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last_fm_top_songs_2022
<p>El dataset publicado contiene información acerca de las canciones más relevantes (<em>top tracks</em>) vinculadas a los principales géneros musicales de acuerdo a la plataforma de música Last.fm recogidas en noviembre de 2022.</p> <p>La información se ha recopilado mediante un proceso de web scraping que ha pretendido generar una base de datos con la información principal (nombre, artista, género, duranción, etc.) de cada una de las canciones más relevantes según la plataforma analizada.</p>
Top-secret internal communiction by DERG regarding the population of Welkait and Tsegede (Western Tigray, Ethiopia), 1984
<p>During the civil war in Ethiopia between the military “Derg” regime and the Tigray People’s Liberation Front (TPLF) the Dejena mountain range in Welkait became, around 1980, the main base for Tigray resistance against the Derg regime that was in power at the time. In the Ethiopian federal state, after 1991, Welkait became part of Tigray, Western Tigray zone, which is contested by the core Ethiopian Amhara elites. A rare communication document between Derg’s military command and the Ministry of Defense, dating back to 1984 has been retrieved, where they lament that the population of the Welkait and the adjacent Tselemti districts supports the TPLF, because the people are Tigrinya speakers. Up to this date, the archive is top-secret, and photos of the document were furtively taken. This typical document from the 1980s, prepared on carbon copy paper using a ge’ez font type writing machine, was shown to a well-informed Ethiopian analyst, who confirmed its authenticity.</p>
Data for figures 2 till4 of "Small-scale discharges observed near the top of a thunderstorm"
<p>The data as well as the .gle files for generating figures 2 till 4 of the paper<br> "Small-scale discharges observed near the top of a thunderstorm"</p> <p>by O.~Scholten, B.~M.~Hare, J.~Dwyer, N.~Liu, C.~Sterpka, J.~Assink, H.~Leijnse, S.~ter Veen</p> <p>submitted to JGR, see</p> <p><a href="https://www.essoar.org/doi/10.1002/essoar.10512414.1">https://www.essoar.org/doi/10.1002/essoar.10512414.1</a><br> for an earlier version of this work</p>
From bottom-up to top-down control of invertebrate herbivores in a retrogressive chronosequence
<p>In the long-term absence of disturbance, ecosystems often enter a decline or retrogressive phase which leads to reductions in primary productivity, plant biomass, nutrient cycling and foliar quality. However, the consequences of ecosystem retrogression for higher trophic levels such as herbivores and predators, are less clear. Using a post-fire forested island-chronosequence across which retrogression occurs, we provide evidence that nutrient availability strongly controls invertebrate herbivore biomass when predators are few, but that there is a switch from bottom-up to top-down control when predators are common. This trophic flip in herbivore control probably arises because invertebrate predators respond to alternative energy channels from the adjacent aquatic matrix, which were independent of terrestrial plant biomass. Our results suggest that effects of nutrient limitation resulting from ecosystem retrogression on trophic cascades are modified by nutrient-independent variation in predator abundance, and this calls for a more holistic approach to trophic ecology to better understand herbivore effects on plant communities.</p>
Text-fig. 44. Scanning electron microscope (SEM, a, b) and synchrotron radiation X-ray tomographic microscopy (SRXTM, c, d) images of "Hexacarpellate flower". a) Lateral view of flower showing epigynous organization with remains of tepals inserted at top of the hypanthium; b) Detail of apical part of flower showing laminar structures (arrows) that may be stamen bases, adhering to, or fused with, the tepals; c) Longitudinal section (orthoslice yz0540) of flower through the median plane showing the epigynous organization and central axis with ovules (arrows); d) Transverse section (orthoslice xy1250) through the ovary of the flower showing the hexagonal outline, the six locules and ovules (arrows) borne near the center of the gynoecium. Specimen, Catefica 153-S174313 (a–d). Scale bars = 300 Μm (a, c), 100 Μm (b, d). in The Early Cretaceous Mesofossil Flora Of Catefica, Portugal: Angiosperms
Text-fig. 44. Scanning electron microscope (SEM, a, b) and synchrotron radiation X-ray tomographic microscopy (SRXTM, c, d) images of "Hexacarpellate flower". a) Lateral view of flower showing epigynous organization with remains of tepals inserted at top of the hypanthium; b) Detail of apical part of flower showing laminar structures (arrows) that may be stamen bases, adhering to, or fused with, the tepals; c) Longitudinal section (orthoslice yz0540) of flower through the median plane showing the epigynous organization and central axis with ovules (arrows); d) Transverse section (orthoslice xy1250) through the ovary of the flower showing the hexagonal outline, the six locules and ovules (arrows) borne near the center of the gynoecium. Specimen, Catefica 153-S174313 (a–d). Scale bars = 300 Μm (a, c), 100 Μm (b, d).
