Master Cambio Global 2013-2014 Asignatura Desertificación y Cambio Global J. Puigdefabregas CSIC-EEZA (Spain) J. Puigdefabregas CSIC-EEZA (Spain) Palma.

Slides:



Advertisements
Presentaciones similares
PLT EXPERIENCES IN SPAIN
Advertisements

Español la memoria (2): cómo trabajarla bien en grupos.
Learning Achievement in Creativity and Design Subjects according to Professional Profiles (2006) European Transfer Credit System (ECTS) Methodology in.
Diagnóstico climático del Golfo de California
You need to improve the way you write and think in Spanish - Time This is an interactive presentation. You need your work sheet, your pencil, and your.
Unifying Concepts and Processes in Science. Explanatory Framework Across Science Disciplines Science is a way of knowing, a process--- it is a systematic.
Illinois Resource Center
Las Palabras Interrogativas
Esperanza Renace Por PAM MUÑOZ RYAN.
Goal: Factor trinomials of the form ax2 + bx + c
SECRETARÍA DE ESTADO DE CAMBIO CLIMÁTICO DIRECCION GENERAL DE CALIDAD Y EVALUACION AMBIENTAL PRESENTATION BY SPAIN TO THE EXECUTIVE BODY FOR THE CLRTAP:
Types of questions Generally speaking, there are three types of questions Tag Sí/no Information seeking.
To be, or not to be? Lets start out with one of the most important verbs in Spanish: ser, which means to be.
Telling Time Grammar Essential #8.
POLICY MAKING ON MIGRATION THE COSTA RICAN EXPERIENCE Luis Alonso Serrano Echeverría Head of the Planning Department General Direction of Migration & Alien.
© 2006 XBRL International, All Rights Reservedwww.xbrl.org/Legal Ignacio Hernández-Ros Technology development XBRL International Using XQuery to process.
Ser vs. estar.
The Plurals of adjectives
Grupos de Trabajo 6 - Informe Working Group 6 – Report Transparency.
Grupos de Trabajo # 7 - Informe Working Group # 7 – Report General Business and Operational Risks.
Empresa y Sociedad Tema 1. Teoría de la Empresa y de la Sociedad Dr. Antonio Lloret 17 de Enero de 2011.
Types of questions Generally speaking, there are three types of questions Tag Sí/no Information seeking.
La entrevista Mosaicos, pp. 325, 355. After her positive experience at the job fair, Malena has decided to go for an interview for a position in perfume.
Adverbs Mosaicos, p. 138.
You have already learned that ser and estar both mean to be but are used for different purposes. These charts summarize the key differences in usage between.
Game Cluedo: How to Play 1.Your group should have the 21 cards containing 6 cards of suspects, 9 rooms and 6 weapons, a tally card for each member and.
Affirmative and Negative Words
In both English and Spanish, the verb to be (ser) and numbers are used to tell time. Copyright © 2008 Vista Higher Learning. All rights reserved.
Copyright © 2008 Vista Higher Learning. All rights reserved Indefinite words refer to people and things that are not specific, for example, someone.
Relative Pronouns Spanish Three Honors C.12.
Definite Articles ___el chico __la_tarea ___los__papeles ____las_lecciones exceptions __el__mapa ___el_día Maculine (o) Feminine(a,ión,tad,dad)
Definite Articles ___ chico ___tarea _____papeles _____lecciones exceptions ____mapa ____día Maculine (o) Feminine(a,ión,tad,dad)
and Materiales Escolares Lapiz Boligrafo Cuaderno Libro: Expresate Annuncios: Projects will be graded as soon as I can get to them.
Copyright © 2008 Vista Higher Learning. All rights reserved You have already learned that ser and estar both mean to be but are used for different.
SABER Y CONOCER The verbs saber and conocer also have an irregular YO form. Both of these verbs mean to know. Saber is used to express knowledge of simple.
Bell Dinger el 26 de octubre Complete the chart with the appropriate subject pronouns.
Ibero-American Network of National Engineering and Hydraulic Research Institutes Roundtable Polioptro Martínez-Austria Mexican Institute of Water Technology.
Iberoamerican National Institutes Network of Engineering and Hydraulic Research Roundtable Manuel Echeverria CEDEX Spain Millenium Development Goals on.
Los Verbos Capítulo 1 Parte 2.
Copyright © 2008 Vista Higher Learning. All rights reserved Negative words deny the existence of people and things or contradict statements, for.
PRESENTACIÓN REUNIÓN PREPARATORIA IX REUNIÓN DE MINISTROS DE JUSTICIA O DE MINISTROS O PROCURADORES GENERALES DE LAS AMÉRICAS, REMJA. PRESENTATION WORKING.
Señora Johnson Tambien necesitas 5 separadores Chambas Apuntes Impresos Actividades Registros.
` Las Ofrendas. Reason for Creating una Ofrenda 1.To Remember the person who died: How they played an important role in our lives To remember the good.
Capítulo 2 El Vocabulario Nuevo.
NEGATIVE SENTENCES.
(por favor) By emory gibson Para describir how long ago en español, presta attencion.
El 27 de noviembre de Tienes 5 minutos para escribir 5 líneas por lo menos en un papel sobre tus vacaciones del día de gracias.
TEMA 2.- INTRODUCCIÓN A LOS MÉTODOS ÓPTICOS PROPIEDADES DE LA RADIACION ELECTROMAGNETICA Muchas de las propiedades de la radiación electromagnética.
Richard Feynman: "El carácter de la ley física.
Diseño de Circuitos de Aplicación Específica Metodologías de diseño Circuitos Integrados de Aplicación Específica PrincipiosGenerales.
Cancela, JM. Ayán C. University Of Vigo. Throughout history the definition of learning has been conceptualized in many different ways depending on the.
La Lección del Repaso Antes de entrar en la clase de Español IV, necesita saber esta información.
Articles, nouns and contractions oh my!. The POWER of the article THE 1. There are four ways to express THE in Spanish 2. The four ways are: El La Los.
Vocabulario de Sociales Quinto grado Los nativos Americanos y su tierra.
 Making complete sentences How to make complete sentences in Spanish. The following presentation is designed to help you learn how to do the following:
1 DEFINITION OF A CIRCLE and example CIRCLES PROBLEM 1a PROBLEM 2a Standard 4, 9, 17 PROBLEM 1b PROBLEM 2b PROBLEM 3 END SHOW PRESENTATION CREATED BY SIMON.
 1. Why should a person learn Spanish? Give at least 3 reasons in your explanation.  2. What Spanish experiences have you had? (None is not an option.
Derechos de Autor©2008.SUAGM.Derechos Reservados Sistema Universitario Ana G. Méndez División de Capacitación Basic Quality Tools CQIA Primer Section VII.
Stations Homework Remember that we need to make sentences in Spanish, we are growing and the way we use our knowledge should grow with you. We need to.
Social Networks and Parent Teacher Meetings: A Question that can´t Wait Molina, M.D., Rodríguez, J., Collado, J.A. y Pérez, E. University of Jaén (SPAIN)
F-25 CHECK LIST DE DOCUMENTOS PARA CONSULTA (BIBLIOTECA) 3 Brief Description: Treated wastewater will be reused for irrigation and industrial uses in Northwest.
Santiago de Chile January 2012 Roundtable 6: Lobby regulation János Bertók Head of Public Sector Integrity Division Organización para la cooperación.
WALT: talking about dates and saying when your birthday is WILF: To be able to write & understand months and dates in Spanish to get to a Level 2 To be.
First Grade Dual High Frequency Words
Recetas 3 Objetivo: Hacer preguntas Hablar sobre la comida
Setting SMART Goals If goals aren’t reachable, they aren’t worth making. All you have to do to set realistic goals is follow the SMART goals guidelines.
How to write my report. Checklist – what I need to include Cover page Contents page – with sections Introduction - aims of project - background information.
Integrated Management System
Globalization Politics and the preservation of nation state.
Transcripción de la presentación:

