off-course climate change: Topics by Science.gov

Sample records for off-course climate change

Global Climate Change Pilot Course Project

NASA Astrophysics Data System (ADS)

Schuenemann, K. C.; Wagner, R.

2011-12-01

In fall 2011 a pilot course on "Global Climate Change" is being offered, which has been proposed to educate urban, diverse, undergraduate students about climate change at the introductory level. The course has been approved to fulfill two general college requirements, a natural sciences requirement that focuses on the scientific method, as well as a global diversity requirement. This course presents the science behind global climate change from an Earth systems and atmospheric science perspective. These concepts then provide the basis to explore the effect of global warming on regions throughout the world. Climate change has been taught as a sub-topic in other courses in the past solely using scientific concepts, with little success in altering the climate change misconceptions of the students. This pilot course will see if new, innovative projects described below can make more of an impact on the students' views of climate change. Results of the successes or failures of these projects will be reported, as well as results of a pre- and post-course questionnaire on climate change given to students taking the course. Students in the class will pair off and choose a global region or country that they will research, write papers on, and then represent in four class discussions spaced throughout the semester. The first report will include details on the current climate of their region and how the climate shapes that region's society and culture. The second report will discuss how that region is contributing to climate change and/or sequestering greenhouse gases. Thirdly, students will discuss observed and predicted changes in that region's climate and what impact it has had, and could have, on their society. Lastly, students will report on what role their region has played in mitigating climate change, any policies their region may have implemented, and how their region can or cannot adapt to future climate changes. They will also try to get a feel for the region's attitude towards climate change science, policy, and the stances taken by other regions on climate change. The professor will provide a model of integrative research using the U.S. as a focus, and on discussion days, prompt a sort of United Nations discussion on each of these topics with the intention of having the students look at climate change from a different point of view that contrasts their current U.S.-centric view, as well as realize the interdependence of regions particularly in regards to climate change.
Trade-Offs at Ella Baker Public Charter School

ERIC Educational Resources Information Center

O'Donnell, Kate; Swanson, Jessica

2016-01-01

This case was written for educational leadership courses, especially ones focused on organizational change. The case explores a principal's first year at school where the student achievement and school climate were not meeting the school's lofty mission. Readers of the case should consider the steps and perspectives taken by the principal during…
Build a Catastrophe: Using Digital World and Policy Models to Engage Political Science Students with Climate Change

NASA Astrophysics Data System (ADS)

Horodyskyj, L.; Lennon, T.; Mead, C.; Anbar, A. D.

2017-12-01

Climate change is a problem that involves science, economics, and politics. Particularly in the United States, political resistance to addressing climate change has been exacerbated by a concerted misinformation campaign against the basic science, a negative response to how the proposed solutions to climate change intersect with values. Scientists often propose more climate science education as a solution to the problem, but preliminary studies indicate that more science education does not necessarily reduce polarization on the topic (Kahan et al. 2012). Is there a way that we can better engage non-science students in topics related to climate change that improve their comprehension of the problem and its implications, overcoming polarization? In an existing political science course, "Do You Want to Build a Nation?", we are testing a new digital world-building model based on resource development and consequent environmental and societal impacts. Students spend half the class building their nations based on their assigned ideology (i.e., socialist, absolute monarchy, libertarian) and the second half of the class negotiating with other nations to resolve global issues while remaining true to their ideologies. The course instructor, co-author Lennon, and ASU's Center for Education Through eXploration have collaborated to design a digital world model based on resources linked to an adaptive decision-making environment that translates student policies into modifications to the digital world. The model tracks students' exploration and justification of their nation's policy choices. In the Fall 2017 offering of the course, we will investigate how this digital world model and scenarios built around it affect student learning outcomes. Specifically, we anticipate improved understanding of the policy trade-offs related to energy development, better understanding of the ways that different ideologies approach solutions to climate change, and that both will result in more realistic diplomatic negotiations in the latter half of the course. We will report on the technical details of how the digital world model and scenarios are constructed as well as how students responded to the scenario.
Ways to Include Global Climate Change in Courses for Prospective Teachers

ERIC Educational Resources Information Center

van Zee, Emily; Grobart, Emma; Roberts-Harris, Deborah

2016-01-01

What responsibility do science teacher educators have for engaging students in learning about global climate change in courses? How can the topic of global climate change be added to an already packed course curriculum? The authors have begun assembling instructional resources and learning ways others have incorporated global climate change in…
Multidecadal changes in the river ice regime of the lower course of the River Drava since AD 1875

NASA Astrophysics Data System (ADS)

Takács, Katalin; Kern, Zoltán

2015-10-01

River ice is principally controlled by atmospheric conditions, especially temperature, so these records provide useful information on the climate in general. A more than 130-year-time-series of ice-on and ice-off, and freeze-up and break-up dates was analysed from 4 selected hydrological stations along the lower course of the River Drava since the beginning of river ice observations the start- and end-dates of ice phenomena on Drava River have displayed a significant trend. Freeze-up dates have shifted to ∼9 days later, and break-up dates to ∼10 days earlier. A similar trend is present in the dates of ice-on and ice-off; these dates have shifted to ∼23 days later and ∼17 days earlier per 100 years on average. These changes have resulted in a pronounced reduction in the ice-covered and ice-affected seasons, too. The duration of ice-cover has decreased by ∼14 days and the total number of ice-affected days has decreased by ∼31 days over a century on average on the lower course of the Drava. Interannual variability was compared to local and regional instrumental temperature records. The strongest correlation was found between ice-off and January-February mean temperatures (r = 0.81, p < 0.05), and between the total number of icy days and the mean winter temperature (r = 0.88, p < 0.05). Statistical evidence indicated, however, that the subdued climate control from the 1970s is probably due to anthropogenic intervention in the upper course (e.g. reservoir construction, hydropower management). Spatial correlation analysis revealed that the temperature signal carried by the river ice records of the Drava prior to the anthropogenic disturbance seems to be a powerful proxy for the winter temperature of Central Europe.
A Climate Change Course for Undergraduate Students

ERIC Educational Resources Information Center

Nam, Y.; Ito, E.

2011-01-01

For the past 10 years, a climate change course has been offered in a large Midwest university. This course has been focusing on improving college students' scientific knowledge of climate change and human interactions using historical evidence as well as improving their information literacy in science through a course project that requires…
Life history trade-off moderates model predictions of diversity loss from climate change.

PubMed

Moor, Helen

2017-01-01

Climate change can trigger species range shifts, local extinctions and changes in diversity. Species interactions and dispersal capacity are important mediators of community responses to climate change. The interaction between multispecies competition and variation in dispersal capacity has recently been shown to exacerbate the effects of climate change on diversity and to increase predictions of extinction risk dramatically. Dispersal capacity, however, is part of a species' overall ecological strategy and are likely to trade off with other aspects of its life history that influence population growth and persistence. In plants, a well-known example is the trade-off between seed mass and seed number. The presence of such a trade-off might buffer the diversity loss predicted by models with random but neutral (i.e. not impacting fitness otherwise) differences in dispersal capacity. Using a trait-based metacommunity model along a warming climatic gradient the effect of three different dispersal scenarios on model predictions of diversity change were compared. Adding random variation in species dispersal capacity caused extinctions by the introduction of strong fitness differences due an inherent property of the dispersal kernel. Simulations including a fitness-equalising trade-off based on empirical relationships between seed mass (here affecting dispersal distance, establishment probability, and seedling biomass) and seed number (fecundity) maintained higher initial species diversity and predicted lower extinction risk and diversity loss during climate change than simulations with variable dispersal capacity. Large seeded species persisted during climate change, but developed lags behind their climate niche that may cause extinction debts. Small seeded species were more extinction-prone during climate change but tracked their niches through dispersal and colonisation, despite competitive resistance from residents. Life history trade-offs involved in coexistence mechanisms may increase community resilience to future climate change and are useful guides for model development.
Collaborative Education in Climate Change Sciences and Adaptation through Interactive Learning

NASA Astrophysics Data System (ADS)

Ozbay, G.; Sriharan, S.; Fan, C.

2014-12-01

As a result of several funded climate change education grants, collaboration between VSU, DSU, and MSU, was established to provide the innovative and cohesive education and research opportunities to underrepresented groups in the climate related sciences. Prior to offering climate change and adaptation related topics to the students, faculty members of the three collaborating institutions participated at a number of faculty training and preparation workshops for teaching climate change sciences (i.e. AMS Diversity Project Workshop, NCAR Faculty-Student Team on Climate Change, NASA-NICE Program). In order to enhance the teaching and student learning on various issues in the Environmental Sciences Programs, Climatology, Climate Change Sciences and Adaptation or related courses were developed at Delaware State University and its partner institutions (Virginia State University and Morgan State University). These courses were prepared to deliver information on physical basis for the earth's climate system and current climate change instruction modules by AMS and historic climate information (NOAA Climate Services, U.S. and World Weather Data, NCAR and NASA Climate Models). By using Global Seminar as a Model, faculty members worked in teams to engage students in videoconferencing on climate change through Contemporary Global Studies and climate courses including Climate Change and Adaptation Science, Sustainable Agriculture, Introduction to Environmental Sciences, Climatology, and Ecology and Adaptation courses. All climate change courses have extensive hands-on practices and research integrated into the student learning experiences. Some of these students have presented their classroom projects during Earth Day, Student Climate Change Symposium, Undergraduate Summer Symposium, and other national conferences.
Climate Discovery Online Courses for Educators from NCAR

NASA Astrophysics Data System (ADS)

Henderson, S.; Ward, D. L.; Meymaris, K. K.; Johnson, R. M.; Gardiner, L.; Russell, R.

2008-12-01

The National Center for Atmospheric Research (NCAR) has responded to the pressing need for professional development in climate and global change sciences by creating the Climate Discovery online course series. This series was designed with the secondary geoscience educator in mind. The online courses are based on current and credible climate change science. Interactive learning techniques are built into the online course designs with assignments that encourage active participation. A key element of the online courses is the creation of a virtual community of geoscience educators who exchange ideas related to classroom implementation, student assessment, and lessons plans. Geoscience educators from around the country have participated in the online courses. The ongoing interest from geoscience educators strongly suggests that the NCAR Climate Discovery online courses are a timely and needed professional development opportunity. The intent of NCAR Climate Discovery is to positively impact teachers' professional development scientifically authentic information, (2) experiencing guided practice in conducting activities and using ancillary resources in workshop venues, (3) gaining access to standards-aligned lesson plans, kits that promote hands-on learning, and scientific content that are easily implemented in their classrooms, and (4) becoming a part of a community of educators with whom they may continue to discuss the challenges of pedagogy and content comprehension in teaching climate change in the Earth system context. Three courses make up the Climate Discovery series: Introduction to Climate Change; Earth System Science - A Climate Change Perspective; and Understanding Climate Change Today. Each course, instructed by science education specialists, combines geoscience content, information about current climate research, hands-on activities, and group discussion. The online courses use the web-based Moodle courseware system (open- source software similar to Blackboard and webCT), utilizing its features to promote dialogue as well as provide rich online content and media. A key element of the online courses is the development and support of an online learning community, an essential component in successful online courses. Interactive learning techniques are built into the course designs with assignments that encourage active participation. Educators (both formal and informal) use the courses as a venue to exchange ideas and teaching resources. A unique feature of the courses is the emphasis on hands-on activities, a hallmark of our professional development efforts. This presentation will focus on the lessons learned in the development of the three online courses and our successful recruitment and retention efforts.
Life history trade-off moderates model predictions of diversity loss from climate change

PubMed Central

2017-01-01

Climate change can trigger species range shifts, local extinctions and changes in diversity. Species interactions and dispersal capacity are important mediators of community responses to climate change. The interaction between multispecies competition and variation in dispersal capacity has recently been shown to exacerbate the effects of climate change on diversity and to increase predictions of extinction risk dramatically. Dispersal capacity, however, is part of a species’ overall ecological strategy and are likely to trade off with other aspects of its life history that influence population growth and persistence. In plants, a well-known example is the trade-off between seed mass and seed number. The presence of such a trade-off might buffer the diversity loss predicted by models with random but neutral (i.e. not impacting fitness otherwise) differences in dispersal capacity. Using a trait-based metacommunity model along a warming climatic gradient the effect of three different dispersal scenarios on model predictions of diversity change were compared. Adding random variation in species dispersal capacity caused extinctions by the introduction of strong fitness differences due an inherent property of the dispersal kernel. Simulations including a fitness-equalising trade-off based on empirical relationships between seed mass (here affecting dispersal distance, establishment probability, and seedling biomass) and seed number (fecundity) maintained higher initial species diversity and predicted lower extinction risk and diversity loss during climate change than simulations with variable dispersal capacity. Large seeded species persisted during climate change, but developed lags behind their climate niche that may cause extinction debts. Small seeded species were more extinction-prone during climate change but tracked their niches through dispersal and colonisation, despite competitive resistance from residents. Life history trade-offs involved in coexistence mechanisms may increase community resilience to future climate change and are useful guides for model development. PMID:28520770
Climate Science across the Liberal Arts Curriculum at Gustavus Adolphus College

NASA Astrophysics Data System (ADS)

Bartley, J. K.; Triplett, L.; Dontje, J.; Huber, T.; Koomen, M.; Jeremiason, J.; La Frenierre, J.; Niederriter, C.; Versluis, A.