Taxonomy of Problematic Social Situations / Taxonomía de Situaciones Sociales Problemáticas // TOPS_Data_IC_T6-Post
<p>Answers given by teachers of students in the sixth grade of Primary Education to the 44 items of the Taxonomy of Problematic Social Situations by Dodge, McClaskey, and Feldman (1985; version validated for the Spanish population by Martín Antón, Monjas, García Bacete, & Jiménez-Lagares, 2016). Data collected in public schools in Castellón (Spain) in the spring of the school year 2015-16. The calculation of the 6 factors of the original version and the 4 that resulted in the Spanish validation is included. Original factors: Peer group entry, Response to provocation, Response to failure, Response to success, Social expectations, and Teacher expectations. Factors of the Spanish Adaptation: Being disadvantaged, Respect for authority and rules, Prosocial and empathic behavior, and Response to own success. To learn more about our research and access to other datasets of this or other measures, follow the link <a href="https://www.uji.es/departaments/psi/base/opengrei/">GREI Longitudinal Project</a>.</p> <p>Respuestas que los profesores de los alumnos/as de sexto curso de Educación Primaria dan a los 44 ítems de la Taxonomía de Situaciones Sociales Problemáticas de Dodge, McClaskey, and Feldman (1985; versión validada para población española por Martín Antón, Monjas, García Bacete, & Jiménez-Lagares, 2016). Datos recogidos en centros públicos de Castellón (España) en primavera del curso escolar 2015-16. Se Incluye el cálculo de los 6 factores de la versión original y el de los 4 que resultaron en la validación española. Factores originales: Entrada en grupo de iguales, Respuesta a las provocaciones, Respuesta al fracaso, Respuesta al éxito, Expectativas sociales, Expectativas del profesor. Factores de la adaptación española: Estar en desventaja, Respeto a la autoridad y a las reglas, Conducta prosocial y empática y Respuesta al propio éxito. Para saber más sobre nuestra investigación y acceder a otros ficheros de datos de esta medida o de otras, siga el enlace <a href="https://www.uji.es/departaments/psi/base/opengrei/">Proyecto Longitudinal GREI</a>.</p>
Taxonomy of Problematic Social Situations / Taxonomía de Situaciones Sociales Problemáticas // TOPS_Data_IC_T2-Post
<p>Answers given by teachers of students in the second grade of Primary Education to the 44 items of the Taxonomy of Problematic Social Situations by Dodge, McClaskey, and Feldman (1985; version validated for the Spanish population by Martín Antón, Monjas, García Bacete, & Jiménez-Lagares, 2016). Data collected in public schools in Castellón (Spain) in the spring of the school year 2011-12. The calculation of the 6 factors of the original version and the 4 that resulted in the Spanish validation is included. Original factors: Peer group entry, Response to provocation, Response to failure, Response to success, Social expectations, and Teacher expectations. Factors of the Spanish Adaptation: Being disadvantaged, Respect for authority and rules, Prosocial and empathic behavior, and Response to own success. To learn more about our research and access to other datasets of this or other measures, follow the link <a href="https://www.uji.es/departaments/psi/base/opengrei/">GREI Longitudinal Project</a>.</p> <p>Respuestas que los profesores de los alumnos/as de segundo curso de Educación Primaria dan a los 44 ítems de la Taxonomía de Situaciones Sociales Problemáticas de Dodge, McClaskey, and Feldman (1985; versión validada para población española por Martín Antón, Monjas, García Bacete, & Jiménez-Lagares, 2016). Datos recogidos en centros públicos de Castellón (España) en primavera del curso escolar 2011-12. Se Incluye el cálculo de los 6 factores de la versión original y el de los 4 que resultaron en la validación española. Factores originales: Entrada en grupo de iguales, Respuesta a las provocaciones, Respuesta al fracaso, Respuesta al éxito, Expectativas sociales, Expectativas del profesor. Factores de la adaptación española: Estar en desventaja, Respeto a la autoridad y a las reglas, Conducta prosocial y empática y Respuesta al propio éxito. Para saber más sobre nuestra investigación y acceder a otros ficheros de datos de esta medida o de otras, siga el enlace <a href="https://www.uji.es/departaments/psi/base/opengrei/">Proyecto Longitudinal GREI</a>.</p>
