmental factors that influenced soil respiration were very complicated in these urban green-space ecosystems, and two relatively important factors were soil temperature at 10 cm depth (T10) and soil volumetric water content at 10 cm depth (VWC10). Regression analysis showed that the exponential model explained the relationship between T10 and Rs well; T10 explained approximately 40%, while VWC10 explained 10%-24% of Rs variation across months. Notably, a dual-factor (including both T10 and VWC10) model:Rs=α·exp (βT10+γVWC10), better explained Rs variation across months, accounting for over 50% of Rs variation. Furthermore, a significant difference was noted in temperature sensitivity of soil respiration (expressed as Q10) between the wet and dry seasons; the wet season had a greater Q10 value than did the dry season (0.44, 1.15and 0.46, respectively). This study analyzed the differences in soil respiration and influential factors (T10 and VWC10) between three typical vegetation types in urban green-space ecosystems. However, there are many other potentially influential factors that were not considered, and further researcher is needed to explore these in the future. 参考文献 相似文献 引证文献