Assessing the effects of different land-use/land-cover input datasets on modelling and mapping terrestrial ecosystem services - Case study Terceira Island (Azores, Portugal)

Modelling ecosystem services (ES) has become a new standard for the quantification and assessment of various ES. Multiple ES model applications are available that spatially estimate ES supply on the basis of land-use/land-cover (LULC) input data. This paper assesses how different input LULC datasets affect the modelling and mapping of ES supply for a case study on Terceira Island, the Azores (Portugal), namely: (1) the EU-wide CORINE LULC, (2) the Azores Region official LULC map (COS.A 2018) and (3) a remote sensing-based LULC and vegetation map of Terceira Island using Sentinel-2 satellite imagery. The InVEST model suite was applied, modelling altogether six ES (Recreation/Visitation, Pollination, Carbon Storage, Nutrient Delivery Ratio, Sediment Delivery Ratio and Seasonal Water Yield). Model outcomes of the three LULC datasets were compared in terms of similarity, performance and applicability for the user. For some InVEST modules, such as Pollination and Recreation, the differences in the LULC datasets had limited influence on the model results. For InVEST modules, based on more complex calculations and processes, such as Nutrient Delivery Ratio, the output ES maps showed a skewed distribution of ES supply. Yet, model results showed significant differences for differences in all modules and all LULCs. Understanding how differences arise between the LULC input datasets and the respective effect on model results is imperative when computing model-based ES maps. The choice for selecting appropriate LULC data should depend on: 1) the research or policy/decision-making question guiding the modelling study, 2) the ecosystems to be mapped, but also on 3) the spatial resolution of the mapping and 4) data availability at the local level. Communication and transparency on model input data are needed, especially if ES maps are used for supporting land use planning and decision-making

Head in the clouds, feet on the ground: how transdisciplinary learning can foster transformative change—insights from a summer school

There is a pressing need for transformative change, with a vision of long-term human well-being within planetary boundaries. The lack of progress—despite increasing awareness and action—illustrates how challenging it is to foster change in our complex global society. Education and learning are needed to enable change. Transdisciplinary learning, which meaningfully integrates diverse knowledge and perspectives, contributes to developing an integrative understanding—a necessity for tackling complex challenges. We explore how transdisciplinary learning for early-career researchers can foster transformative change and lead to increased biodiversity conservation. This paper focuses on a case study of the authors’ shared experiences during the 2021 Alternet Summer School, which focused on transformative change for biodiversity conservation and human well-being. In this introspective research, we gained insights through an online survey for participants and organizers of the summer school (n = 27). Using qualitative content analysis, we identify seven crucial elements of transdisciplinary learning which can lead to transformative change on (a) a personal level, as the learning process shifts values and helps researchers identify their roles; (b) a research level, by rethinking science and providing tools for transdisciplinary approaches, and (c) a societal level, by moving from the individual to the collective and constructing a shared vision for a sustainable future. Participants highlighted how changes on all these levels could benefit biodiversity conservation. These insights point to the benefit of transdisciplinary learning opportunities that empower young researchers to take up their part in fostering transformative change

Head in the clouds, feet on the ground:how transdisciplinary learning can foster transformative change—insights from a summer school

There is a pressing need for transformative change, with a vision of long-term human well-being within planetary boundaries. The lack of progress—despite increasing awareness and action—illustrates how challenging it is to foster change in our complex global society. Education and learning are needed to enable change. Transdisciplinary learning, which meaningfully integrates diverse knowledge and perspectives, contributes to developing an integrative understanding—a necessity for tackling complex challenges. We explore how transdisciplinary learning for early-career researchers can foster transformative change and lead to increased biodiversity conservation. This paper focuses on a case study of the authors’ shared experiences during the 2021 Alternet Summer School, which focused on transformative change for biodiversity conservation and human well-being. In this introspective research, we gained insights through an online survey for participants and organizers of the summer school (n = 27). Using qualitative content analysis, we identify seven crucial elements of transdisciplinary learning which can lead to transformative change on (a) a personal level, as the learning process shifts values and helps researchers identify their roles; (b) a research level, by rethinking science and providing tools for transdisciplinary approaches, and (c) a societal level, by moving from the individual to the collective and constructing a shared vision for a sustainable future. Participants highlighted how changes on all these levels could benefit biodiversity conservation. These insights point to the benefit of transdisciplinary learning opportunities that empower young researchers to take up their part in fostering transformative change.</p

Head in the clouds, feet on the ground: how transdisciplinary learning can foster transformative change—insights from a summer school

There is a pressing need for transformative change, with a vision of long-term human well-being within planetary boundaries. The lack of progress—despite increasing awareness and action—illustrates how challenging it is to foster change in our complex global society. Education and learning are needed to enable change. Transdisciplinary learning, which meaningfully integrates diverse knowledge and perspectives, contributes to developing an integrative understanding—a necessity for tackling complex challenges. We explore how transdisciplinary learning for early-career researchers can foster transformative change and lead to increased biodiversity conservation. This paper focuses on a case study of the authors’ shared experiences during the 2021 Alternet Summer School, which focused on transformative change for biodiversity conservation and human well-being. In this introspective research, we gained insights through an online survey for participants and organizers of the summer school (n = 27). Using qualitative content analysis, we identify seven crucial elements of transdisciplinary learning which can lead to transformative change on (a) a personal level, as the learning process shifts values and helps researchers identify their roles; (b) a research level, by rethinking science and providing tools for transdisciplinary approaches, and (c) a societal level, by moving from the individual to the collective and constructing a shared vision for a sustainable future. Participants highlighted how changes on all these levels could benefit biodiversity conservation. These insights point to the benefit of transdisciplinary learning opportunities that empower young researchers to take up their part in fostering transformative change.publishedVersio