2014-12-01

The human and social dimensions of climate change are addressed in courses in humanities, social sciences, and arts disciplines. However, faculty members in these disciplines are not climate science experts and thus may feel uncomfortable discussing the science that underpins our understanding of climate change. In addition, many students are interested in the connections between climate change and their program of study, but not all students take courses that address climate science as a principal goal. At Gustavus Adolphus College, the Climate Science Project aims to help non-geoscience faculty introduce climate science content in their courses in order to increase climate science literacy among students and inform discussions of the implications of climate change. We assembled an interdisciplinary team of faculty with climate science expertise to develop climate science modules for use in non-geoscience courses. Faculty from the social sciences, humanities, arts, education, and natural sciences attended workshops in which they developed plans to include climate science in their courses. Based on these workshops, members of the development team created short modules for use by participating faculty that introduce climate science concepts to a non-specialist audience. Each module was tested and modified prior to classroom implementation by a team of faculty and geoscience students. Faculty and student learning are assessed throughout the process, and participating faculty members are interviewed to improve the module development process. The Climate Science Project at Gustavus Adolphus College aims to increase climate science literacy in both faculty members and students by creating accessible climate science content and supporting non-specialist faculty in learning key climate science concepts. In this way, climate science becomes embedded in current course offerings, including non-science courses, reaching many more students than new courses or enhanced content in the geosciences can reach. In addition, this model can be adopted by institutions with limited geoscience course offerings to increase geoscience literacy among a broad cross-section of students.
News

NASA Astrophysics Data System (ADS)

2005-03-01

Microscopy: Schools to gain remote access to Oxford University-based SEM Canada: Perimeter Institute calls international applicants to its 2005 summer school ASE: ASE 2005 refreshes the teaching parts that other conferences cannot reach Scotland: Glasgow hosts Kelvin exhibition Climate Analysis: Met Office sets up project to predict climate change Wales: Welsh teachers meet at Christ College, Brecon ESERA: ESERA 2005 unveils its conference programme Higher Education: Educators address school-university transition Christmas Lecture Series: Royal Institution supports Christmas Lecture series with interactive CD-ROM Events: UK’s Science Week kicks off in March Grants: PPARC and IOP to provide grants worth up to £400 Camera Competition: Congratulations go to camera winners Teachers’ TV: Teachers’ channel hits the small screen Physics and Music: Foster and Liebeck presentation combines physics and music Science on Stage: SOS gears up for Geneva festival Nanoworld: Hirsch lecture at Oxford focuses on the nanoworld GIREP: GIREP conference aims to raise physics’ profile Course: STELAR offers free radio-communication course
A Curriculum Experiment in Climate Change Education Using an Integrated Approach of Content Knowledge Instruction and Student-Driven Research, Year 2

NASA Astrophysics Data System (ADS)

Adams, P. E.; Heinrichs, J. F.

2010-12-01

One of the greatest challenges facing the world is climate change. Coupled with this challenge is an under-informed population that has not received a rigorous education about climate change other than what is available through the media. Fort Hays State University is in a second year of piloting a course on climate change targeted to students early in their academic careers. The course is modeled after our past work (NSF DUE-0088818) of integrating content knowledge instruction and student-driven research where there was a positive correlation between student research engagement and student knowledge gains. The second pilot offering utilizes a mix of inquiry-based instruction, problem-based learning, and student-driven research to educate and engage the students in understanding climate change. The course was collaboratively developed by a geoscientist and science educator both of whom are active in citizen science programs. The course model is unique in that 50% of the course is dedicated to developing core knowledge and technical skills (e.g. global climate change, critical analysis, writing, data acquisition, data representation, and research design), and 50% to conducting a research project using available data sets from federal agencies and research groups. A key element of the course is a focus on data sets to make climate change relevant to the students. The research serves as a means of civic engagement by the students as they are tasked to understand their role in communicating their research findings to the community and coping with the local and regional changes they find through their research. The impacts of course changes from the first offering to the second offering of the course will be reported, as well as the structure of the course.
A Model for Collaborative Learning in Undergraduate Climate Change Courses

NASA Astrophysics Data System (ADS)

Teranes, J. L.

2008-12-01

Like several colleges and universities across the nation, the University of California, San Diego, has introduced climate change topics into many existing and new undergraduate courses. I have administered a program in this area at UCSD and have also developed and taught a new lower-division UCSD course entitled "Climate Change and Society", a general education course for non-majors. This class covers the basics of climate change, such as the science that explains it, the causes of climate change, climate change impacts, and mitigation strategies. The teaching methods for this course stress interdisciplinary approaches. I find that inquiry-based and collaborative modes of learning are particularly effective when applied to science-based climate, environmental and sustainability topics. Undergraduate education is often dominated by a competitive and individualistic approach to learning. In this approach, individual success is frequently perceived as contingent on others being less successful. Such a model is at odds with commonly stated goals of teaching climate change and sustainability, which are to equip students to contribute to the debate on global environmental change and societal adaptation strategies; and to help students become better informed citizens and decision makers. I present classroom-tested strategies for developing collaborative forms of learning in climate change and environmental courses, including team projects, group presentations and group assessment exercises. I show how critical thinking skills and long-term retention of information can benefit in the collaborative mode of learning. I find that a collaborative learning model is especially appropriate to general education courses in which the enrolled student body represents a wide diversity of majors, class level and expertise. I also connect collaborative coursework in interdisciplinary environmental topics directly to applications in the field, where so much "real-world" achievement in research, education, government and business is effectively accomplished in collaborative teams.
Earth Futures: a General Education Sustainability Course at the Pennsylvania State University

NASA Astrophysics Data System (ADS)

Bralower, T. J.; Bice, D. M.; Barron, E. J.

2012-12-01

Earth in the Future: Predicting Climate Change and Its Impacts Over the Next Century has been taught at The Pennsylvania State University since 2000. The course is a general education course designed to give a broad survey of the science underlying climate change as well as the impacts on natural and human systems. The course has three major goals: (1) to provide an understanding of climate science and of the possible scenarios of how climate may change in the future; (2) to analyze the linkages between climate and major human and natural systems, including agriculture, water, ocean circulation, and coastal ecosystems, necessary to assess the potential impacts of climate change; and (3) to understand the potential responses to climate change, including both adaptation to, and mitigation of change. The general education course is the entry point for a new BS-degree program, Earth System Science and Policy (ESSP). Initially the course was taught face to face on a yearly basis. Recently we have developed an on-line version of the course, and, in Fall semester, 2012, we are teaching a revised version of the course face-to-face and on-line. Both versions of the course are being assessed using survey instruments developed for InTeGrate courses. The simultaneous instruction provides a unique opportunity to compare the strengths and weaknesses of the two different modes of education. From its beginning, the course has included laboratory exercises designed to enhance the student's understanding of climate science. The revised course includes laboratory exercises in every module, including STELLA-based model experiments. These exercises form an essential part of the on-line version of the course, however, the identical exercises are involved in the face-to-face version. In our presentation, we provide preliminary comparison of the two instructional modes as well as their effectiveness in recruiting students to the ESSP major.
Climate-driven tree mortality: insights from the pinon pine die-off in the United States

Treesearch

Jeffrey A. Hicke; Melanie J. B. Zeppel

2013-01-01

The global climate is changing, and a range of negative effects on plants has already been observed and will likely continue into the future. One of the most apparent consequences of climate change is widespread tree mortality (Fig. 1). Extensive tree die-offs resulting from recent climate change have been documented across a range of forest types on all forested...
Moderate solar geoengineering greatly reduces the largest changes in climate whilst modestly increasing the changes in climate over a small fraction of the Earth

NASA Astrophysics Data System (ADS)

Irvine, P. J.; Keith, D.; He, J.; Vecchi, G.; Horowitz, L. W.

2017-12-01

Whilst solar geoengineering reduces global temperature it cannot perfectly offset the climate effects of elevated CO2 concentrations. Solar geoengineering has been shown to have a greater effect on the global hydrological cycle than CO2 and substantial differences in regional precipitation relative to a scenario without elevated CO2 concentrations have been noted. In this study we evaluate a moderate scenario of solar geoengineering, one which offsets 50% of the forcing from elevated CO2 concentrations, using a 25 Km resolution global climate model and verify these results using the Geoengineering model Intercomparison project ensemble. We calculate the fraction of regions that would be better or worse off after solar geoengineering deployment, defining those which see greater absolute change as worse off and vice versa. We find that 51% of the land area would be statistically significantly better off for precipitation, 33% for Precipitation minus evaporation (P-E), and that less than 3% would be worse off for precipitation, and 1% for P-E. We find that the fraction of the land area experiencing the largest changes in climate, defined as the upper quartile of the CO2 minus control anomaly, is greatly reduced for precipitation, P-E and 5-day maximum precipitation, and eliminated for mean and max annual temperature. The regions which are made worse off in precipitation or P-E by solar geoengineering typically saw relatively little to no CO2 induced climate change and see relatively little to moderate change in the solar geoengineering scenario. There is little overlap between the regions made worse off in terms of precipitation and P-E. In fact, whilst precipitation is reduced in almost all regions made worse off by solar geoengineering, P-E is increased in the majority of regions made worse off. Overall, we find that for each variable considered solar geoengineering greatly reduces the fraction of the world experiencing relatively large change and that those regions made worse off by solar geoengineering are still, relatively speaking, much better off than those regions which fare badly under a climate change scenario.
Keeping the Hope: Seeing, Understanding, and Teaching Climate Change

NASA Astrophysics Data System (ADS)

Warburton, J.; Bartholow, S.; Larson, A.

2016-12-01

Climate Change: Seeing, Understanding, and Teaching in Denali is a four-day immersive teacher professional development course held in Denali National Park, Alaska. Now in it's fifth year, this field-based course has been developed in partnership with three organizations, Alaska Geographic, the National Park Service, and the Arctic Research Consortium of the United States. The course aims to develop teachers' skills for integrating climate change content into their classrooms. Throughout the course, participants gain skills in communicating science, increase their climate literacy, and learn how to facilitate classroom discussions that move us all towards making a positive impact on the future of climate change. This presentation aims to share tangible best practices for linking researchers and teachers through a field course that not only delivers content but also navigates the challenges of bringing climate change content to the classrooms. We will share data on how participants overwhelmingly value the deep commitment this course has to linking their field experience to the classroom attributing to the role of a teacher-leader; an expert science teacher with first-hand field research experience in the polar regions.
Infusion of Climate Change and Geospatial Science Concepts into Environmental and Biological Science Curriculum

NASA Astrophysics Data System (ADS)

Balaji Bhaskar, M. S.; Rosenzweig, J.; Shishodia, S.

2017-12-01

The objective of our activity is to improve the students understanding and interpretation of geospatial science and climate change concepts and its applications in the field of Environmental and Biological Sciences in the College of Science Engineering and Technology (COEST) at Texas Southern University (TSU) in Houston, TX. The courses of GIS for Environment, Ecology and Microbiology were selected for the curriculum infusion. A total of ten GIS hands-on lab modules, along with two NCAR (National Center for Atmospheric Research) lab modules on climate change were implemented in the "GIS for Environment" course. GIS and Google Earth Labs along with climate change lectures were infused into Microbiology and Ecology courses. Critical thinking and empirical skills of the students were assessed in all the courses. The student learning outcomes of these courses includes the ability of students to interpret the geospatial maps and the student demonstration of knowledge of the basic principles and concepts of GIS (Geographic Information Systems) and climate change. At the end of the courses, students developed a comprehensive understanding of the geospatial data, its applications in understanding climate change and its interpretation at the local and regional scales during multiple years.
Climate Change Science, Impacts, Solutions - A Senior Science Course for Post-Secondary Students

NASA Astrophysics Data System (ADS)

Byrne, J. M.; Little, L. J.; Barnes, C. C.; Mirmasoudi, S.; Mansouri Kouhestani, F.; Reiger, C.; Rodriguez Bueno, R. A.