Taxonomy of Problematic Social Situations / Taxonomía de Situaciones Sociales Problemáticas // TOPS_Data_IC_T4-Post
<p>Answers given by teachers of students in the fourth grade of Primary Education to the 44 items of the Taxonomy of Problematic Social Situations by Dodge, McClaskey, and Feldman (1985; version validated for the Spanish population by Martín Antón, Monjas, García Bacete, & Jiménez-Lagares, 2016). Data collected in public schools in Castellón (Spain) in the spring of the school year 2013-14. The calculation of the 6 factors of the original version and the 4 that resulted in the Spanish validation is included. Original factors: Peer group entry, Response to provocation, Response to failure, Response to success, Social expectations, and Teacher expectations. Factors of the Spanish Adaptation: Being disadvantaged, Respect for authority and rules, Prosocial and empathic behavior, and Response to own success. To learn more about our research and access to other datasets of this or other measures, follow the link <a href="https://www.uji.es/departaments/psi/base/opengrei/">GREI Longitudinal Project</a>.</p> <p>Respuestas que los profesores de los alumnos/as de cuarto curso de Educación Primaria dan a los 44 ítems de la Taxonomía de Situaciones Sociales Problemáticas de Dodge, McClaskey, and Feldman (1985; versión validada para población española por Martín Antón, Monjas, García Bacete, & Jiménez-Lagares, 2016). Datos recogidos en centros públicos de Castellón (España) en primavera del curso escolar 2013-14. Se Incluye el cálculo de los 6 factores de la versión original y el de los 4 que resultaron en la validación española. Factores originales: Entrada en grupo de iguales, Respuesta a las provocaciones, Respuesta al fracaso, Respuesta al éxito, Expectativas sociales, Expectativas del profesor. Factores de la adaptación española: Estar en desventaja, Respeto a la autoridad y a las reglas, Conducta prosocial y empática y Respuesta al propio éxito. Para saber más sobre nuestra investigación y acceder a otros ficheros de datos de esta medida o de otras, siga el enlace <a href="https://www.uji.es/departaments/psi/base/opengrei/">Proyecto Longitudinal GREI</a>.</p>
Taxonomy of Problematic Social Situations / Taxonomía de Situaciones Sociales Problemáticas // TOPS_Data_CC_T2-Post
<p>Answers given by teachers of students in the second grade of Primary Education to the 44 items of the Taxonomy of Problematic Social Situations by Dodge, McClaskey, and Feldman (1985; version validated for the Spanish population by Martín Antón, Monjas, García Bacete, & Jiménez-Lagares, 2016). Data collected in public schools in Castellón (Spain) in the spring of the school year 2010-11. The calculation of the 6 factors of the original version and the 4 that resulted in the Spanish validation is included. Original factors: Peer group entry, Response to provocation, Response to failure, Response to success, Social expectations, and Teacher expectations. Factors of the Spanish Adaptation: Being disadvantaged, Respect for authority and rules, Prosocial and empathic behavior, and Response to own success. To learn more about our research and access to other datasets of this or other measures, follow the link <a href="https://www.uji.es/departaments/psi/base/opengrei/">GREI Longitudinal Project</a>.