The global water resources and use model WaterGAP v2.2e: description and evaluation of modifications and new features

Water – Global Assessment and Prognosis (WaterGAP) is a modelling approach for quantifying water resources and water use for all land areas of the Earth that has served science and society since 1996. In this paper, the refinements, new algorithms and new data of the most recent model version v2.2e are described, together with a thorough evaluation of simulated water use, streamflow and total water storage anomaly against observation data. WaterGAP v2.2e improves the handling of inland sinks and now excludes not only large but also small man-made reservoirs when simulating naturalized conditions. The reservoir and non-irrigation water use data were updated. In addition, the model was calibrated against an updated and extended dataset of streamflow observations at 1509 gauging stations. The model can now be started using pre-scribed water storages and other conditions, which facilitates data assimilation as well as near real-time monitoring and forecast simulations. For specific applications, the model can consider the output of a glacier model, approximate the effect of rising CO2 concentrations on evapotranspiration or calculate the water temperature in rivers. In the paper, the publicly available standard model output is described and caveats of the model version are provided alongside the description of the model setup in the ISIMIP3 framework

Multiallelic copy number variation in the complement component 4A (C4A) gene is associated with late-stage age-related macular degeneration (AMD)

Peer reviewedPublisher PD

Global sea-level budget and ocean-mass budget, with a focus on advanced data products and uncertainty characterisation

Studies of the global sea-level budget (SLB) and the global ocean-mass budget (OMB) are essential to assess the reliability of our knowledge of sea-level change and its contributors. Here we present datasets for times series of the SLB and OMB elements developed in the framework of ESA's Climate Change Initiative. We use these datasets to assess the SLB and the OMB simultaneously, utilising a consistent framework of uncertainty characterisation. The time series, given at monthly sampling and available at https://doi.org/10.5285/17c2ce31784048de93996275ee976fff (Horwath et al., 2021), include global mean sea-level (GMSL) anomalies from satellite altimetry, the global mean steric component from Argo drifter data with incorporation of sea surface temperature data, the ocean-mass component from Gravity Recovery and Climate Experiment (GRACE) satellite gravimetry, the contribution from global glacier mass changes assessed by a global glacier model, the contribution from Greenland Ice Sheet and Antarctic Ice Sheet mass changes assessed by satellite radar altimetry and by GRACE, and the contribution from land water storage anomalies assessed by the global hydrological model WaterGAP (Water Global Assessment and Prognosis). Over the period January 1993–December 2016 (P1, covered by the satellite altimetry records), the mean rate (linear trend) of GMSL is 3.05 ± 0.24 mm yr−1. The steric component is 1.15 ± 0.12 mm yr−1 (38 % of the GMSL trend), and the mass component is 1.75 ± 0.12 mm yr−1 (57 %). The mass component includes 0.64  ± 0.03 mm yr−1 (21 % of the GMSL trend) from glaciers outside Greenland and Antarctica, 0.60 ± 0.04 mm yr−1 (20 %) from Greenland, 0.19 ± 0.04 mm yr−1 (6 %) from Antarctica, and 0.32 ± 0.10 mm yr−1 (10 %) from changes of land water storage. In the period January 2003–August 2016 (P2, covered by GRACE and the Argo drifter system), GMSL rise is higher than in P1 at 3.64 ± 0.26 mm yr−1. This is due to an increase of the mass contributions, now about 2.40 ± 0.13 mm yr−1 (66 % of the GMSL trend), with the largest increase contributed from Greenland, while the steric contribution remained similar at 1.19 ± 0.17 mm yr−1 (now 33 %). The SLB of linear trends is closed for P1 and P2; that is, the GMSL trend agrees with the sum of the steric and mass components within their combined uncertainties. The OMB, which can be evaluated only for P2, shows that our preferred GRACE-based estimate of the ocean-mass trend agrees with the sum of mass contributions within 1.5 times or 0.8 times the combined 1σ uncertainties, depending on the way of assessing the mass contributions. Combined uncertainties (1σ) of the elements involved in the budgets are between 0.29 and 0.42 mm yr−1, on the order of 10 % of GMSL rise. Interannual variations that overlie the long-term trends are coherently represented by the elements of the SLB and the OMB. Even at the level of monthly anomalies the budgets are closed within uncertainties, while also indicating possible origins of remaining misclosures

The Y227N mutation affects bestrophin-1 protein stability and impairs sperm function in a mouse model of Best vitelliform macular dystrophy

Human bestrophin-1 (BEST1) is an integral membrane protein known to function as a Ca2+-activated and volume-regulated chloride channel. The majority of disease-associated mutations in BEST1 constitute missense mutations and were shown in vitro to lead to a reduction in mutant protein half-life causing Best disease (BD), a rare autosomal dominant macular dystrophy. To further delineate BEST1-associated pathology in vivo and to provide an animal model useful to explore experimental treatment efficacies, we have generated a knock-in mouse line (Best1(Y227N)). Heterozygous and homozygous mutants revealed no significant ocular abnormalities up to 2 years of age. In contrast, knock-in animals demonstrated a severe phenotype in the male reproductive tract. In heterozygous Best1(Y227N) males, Best1 protein was significantly reduced in testis and almost absent in homozygous mutant mice, although mRNA transcription of wild-type and knock-in allele is present and similar in quantity. Degradation of mutant Best1 protein in testis was associated with adverse effects on sperm motility and the capability to fertilize eggs. Based on these results, we conclude that mice carrying the Best1 Y227N mutation reveal a reproducible pathologic phenotype and thus provide a valuable in vivo tool to evaluate efficacy of drug therapies aimed at restoring Best1 protein stability and function