2015-12-01

The role of humanity in warming the global climate is well defined. The research community has predicted and documented many of the early impacts of climate change. The research literature has extensive assessments of future impacts on environment, cities, agriculture, human health, infrastructure, social and political changes, and the risks of military conflict. Society is facing massive infrastructure redevelopment, protection and possible abandonment due to increasing weather extremes. We have reached the point where science consensus is obvious and the population over much of the developed and developing world understands the urgency - humanity is changing the climate. The challenge is helping people help themselves. People understand there are consequences - they want to know how to minimize those consequences, and how to adapt to minimize the impacts. There is a dire need for a senior level course that addresses the key issues across disciplines. This course should cover a range of topics across many disciplinary boundaries, including: an introduction to the science, politics, health and well-being challenges of climate change; likely changes to personal and community lifestyles; consumption of energy and other resources. Population migration due to climate change impacts is a critical topic. Most important, the course must address the solutions to climate change. The population is demanding the power to address this massive challenge. This course will provide a multimedia curriculum on the impacts and solutions to our climate change dilemma.

Connecting Spatial Literacy and Climate Literacy Using a Place-Based GIS Approach in a Collaborative Online Educational Setting

NASA Astrophysics Data System (ADS)

Low, R.; Boger, R. A.; Mandryk, C. A.

2014-12-01

On-line learning is already revolutionizing higher education, and emerging cloud-based Geographic Information System (GIS) capabilities are poised to revolutionize the acquisition and sharing of spatial knowledge in a variety of fields. In this project, we deployed ESRI's ArcGIS Online in an on-line course environment to provide a place-based quantitative exploration of the impacts of environmental changes specifically related to climate change. As spatial thinking is not necessarily transferrable from one domain to another, we hypothesized that combining spatial literacy and climate change domain knowledge would transform student conceptions and mental models of climate change in measurable ways. To this end, we adapted and employed existing instruments for pre- post testing of general pattern recognition, interpretation, and spatial transformational skills, as well as climate system content knowledge and attitudes. A collaborative on-line course platform offered to students from University of Nebraska, Lincoln and from City College of New York (CUNY) colleges, Brooklyn and Lehman, brought to the discussion distinct urban and rural perspectives, which were the basis of place-based climate, water and food explorations in the course. The course has been offered 3 times in a shared LMS over the past 3 years. Participants in the most recent iteration of the course demonstrated statistically significant improvements in spatial skills, but they did not show the expected statistically significant improvement overall in climate knowledge that we see in other online courses where climate change literacy is the sole focus of the course. Ongoing research by our team shows strong correlation between active peer engagement in online discussions and student learning outcomes. Student-initiated discussions in the GIS-based climate change courses revealed a shift away from discussing the climate change science and a focus on technology and analyzing the spatial products created using GIS. As we improve the effectiveness of this course, we will be developing interventions in the discussion board activities that we hypothesize will increase the effectiveness of climate knowledge construction in future iterations.
Effects of climate-change induced vegetation die-off on soil biodiversity and functioning

NASA Astrophysics Data System (ADS)

Curiel Yuste, Jorge; Garcia Angulo, Daniel; Barba, Josep; Poyatos, Rafael

2017-04-01

Climate change-induced vegetation die-off is nowadays a widespread phenomenon responsible for limiting the capacity of terrestrial ecosystems to provide essential services worldwide. Less is known, however, about how vegetation die-off relates with changes in the biodiversity and ecology of the soil compartment, which accounts for many of the vital ecosystem functions such as providing essential nutrients for plant growth (nitrogen, N; or phosphorous, P), or long-term carbon (C) sequestration. The death of the vegetation alters soil abiotic (microclimate) conditions and limits the supply of the energy (carbohydrates specially) demanded by the soil biological communities. These abiotic and biotic changes triggers a cascade of causal-effect processes that may result in irreversible losses in soil biodiversity and in the stability of the trophic webs that sustain soil functions such as N fixation, mineralization of essential nutrients or C stabilization. However, to date, information on the potential impacts of climate-change induced vegetation die-off over soil biodiversity and functioning is fragmented (e.g. case-studies) and not very conclusive. We here want to summarize the state of the knowledge on all potential effects of climate-change induced vegetation die-off over soil biodiversity and soil functioning. Additionally, we also discuss the functional resilience of soils to climate-change vegetation die-off and how management practices could improve the resilience and the sustainability of the soil functioning.
Approaches to Climate Literacy at the American Museum of Natural History

NASA Astrophysics Data System (ADS)

Steiner, R. V.

2015-12-01

The American Museum of Natural History (AMNH) offers a suite of courses, workshops and special events in climate change education for audiences ranging from young children to adults and utilizing both online and in-person formats. These offerings are supported by rich digital resources including video, animations and data visualizations. These efforts have the potential to raise awareness of climate change, deepen understandings and improve public discourse and decision-making on this critical issue. For adult audiences, Our Earth's Future offers participants a five-week course at AMNH that focuses on climate change science, impacts and communication, taking advantage of both AMNH expertise and exhibitry. Online versions of this course include both a ten-week course as well as three different three-week thematic courses. (The longer course is now available as a MOOC in Coursera.) These activities have been supported by a grant from IMLS. The results of independent evaluation provide insight into participant needs and how they might be addressed. For K-12 educators, the Museum's Seminars on Science program of online teacher professional development offers, in collaboration with its higher education partners, a graduate course in climate change that is authored by both an AMNH curator and leading NASA scientists. Developed with support from both NASA and NSF, the course provides a semester-equivalent introduction to climate change science for educators, including digital resources, assignments and discussions for classroom use. The results of independent evaluation will be presented. For younger audiences, the presentation will highlight resources from the AMNH Ology site; television programming conducted in partnership with HBO; Science Bulletinsvideos that include current climate change research; resources related to the GRACE mission for tracking water from space; and special event programming at the Museum on climate change. This presentation will address the opportunities and challenges of climate change education in an informal science institution as well as enduring questions of institutional capacity, scale and sustainability.
Changing Minds about the Changing Climate: a Longitudinal Study of the Impacts of a Climate Change Curriculum on Undergraduate Student Knowledge and Attitudes.

NASA Astrophysics Data System (ADS)

Burkholder, K. C.; Mooney, S.

2016-12-01

In the fall of 2013, 24 sophomore students enrolled in a three-course Learning Community entitled "The Ethics and Science of Climate Change." This learning community was comprised of two disciplinary courses in environmental ethics and environmental science as well as a seminar course in which the students designed and delivered climate change education events in the community beyond campus. Students were surveyed prior to and upon completion of the semester using a variant of the Yale Climate Literacy Survey in order to assess their knowledge of and attitudes towards climate change. An analysis of those survey results demonstrated that the non-traditional curriculum resulted in significant improvements that extended beyond disciplinary knowledge of climate change: the student attitudes about climate change and our cultural response to the issues associated with climate change shifted as well. Finally, a third administration of the survey (n=17) plus follow up interviews with 10 of those original students conducted during the students' senior year in 2016 suggest that the changes that the students underwent as sophomores were largely retained.
Using the Socioscientific Context of Climate Change to Teach Chemical Content and the Nature of Science

ERIC Educational Resources Information Center

Flener-Lovitt, Charity

2014-01-01

A thematic course called "Climate Change: Chemistry and Controversy" was developed for upper-level non-STEM students. This course used the socioscientific context of climate change to teach chemical principles and the nature of science. Students used principles of agnotology (direct study of misinformation) to debunk climate change…
Cost-Risk Trade-off of Solar Radiation Management and Mitigation under Probabilistic Information on Climate Sensitivity

NASA Astrophysics Data System (ADS)

Khabbazan, Mohammad Mohammadi; Roshan, Elnaz; Held, Hermann

2017-04-01

In principle solar radiation management (SRM) offers an option to ameliorate anthropogenic temperature rise. However we cannot expect it to simultaneously compensate for anthropogenic changes in further climate variables in a perfect manner. Here, we ask to what extent a proponent of the 2°C-temperature target would apply SRM in conjunction with mitigation in view of global or regional disparities in precipitation changes. We apply cost-risk analysis (CRA), which is a decision analytic framework that makes a trade-off between the expected welfare-loss from climate policy costs and the climate risks from transgressing a climate target. Here, in both global-scale and 'Giorgi'-regional-scale analyses, we evaluate the optimal mixture of SRM and mitigation under probabilistic information about climate sensitivity. To do so, we generalize CRA for the sake of including not only temperature risk, but also globally aggregated and regionally disaggregated precipitation risks. Social welfare is maximized for the following three valuation scenarios: temperature-risk-only, precipitation-risk-only, and equally weighted both-risks. For now, the Giorgi regions are treated by equal weight. We find that for regionally differentiated precipitation targets, the usage of SRM will be comparably more restricted. In the course of time, a cooling of up to 1.3°C can be attributed to SRM for the latter scenario and for a median climate sensitivity of 3°C (for a global target only, this number reduces by 0.5°C). Our results indicate that although SRM would almost completely substitute for mitigation in the globally aggregated analysis, it only saves 70% to 75% of the welfare-loss compared to a purely mitigation-based analysis (from economic costs and climate risks, approximately 4% in terms of BGE) when considering regional precipitation risks in precipitation-risk-only and both-risks scenarios. It remains to be shown how the inclusion of further risks or different regional weights would change that picture.
Implications of climate change mitigation for sustainable development

NASA Astrophysics Data System (ADS)

Jakob, Michael; Steckel, Jan Christoph

2016-10-01

Evaluating the trade-offs between the risks related to climate change, climate change mitigation as well as co-benefits requires an integrated scenarios approach to sustainable development. We outline a conceptual multi-objective framework to assess climate policies that takes into account climate impacts, mitigation costs, water and food availability, technological risks of nuclear energy and carbon capture and sequestration as well as co-benefits of reducing local air pollution and increasing energy security. This framework is then employed as an example to different climate change mitigation scenarios generated with integrated assessment models. Even though some scenarios encompass considerable challenges for sustainability, no scenario performs better or worse than others in all dimensions, pointing to trade-offs between different dimensions of sustainable development. For this reason, we argue that these trade-offs need to be evaluated in a process of public deliberation that includes all relevant social actors.
Climate Change Course Impacts on the Individual, Their Future, and Interactions with Others

ERIC Educational Resources Information Center

Yanascavage, Christina

2012-01-01

This report explores the impacts a university climate change course has on those enrolled in the course. The research quantitatively measures and compares opinions, attitudes, and knowledge among groups, then qualitatively explores the responses of the group to identify course impacts. The results show reasons people enroll in the course, how they…
A Faculty Workshop Model to Integrate Climate Change across the Curriculum

NASA Astrophysics Data System (ADS)

Teranes, J. L.

2017-12-01

Much of the growing scientific certainty of human impacts on the climate system, and the implications of these impacts on current and future generations, have been discovered and documented in research labs in colleges and universities across the country. Often these institutions also take decisive action towards combatting climate change, by making significant reductions in greenhouse emissions and pledging to greater future reductions. Yet, there are still far too many students that graduate from these campuses without an adequate understanding of how climate change will impact them within their lifetimes and without adequate workforce preparation to implement solutions. It may be that where college and universities still have the largest influence on climate change adaption and mitigation is in the way that we educate students. Here I present a curriculum workshop model at UC San Diego that leverages faculty expertise to infuse climate change education across disciplines to enhance UC San Diego students' climate literacy, particularly for those students whose major focus is not in the geosciences. In this model, twenty faculty from a breadth of disciplines, including social sciences, humanities, arts, education, and natural sciences participated in workshops and developed curricula to infuse aspects of climate change into their existing undergraduate courses. We particularly encouraged development of climate change modules in courses in the humanities, social sciences and arts that are best positioned to address the important human and social dimensions of climate change. In this way, climate change content becomes embedded in current course offerings, including non-science courses, to increase climate literacy among a greater number and a broader cross-section of students.
Incorporating Student Activities into Climate Change Education

NASA Astrophysics Data System (ADS)

Steele, H.; Kelly, K.; Klein, D.; Cadavid, A. C.