</p> <p>Respuestas que los profesores de los alumnos/as de segundo curso de Educación Primaria dan a los 44 ítems de la Taxonomía de Situaciones Sociales Problemáticas de Dodge, McClaskey, and Feldman (1985; versión validada para población española por Martín Antón, Monjas, García Bacete, & Jiménez-Lagares, 2016). Datos recogidos en centros públicos de Castellón (España) en primavera del curso escolar 2010-11. Se Incluye el cálculo de los 6 factores de la versión original y el de los 4 que resultaron en la validación española. Factores originales: Entrada en grupo de iguales, Respuesta a las provocaciones, Respuesta al fracaso, Respuesta al éxito, Expectativas sociales, Expectativas del profesor. Factores de la adaptación española: Estar en desventaja, Respeto a la autoridad y a las reglas, Conducta prosocial y empática y Respuesta al propio éxito. Para saber más sobre nuestra investigación y acceder a otros ficheros de datos de esta medida o de otras, siga el enlace <a href="https://www.uji.es/departaments/psi/base/opengrei/">Proyecto Longitudinal GREI</a>.</p>
Taxonomy of Problematic Social Situations / Taxonomía de Situaciones Sociales Problemáticas // TOPS_Data_CC_T4-Post
<p>Answers given by teachers of students in the fourth grade of Primary Education to the 44 items of the Taxonomy of Problematic Social Situations by Dodge, McClaskey, and Feldman (1985; version validated for the Spanish population by Martín Antón, Monjas, García Bacete, & Jiménez-Lagares, 2016). Data collected in public schools in Castellón (Spain) in the spring of the school year 2012-13. The calculation of the 6 factors of the original version and the 4 that resulted in the Spanish validation is included. Original factors: Peer group entry, Response to provocation, Response to failure, Response to success, Social expectations, and Teacher expectations. Factors of the Spanish Adaptation: Being disadvantaged, Respect for authority and rules, Prosocial and empathic behavior, and Response to own success. To learn more about our research and access to other datasets of this or other measures, follow the link <a href="https://www.uji.es/departaments/psi/base/opengrei/">GREI Longitudinal Project</a>.</p> <p>Respuestas que los profesores de los alumnos/as de cuarto curso de Educación Primaria dan a los 44 ítems de la Taxonomía de Situaciones Sociales Problemáticas de Dodge, McClaskey, and Feldman (1985; versión validada para población española por Martín Antón, Monjas, García Bacete, & Jiménez-Lagares, 2016). Datos recogidos en centros públicos de Castellón (España) en primavera del curso escolar 2012-13. Se Incluye el cálculo de los 6 factores de la versión original y el de los 4 que resultaron en la validación española. Factores originales: Entrada en grupo de iguales, Respuesta a las provocaciones, Respuesta al fracaso, Respuesta al éxito, Expectativas sociales, Expectativas del profesor. Factores de la adaptación española: Estar en desventaja, Respeto a la autoridad y a las reglas, Conducta prosocial y empática y Respuesta al propio éxito. Para saber más sobre nuestra investigación y acceder a otros ficheros de datos de esta medida o de otras, siga el enlace <a href="https://www.uji.es/departaments/psi/base/opengrei/">Proyecto Longitudinal GREI</a>.</p>
Taxonomy of Problematic Social Situations / Taxonomía de Situaciones Sociales Problemáticas // TOPS_Data_CC_T6-Post
<p>Answers given by teachers of students in the sixth grade of Primary Education to the 44 items of the Taxonomy of Problematic Social Situations by Dodge, McClaskey, and Feldman (1985; version validated for the Spanish population by Martín Antón, Monjas, García Bacete, & Jiménez-Lagares, 2016). Data collected in public schools in Castellón (Spain) in the spring of the school year 2014-15. The calculation of the 6 factors of the original version and the 4 that resulted in the Spanish validation is included. Original factors: Peer group entry, Response to provocation, Response to failure, Response to success, Social expectations, and Teacher expectations. Factors of the Spanish Adaptation: Being disadvantaged, Respect for authority and rules, Prosocial and empathic behavior, and Response to own success. To learn more about our research and access to other datasets of this or other measures, follow the link <a href="https://www.uji.es/departaments/psi/base/opengrei/">GREI Longitudinal Project</a>.