Cross-modal priming of written words across different timing conditions

The present study investigated the effects of presentational timing, operationalized as different levels of temporal overlap, on cross-modal priming of written words. We used a paradigm where the playback of spoken word primes was shifted relative to the presentation of written targets (asynchronous, partially overlapping, and synchronous presentation). Our participants (n = 48) carried out a speeded lexical decision task on the written targets. Presenting the spoken primes, albeit the words’ onset, before the written targets reduced lexical decision times to both words and pseudowords. Asynchronous presentation of the spoken primes resulted in the largest difference between word and pseudoword response times. We discuss our results in relation to the mental structure of human word knowledge and in the context of word form acquisition

The global water resources and use model WaterGAP v2.2d: model description and evaluation

WaterGAP is a global hydrological model that quantifies human use of groundwater and surface water as well as water flows and water storage and thus water resources on all land areas of the Earth. Since 1996, it has served to assess water resources and water stress both historically and in the future, in particular under climate change. It has improved our understanding of continental water storage variations, with a focus on overexploitation and depletion of water resources. In this paper, we describe the most recent model version WaterGAP 2.2d, including the water use models, the linking model that computes net abstractions from groundwater and surface water and the WaterGAP Global Hydrology Model (WGHM). Standard model output variables that are freely available at a data repository are explained. In addition, the most requested model outputs, total water storage anomalies, streamflow and water use, are evaluated against observation data. Finally, we show examples of assessments of the global freshwater system that can be achieved with WaterGAP 2.2d model output.publishedVersio

WaterGAP v2.2e

<p>This version of the source code from the WaterGAP Global Hydrological Model (WGHM) is used in version v2.2e.</p&gt

Divergent Causes of Terrestrial Water Storage Decline Between Drylands and Humid Regions Globally

International audienceDeclines in terrestrial water storage (TWS) exacerbate regional water scarcity and global sea level rise. Increasing evidence has shown that recent TWS declines are substantial in ecologically fragile drylands, but the mechanism remains unclear. Here, by synergizing satellite observations and model simulations, we quantitatively attribute TWS trends during 2002-2016 in major climate zones to three mechanistic drivers: climate variability, climate change, and direct human activities. We reveal that climate variability had transitory and limited impacts (<20%), whereas warming-induced glacier loss and direct human activities dominate the TWS loss in humid regions (∼103%) and drylands (∼64%), respectively. In non-glacierized humid areas, climate variability generated regional water gains that offset synchronous TWS declines. Yet in drylands, TWS losses are enduring and more widespread with direct human activities, particularly unsustainable groundwater abstraction. Our findings highlight the substantive human footprints on the already vulnerable arid regions and an imperative need for improved dryland water conservation

Diseño de un programa de potenciación orientado a estudiantes talentosos en el razonamiento lógico matemático en etapa pre-escolar (2°NT)

Tesis (Psicopedagogo, Licenciado en Educación)a diversidad del alumnado que es atendido en los centros educativos requiere de una respuesta educativa diversa, adaptada a las necesidades educativas especiales que cada alumno o alumna presenta según sus peculiaridades. Un motivo de esta diversidad son los talentos intelectuales que el alumnado posee y con las que se enfrenta a su proceso de enseñanza­aprendizaje. Hoy en día los centros educativos escolarizan a los estudiantes con diferentes características, ya sean intelectuales, físicas como sociales, que están demandando de éstos una atención educativa que responda a sus necesidades de conocimiento, de motivación, de curiosidad y, en definitiva, de desarrollo global e integral como personas.(González, F. M. citado por Castro, et al. 2008). Este programa de potenciación pretende ser un instrumento que les permita a los profesionales de psicopedagogía y educadores de párvulos articular las medidas educativas más adecuadas para la atención del estudiante con talento en el área del razonamiento lógico matemático escolarizado en centros educativos, en etapa pre-escolar (2ºNT). Es un hecho indiscutible que todos los seres humanos son distintos y que cada uno es único. En nuestra sociedad observamos diariamente una diversidad inmensa. Se puede afirmar que dentro de un grupo determinado de personas, se presentan todo tipo de diferencias: físicas, intelectuales, afectivas y sociales, y que siempre habrá algunos que destaquen por sobre otros. (Sánchez, B. et al. 2006). Ésta propuesta abarca diversas habilidades del estudiante pre-escolar talentoso en el Razonamiento Lógico Matemático (RLM) relacionadas con la atención educativa que requieren y de la importancia de esta área en el 2do Nivel de Transición, en los cuales se van desglosando diferentes aportaciones teóricas-prácticas. Como primera parte se hace referencia a la diversidad en el aula y la importancia del RLM en estudiantes pre-escolares. Para continuar con una definición teórica de las inteligencias y los talentos, y de las implicancias que tienen - en la detección y potenciación de aquellos estudiantes. Esperamos que el esfuerzo realizado en el presente programa de potenciación RLM sea útil para todos aquellos que están verdaderamente interesados por llevar a la práctica el principio de igualdad de oportunidades, atendiendo a una educación diferenciada para todos sin excluir a los más capaces y favoreciendo así la actuación con el alumnado talentoso. "No hay nada más desigual que dar trato igual a individuos diferentes, ni nada más injusto que darle el mismo trato, al mismo individuo en situaciones diferentes". (Escrito anónimo citado por Ochoa De La Paz, M. 2008)