2013-12-01

Under a NASA grant, Mathematical and Geospatial Pathways to Climate Change Education, students at California State University, Northridge integrated Geographic Information Systems (GIS), remote sensing, satellite data technologies, and climate modelling into the study of global climate change under a Pathway for studying the Mathematics of Climate Change (PMCC). The PMCC, which is an interdisciplinary option within the BS in Applied Mathematical Sciences, consists of courses offered by the departments of Mathematics, Physics, and Geography and is designed to prepare students for careers and Ph.D. programs in technical fields relevant to global climate change. Under this option students are exposed to the science, mathematics, and applications of climate change science through a variety of methods including hands-on experience with computer modeling and image processing software. In the Geography component of the program, ESRI's ArcGIS and ERDAS Imagine mapping, spatial analysis and image processing software were used to explore NASA satellite data to examine the earth's atmosphere, hydrosphere and biosphere in areas that are affected by climate change or affect climate. These technology tools were incorporated into climate change and remote sensing courses to enhance students' knowledge and understanding of climate change through hands-on application of image processing techniques to NASA data. Several sets of exercises were developed with specific learning objectives in mind. These were (1) to increase student understanding of climate change and climate change processes; (2) to develop student skills in understanding, downloading and processing satellite data; (3) to teach remote sensing technology and GIS through applications to climate change; (4) to expose students to climate data and methods they can apply to solve real world problems and incorporate in future research projects. In the Math and Physics components of the course, students learned about atmospheric circulation with applications of the Lorenz model, explored the land-sea breeze problem with the Dynamics and Thermodynamics Circulation Model (DTDM), and developed simple radiative transfer models. Class projects explored the effects of varying the content of CO2 and CH4 in the atmosphere, as well as the properties of paleoclimates in atmospheric simulations using EdGCM. Initial assessment of student knowledge, attitudes, and behaviors associated with these activities, particularly about climate change, was measured. Pre- and post-course surveys provided student perspectives about the courses and their learning about remote sensing and climate change concepts. Student performance on the tutorials and course projects evaluated students' ability to learn and apply their knowledge about climate change and skills with remote sensing to assigned problems or proposed projects of their choice. Survey and performance data illustrated that the exercises were successful in meeting their intended learning objectives as well as opportunities for further refinement and expansion.
Climate Change Education in Earth System Science

NASA Astrophysics Data System (ADS)

Hänsel, Stephanie; Matschullat, Jörg

2013-04-01

The course "Atmospheric Research - Climate Change" is offered to master Earth System Science students within the specialisation "Climate and Environment" at the Technical University Bergakademie Freiberg. This module takes a comprehensive approach to climate sciences, reaching from the natural sciences background of climate change via the social components of the issue to the statistical analysis of changes in climate parameters. The course aims at qualifying the students to structure the physical and chemical basics of the climate system including relevant feedbacks. The students can evaluate relevant drivers of climate variability and change on various temporal and spatial scales and can transform knowledge from climate history to the present and the future. Special focus is given to the assessment of uncertainties related to climate observations and projections as well as the specific challenges of extreme weather and climate events. At the end of the course the students are able to critically reflect and evaluate climate change related results of scientific studies and related issues in media. The course is divided into two parts - "Climate Change" and "Climate Data Analysis" and encompasses two lectures, one seminar and one exercise. The weekly "Climate change" lecture transmits the physical and chemical background for climate variation and change. (Pre)historical, observed and projected climate changes and their effects on various sectors are being introduced and discussed regarding their implications for society, economics, ecology and politics. The related seminar presents and discusses the multiple reasons for controversy in climate change issues, based on various texts. Students train the presentation of scientific content and the discussion of climate change aspects. The biweekly lecture on "Climate data analysis" introduces the most relevant statistical tools and methods in climate science. Starting with checking data quality via tools of exploratory data analysis the approaches on climate time series, trend analysis and extreme events analysis are explained. Tools to describe relations within the data sets and significance tests further corroborate this. Within the weekly exercises that have to be prepared at home, the students work with self-selected climate data sets and apply the learned methods. The presentation and discussion of intermediate results by the students is as much part of the exercises as the illustration of possible methodological procedures by the teacher using exemplary data sets. The total time expenditure of the course is 270 hours with 90 attendance hours. The remainder consists of individual studies, e.g., preparation of discussions and presentations, statistical data analysis, and scientific writing. Different forms of examination are applied including written or oral examination, scientific report, presentation and portfolio work.
Technology-Driven and Innovative Training for Sustainable Agriculture in The Face of Climate Change

NASA Astrophysics Data System (ADS)

Wishart, D. N.

2015-12-01

Innovative training in 'Sustainable Agriculture' for an increasingly STEM-dependent agricultural sector will require a combination of approaches and technologies for global agricultural production to increase while offsetting climate change. Climate change impacts the water resources of nations as normal global weather patterns are altered during El Nino events. Agricultural curricula must incorporate awareness of 'climate change' in order to find novel ways to (1) assure global food security; (2) improve soil productivity and conservation; (3) improve crop yields and irrigation; (4) inexpensively develop site specific principles of crop management based on variable soil and associated hydrological properties; and (5) improve precision farming. In February 2015, Central State University (CSU), Ohio became an 1890 Land-Grant institution vital to the sustainability of Ohio's agricultural sector. Besides agricultural extension, the agriculture curriculum at CSU integrates multidisciplinary courses in science, technology engineering, agriculture, and mathematics (STEAM). The agriculture program could benefit from a technology-driven, interdisciplinary soil science course that promotes climate change education and climate literacy while being offered in both a blended and collaborative learning environment. The course will focus on the dynamics of microscale to mesoscale processes occurring in farming systems, those of which impact climate change or could be impacted by climate change. Elements of this course will include: climate change webinars; soil-climate interactions; carbon cycling; the balance of carbon fluxes between soil storage and atmosphere; microorganisms and soil carbon storage; paleoclimate and soil forming processes; geophysical techniques used in the characterization of soil horizons; impact of climate change on soil fertility; experiments; and demonstrations.
Providing a Scientific Foundation in Climate Studies for Non-Science Majors

NASA Astrophysics Data System (ADS)

Brey, J. A.; Geer, I. W.; Moran, J. M.; Weinbeck, R. S.; Mills, E. W.; Lambert, J.; Blair, B. A.; Hopkins, E. J.; O'Neill, K. L.; Hyre, H. R.; Nugnes, K. A.; Moses, M. N.

2010-12-01

Climate change has become a politically charged topic, creating the necessity for a scientifically literate population. Therefore, the American Meteorological Society (AMS), in partnership with NASA, has produced an introductory level, climate science course that engages students, allows for course flexibility, and boosts scientific knowledge about climate. This course shares NASA’s goal of observing, understanding, and modeling the Earth system, to discover how it is changing, to better predict change, and to understand the consequences for life. In Spring 2010, AMS Climate Studies was piloted to determine the most effective method to foster an understanding of some of the more difficult concepts of climate science. This study was offered as part of the NASA grant. This presentation will report the results of that study. Faculty and students from fourteen colleges and universities throughout the country evaluated the course using pre- and post-test questions, which included multiple choice and short answer questions, weekly course content evaluations, and an extensive post-course evaluation. The large majority of participating teachers rated the overall course, scientific content, internet delivery, and study materials as ‘good’, the most positive response available. Feedback from faculty members as well as suggestions from NASA reviewers were used to enhance the final version of the textbook and Investigations Manual for the Fall 2010 academic semester. Following the proven course work of AMS Weather and AMS Ocean Studies, AMS Climate Studies is a turnkey package utilizing both printed and online materials. It covers topics such as the water in Earth’s climate system, paleoclimates, along with climate change and public policy. The Investigations include 30 complimentary lab-style activities including the Conceptual Energy Model, which explores the flow of energy from space to Earth. Additionally, the course website features Current Climate Studies where students use real-world data and up-to-the-minute information regarding recent climate events. AMS Climate Studies can be presented in traditional, online, or blended environments, as best suites the instructor, student, and institution. By exploring the Earth’s climate as part of a larger Earth system, AMS Climate Studies will serve as a great primer in preparing students to become responsible, scientifically-literate participants in discussions of climate science and climate change. It maintains a strong focus on the fundamental science while still addressing many of the societal impacts that draw the attention of today’s students. AMS Climate Studies is available for full implementation at institutions nationwide.
A Curriculum Experiment in Climate Change Education Using and Integrated Approach of Content Knowledge Instruction and Student-Driven Research to Promote Civic Engagement

NASA Astrophysics Data System (ADS)

Adams, P. E.; Heinrichs, J. F.

2009-12-01

One of the greatest challenges facing the world is climate change. Coupled with this challenge is an under-informed population that has not received a rigorous education about climate change other than what is available through the media. Fort Hays State University is piloting a course on climate change targeted to students early in their academic careers. The course is modeled after our past work (NSF DUE-0088818) of integrating content knowledge instruction and student-driven research where there was a positive correlation between student research engagement and student knowledge gains. The current course, based on prior findings, utilizes a mix of inquiry-based instruction, problem-based learning, and student-driven research to educate and engage the students in understanding climate change. The course was collaboratively developed by a geoscientist and science educator both of whom are active in citizen science programs. The emphasis on civic engagement by students is reflected in the course structure. The course model is unique in that 50% of the course is dedicated to developing core knowledge and technical skills (e.g. critical analysis, writing, data acquisition, data representation, and research design), and 50% to conducting a research project using available data sets from federal agencies and research groups. A key element of the course is a focus on local and regional data sets to make climate change relevant to the students. The research serves as a means of civic engagement by the students as they are tasked to understand their role in communicating their research findings to the community and coping with the local and regional changes they find through their research.
Using a Global Climate Model in an On-line Climate Change Course

NASA Astrophysics Data System (ADS)

Randle, D. E.; Chandler, M. A.; Sohl, L. E.

2012-12-01

Seminars on Science: Climate Change is an on-line, graduate-level teacher professional development course offered by the American Museum of Natural History. It is an intensive 6-week course covering a broad range of global climate topics, from the fundamentals of the climate system, to the causes of climate change, the role of paleoclimate investigations, and a discussion of potential consequences and risks. The instructional method blends essays, videos, textbooks, and linked websites, with required participation in electronic discussion forums that are moderated by an experienced educator and a course scientist. Most weeks include additional assignments. Three of these assignments employ computer models, including two weeks spent working with a full-fledged 3D global climate model (GCM). The global climate modeling environment is supplied through a partnership with Columbia University's Educational Global Climate Modeling Project (EdGCM). The objective is to have participants gain hands-on experience with one of the most important, yet misunderstood, aspects of climate change research. Participants in the course are supplied with a USB drive that includes installers for the software and sample data. The EdGCM software includes a version of NASA's global climate model fitted with a graphical user interface and pre-loaded with several climate change simulations. Step-by-step assignments and video tutorials help walk people through these challenging exercises and the course incorporates a special assignment discussion forum to help with technical problems and questions about the NASA GCM. There are several takeaways from our first year and a half of offering this course, which has become one of the most popular out of the twelve courses offered by the Museum. Participants report a high level of satisfaction in using EdGCM. Some report frustration at the initial steps, but overwhelmingly claim that the assignments are worth the effort. Many of the difficulties that arise are due to a lack of computer literacy amongst participants and we have found, through iterative improvements in the materials, that breaking assignments into discrete, well-supported tasks has been key to the success.
Acknowledging Global Climate Change in Humanities Courses Not Focused on Climate: The Value of Indirectness in Teaching.

NASA Astrophysics Data System (ADS)

Slovic, S.

2015-12-01

I will highlight the following teaching strategies in my presentation: 1) the decision of include climate-related works at the end of syllabi for courses in subjects like "The Literature of Energy" in order to complicate and contextualize readings from earlier in the courses and to delay the climate topic until I feel students are ready to face it; 2) breaking down climate into an array of specific, graspable sub-issues (food, water, transportation, architecture) in courses on sustainability literature; and 3) appreciating the psychology of "numbers and nerves" in course design for topics such as genocide and climate change that seem to require quantitative description (for instance, psychic numbing, pseudoinefficacy, the prominence effect, the asymmetry of trust, and the trans-scalar imaginary). This presentation will briefly describe my own experiences teaching climate change literature at the University of Nevada, Reno, and the University of Idaho and will also draw from my forthcoming book, with psychologist Paul Slovic, titled Numbers and Nerves: Information, Emotion, and Meaning in a World of Data (Oregon State University Press, October 2015).
Effects of climate change on the wash-off of volatile organic compounds from urban roads.

PubMed

Mahbub, Parvez; Goonetilleke, Ashantha; Ayoko, Godwin A; Egodawatta, Prasanna

2011-09-01

The predicted changes in rainfall characteristics due to climate change could adversely affect stormwater quality in highly urbanised coastal areas throughout the world. This in turn will exert a significant influence on the discharge of pollutants to estuarine and marine waters. Hence, an in-depth analysis of the effects of such changes on the wash-off of volatile organic compounds (VOCs) from urban roads in the Gold Coast region in Australia was undertaken. The rainfall characteristics were simulated using a rainfall simulator. Principal Component Analysis (PCA) and Multicriteria Decision tools such as PROMETHEE and GAIA were employed to understand the VOC wash-off under climate change. It was found that low, low to moderate and high rain events due to climate change will affect the wash-off of toluene, ethylbenzene, meta-xylene, para-xylene and ortho-xylene from urban roads in Gold Coast. Total organic carbon (TOC) was identified as predominant carrier of toluene, meta-xylene and para-xylene in <1 μm to 150 μm fractions and for ethylbenzene in 150 μm to >300 μm fractions under such dominant rain events due to climate change. However, ortho-xylene did not show such affinity towards either TOC or TSS (total suspended solids) under the simulated climatic conditions. Copyright © 2011 Elsevier B.V. All rights reserved.
Water availability in +2°C and +4°C worlds.