Master Cambio Global Asignatura Desertificación y Cambio Global J. Puigdefabregas CSIC-EEZA (Spain) J. Puigdefabregas CSIC-EEZA (Spain) Palma de Mallorca, enero 2014

Presentacion Asignatura Desertificación & CG 2014 Profesores (EEZA-CSIC) – Juan Puigdefabregas Tomás: Coordinación, uso de la tierra y demandas institucionales – Gabriel del Barrio Escribano: Degradación de tierras. – Jaime Martínez Valderrama: Sistemas Económicos, desertificación como sistema Alumnos:

Presentacion Asignatura Desertificación & CG 2014 Contenidos de la asignatura: Módulos Presentación de la asignatura Paradigmas de la desertificación. Tierras secas 2. 2.Degradación de tierras, el problema ecológico 3. 3.La desertificación como sistema, usos de la tierra y funciones económicas Desertificación y cambio global 5. 5.Estrategias internacionales para el control de la desertificación

DíaHora inicioHora finNombre abrev. Módulo 27/01/2014 9:0011:00JPT1 11: GBE JMV3 28/01/2014 9: JMV JPT JMV GBE2 29/01/2014 9:0011:00JME3 11:0013:00GBE2 14: JPT GBE2 30/01/2014 9: GBE JMV3 31/01/2014 9:0011:00JPT4 11: JPT5 14: JPT, GBE, JMV.Revisión & síntesis Presentacion Asignatura Desertificación & CG 2014 Distribución de los módulos en el calendario