Head in the clouds, feet on the ground: how transdisciplinary learning can foster transformative change—insights from a summer school

There is a pressing need for transformative change, with a vision of long-term human well-being within planetary boundaries. The lack of progress—despite increasing awareness and action—illustrates how challenging it is to foster change in our complex global society. Education and learning are needed to enable change. Transdisciplinary learning, which meaningfully integrates diverse knowledge and perspectives, contributes to developing an integrative understanding—a necessity for tackling complex challenges. We explore how transdisciplinary learning for early-career researchers can foster transformative change and lead to increased biodiversity conservation. This paper focuses on a case study of the authors’ shared experiences during the 2021 Alternet Summer School, which focused on transformative change for biodiversity conservation and human well-being. In this introspective research, we gained insights through an online survey for participants and organizers of the summer school (n = 27). Using qualitative content analysis, we identify seven crucial elements of transdisciplinary learning which can lead to transformative change on (a) a personal level, as the learning process shifts values and helps researchers identify their roles; (b) a research level, by rethinking science and providing tools for transdisciplinary approaches, and (c) a societal level, by moving from the individual to the collective and constructing a shared vision for a sustainable future. Participants highlighted how changes on all these levels could benefit biodiversity conservation. These insights point to the benefit of transdisciplinary learning opportunities that empower young researchers to take up their part in fostering transformative change

Two-bladed floating offshore wind turbines - Comparison of existing floating support structure concepts and aero-hydro-servoelastic simulation

The application area of the bottom fixed wind turbines is limited to shallow waters up to 60m water depth. To use offshore wind turbines economically also in deeper waters, new foundation technologies must be applied. With the help of a floating offshore wind turbine (FOWT), areas of application with water depths up to 1000m can be opened up. The potential of the young expanding floating wind market has already been recognized by many companies, leading to a high variety of support structure concepts. For this reason, the first objective of this paper is to get an overview of commercial concepts and to assess those based on economic and environmental flexibility criteria. With the help of individual concept scores, suitable criteria and an appropriate weighting of those, the designs with the greatest potential for offshore wind farm deployment are to be identified. The second part of this work consists of a numerical simulation that investigates the IEA 15 MW wind turbine that is mounted on the semi-submersible VolturnUS from UMaine. The focus is on the investigation of nacelle accelerations and substructure displacements resulting from an extreme design load case. Three different models are investigated which differ regarding their applied calculation methods. The hydrodynamic loads acting on the substructure are modeled with a boundary element method (BEM), the Morison’s equation, and a combination of both. The simulation tool Bladed by DNV calculates the diffraction, radiation, and hydrostatic loading for the BEM models with coefficients from response amplitude operators.Der Einsatzbereich von bodenfesten Offshore-Windkraftanlagen ist beschränkt auf flache Gewässer von bis zu 60 m Wassertiefe. Um Offshore-Windenergieanlagen auch in tieferen Gewässern wirtschaftlich nutzen zu können, müssen neue Gründungstechnologien eingesetzt werden. Mit Hilfe einer schwimmenden Windenergieanlage können Einsatzgebiete mit Wassertiefen bis zu 1000 m erschlossen werden. Das Potenzial dieses jungen Marktes wurde bereits von vielen Unternehmen erkannt, was zu einer großen Vielfalt an Tragwerkskonzepten geführt hat. Aus diesem Grund fokussiert sich der erste Teil dieser Arbeit darauf, einen Überblick über die kommerziellen Konzepte zu geben und diese anhand von wirtschaftlichen und ökologischen Flexibilitätskriterien zu bewerten. Mit Hilfe individueller Konzeptbewertungen, geeigneter Kriterien und einer angemessenen Gewichtung dieser Kriterien sollen jene Tragwerkskonzepte identifiziert werden, welche das größte Potenzial für den Einsatz in Offshore-Windparks aufweisen. Der zweite Teil dieser Arbeit besteht aus einer numerischen Simulation, welche die IEA 15-MW-Windenergieanlage in Verbindung mit dem Halbtaucherkonzept VolturnUS von UMaine untersucht. Der Schwerpunkt liegt dabei auf der Untersuchung von Beschleunigungen der Gondel sowie Auslenkungen der Tragstruktur, die aufgrund eines Extremlastfalls resultieren. Es werden drei verschiedene Modelle untersucht, die sich hinsichtlich der verwendeten Berechnungsmethoden unterscheiden. Die auf die Tragstruktur wirkenden hydrodynamischen Lasten werden mit einer Randelementmethode (BEM), der Morison-Gleichung und einer Kombination aus beiden modelliert. Das Simulationsprogramm Bladed vom DNV berechnet die hydrodynamischen und -statischen Lasten für die BEM-Modelle mit Hilfe von Koeffizienten aus einer Übertragungsfunktionen (RAOs)