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Item type:Publication, Agricultural land degradation in Peru and Bolivia(Springer Nature, 2022-01-01)Soil erosion is the most prominent evidence of soil degradation and is regarded as the main type of agricultural land degradation worldwide. The objective of this contribution is to assess soil degradation associated with agricultural lands in Peru and Bolivia. The assessment is mainly based on a recent soil erosion survey; maps describing soil erosion rates across 5 km grids for the years 1990, 2000, 2010, and 2020; and global observations of agricultural land areas. We observe that soil erosion rates in agricultural lands from Peru and Bolivia are steadily growing. We also observe that (1) the highest quantities of soil erosion are found in the Andean highlands and the largest areas of soil denudation in the Amazonian sections, and (2) there is a positive relation between erosion degree and soil organic carbon stock. The main drivers of soil erosion are the intensive agriculture production and fertilizer use that have increased in Peru and Bolivia. This land use intensification in both countries is also the driver of other land degradation factors such as soil salinization and soil pollution. The use of sewage (e.g., gray water) in urban and peri-urban agricultural areas increases the risk to soil health by inducing the dispersion of microplastics assisted by soil erosion. Overgrazing affects a large portion of the highlands from both countries. Very limited information of the extent of slash-and-burn fire agriculture exists; however, this practice is mostly observed in the Department of Santa Cruz (Bolivia). To prevent or minimize the pressure on soil resources associated with soil erosion or soil pollution, we highlight the need to support sustainable soil management practices and responsible use of fertilizers in agricultural land. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Combining hands-on and virtual experiments for enhancing fluid mechanics teaching: A design-based research study(John Wiley and Sons Inc, 2022-11-01)Fluid Mechanics courses comprise both theoretical and laboratory modules. In developing nations, computer‐assisted techniques are not commonly applied in Fluid Mechanics instruction. Forced by the COVID‐19 pandemic, South American universities are, however, using them for online teaching. This contribution presents an 8‐semester (2016–2019) educational intervention over an undergraduate Fluid Mechanics course. It mainly blends physical (hands‐on) and virtual experiments (computer fluid dynamics‐based simulations) for the laboratory module, which are complemented by flipped classroom‐based prompts for the theoretical module. The intervention follows design‐based research as a research method and is guided via conjecture mapping and fidelity of implementation standards. Our results suggest that the intervention improves fluid mechanics laboratory instruction, although improvements depend upon the participation of other educational actors such as teaching assistants and laboratory technicians to some extent. Laboratory report grades (the assessment instrument) follow the Gompertz probability distribution. Following UNESCO standards, a portion of the intervention output is shared as open educational resources. This contribution encourages upscaling the educational intervention through the formation of cooperative clusters to build common‐pool Fluid Mechanics resources. Learning scientists have underlined the need to better understand laboratory instruction processes. They have been addressed in very few instances in developing countries. We believe that this study has the potential to provide valuable insights on the matter. - Some of the metrics are blocked by yourconsent settings
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