</p> <p>Respuestas que los profesores de los alumnos/as de sexto curso de Educación Primaria dan a los 44 ítems de la Taxonomía de Situaciones Sociales Problemáticas de Dodge, McClaskey, and Feldman (1985; versión validada para población española por Martín Antón, Monjas, García Bacete, & Jiménez-Lagares, 2016). Datos recogidos en centros públicos de Castellón (España) en primavera del curso escolar 2014-15. Se Incluye el cálculo de los 6 factores de la versión original y el de los 4 que resultaron en la validación española. Factores originales: Entrada en grupo de iguales, Respuesta a las provocaciones, Respuesta al fracaso, Respuesta al éxito, Expectativas sociales, Expectativas del profesor. Factores de la adaptación española: Estar en desventaja, Respeto a la autoridad y a las reglas, Conducta prosocial y empática y Respuesta al propio éxito. Para saber más sobre nuestra investigación y acceder a otros ficheros de datos de esta medida o de otras, siga el enlace <a href="https://www.uji.es/departaments/psi/base/opengrei/">Proyecto Longitudinal GREI</a>.</p>
Taxonomy of Problematic Social Situations / Taxonomía de Situaciones Sociales Problemáticas // TOPS_Data_CC-CS_T1-Pre
<p>Answers given by teachers of students in the first grade of Primary Education to the 44 items of the Taxonomy of Problematic Social Situations by Dodge, McClaskey, and Feldman (1985; version validated for the Spanish population by Martín Antón, Monjas, García Bacete, & Jiménez-Lagares, 2016). Data collected in public schools in Castellón and Seville (Spain) in the autumn of the school year 2009-10. The calculation of the 6 factors of the original version and the 4 that resulted in the Spanish validation is included. Original factors: Peer group entry, Response to provocation, Response to failure, Response to success, Social expectations, and Teacher expectations. Factors of the Spanish Adaptation: Being disadvantaged, Respect for authority and rules, Prosocial and empathic behavior, and Response to own success. To learn more about our research and access to other datasets of this or other measures, follow the link <a href="https://www.uji.es/departaments/psi/base/opengrei/">GREI Longitudinal Project</a>.</p> <p>Respuestas que los profesores de los alumnos/as de primer curso de Educación Primaria dan a los 44 ítems de la Taxonomía de Situaciones Sociales Problemáticas de Dodge, McClaskey, and Feldman (1985; versión validada para población española por Martín Antón, Monjas, García Bacete, & Jiménez-Lagares, 2016). Datos recogidos en centros públicos de Castellón y Sevilla (España) en otoño del curso escolar 2009-10. Se Incluye el cálculo de los 6 factores de la versión original y el de los 4 que resultaron en la validación española. Factores originales: Entrada en grupo de iguales, Respuesta a las provocaciones, Respuesta al fracaso, Respuesta al éxito, Expectativas sociales, Expectativas del profesor. Factores de la adaptación española: Estar en desventaja, Respeto a la autoridad y a las reglas, Conducta prosocial y empática y Respuesta al propio éxito. Para saber más sobre nuestra investigación y acceder a otros ficheros de datos de esta medida o de otras, siga el enlace <a href="https://www.uji.es/departaments/psi/base/opengrei/">Proyecto Longitudinal GREI</a>.</p>
Global canopy top height estimates from GEDI LIDAR waveforms for 2020
<p>Canopy top height (RH98) is estimated from GEDI L1B waveforms globally between 51.6° N & S from L1B Version 1 data from April-July 2020. The footprint level RH98 predictions are stored in hdf5 files corresponding to the orbit files of the GEDI L1B Version 1 data.</p> <p>See also the repository for the data from April-July 2019: <a href="https://doi.org/10.5281/zenodo.5704852">https://doi.org/10.5281/zenodo.5704852</a>. This repository also contains the file <a href="https://zenodo.org/api/files/0a9300b5-2dea-4791-a019-319ed6209713/load_pred_RH98_files.py?versionId=6af41185-f13b-44aa-9042-a59efd4abb82">load_pred_RH98_files.py </a>with more information on how to parse and load the prediction orbit files.