Based on FAO Guidelines for soil description (FAO, Rome, 2006) and WORLD REFERENCE BASE FOR SOIL RESOURCES 2014 lnternational soil classification system for naming soils and creating legends for soil maps Update 2015

FulltextSoil investigation may be carried out on various levels of knowledge, research capacity and proficiency. Scientists commonly apply advanced methodology for soil resources inventory, including the professional terminology for landscape and soil description, data acquisition and processing, soil classification and mapping, soil and land evaluation. By default, an internationally accepted system should be recommended. An implementation of such methodology is also recommended in more advanced courses of soil science studies on bachelor and master study levels. However, the long-term teaching experience reveals difficulties connected mainly with complicated terminology and excessive number of characteristics obligatory to know, and justifies some simplification of the language, rules and structure at the introductory stage of teaching. This was the base and rationale for the preparation of simplified Guidelines for Soil Description and Classification: Central and Eastern European Students' Version. This book is divided into three parts. The first one - Site and soil description - follows the layout and content of professional edition of Guidelines for Soil Description, 4th ed., published by FAO (2005), simplified for educational purposes. The order of description has been modified to correspond to the layout of an original Soil description sheet. The second part - Soil classification - is a simplified WRB classification (based on a 2014/2015 edition) limited to reference soil groups known from Central Europe. The third part is an Illustrated explanatory guide that includes: i) examples of typical soil profiles for all Central European Reference Soil Groups; ii) morphological features important for soil description and identification in the field; iii) soil-landscape relationships. The photos have been enriched with graphical tips helpful at the recognizing of important soil features. The textbook was developed in the framework of EU Erasmus+ FACES project (Freely Accessible Central European Soil) aiming to facilitate the knowledge and implementation of an international rules of soil characterization adopted by the FAO. It will be used to unify the presentation of soil data collected in the partner countries. The interpretation of soil data fully based on the international soil classification WRB (World Reference Base for Soil Resources 2015) as WRB was endorsed by the lnternational Union of Soil Sciences (lUSS) and accepted by the European Commission as an official system for the European Union. Therefore, this guideline might be a starting point for preparation of basic teaching materials to spread the knowledge on an internationally recommended rules and terminology for soil description and classification. However, this guideline is designed as teaching tool for students in Central and Eastern European countries and therefore it may not be applicable worldwide. Moreover, it is suited for the "first step" training, and it is not substituting any professional original classification. Authors of this guidebook assume that the users are familiar with the basic knowledge in soil science. Therefore, the guidelines do not contain explanations related to basic soil forming factors, soil forming processes and basic physico-chemical features

Soil sequences atlas. 2

TäistekstThis is the second book in the series of Soil Sequence Atlases. The first volume was published in 2014. Main pedogeographic features are presented in the form of sequences to give a comprehensive picture of soils - their genesis and correlations with the environment in typical landscapes of Central Europe from Estonia furthest north, through Latvia, Lithuania, Poland, Germany, Czechia, Slovakia and Hungary to the southernmost Slovenia. Soils of natural landscapes - loess and sand (continental dunes) - are presented, as well as those of plains of various origin, karst lands, low mountains, and anthropically modified soils. Each chapter presents soil profiles supplemented by landscape information and basic analytical data. Then, genetic interpretations of soil properties related to soil forming agents are given as schematic catenas. When one factor changes while the others are more or less stable, the soil sequence can be recognised. Depending on the dominant soil-forming factor affecting repeated soil patterns, different types can be distinguished. Chapters are arranged roughly in accordance with the main soil-forming process in sequences, and referring to the WRB key (peat formation, vertic and gleyic process, podzolisation, humus accumulation, clay illuviation), with one small exception - the Technosols have been placed at the end of book. The main objective of this book is to present the diversity of relations between soil and landscape, climate, hydrology and human relations, and to present interpretations reflecting the World Reference Base for Soil Resources (2015) classification with comments on the choice of qualifiers. Sixteen Reference Soil Groups are featured, and represented by 67 soil profiles. The secondary objective is pedological education. One of the aims of soil science education is to explain to students the relations between landscape and soil cover. The patterns of soil units within landscapes are to some extent predictable. The collected data is intended as a useful educational tool in teaching soil science, supporting understanding of the reasons for the variability of soil cover, and also as a WRB classification guideline. The Atlas was developed as part of the EU Erasmus+ FACES project (Freely Accessible Central European Soil). Marcin Šwitoniak, Przemyslaw Charzynsk

A global perspective on soil science education at third educational level; knowledge, practice, skills and challenges

The pivotal role of soil as a resource is not fully appreciated by the general public. Improving education in soil science represents a challenge in a world where soil resources are under serious threat. Today’s high school students, the world’s future landowners, agriculturalists, and decision makers, have the potential to change society’s apathy towards soils issues. This research aimed to compare the level of soil education in high and/or secondary schools in forty-three countries worldwide, together comprising 62% of the world's population. Comparisons were made between soil science content discussed in educationally appropriate textbooks via a newly proposed soil information coefficient (SIC). Interviews with teachers were undertaken to better understand how soil science education is implemented in the classroom. Statistical analyses were investigated using clustering. Results showed that gaps in soil science education were most commonly observed in countries where soil science is a non-compulsory or optional subject. Soil science concepts are predominantly a part of geography or environmental science curricula. Consequently, considerable variability in soil science education systems among investigated countries exists. Soil information coefficient‘s outcomes demonstrated that a methodological approach combining textbooks and the use of modern digitally based strategies in the educational process significantly improved soil education performances. Overall, soil science education is under-represented in schools worldwide. Dynamic new approaches are needed to improve pivotal issues such as: i) promoting collaborations and agreements between high school and universities; ii) encouraging workshops and practical exercises such as field activities; and, iii) implementing technology tools. This, in turn, will prepare the next generation to contribute meaningfully towards solving present and future soil problems

Pradedamas bandomasis Leonardo da Vinčio pragramos projektas

Vytauto Didžiojo universitetasŽemės ūkio akademij

Skirtingai naudojamų karstinio regiono dirvožemių molio frakcijos užterštumas sunkiaisiais metalais

Santr. angl. Bibliogr.: p.165 (9 pavad.)Vytauto Didžiojo universitetasŽemės ūkio akademij

Sodų purškimų įtaka skirtingų Lietuvos dirvožemių ir jų molio frakcijos užterštumui sunkiaisiais metalais

Santr. anglBibliogr.: p. 139-140 (13 pavad.)Vytauto Didžiojo universitetasŽemės ūkio akademij

Dirvožemių ir jų smulkiadispersės frakcijos tyrimai bei ekologinis įvertinimas : daktaro disertacijos santrauka : biomedicinos mokslai, agronomija (06 B)

Santr. anglBibliogr.: p. 16 (12 pavad.)Vytauto Didžiojo universitetasŽemės ūkio akademij

Dirvožemių ir jų smulkiadispersės frakcijos tyrimai bei ekologinis vertinimas : daktaro disertacija : biomedicinos mokslai, agronomija (06 B)

Bibliogr.: p. 106-116Vytauto Didžiojo universitetasŽemės ūkio akademij

[Pasisakymas]

Išsp. str.: Sasnauskaitė, J. Dirvožemio specialistai muša pavojaus varpaisVytauto Didžiojo universitetasŽemės ūkio akademij

Lietuvos dirvožemininkų draugijai prie Lietuvos mokslų akademijos Žemės ūkio ir miškų mokslų skyriaus - 50

Vytauto Didžiojo universitetasŽemės ūkio akademij