Faculty |
Research interest |
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Exchange of heat, water, and momentum through the soil-plant-atmosphere continuum in natural and agricultural ecosystems
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Research statement
My research themes revolve around the exchange of heat, water, and momentum (i.e., energy transport by air movement) across the soil-plant-atmosphere continuum in the Earth's Critical Zone (the thin living skin spanning from the top of the canopy to the bottom of the groundwater). These interrelated exchange processes regulate the natural environment and determine the abundance of life-sustaining resources. I explore both natural and agricultural ecosystems, which compound a holistic, complementary view. My toolbox comprises field experiments utilizing state-of-the-art micro-meteorological instrumentation, to which I apply modeling approaches.
In natural environments, my research epicenter is dryland ecosystems, where water is scarce and conditions are extreme. In these areas, non-rainfall water inputs (NRWIs; in the form of dew, fog, and direct water vapor adsorption) play a crucial role in the ecosystem's functioning. In agricultural systems, my research encompasses aspects of the microclimatic effects on crop yield and quality, from individual wine-grape clusters to entire fields, and beyond.
Teaching statement
Today's students belong to the Millennial (Y; born 1981-1996) and post-Millenial (Z; born 1996-2012) generations. The Y generation has migrated into the digital world during their early childhood, and the Z generation was born into it. Both are generally perceived as multi-taskers with a somewhat limited attention span. They are independent and demanding consumers and will have jobs that do not exist in today's world. It is quite fashionable to criticize their attitude and learning skills and to worry about their future.
My perspective (also as a mother of two right at the interface between these generations) is different. I admire their creativity, their autodidactic abilities, their courage to walk off paved paths. Watching the world changing so fast makes me realize I don't have all the answers. I have no idea what the keys to success twenty years from now will be. I therefore believe that we, as educators, should be flexible, observant, and trusting. In my view, my prime role as an educator is to provide students with tools that will help them think, approach a problem, analyze, integrate, turn data into knowledge, and communicate their findings. I seek to instill in students the joy of exploring, the importance of continuously expanding their horizons, the satisfaction from exploiting their full potential, and their ability to pave their own future.
Whether they belong to the Y or the Z generation, I enjoy my interaction with these emerging scientists. They had a different childhood, and they will become different adults, but I am fully confident they will be at least as good professionals. Teaching and mentoring are not only part of my duties as an academic; they are two of the reasons I love my profession so much.
My research themes revolve around the exchange of heat, water, and momentum (i.e., energy transport by air movement) across the soil-plant-atmosphere continuum in the Earth's Critical Zone (the thin living skin spanning from the top of the canopy to the bottom of the groundwater). These interrelated exchange processes regulate the natural environment and determine the abundance of life-sustaining resources. I explore both natural and agricultural ecosystems, which compound a holistic, complementary view. My toolbox comprises field experiments utilizing state-of-the-art micro-meteorological instrumentation, to which I apply modeling approaches.
In natural environments, my research epicenter is dryland ecosystems, where water is scarce and conditions are extreme. In these areas, non-rainfall water inputs (NRWIs; in the form of dew, fog, and direct water vapor adsorption) play a crucial role in the ecosystem's functioning. In agricultural systems, my research encompasses aspects of the microclimatic effects on crop yield and quality, from individual wine-grape clusters to entire fields, and beyond.
Teaching statement
Today's students belong to the Millennial (Y; born 1981-1996) and post-Millenial (Z; born 1996-2012) generations. The Y generation has migrated into the digital world during their early childhood, and the Z generation was born into it. Both are generally perceived as multi-taskers with a somewhat limited attention span. They are independent and demanding consumers and will have jobs that do not exist in today's world. It is quite fashionable to criticize their attitude and learning skills and to worry about their future.
My perspective (also as a mother of two right at the interface between these generations) is different. I admire their creativity, their autodidactic abilities, their courage to walk off paved paths. Watching the world changing so fast makes me realize I don't have all the answers. I have no idea what the keys to success twenty years from now will be. I therefore believe that we, as educators, should be flexible, observant, and trusting. In my view, my prime role as an educator is to provide students with tools that will help them think, approach a problem, analyze, integrate, turn data into knowledge, and communicate their findings. I seek to instill in students the joy of exploring, the importance of continuously expanding their horizons, the satisfaction from exploiting their full potential, and their ability to pave their own future.
Whether they belong to the Y or the Z generation, I enjoy my interaction with these emerging scientists. They had a different childhood, and they will become different adults, but I am fully confident they will be at least as good professionals. Teaching and mentoring are not only part of my duties as an academic; they are two of the reasons I love my profession so much.
Students |
Thesis/Dissertation title |
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Do non-rainfall water inputs derive CO2 exchange between the soil and the atmosphere in deserts?
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Direct nutrient uptake from dust accumulating on plant canopies
Jointly with Ran Erel (Gilat, ARO) and Avner Gross (Geography Dept., BGU) |
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The origin of water vapor adsorbed by the soil surface layer
Jointly with Dilia Kool (Geography Dept. BGU) and Pedro Berliner (BIDR, BGU) |
Staff |
Job description |
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You name it - she does it!
(Officially her job title is Lab Technician De-facto - she runs the lab) |
Alumni |
Thesis/Dissertation title |
Postdocs
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Dilia did so many things at the lab!
See her many publications in the publications page here. Most recently we are working together on the most exciting Deserts project. So happy she is now a faculty at our university and remains close. Proud of you!!! |
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Improving the spatial resolution of thermal imagery for precision irrigation applications
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Assess the effect of non-rainfall water inputs on global-scale meteorological models
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Students
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Simple and affordable methods for mitigating evaporation from soil to improve water use efficiency in developing countries
Jointly with Pedro Berliner |
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The effect of row orientation on the momentum flux in wine vineyards
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Modulation of the yield and fruit chemical composition of grapevine as affected by rootstock and bunch microclimate
Jointly with Aaron Fait |
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Modeling of runoff water systems efficiency
Jointly with Pedro Berliner |
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The effect of training system on the radiation regime and the quality of white grape clusters in desert viticulture
Jointly with Aaron Fait |
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Measurement of nighttime latent heat flux over bare soil
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Effect of soil type and cover on non-rainfall water inputs
Jointly with Pedro Berliner |
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Zooming in on desert viticulture: manipulating bunch microclimate to enhance grape quality in arid environments
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The efficiency of trenches as runoff water harvesting system and the role of their design in minimizing water loss
Jointly with Genadi Carmi |
Trainees
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The effect of soil sample depth on the amount of water vapor adsorption
As part of the BIDR summer research program for outstanding Bachelor students |
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Quantifying water vapor adsorption in bare and biocrusted desert soils
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