</p> <p><strong>GEDI mission website</strong>: <a href="https://gedi.umd.edu/">https://gedi.umd.edu/</a>.</p> <p><strong>Citation: </strong></p> <p>Use of these data require citation of this dataset:</p> <p>Lang, Nico, Kalischek, Nikolai, Armston, John, Schindler, Konrad, Dubayah, Ralph, & Wegner, Jan Dirk. (2021). Global canopy top height estimates from GEDI LIDAR waveforms for 2020 (1.0) [Dataset]. Zenodo. https://doi.org/10.5281/zenodo.7737869</p> <p>Original research article:</p> <p>Lang, N., Kalischek, N., Armston, J., Schindler, K., Dubayah, R., & Wegner, J. D. (2022). Global canopy height regression and uncertainty estimation from GEDI LIDAR waveforms with deep ensembles. <em>Remote Sensing of Environment</em>, <em>268</em>, 112760.</p>
FIG. 6 in A small elevational gradient shows negative bottom-to-top bryophyte richness in a seasonally dry forest in Brazil
FIG. 6. — Bryophytes species distributions along an elevational gradient in Catimbau National Park according to life history traits: A, light requirements; B, life-forms. TABLE 3. — Spearman (Rs) correlation table between life history traits showing that light demanding and life-forms are correlated with the species richness in base and top of elevational gradient, respectively. Italic font indicates Spearman value and normal font indicates Spearman coefficient (Rs). P-value in bold are significant (p <0.05).
FIG. 3 in A small elevational gradient shows negative bottom-to-top bryophyte richness in a seasonally dry forest in Brazil
FIG. 3. — The effects of altitude decomposed into three elevational belts on bryophyte richness. Model based on the Poisson distribution and log connection method for unprocessed data. Own illustration: Fabronia ciliaris (Brid.) Brid.
FIG. 5 in A small elevational gradient shows negative bottom-to-top bryophyte richness in a seasonally dry forest in Brazil
FIG. 5. — Principal Component Analysis (PCA) based on the substrates colonized along elevational gradient in Catimbau National Park.
FIG. 1 in A small elevational gradient shows negative bottom-to-top bryophyte richness in a seasonally dry forest in Brazil
FIG. 1. — Results of the clustering with weighted average between Caatinga areas (including rocky outcrops) based on the Sørensen similarity index showing that the bryophyte flora of Catimbau NP is singular: dotted arm indicates Rocky outcrop in Bahia state; brackets in light gray indicates areas in Paraíba state and the bold arms indicate the areas in Pernambuco state; site P29, highlighted in blue shows the isolation of Catimbau NP. Bahia state is approximately 370 km from Pernambuco state and 930 km from Paraíba, in a straight line. Coefficient of Cofenetic Correlation (CCC) = 0.80. Own illustration: Fabronia ciliaris (Brid.) Brid.
Physico-chemical properties of the top 120 m of two ice cores in Dronning Maud Land (East Antarctica)
<p>We provide in this dataset the complete records from the top 120 m of two ice cores drilled on two adjacent ice rises (Hammarryggen and Lokeryggen, ~100 km apart) located in coastal Dronning Maud Land, Antarctica. Density, water stable isotopes (δ<sup>18</sup>O, δD and d-excess), ions concentrations (Na<sup>+</sup>, K<sup>+</sup>, Mg<sup>+</sup>, Ca<sup>+</sup>, MSA, Cl<sup>-</sup>, SO<sub>4</sub><sup>2-</sup> and NO<sub>3</sub><sup>-</sup>), and continuous electrical conductivity measurement (ECM) records, as well as age models and resulting surface mass balance (SMB) are presented here. These ice cores are dated back to the end of the eighteenth century (CE 1793 ± 3 years for FK17and 1780 ± 5 years for TIR18) by manual and automatic multivariable layer counting and volcanic tie points validation. The SMB is calculated after correction for vertical strain rates.</p> <p>A detailed description of the measurement procedures, data treatments and uncertainties can be found in: Wauthy S., Tison, J.-L., Inoue, M., El Amri, S., Sun, S., Claeys, P., and Pattyn, F.: Physico-chemical properties of the top 120 m of two ice cores in Dronning Maud Land (East Antarctica): an open window on spatial and temporal regional variability of environmental proxies, submitted to Earth System Science Data (ESSD).</p> <p>These new records can be compared to those from other coastal ice cores in DML and to regional or global model results, and represent a great opportunity for further studies addressing the mechanisms behind SMB spatial and temporal variability in East Antarctica.</p> <p>The study was funded in the framework of the Mass2Ant project, contract n° BR/165/A2 by the Belgian Science Policy BELSPO.</p>