PubMed

Fung, Fai; Lopez, Ana; New, Mark

2011-01-13

While the parties to the UNFCCC agreed in the December 2009 Copenhagen Accord that a 2°C global warming over pre-industrial levels should be avoided, current commitments on greenhouse gas emissions reductions from these same parties will lead to a 50 : 50 chance of warming greater than 3.5°C. Here, we evaluate the differences in impacts and adaptation issues for water resources in worlds corresponding to the policy objective (+2°C) and possible reality (+4°C). We simulate the differences in impacts on surface run-off and water resource availability using a global hydrological model driven by ensembles of climate models with global temperature increases of 2°C and 4°C. We combine these with UN-based population growth scenarios to explore the relative importance of population change and climate change for water availability. We find that the projected changes in global surface run-off from the ensemble show an increase in spatial coherence and magnitude for a +4°C world compared with a +2°C one. In a +2°C world, population growth in most large river basins tends to override climate change as a driver of water stress, while in a +4°C world, climate change becomes more dominant, even compensating for population effects where climate change increases run-off. However, in some basins where climate change has positive effects, the seasonality of surface run-off becomes increasingly amplified in a +4°C climate.
Animal Agriculture in a Changing Climate Online Course: An Effective Tool for Creating Extension Competency

ERIC Educational Resources Information Center

Whitefield, Elizabeth; Schmidt, David; Witt-Swanson, Lindsay; Smith, David; Pronto, Jennifer; Knox, Pam; Powers, Crystal

2016-01-01

There is a need to create competency among Extension professionals on the topic of climate change adaptation and mitigation in animal agriculture. The Animal Agriculture in a Changing Climate online course provides an easily accessible, user-friendly, free, and interactive experience for learning science-based information on a national and…
A Professional Development Climate Course for Sustainable Agriculture in Australia

ERIC Educational Resources Information Center

George, David; Clewett, Jeff; Birch, Colin; Wright, Anthony; Allen, Wendy

2009-01-01

There are few professional development courses in Australia for the rural sector concerned with climate variability, climate change and sustainable agriculture. The lack of educators with a sound technical background in climate science and its applications in agriculture prevents the delivery of courses either stand-alone or embedded in other…

Developing Climate Change Literacy With the Humanities: A Narrative Approach

NASA Astrophysics Data System (ADS)

Siperstein, S.

2015-12-01

Teaching the science and policy of climate change is necessary but insufficient for helping students to develop a robust climate literacy. Climate change educators must also teach students how to evaluate historical trends, to unpack the assumptions in shared cultural narratives, to grapple with ethical dilemmas, and more generally to traverse the turbulence of feeling that is a hallmark of living in a time of global climate chaos. In short, climate literacy must include the skills and strategies of the humanities, and specifically literary and cultural studies. After providing an overview of how literary and cultural studies scholars from around the world are developing innovative pedagogical methods for addressing climate change (drawing on the presenter's experience editing the forthcoming volume Teaching Climate Change in the Humanities), the presentation will then report on a specific Literary Genres course taught at the University of Oregon. The course, offered to undergraduate non-majors who entered the class with little or no knowledge of climate change, constituted a case study of action research into the transdisciplinary teaching of climate change. The presentation will thus draw on quantitative course assessments, student coursework, and the instructor's own experiences in arguing that three key narratives underpin the work we do as multidisciplinary climate change educators: narratives of observation, narratives of speculation, and narratives of conversion. That is, we guide students through the processes of witnessing climate change, imagining more just and sustainable futures, and by so doing, transforming themselves and their communities. In the particular Literary Genres course under consideration, students used the tools of literary and cultural studies first to analyze existing versions of these narratives and then to compose their own versions of these narratives based on their local communities and ecologies. In the context of multidisciplinary climate change education, one of the most important roles of the humanities is to empower students by giving them the critical and creative tools to tell their own climate stories.
Climate Change and Arctic Issues in the Marine and Environmental Science Curriculum at the U.S. Coast Guard Academy

NASA Astrophysics Data System (ADS)

Vlietstra, L.; McConnell, M. C.; Bergondo, D. L.; Mrakovcich, K. L.; Futch, V.; Stutzman, B. S.; Fleischmann, C. M.

2016-02-01

As global climate change becomes more evident, demand will likely increase for experts with a detailed understanding of the scientific basis of climate change, the ocean's role in the earth-atmosphere system, and forecasted impacts, especially in Arctic regions where effects may be most pronounced. As a result, programs in marine and environmental sciences are uniquely poised to prepare graduates for the formidable challenges posed by changing climates. Here we present research evaluating the prevalence and themes of courses focusing on anthropogenic climate change in 125 Marine Science and Environmental Science undergraduate programs at 86 institutions in the United States. These results, in addition to the increasing role of the Coast Guard in the Arctic, led to the development of two new courses in the curriculum. Climate Change Science, a one-credit seminar, includes several student-centered activities supporting key learning objectives. Polar Oceanography, a three-credit course, incorporates a major outreach component to Coast Guard units and members of the scientific community. Given the importance of climate change in Arctic regions in particular, we also propose six essential "Arctic Literacy Principles" around which courses or individual lesson plans may be organized. We show how these principles are incorporated into an additional new three-credit course, Model Arctic Council, which prepares students to participate in a week-long simulation exercise of Arctic Council meetings, held in Fairbanks, Alaska. Students examine the history and mission of the Arctic Council and explore some of the issues on which the council has deliberated. Special attention is paid to priorities of the current U.S. chairmanship of the Arctic Council which include climate change impacts on, and stewardship of, the Arctic Ocean.
Scenario-based stakeholder engagement: incorporating stakeholders preferences into coastal planning for climate change.

PubMed

Tompkins, Emma L; Few, Roger; Brown, Katrina

2008-09-01

Climate change poses many challenges for ecosystem and resource management. In particular, coastal planners are struggling to find ways to prepare for the potential impacts of future climate change while dealing with immediate pressures. Decisions on how to respond to future risks are complicated by the long time horizons and the uncertainty associated with the distribution of impacts. Existing coastal zone management approaches in the UK either do not adequately incorporate changing stakeholder preferences, or effectively ensure that stakeholders are aware of the trade-offs inherent in any coastal management decision. Using a novel method, scenario-based stakeholder engagement, which brings together stakeholder analysis, climate change management scenarios and deliberative techniques, the necessary trade-offs associated with long term coastal planning are explored. The method is applied to two case studies of coastal planning in Christchurch Bay on the south coast of England and the Orkney Islands off the north coast of Scotland. A range of conflicting preferences exist on the ideal governance structure to manage the coast under different climate change scenarios. In addition, the results show that public understanding of the trade-offs that have to be made is critical in gaining some degree of public support for long term coastal decision-making. We conclude that scenario-based stakeholder engagement is a useful tool to facilitate coastal management planning that takes into account the complexities and challenges of climate change, and could be used in conjunction with existing approaches such as the Shoreline Management Planning process.
Engaging Communities using a MOOC combined with Public Library Discussions

NASA Astrophysics Data System (ADS)

Ackerman, S. A.; Mooney, M. E.; Morrill, J.; Handlos, Z.; Morrill, S.

2015-12-01

A massive open online course, or MOOC, is an noncredit education activity that delivers learning content to anyone with access to the Internet. Individual courses are generally free of charge, while a certificate can have small costs. The University of Wisconsin-Madison has exploring the use of MOOC as part of its Wisconsin Idea. In the 2015, a series of MOOCs focusing on the environment were offered via Coursera. One of those MOOCS was "Changing Weather and Climate of the Great Lakes Region." This 4-week course features a new season each week through short lectures and activities covering Great Lakes weather, observed changes in the climate, and societal impacts of climate change. (https://www.coursera.org/course/greatlakesclimate) The MOOC conveyed information from NOAA's National Weather Service (NWS) Weather-Ready Nation initiative as well as findings from the recent National Climate Assessment and the Wisconsin Initiative on Climate Change Impacts (WICCI). The course was organized by members of the Department of Atmospheric and Oceanic Sciences and the Cooperative Institute for Meteorological Satellite Studies; material included discussion, videos for lectures as well as guest lecturers. There were also weekly visits by the course team to 21 public libraries throughout the state of WI. The library collaboration as facilitated by WiLS (Wisconsin Library Services - wils.org), who organized the application and selection process. The public libraries hosted local residents and course instructors in discussions of course content in the context of their communities as well as strategies to mitigate the climate change impacts. This presentation will discuss the public library discussions experience and the our evaluation of the impact of including a face-to-face component in the MOOC activity on engagement and learning.
Climate Literacy: Progress in AMS Climate Studies Undergraduate Course in Meteorology Program at Jackson State University

NASA Astrophysics Data System (ADS)

Reddy, S. R.

2013-12-01

AMS Climate Studies is an introductory college-level course developed by the American Meteorological Society for implementation at undergraduate institutions nationwide and increasing involvement of under-represented groups The course places students in a dynamic and highly motivational educational environment where they investigate Earth's climate system using real-world environmental data. The AMS Climate Studies course package consists of a textbook, investigations manual, course website, and course management system-compatible files. Instructors can use these resources in combinations that make for an exciting learning experience for their students. The AMS Climate Studies Diversity Project Workshop participation is on a first-come, first-serve basis as determined by the date-of-receipt of the License Order Form. To grow AMS Diversity Programs to their fullest extent, institutions are encouraged to nominate course instructors who did not previously attend Diversity Project workshops. Until three months before the workshop, two-thirds of the workshop positions would be reserved for institutions new to AMS Diversity Projects. The AMS five day course implementation workshop was held in Washington, DC, during May 24-29, 2012. It covered essential course topics in climate science and global climate change, and strategies for course implementation. Talks would feature climate science and sustainability experts from Federal agencies and area research institutions, such as NASA, NOAA, University of Maryland, Howard University, George Mason University, and other Washington, DC, area institutions. The workshop would also include visits to NASA Goddard Space Flight Center and NOAA's Climate Prediction Center. JSU Meteorology Program will be offering AMS Climate Studies undergraduate course under MET 210: Climatology in spring 2014. AMS Climate Studies is offered as a 3 credit hour laboratory course with 2 lectures and 1 lab sessions per week. Although this course places strong intellectual demands upon each student, the instructors' objective is to help each student to pass the course with an adequate understanding of the fundamentals and advanced and applied concepts of climatology, and climate change for him/her to understand basic atmospheric/climate processes, physical and dynamical climatology, regional and global climatology, past and future climates and statistical analysis using climate data and to be prepared to profit from studying more advanced courses.
Enhanced marine productivity off western North America during warm climate intervals of the past 52 k.y

USGS Publications Warehouse

Ortiz, J.D.; O'Connell, S. B.; DelViscio, J.; Dean, W.; Carriquiry, J.D.; Marchitto, T.; Zheng, Yen; VanGeen, A.

2004-01-01

Studies of the Santa Barbara Basin off the coast of California have linked changes in its bottom-water oxygen content to millennial-scale climate changes as recorded by the oxygen isotope composition of Greenland ice. Through the use of detailed records from a sediment core collected off the Magdalena Margin of Baja California, Mexico, we demonstrate that this teleconnection predominantly arose from changes in marine productivity, rather than changes in ventilation of the North Pacific, as was originally proposed. One possible interpretation is that the modern balance of El Nin??o-La Nin??a conditions that favors a shallow nutricline and high productivity today and during warm climate intervals of the past 52 k.y. was altered toward more frequent, deep nutricline, low productivity, El Nin??o-like conditions during cool climate intervals. ?? 2004 Geological Society of America.
Climate Science Program at California State University, Northridge

NASA Astrophysics Data System (ADS)

Steele Cox, H.; Klein, D.; Cadavid, A. C.; Foley, B.

