Soil degradation due to erosion is a significant worldwide problem at different spatial (from pedon to watershed) and temporal scales. All stages and factors in the erosion process must be detected and evaluated to reduce this environmental issue and protect existing fertile soils and natural ecosystems. Laboratory studies using rainfall simulators allow single factors and interactive effects to be investigated under controlled conditions during extreme rainfall events. In this study, three main factors (rainfall intensity, inclination, and rainfall duration) were assessed to obtain empirical data for modeling water erosion during single rainfall events. Each factor was divided into three levels (− 1, 0, + 1), which were applied in different combinations using a rainfall simulator on beds (6 × 1 m) filled with soil from a study plot located in the arid Sistan region, Iran. The rainfall duration levels tested were 3, 5, and 7 min, the rainfall intensity levels were 30, 60, and 90 mm/h, and the inclination levels were 5, 15, and 25%. The results showed that the highest rainfall intensity tested (90 mm/h) for the longest duration (7 min) caused the highest runoff (62 mm3/s) and soil loss (1580 g/m2/h). Based on the empirical results, a quadratic function was the best mathematical model (R2 = 0.90) for predicting runoff (Q) and soil loss. Single-factor analysis revealed that rainfall intensity was more influential for runoff production than changes in time and inclination, while rainfall duration was the most influential single factor for soil loss. Modeling and three-dimensional depictions of the data revealed that sediment production was high and runoff production lower at the beginning of the experiment, but this trend was reversed over time as the soil became saturated. These results indicate that avoiding the initial stage of erosion is critical, so all soil protection measures should be taken to reduce the impact at this stage. The final stages of erosion appeared too complicated to be modeled, because different factors showed differing effects on erosion.

Climate change is expected to cause mountain species to shift their ranges to higher elevations. Due to the decreasing amounts of habitats with increasing elevation, such shifts are likely to increase their extinction risk. Heterogeneous mountain topography, however, may reduce this risk by providing microclimatic conditions that can buffer macroclimatic warming or provide nearby refugia. As aspect strongly influences the local microclimate, we here assess whether shifts from warm south-exposed aspects to cool north-exposed aspects in response to climate change can compensate for an upward shift into cooler elevations.

Ability self-concept (SC) and self-efficacy (SE) are central competence-related self-perceptions that affect students’ success in educational settings. Both constructs show conceptual differences but their empirical differentiation in higher education has not been sufficiently demonstrated. In the present study, we investigated the empirical differentiation of SC and SE in higher education with N = 1,243 German psychology students (81% female; age M = 23.62 years), taking into account central methodological requirements that, in part, have been neglected in prior studies. SC and SE were assessed at the same level of specificity, only cognitive SC items were used, and multiple academic domains were considered. We modeled the structure of SC and SE taking into account a multidimensional and/or hierarchical structure and investigated the empirical differentiation of both constructs on different levels of generality (i.e., domain-specific and domain-general). Results supported the empirical differentiation of SC and SE with medium-sized positive latent correlations (range r = .57 - .68) between SC and SE on different levels of generality. The knowledge about the internal structure of students’ SC and SE and the differentiation of both constructs can help us to develop construct-specific and domain-specific intervention strategies. Future empirical comparisons of the predictive power of SC and SE can provide further evidence that both represent empirical different constructs.

The parameterization of the boundary layer is a challenge for regional climate models of the Arctic. In particular, the stable boundary layer (SBL) over Greenland, being the main driver for substantial katabatic winds over the slopes, is simulated differently by different regional climate models or using different parameterizations of the same model. However, verification data sets with high-resolution profiles of the katabatic wind are rare. In the present paper, detailed aircraft measurements of profiles in the katabatic wind and automatic weather station data during the experiment KABEG (Katabatic wind and boundary-layer front experiment around Greenland) in April and May 1997 are used for the verification of the regional climate model COSMO-CLM (CCLM) nested in ERA-Interim reanalyses. CCLM is used in a forecast mode for the whole Arctic with 15 km resolution and is run in the standard configuration of SBL parameterization and with modified SBL parameterization. In the modified version, turbulent kinetic energy (TKE) production and the transfer coefficients for turbulent fluxes in the SBL are reduced, leading to higher stability of the SBL. This leads to a more realistic representation of the daily temperature cycle and of the SBL structure in terms of temperature and wind profiles for the lowest 200 m.

This study investigated correlative, factorial, and structural relationships between scores for ability emotional intelligence in the workplace (measured with the Geneva Emotional Competence Test), as well as fluid and crystallized abilities (measured with the Intelligence Structure Battery), carried out by a 188-participant student sample. Confirming existing research, recognition, understanding, and management of emotions were related primarily to crystallized ability tests measuring general knowledge, verbal fluency, and knowledge of word meaning. Meanwhile, emotion regulation was the least correlated with any other cognitive or emotional ability. In line with research on the trainability of emotional intelligence, these results may support the notion that emotional abilities are subject to acquired knowledge, where situational (i.e., workplace-specific) emotional intelligence may depend on accumulating relevant experiences.