Presentacion Asignatura Desertificación & CG 2014 Cuestiones prácticas Horarios y Pausas Horarios y Pausas Sistema de evaluación Sistema de evaluación Otras Otras

¿Qué es la desertificación? – – Origen burocrático del término (UN Nairobi 1977) – – Historia del Convenio UNCCD, desde Rio-92 – – Su lugar en los 3 Convenios medioambientales (Cambio Climatico y Biodiversidad) – – Consecuencias y prospectiva – – Pero ¿en que consiste la desertificación? Definiciones del Convenio UNCCD (United Nations Convention to Combat Desertification and Drought) Presentacion Asignatura Desertificación & CG 2014

Texto del Convenio UNCCD (se recomienda usar le versión inglesa) "desertification" means land degradation in arid, semi-arid and dry sub-humid areas resulting from various factors, including climatic variations and human activities. : Presentacion Asignatura Desertificación & CG 2014

"land degradation" means reduction or loss, in arid, semi-arid and dry sub- humid areas, of the biological or economic productivity and complexity of rainfed cropland, irrigated cropland, or range, pasture,forest and woodlands resulting from land uses or from a process or combination of processes, including processes arising from human activities and habitation patterns Presentacion Asignatura Desertificación & CG 2014

Valores e incertidumbres de estas definiciones Tensiones generadas, Prospectiva Presentacion Asignatura Desertificación & CG 2014

From DeSurvey project facts and findings DeSurvey Publishable Final Activity Report. European Commission 2011 Integrated Project Contract N o Desertification paradigms

The Dahlem Desertification Paradigm (DDP) These assertions are not all-encompassing but provide the framework for a new paradigm (Reynolds et al 2003).

Dahlem assertion 1 Desertification always Involves Human and Environmental Drivers Always expect to include both socio-economic and biophysical variables in any monitoring or intervention scheme

Dahlem assertion 2 Slow Variables are Critical Determinants of System Dynamics Identify and manage for the small set of slow variables that drive the fast ecological goods and services that matter at any given scale

Dahlem assertion 3 Thresholds are Crucial and May Change Over Time I dentify thresholds in the change variables at which there are significant increases in the costs of recovery, and quantify these costs, seeking ways to manage the thresholds to increase resilience

Dahlem assertion 4 The Costs of Intervention Rises Non-linearly with Increasing Degradation Intervene early where possible, and invest to reduce the transaction costs of increasing scales of intervention

Dahlem assertion 5 Desertification is a Regionally Emergent Property of Local Degradation Take care to define precisely the spatial and temporal extent of and processes resulting in any given measure of local degradation. But dont try to probe desertification beyond a measure of generalized impact at higher scales

Dahlem assertion 6 Coupled Human-Environment Systems Change over Time Understand and manage the circumstances in which the human and environmental sub-systems become de-coupled

Dahlem assertion 7 The Development of Appropriate Local Environmental Knowledge (LEK) must be Accelerated Create better partnerships between LEK development and conventional scientific research, employing good experimental design, effective adaptive feedback and monitoring

Dahlem assertion 8 Systems are Hierarchically Nested (Manage the Hierarchy!) Recognize and manage the fact that changes at one level affect others; create flexible but linked institutions across the hierarchical levels, and ensure processes are managed through scale-matched institutions

Dahlem assertion 9 A Limited Suite of Processes and Variables at Any Scale Makes the Problem Tractable Analyze the types of syndromes at different scales, and seek the investment levers which will best control their effects – awareness and regulation where the drivers are natural, changed policy and institutions where the drivers are social

DeSurvey facts and findings 1. Desertification does not mean expansion of desert

DeSurvey facts and findings 2 Desertification is triggered by out range driver fluctuations Inner Mongolia case: grassland management disruption by agriculturalists

DeSurvey facts and findings 3. Rangelands are de historical starting reference for desertification

DeSurvey facts and findings 4. Desertification hot spots fed from surrounding areas The case of Oued Mird oasis in Morocco

DeSurvey facts and findings 5. Active desertification is less than expected (< 5% of prospected areas)

DeSurvey facts and findings 6. Subsidies and external help to production often accelerate desertification. Lower grain prices to nomadic sheep breeders in the Algerian high plains increase stock size and pushes grassland beyond reversibility threshold (red line).

DeSurvey facts and findings 7. Does desertification trigger migrations? Source areas do not coincide with desertified land in Morocco

DeSurvey facts and findings 8. Non-economic factors in land managemet deccisions are widespread in drylands: Cattle stok in Senegal nomads as prestige label and buffer of drought impact

Presentation & paradigms MCG 2014desertification END