2012-12-01

Due to its interdisciplinary nature, climate science poses wide-ranging challenges for science and mathematics students seeking careers in this field. There is a compelling need for universities to provide coherent programs in climate science in order to train future climate scientists. With funding from NASA Innovations in Climate Education (NICE), California State University, Northridge (CSUN), is creating the CSUN Climate Science Program. An interdisciplinary team of faculty members is working in collaboration with UCLA, Santa Monica College and NASA/JPL partners to create a new curriculum in climate science. The resulting sequence of climate science courses, or Pathway for studying the Mathematics of Climate Change (PMCC), is integrated into a Bachelor of Science degree program in the Applied Mathematical Sciences offered by the Mathematics Department at CSUN. The PMCC consists of courses offered by the departments of Mathematics, Physics, and Geography and is designed to prepare students for Ph.D. programs in technical fields relevant to global climate change and related careers. The students who choose to follow this program will be guided to enroll in the following sequence of courses for their 12 units of upper division electives: 1) A newly created course junior level course, Math 396CL, in applied mathematics which will introduce students to applications of vector calculus and differential equations to the study of thermodynamics and atmospheric dynamics. 2) An already existing course, Math 483, with new content on mathematical modeling specialized for this program; 3) An improved version of Phys 595CL on the mathematics and physics of climate change with emphasis on Radiative Transfer; 4) A choice of Geog 407 on Remote Sensing or Geog 416 on Climate Change with updated content to train the students in the analysis of satellite data obtained with the NASA Earth Observing System and instruction in the analysis of data obtained within a Geographical Information System (GIS). In addition the Geography department will similarly update the corresponding graduate courses on Remote Sensing, Geog 690D, and Climate Change Geog 620F, and there will be a reciprocal curriculum and data sharing collaboration with the Earth and Environmental Sciences program at Santa Monica College. Throughout the academic year a seminar series offers the students the opportunity to learn about ongoing work on Atmospheric Sciences and Climate and during the summer they have access to research experiences at NASA's Jet Propulsion Laboratory.
Methods of teaching the physics of climate change in undergraduate physics courses

NASA Astrophysics Data System (ADS)

Sadler, Michael

2015-04-01

Although anthropogenic climate change is generally accepted in the scientific community, there is considerable skepticism among the general population and, therefore, in undergraduate students of all majors. Students are often asked by their peers, family members, and others, whether they ``believe'' climate change is occurring and what should be done about it (if anything). I will present my experiences and recommendations for teaching the physics of climate change to both physics and non-science majors. For non-science majors, the basic approach is to try to develop an appreciation for the scientific method (particularly peer-reviewed research) in a course on energy and the environment. For physics majors, the pertinent material is normally covered in their undergraduate courses in modern physics and thermodynamics. Nevertheless, it helps to review the basics, e.g. introductory quantum mechanics (discrete energy levels of atomic systems), molecular spectroscopy, and blackbody radiation. I have done this in a separate elective topics course, titled ``Physics of Climate Change,'' to help the students see how their knowledge gives them insight into a topic that is very volatile (socially and politically).
Teaching climate change in undergraduate courses

NASA Astrophysics Data System (ADS)

Sadler, Michael

2013-04-01

Although anthropogenic climate change is generally accepted in the scientific community, there is considerable skepticism among the general population and, therefore, in undergraduate students of all majors. Students are often asked by their peers, family members, and others, whether they ``believe'' climate change is occurring and what should be done about it (if anything). I will present my experiences and recommendations for teaching the physics of climate change to both physics and non-science majors. For non-science majors, the basic approach is to try to develop an appreciation for the scientific method (particularly peer-reviewed research) in a course on energy and the environment. For physics majors, the pertinent material is normally covered in their undergraduate courses in modern physics and thermodynamics. Nevertheless, it helps to review the basics, e.g. introductory quantum mechanics (discrete energy levels of atomic systems), molecular spectroscopy, and blackbody radiation. I have done this in a separate elective topics course, titled ``Physics of Climate Change,'' to help the students see how their knowledge gives them insight into a topic that is very volatile (socially and politically).
Undergraduate Students' Conceptions of Natural and Anthropogenic Climate Change: A Case Study Approach

ERIC Educational Resources Information Center

Trenbath, Thien-Kim Leckie

2012-01-01

This dissertation shows the evolution of five undergraduate students' ideas of natural and anthropogenic climate change throughout a lecture hall course on climate change. This research was informed by conceptual change theory and students' inaccurate ideas of climate change. Subjects represented different levels of climate change understanding at…
Promoting Climate And Data Literacy: University Courses Engaging Students In Effective Teaching, Learning, Communication And Outreach Practices.

NASA Astrophysics Data System (ADS)

Halversen, C.; McDonnell, J. D.; Apple, J. K.; Weiss, E. L.

2016-02-01

Two university courses, 1) Promoting Climate Literacy and 2) Climate and Data Literacy, developed by the University of California Berkeley provide faculty across the country with course materials to help their students delve into the science underlying global environmental change. The courses include culturally responsive content, such as indigenous and place-based knowledge, and examine how people learn and consequently, how we should teach and communicate science. Promoting Climate Literacy was developed working with Scripps Institution of Oceanography, University of Washington, and Western Washington University. Climate and Data Literacy was developed with Rutgers University and Padilla Bay National Estuarine Research Reserve, WA. The Climate and Data Literacy course also focuses on helping students in science majors participating in U-Teach programs and students in pre-service teacher education programs gain skills in using real and near-real time data through engaging in investigations using web-based and locally-relevant data resources. The course helps these students understand and apply the scientific practices, disciplinary concepts and big ideas described in the Framework for K-12 Science Education and the Next Generation Science Standards (NGSS). This course focuses on students interested in teaching middle school science for three reasons: (1) teachers often have relatively weak understandings of the practices of science, and of complex Earth systems science and climate change; (2) the concepts that underlie climate change align well with the NGSS; and (3) middle school is a critical time for promoting student interest in science and for recruitment to STEM careers and lifelong climate literacy. This course is now being field tested in a number of U-Teach programs including Florida State University, Louisiana State University, as well as pre-service teacher education programs at California State University East Bay, and Western Washington University. The Promoting Climate Literacy course is focused on graduate and undergraduate science students interested in learning how to more effectively communicate climate science, while participating in outreach opportunities with the public. The course has been disseminated through a workshop for faculty at 17 universities.
Predicting shifting sustainability trade-offs in marine finfish aquaculture under climate change.

PubMed

Sarà, Gianluca; Gouhier, Tarik C; Brigolin, Daniele; Porporato, Erika M D; Mangano, Maria Cristina; Mirto, Simone; Mazzola, Antonio; Pastres, Roberto

2018-05-03

Defining sustainability goals is a crucial but difficult task because it often involves the quantification of multiple interrelated and sometimes conflicting components. This complexity may be exacerbated by climate change, which will increase environmental vulnerability in aquaculture and potentially compromise the ability to meet the needs of a growing human population. Here, we developed an approach to inform sustainable aquaculture by quantifying spatio-temporal shifts in critical trade-offs between environmental costs and benefits using the time to reach the commercial size as a possible proxy of economic implications of aquaculture under climate change. Our results indicate that optimizing aquaculture practices by minimizing impact (this study considers as impact a benthic carbon deposition ≥ 1 g C m -2 day -1 ) will become increasingly difficult under climate change. Moreover, an increasing temperature will produce a poleward shift in sustainability trade-offs. These findings suggest that future sustainable management strategies and plans will need to account for the effects of climate change across scales. Overall, our results highlight the importance of integrating environmental factors in order to sustainably manage critical natural resources under shifting climatic conditions. © 2018 John Wiley & Sons Ltd.
Applying "Climate" system to teaching basic climatology and raising public awareness of climate change issues

NASA Astrophysics Data System (ADS)

Gordova, Yulia; Okladnikov, Igor; Titov, Alexander; Gordov, Evgeny

2016-04-01

While there is a strong demand for innovation in digital learning, available training programs in the environmental sciences have no time to adapt to rapid changes in the domain content. A joint group of scientists and university teachers develops and implements an educational environment for new learning experiences in basics of climatic science and its applications. This so-called virtual learning laboratory "Climate" contains educational materials and interactive training courses developed to provide undergraduate and graduate students with profound understanding of changes in regional climate and environment. The main feature of this Laboratory is that students perform their computational tasks on climate modeling and evaluation and assessment of climate change using the typical tools of the "Climate" information-computational system, which are usually used by real-life practitioners performing such kind of research. Students have an opportunity to perform computational laboratory works using information-computational tools of the system and improve skills of their usage simultaneously with mastering the subject. We did not create an artificial learning environment to pass the trainings. On the contrary, the main purpose of association of the educational block and computational information system was to familiarize students with the real existing technologies for monitoring and analysis of data on the state of the climate. Trainings are based on technologies and procedures which are typical for Earth system sciences. Educational courses are designed to permit students to conduct their own investigations of ongoing and future climate changes in a manner that is essentially identical to the techniques used by national and international climate research organizations. All trainings are supported by lectures, devoted to the basic aspects of modern climatology, including analysis of current climate change and its possible impacts ensuring effective links between theory and practice. Along with its usage in graduate and postgraduate education, "Climate" is used as a framework for a developed basic information course on climate change for common public. In this course basic concepts and problems of modern climate change and its possible consequences are described for non-specialists. The course will also include links to relevant information resources on topical issues of Earth Sciences and a number of case studies, which are carried out for a selected region to consolidate the received knowledge.
Beyond the data - Topics that resonate with students when communicating basic climate science in a Geoscience course

NASA Astrophysics Data System (ADS)

Bouvier-Brown, N. C.

2013-12-01

Instructors will undoubtedly want to cover basic climate change science in undergraduate geosciences courses. When instructors have limited time in a course, they would like to know what topics will not only provide factual climate data, but also resonate with students. Instructors want to bring a variety of information to the classroom, but even if time allows, this can sometimes become too overwhelming and lead to diminishing returns. This study is based on a series of surveys conducted in an upper-division Air Pollution/Atmospheric Chemistry course at Loyola Marymount University to assess students' opinions on climate change, how these opinions change throughout the semester, and what teaching resources/topics were most effective in catalyzing those changes. Data will be presented to show that not only opinions, but also the level of student confidence in this politically-sensitive topic, shifted by the end of the semester. At the end of the semester, students evaluated their level of agreement with how much each specific topic presented significantly contributed to their understanding that 1) the climate is indeed changing, and 2) humans have a large role in climate change. In general, students find the timeline of the link between greenhouse gases and temperature particularly compelling. Lastly, even in this physical science course students clearly gained an appreciation for the role of science in politics and social justice. Not only is this a tenant of liberal arts education, but it seems as if students find this interdisciplinary connection empowering.
Beyond the data - Topics that resonate with students when communicating basic climate science in a Geoscience course

NASA Astrophysics Data System (ADS)

Byrne, J. M.; McDaniel, S.; Graham, J.; Hoggan, J. C.

2011-12-01

Instructors will undoubtedly want to cover basic climate change science in undergraduate geosciences courses. When instructors have limited time in a course, they would like to know what topics will not only provide factual climate data, but also resonate with students. Instructors want to bring a variety of information to the classroom, but even if time allows, this can sometimes become too overwhelming and lead to diminishing returns. This study is based on a series of surveys conducted in an upper-division Air Pollution/Atmospheric Chemistry course at Loyola Marymount University to assess students' opinions on climate change, how these opinions change throughout the semester, and what teaching resources/topics were most effective in catalyzing those changes. Data will be presented to show that not only opinions, but also the level of student confidence in this politically-sensitive topic, shifted by the end of the semester. At the end of the semester, students evaluated their level of agreement with how much each specific topic presented significantly contributed to their understanding that 1) the climate is indeed changing, and 2) humans have a large role in climate change. In general, students find the timeline of the link between greenhouse gases and temperature particularly compelling. Lastly, even in this physical science course students clearly gained an appreciation for the role of science in politics and social justice. Not only is this a tenant of liberal arts education, but it seems as if students find this interdisciplinary connection empowering.
Fostering Climate Change Literacy Through Rural-Urban Collaborations and GIS

NASA Astrophysics Data System (ADS)

Boger, R. A.; Low, R.; Gorokhovich, Y.; Mandryk, C.

2012-12-01

Three universities, University of Nebraska-Lincoln (UNL), Brooklyn College, and Lehman College, shared expertise and resources to expand the spectrum of climate change topics offered at these institutions. Through this collaboration, four independent but linked modules that incorporate geographic information systems (GIS) and remote sensing desktop and web-based tools and resources (e.g., NASA, NOAA, USGS, and a variety of universities and organizations) have been developed for use by instructors in all three institutions. Module 1 theme is an introduction to sustainability, climate, with an introduction to remote sensing and online GIS tools. The theme for Module 2 is water resources while Module 3 explores local meteorological data and global climate change models. The last module focuses on food production and independent research building on the urban farm movement in New York City and the agricultural stronghold of Nebraska. The hybrid online and face-face course, Global Climate Change, Food Security, and Local Sustainability, was piloted Fall 2012 in a jointly-taught course offered through UNL and Brooklyn College. The online portion was offered through the CAMEL Climate Change website to foster interactions between the rural Nebraska and urban New York City students. A major objective of the course materials is to foster rural-urban student exchanges while motivating students to make connections between climate change and the potential impacts on health, food, and water in their local communities, the nation and around the world. The research component of the project focuses on understanding the importance of spatial literacy in climate change understanding, and is supported by assessment instruments designed specifically for this course. In addition, the formal evaluation will determine whether our rural-urban, local-global approach will empower students to better understand the causes and impacts of climate change.
Using "Making Sense of Climate Science Denial" MOOC videos in a college course

NASA Astrophysics Data System (ADS)

Schuenemann, K. C.; Cook, J.