Top-of-the-atmosphere radiative forcing by aerosol due to continuous OCS injection near the tropical tropopause simulated by EMAC
<p>This dataset was prepared for a publication by von Hobe et al. (2023):</p> <p><strong>Comment on “An approach to sulfate geoengineering with surface emissions of carbonyl sulfide” by Quaglia et al. (2022)</strong></p> <p>In that publication, the data are displayed in Figure 4.</p> <p>The dataset contains additional stratospheric aerosol forcing for injections of 6 Tg S a<sup>-1</sup> OCS for several years over 5 tropical cities at the tropopause (97 hPa) calculated with the EMAC (ECHAM5/MESSy Atmospheric Chemistry) CCM (e.g. Brühl et al., 2018; Schallock et al., 2023). Data are given for a four year time series starting in January 2017.</p> <p>- - - - - - - - - - - -</p> <p>File format:</p> <p> netCDF</p> <p>Index Variables:</p> <p> time, 10 hourly, as 'day since 1997-01-01' (note that the two variables named time4 and time6 are identical)</p> <p>Parameters:</p> <p> SOLFORCCSO: instantaneous solar radiative forcing at the top of the atmosphere by aerosol due to continuous OCS injection near the tropical tropopause with surface mixing ratios of OCS were fixed to observations</p> <p> TOTFORCCSO: instantaneous total radiative forcing at the top of the atmosphere by aerosol due to continuous OCS injection near the tropical tropopause with surface mixing ratios of OCS were fixed to observations</p> <p> SOLFORCCSO_FREE: instantaneous solar radiative forcing at the top of the atmosphere by aerosol due to continuous OCS injection near the tropical tropopause with surface mixing ratios of OCS allowed to increase from downward transport</p> <p> TOTFORCCSO_FREE: instantaneous total radiative forcing at the top of the atmosphere by aerosol due to continuous OCS injection near the tropical tropopause with surface mixing ratios of OCS allowed to increase from downward transport</p> <p>- - - - - - - - - - - -</p> <p><strong>References:</strong></p> <p>Brühl, C., Schallock, J., Klingmüller, K., Robert, C., Bingen, C., Clarisse, L., Heckel, A., North, P., and Rieger, L.: Stratospheric aerosol radiative forcing simulated by the chemistry climate model EMAC using Aerosol CCI satellite data, Atmos. Chem. Phys., 18, 12845-12857, 10.5194/acp-18-12845-2018, 2018</p> <p>Quaglia, I., Visioni, D., Pitari, G., and Kravitz, B.: An approach to sulfate geoengineering with surface emissions of carbonyl<br> sulfide, Atmos. Chem. Phys., 22, 5757-5773, 10.5194/acp-22-5757-2022, 2022.</p> <p>Schallock, J., Brühl, C., Bingen, C., Höpfner, M., Rieger, L., and Lelieveld, J.: Reconstructing volcanic radiative forcing since 1990, using a comprehensive emission inventory and spatially resolved sulfur injections from satellite data in a chemistry climate model, Atmos. Chem. Phys., 23, 1169-1207, 10.5194/acp-23-1169-2023, 2023.</p> <p>von Hobe, M., Brühl, C., Lennartz, S. T., Whelan, M. E., and Kaushik, A.: Comment on “An approach to sulfate geoengineering with surface emissions of carbonyl sulfide” by Quaglia et al. (2022) , EGUsphere [preprint], https://doi.org/10.5194/egusphere-2023-268, 2023.</p>
FIG. 4 in A small elevational gradient shows negative bottom-to-top bryophyte richness in a seasonally dry forest in Brazil
FIG. 4. — Venn diagram showing the low percentage of similarity between the belts levels based on the Sørensen-Dice index, total number of species per belt, and the amount of species shared between each belt.
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