2015-12-01

The Massive Open Online Course (MOOC) "Denial101x: Making Sense of Climate Science Denial" teaches students to make sense of the science and respond to climate change denial. The course is made up of a series of short, myth-debunking lecture videos that can be strategically used in college courses. The videos and the visuals within have proven a great resource for an introductory college level climate change course. Methods for using the videos in both online and in-classroom courses will be presented, as well as student reactions and learning from the videos. The videos introduce and explain a climate science topic, then paraphrase a common climate change myth, explain why the myth is wrong by identifying the characteristic of climate denial used, and concludes by reinforcing the correct science. By focusing on common myths, the MOOC has made an archive of videos that can be used by anyone in need of a 5-minute response to debunk a myth. By also highlighting five characteristics of climate denial: fake experts, logical fallacies, impossible expectations, cherry picking, and conspiracy theories (FLICC), the videos also teach the viewer the skills they need to critically examine myths they may encounter in the real world on a variety of topics. The videos also include a series of expert scientist interviews that can be used to drive home points, as well as put some faces to the science. These videos are freely available outside of the MOOC and can be found under the relevant "Most used climate myths" section on the skepticalscience.com webpage, as well as directly on YouTube. Discover ideas for using videos in future courses, regardless of discipline.
Hybrid and Online Climate Instruction at Madison Area Technical College

NASA Astrophysics Data System (ADS)

Lindstrom, S. S.; Lazzara, M. A.; Harkey, M. K.; Lynds, S. E.

2012-12-01

A NASA-funded initiative to develop climate instruction to underserved populations, such as those enrolled in Community Colleges, has funded the development of a hybrid and an online class on Climate and Climate Change. We will present here the class structure, topics, results from the first course offering and plans for future improvement, as well as a discussion of differences resulting from course delivery format. Because this class was offered in Wisconsin, some of the readings focused on possible agricultural changes due to changing climate as well as how the climate normals changed this year. The class also sponsored two internships for students at Madison's local Electric/Gas supplier, and how that furthered their education will be discussed as well.
European Master-Doctorate Course on "Vulnerability of Cultural Heritage to Climate Change"

NASA Astrophysics Data System (ADS)

Lefèvre, R.-A.

2009-04-01

« Vulnerability of Cultural Heritage to Climate Change », European Master-Doctorate Course, Council of Europe, Strasbourg 7-11 September 2009 The character of Cultural Heritage is closely related to the climate, and the urban landscape and the built heritage have been designed with the local climate in mind. The stability of Cultural Heritage is, therefore, closely tied to its interactions with the ground and the atmosphere. Climate Change is thus expected to have either catastrophic or subtle effects on Cultural Heritage materials and Cultural Landscapes. The major aim of the 2009 Strasbourg Course is to ensure that young European students are informed on these important problems and will be able in the future to undertake rigorous ongoing scientific monitoring of changes in conditions of Cultural Heritage. The Programme of the Course will cover the following topics: • Heritage Climatology • Principles of Mitigation and Adaptation of Cultural Heritage to Climate Change • Impact of Climate Change on building structures • Dose-Response and Damage Functions for materials in a Changing Climate • Modelling sea salts transport and deposition • Modelling wetting and drying of historic buildings • Impact of Climate Change on building materials: stone, mortar, modern glass, stained glass windows • Impact of Climate Change on organic materials • Biological impact of Climate Change on Cultural Heritage • Sea level rise models and possible application to Cultural Heritage • Past, present and future for Venice • The policies and action plans of International Organisations (Council of Europe, UNESCO, ICCROM) The Course is addressed to young people with scientific background: physicists, chemists, geologists, biologists, engineers, because of the high scientific level of the background required to follow the lectures. Teaching will be delivered in English without any simultaneous translation. The teachers belong to European Universities, National Research Centres and International Organisations. There are no registration fees. Travel to Strasbourg and accommodation will be taken in charge by the Council of Europe after the selection of applications. Deadline for application: 15 June 2009. Information and application forms: • European University Centre for Cultural Heritage, Villa Rufolo, I-84010-Ravello, Italy, http://www.univeur.org univeur@univeur.org or Council of Europe, EUR-OPA, DG IV, F-67075-Strasbourg Cedex, http://www.coe.int/europarisks europa.risk@coe.int
Climate Adaptation Training for Natural Resource Professionals

NASA Astrophysics Data System (ADS)

Sorensen, H. L.; Meyer, N.

2016-02-01

The University of Minnesota Sea Grant Program and University of Minensota Extension are coordinating the development of a cohort-based training for natural resource professionals that prepares them with essential aptitude, resources and tools to lead climate adaptation activities in their organizations and municipalities. This course is geared toward the growing cadre of natural resources, water, municipal infrastructure, and human resources professionals who are called upon to lead climate adaptation initiatives but lack core training in climate change science, vulnerability assessment, and adaptation planning. Modeled on pre-existing UMN certificate programs, the online course encompasses approximately 40 contact hours of training. Content builds from basic climate mechanics to change science, vulnerability assessment, downscaled climate modeling, ecosystem response to climate change and strategies communicating climate change to diverse audiences. Minnesota as well as national case studies and expertise will anchor core climate adaptation concepts in a relevant context.

Enhancing STEM coursework at MSIs through the AMS Climate Studies Diversity Project

NASA Astrophysics Data System (ADS)

Abshire, W. E.; Mills, E. W.; Slough, S. W.; Brey, J. A.; Geer, I. W.; Nugnes, K. A.

2017-12-01

The AMS Education Program celebrates a successful completion to its AMS Climate Studies Diversity Project. The project was funded for 6 years (2011-2017) through the National Science Foundation (NSF). It introduced and enhanced geoscience and/or sustainability-focused course components at minority-serving institutions (MSIs) across the U.S., many of which are signatories to the President's Climate Leadership Commitments, administered by Second Nature, and/or members of the Louis Stokes Alliances for Minority Participation. The Project introduced AMS Climate Studies curriculum to approximately 130 faculty representing 113 MSIs. Each year a cohort of, on average, 25 faculty attended a course implementation workshop where they were immersed in the course materials, received presentations from high-level speakers, and trained as change agents for their local institutions. This workshop was held in the Washington, DC area in collaboration with Second Nature, NOAA, NASA Goddard Space Flight Center, Howard University, and other local climate educational and research institutions. Following, faculty introduced and enhanced geoscience curricula on their local campuses with AMS Climate Studies course materials, thereby bringing change from within. Faculty were then invited to the following AMS Annual Meeting to report on their AMS Climate Studies course implementation progress, reconnect with their colleagues, and learn new science presented at the meeting. A longitudinal survey was administered to all Climate Diversity Project faculty participants who attended the course implementation workshops. The survey goals were to assess the effectiveness of the Project in helping faculty implement/enhance their institutional climate science offering, share best practices in offering AMS Climate Studies, and analyze the usefulness of course materials. Results will be presented during this presentation. The AMS Climate Studies Diversity Project builds on highly successful, NSF-supported diversity projects for the AMS Weather and Ocean Studies courses conducted from 2001-2008. As a whole, AMS Climate, Weather, and Ocean Studies courses have activated more than 400 institutional licenses from MSIs and impacted more than 25,000 students.
Teaching climate change: A 16-year record of introducing undergraduates to the fundamentals of the climate system and its complexities

NASA Astrophysics Data System (ADS)

Winckler, G.; Pfirman, S. L.; Hays, J. D.; Schlosser, P.; Ting, M.

2011-12-01

Responding to climate change challenges in the near and far future, will require a wide range of knowledge, skills and a sense of the complexities involved. Since 1995, Columbia University and Barnard College have offered an undergraduate class that strives to provide students with some of these skills. The 'Climate System' course is a component of the three-part 'Earth Environmental Systems' series and provides the fundamentals needed for understanding the Earth's climate system and its variability. Being designed both for science majors and non-science majors, the emphasis of the course is on basic physical explanations, rather than mathematical derivations of the laws that govern the climate system. The course includes lectures, labs and discussion. Laboratory exercises primarily explore the climate system using global datasets, augmented by hands-on activities. Course materials are available for public use at http://eesc.columbia.edu/courses/ees/climate/camel_modules/ and http://ncseonline.org/climate/cms.cfm?id=3783. In this presentation we discuss the experiences, challenges and future demands of conveying the science of the Earth's Climate System and the risks facing the planet to a wide spectrum of undergraduate students, many of them without a background in the sciences. Using evaluation data we reflect how the course, the students, and the faculty have evolved over the past 16 years as the earth warmed, pressures for adaptation planning and mitigation measures increased, and public discourse became increasingly polarized.
Reaching Regional and Local Learners via a Great Lakes MOOC

NASA Astrophysics Data System (ADS)

Mooney, M. E.; Ackerman, S. A.

2015-12-01

The Cooperative Institute of Meteorological Satellite Studies (CIMSS) took a regional approach to climate change education in a 4-week MOOC (Massive Open On-line Course) on the Changing Weather and Climate in the Great Lakes Region launched in February 2015. Featuring a different season each week, this Great Lakes MOOC includes lectures about seasonal weather conditions, observed changes, and societal impacts of regional climate change, as well as actions with co-benefits to slow future climate change. To better connect with learners, CIMSS facilitated 21 discussion groups at public libraries around Wisconsin each week. Participants discussed climate change impacts in their communities as well as strategies to mitigate climate change. Not surprisingly, initial survey results show library participants were more committed, engaged, climate literate, and community minded. This session will share lessons learned and survey results from the Great Lakes MOOC which remains open and accessible on Coursera through February 2016 at https://www.coursera.org/course/greatlakesclimate.
The Influence of Instruction, Prior Knowledge, and Values on Climate Change Risk Perception among Undergraduates

ERIC Educational Resources Information Center

Aksit, Osman; McNeal, Karen S.; Gold, Anne U.; Libarkin, Julie C.; Harris, Sara

2018-01-01

We evaluated influences on the climate change risk perceptions of undergraduate students in an introductory Earth Science course. For this sample, domain-specific content knowledge about climate change was a significant predictor of students' risk perception of climate change while cultural worldviews (individualism, hierarchy) and political…
Climate Change in the Classroom: Patterns, Motivations, and Barriers to Instruction among Colorado Science Teachers

ERIC Educational Resources Information Center

Wise, Sarah B.

2010-01-01

A large online survey of Colorado public school science teachers (n = 628) on the topic of climate change instruction was conducted in 2007. A majority of Earth science teachers were found to include climate and climate change in their courses. However, the majority of teachers of other science subjects only informally discuss climate change, if…
Integrating Climate Change Science and Sustainability in Environmental Science, Sociology, Philosophy and Business Courses.

NASA Astrophysics Data System (ADS)

Boudrias, M. A.; Cantzler, J.; Croom, S.; Huston, C.; Woods, M.

2015-12-01

Courses on sustainability can be taught from multiple perspectives with some focused on specific areas (environmental, socio-cultural, economic, ethics) and others taking a more integrated approach across areas of sustainability and academic disciplines. In conjunction with the Climate Change Education Program efforts to enhance climate change literacy with innovative approaches, resources and communication strategies developed by Climate Education Partners were used in two distinct ways to integrate climate change science and impacts into undergraduate and graduate level courses. At the graduate level, the first lecture in the MBA program in Sustainable Supply Chain Management is entirely dedicated to climate change science, local and global impacts and discussions about key messages to communicate to the business community. Basic science concepts are integrated with discussions about mitigation and adaptation focused on business leaders. The concepts learned are then applied to the semester-long business plan project for the students. At the undergraduate level, a new model of comprehensive integration across disciplines was implemented in Spring 2015 across three courses on Sustainability each with a specific lens: Natural Science, Sociology and Philosophy. All three courses used climate change as the 'big picture' framing concept and had similar learning objectives creating a framework where lens-specific topics, focusing on depth in a discipline, were balanced with integrated exercises across disciplines providing breadth and possibilities for integration. The comprehensive integration project was the creation of the climate action plan for the university with each team focused on key areas of action (water, energy, transportation, etc.) and each team built with at least one member from each class ensuring a natural science, sociological and philosophical perspective. The final project was presented orally to all three classes and an integrated paper included all three perspectives. The best projects are being compiled so they can be shared with the University of San Diego's planning committee.
A flexible, multi-faceted, multi-media approach to teaching climate change to non-STEM majors

NASA Astrophysics Data System (ADS)

De Roo, R. D.; Liemohn, M. W.

2011-12-01

The University of Michigan offers a 100-level course entitled, "Our Changing Atmosphere," often taken to fulfill the natural science distribution credit requirement by up to 200 students in non-technical majors per term. This course covers the properties and structure of the atmosphere and how they are changing, emphasizing the global climate and climate change. After a brief introduction to atmospheric basics, highlights from Earth's climate history are presented, followed by modern-day changes to climate, such as air pollution, stratospheric ozone depletion, and global warming. The current format of the course relies heavily on Lecturebook, Lecturetools, and C-tools as online electronic resources for the class. The textbook for the course is managed through Lecturebook, which also provides hyperlinked text and hundreds of built-in questions for homework sets and student review. The recitation lessons are uploaded to Lecturebook, which allows for interactive question-and-answer sessions during class in multiple formats. The University of Michigan's C-tools environment is also used for email distribution and archiving, additional resource postings, and as a backup to these other two websites. The structure of the class permits different instructors to emphasize different facets of climate, and to employ different instructional techniques. For example, the textbook differs depending on the term the course is offered. One of us emphasizes good-vs-bad science usage via video, sound clip, or PDF posting on a weather or climate related topic in every lecture. Good-v-bad science usage of climate topics in research, media reporting, and casual conversation are all discussed by the students and included in the examinations. The other instructor emphasizes the findings of the IPCC, employs hands-on activities in lecture and eschews exams in favor of collaborative homework assignments. The assignments include qualitative and quantitative analyses of climate topics and the exploration of model predictions under differing assumptions.
Barriers to Incorporating Climate Change Science into High School and Community College Energy Course Offerings

NASA Astrophysics Data System (ADS)

Howell, C.

2013-05-01

In reviewing studies evaluating trends in greenhouse gasses, weather, climate and/or ecosystems, it becomes apparent that climate change is a reality. It has also become evident that the energy sector accounts for most of the greenhouse gas emissions with worldwide emissions of carbon dioxide increasing by 31 percent from 1990 to 2005, higher than in the previous thousands of years. While energy courses and topics are presented in high school and community college classes the topic of Climate Change Science is not always a part of the conversation. During the summer of 2011 and 2012, research undergraduates conducted interviews with a total of 39 national community college and 8 high school instructors who participated in a two week Sustainable Energy Education Training (SEET) workshop. Interview questions addressed the barriers and opportunities to the incorporation of climate change as a dimension of an energy/renewable energy curriculum. Barriers found included: there is not enough instruction time to include it; some school administrators including community members do not recognize climate change issues; quality information about climate change geared to students is difficult to find; and, most climate change information is too scientific for most audiences. A Solution to some barriers included dialogue on sustainability as a common ground in recognizing environmental changes/concerns among educators, administrators and community members. Sustainability discussions are already supported in school business courses as well as in technical education. In conclusion, we cannot expect climate change to dissipate without humans making more informed energy and environmental choices. With global population growth producing greater emissions resulting in increased climate change, we must include the topic of climate change to students in high school and community college classrooms, preparing our next generation of leaders and workforce to be equipped to find solutions, (such as renewable energy and sustainability practices), to climate change and environmental sustainability.
Integrating Scientific Content with Context to Connect Educators with the Complexities and Consequences of Climate Change

NASA Astrophysics Data System (ADS)

Low, R.; Gosselin, D. C.; Oglesby, R. J.; Larson-Miller, C.; Thomas, J.; Mawalagedara, R.

2011-12-01

Over the past three years the Nebraska Earth Systems Education Network has designed professional development opportunities for K-12 and extension educators that integrates scientific content into the context of helping educators connect society with the complexities and consequences of climate change. Our professional development approach uses learner-, knowledge-, assessment-, and community-centered strategies to achieve our long-term goal: collaboration of scientists, educators and learners to foster civic literacy about climate change. Two NASA-funded projects, Global Climate Change Literacy for Educators (GCCE, 2009-2012), and the Educators Climatologists Learning Community (ECLC, 2011-2013), have provided the mechanism to provide teachers with scientifically sound and pedagogically relevant educational materials to improve climate and Earth systems literacy among educators. The primary product of the GCCE program is a 16-week, online, distance-delivered, asynchronous course entitled, Laboratory Earth: Human Dimensions of Climate Change. This course consists of four, four-week modules that integrate climate literacy, Earth Systems concepts, and pedagogy focused on active learning processes, building community, action research, and students' sense of place to promote action at the local level to address the challenges of climate change. Overall, the Community of Inquiry Survey (COI) indicated the course was effective in teaching content, developing a community of learners, and engaging students in experiences designed to develop content knowledge. A pre- and post- course Wilcoxan Signed Ranks Test indicated there was a statistically significant increase in participant's beliefs about their personal science teaching efficacy. Qualitative data from concept maps and content mastery assignments support a positive impact on teachers' content knowledge and classroom practice. Service Learning units seemed tohelp teachers connect course learning to their classroom teaching. In addition, qualitative data indicate that teachers' students found service learning to be highly motivational components to learning. The ECLC project, to be initiated in the fall 2011, will build on our GCCE experiences to create a sustainable virtual learning community of educators and scientists. Climate-change issues will serve as a context in which collaborative scientist-educator-teams will develop discrete, locally oriented research projects to facilitate development of confident, knowledgeable citizen-scientists within their classrooms.
Beyond Knowledge: Service Learning and Local Climate Change Research Engagement Activities that Foster Action and Behavior Change

NASA Astrophysics Data System (ADS)

Low, R.; Mandryk, C.; Gosselin, D. C.; Haney, C.

2013-12-01

Climate change engagement requires individuals to understand an abstract and complex topic and realize the profound implications of climate change for their families and local community. In recent years federal agencies have spent millions of dollars on climate change education to prepare a nation for a warming future. The majority of these education efforts are based on a knowledge deficit model. In this view 'educate' means 'provide information'. However cognitive and behavioral research and current action demonstrate that information alone is not enough; knowledge does not necessarily lead to action. Educators are speaking to deaf ears if we rely on passive and abstract information transfer and neglect more persuasive and affective approaches to communication. When climate change is presented abstractly as something that happens in the future to people, environments, animals somewhere else it is easy to discount. People employ two separate systems for information processing: analytical-rational and intuitive-experiential Authentic local research experiences that engage both analytical and experiential information processing systems not only help individuals understand the abstraction of climate change in a concrete and personally experienced manner, but are more likely to influence behavior. Two on-line, graduate-level courses offered within University of Nebraska's Masters of Applied Science program provide opportunities for participants to engage in authentic inquiry based studies climate change's local impacts, and work with K-12 learners in promoting the scientific awareness and behavioral changes that mitigate against the negative impacts of a changing climate. The courses are specifically designed to improve middle and high school (grades 6-12) teachers' content knowledge of climate processes and climate change science in the context of their own community. Both courses provide data-rich, investigative science experiences in a distributed digital environment and support teachers in the creation of lessons and units that promote both inquiry science and service learning in the community. Course participants connect the dots from their newly acquired theoretical science knowledge to concrete examples of change taking place locally, and see the value of promoting awareness as well as behavioral changes that contribute to adaptation and mitigation of local climate change impacts. We describe the assessments used and the research outcomes associated with NRES 832, Human Dimensions of Climate Change, where participants conduct archival research to create a climate change chronicle for their community, and NRES 830 Climate Research Applications, where teachers lead and evaluate the impacts of student-designed service learning activities as a capstone project for a unit on climate change. We also showcase community-based initiatives resulting from this work that seed the behavioral changes we need to live sustainably in our communities and on our planet.
Teaching about Climate Change and Energy with Online Materials and Workshops from On the Cutting Edge

NASA Astrophysics Data System (ADS)

Kirk, K. B.; Manduca, C. A.; Myers, J. D.; Loxsom, F.

2009-12-01

Global climate change and energy use are among the most relevant and pressing issues in today’s science curriculum, yet they are also complex topics to teach. The underlying science spans multiple disciplines and is quickly evolving. Moreover, a comprehensive treatment of climate change and energy use must also delve into perspectives not typically addressed in geosciences courses, such as public policy and economics. Thus, faculty attempting to address these timely issues face many challenges. To support faculty in teaching these subjects, the On the Cutting Edge faculty development program has created a series of websites and workshop opportunities to provide faculty with information and resources for teaching about climate and energy. A web-based collection of teaching materials was developed in conjunction with the On the Cutting Edge workshops “Teaching about Energy in Geoscience Courses: Current Research and Pedagogy.” The website is designed to provide faculty with examples, references and ideas for either incorporating energy topics into existing geoscience courses or for designing or refining a course about energy. The website contains a collection of over 30 classroom and lab activities contributed by faculty and covering such diverse topics as renewable energy, energy policy and energy conservation. Course descriptions and syllabi for energy courses address audiences ranging from introductory courses to advanced seminars. Other materials available on the website include a collection of visualizations and animations, a catalog of recommended books, presentations and related references from the teaching energy workshops, and ideas for novel approaches or new topics for teaching about energy in the geosciences. The Teaching Climate Change website hosts large collections of teaching materials spanning many different topics within climate change, climatology and meteorology. Classroom activities highlight diverse pedagogic approaches such as role-playing, inquiry-based learning via online data sets, and the use of computer models. The website houses course descriptions and syllabi for both introductory-level and upper-level climate courses contributed by faculty. Collections of climate visualizations and recommended references help faculty navigate to online materials that are best suited for their classroom. The On the Cutting Edge program features a biennial workshop series about teaching climate change, held in conjunction with the American Quaternary Association. Presentations, teaching ideas and references from the 2006 and 2008 workshops are available, along with applications for the upcoming workshop to be held in August 2010. All of these materials can be found at http://serc.carleton.edu/NAGTWorkshops/energy and http://serc.carleton.edu/NAGTWorkshops/climatechange. Faculty are encouraged to submit their own teaching materials to the web collections via on-line forms for submitting information and uploading files.
Climate change, forests, fire, water, and fish: Building resilient landscapes, streams, and managers

Treesearch

Charles Luce; Penny Morgan; Kathleen Dwire; Daniel Isaak; Zachary Holden; Bruce Rieman

2012-01-01

Fire will play an important role in shaping forest and stream ecosystems as the climate changes. Historic observations show increased dryness accompanying more widespread fire and forest die-off. These events punctuate gradual changes to ecosystems and sometimes generate stepwise changes in ecosystems. Climate vulnerability assessments need to account for fire in their...
Deliberation as Communication Instruction: A Study of a Climate Change Deliberation in an Introductory Biology Course

ERIC Educational Resources Information Center

Drury, Sara A. Mehltretter

2015-01-01

The author argues that deliberation is an innovative method for teaching communication skills, particularly group communication, in the undergraduate science, technology, engineering, and math (STEM) curriculum. A case study using a deliberation activity on global climate change in an introductory biology course demonstrates how deliberative…
Teaching about Climate Change in the Business Curriculum: An Introductory Module and Resource List

ERIC Educational Resources Information Center

Takacs, C. Helen

2013-01-01

Business managers are increasingly engaged with climate change issues, but pedagogy on climate change in the business curriculum is in its infancy. The author addresses the need for greater integration of climate change knowledge in the business curriculum by describing a teaching module for an undergraduate introductory business course and…
Efficacy Trade-Offs in Individuals' Support for Climate Change Policies

ERIC Educational Resources Information Center

Rosentrater, Lynn D.; Saelensminde, Ingrid; Ekström, Frida; Böhm, Gisela; Bostrom, Ann; Hanss, Daniel; O'Connor, Robert E.

2013-01-01

Using survey data, the authors developed an architecture of climate change beliefs in Norway and their correlation with support for policies aimed at reducing greenhouse gas emissions. A strong majority of respondents believe that anthropogenic climate change is occurring and identify carbon dioxide emissions as a cause. Regression analysis shows…
Teaching Historical Geology through a Climate Science Lens

NASA Astrophysics Data System (ADS)

Cleary, P.

2007-12-01

As traditional Geology departments choose to reinvent themselves in light of waning interest in rocks and fossils, waxing interest in environmental, interdisciplinary issues, and advancements in pedagogy that champion inquiry and student based learning, the question begs, "What is to be done with that behemoth, historical geology?" Typically an introductory earth history course presents the timeline background to the origin and evolution of the planet Earth. At UW-Parkside, Origin and History of the Earth is taught from a climatic and dynamic equilibrium perspective using the textbook Earth's Climate Past and Future by William F. Ruddiman. The course is sectioned into 4 parts: 1) Water, Oxygen and Life on Earth, 2) Feedbacks: Greenhouse and Snowball Earth, 3) Mass Extinctions and 4) Present and Future Climate Change. While the course retains a focus upon historical dating and sampling, plate tectonics, the Milankovitch cycles and evolution, students encounter those topics as applied to solving problems reconstructing past climates, assessing the evolution of the past and future atmosphere and investigating mass extinctions. In class, small group work allows us to replace much of the standard passive lecture format with activities and outcomes congruent with a broader, environmentally cohesive picture of the planet, particularly with respect to climate change. The curriculum, activities, outcomes and assessment strategies of this new approach to an ancient class will be discussed. As an introductory course, and possible general education course, the curriculum addresses current issues of climate change to a broader audience than upper level coursework.
Climate Literacy: Progress in Climate and Global Change Undergraduate Courses in Meteorology and Earth System Science Programs at Jackson State University

NASA Astrophysics Data System (ADS)

Reddy, S. R.; Tuluri, F.; Fadavi, M.

2017-12-01

JSU Meteorology Program will be offering AMS Climate Studies undergraduate course under MET 210: Climatology in spring 2013. AMS Climate Studies is offered as a 3 credit hour laboratory course with 2 lectures and 1 lab sessions per week. Although this course places strong intellectual demands upon each student, the instructors' objective is to help each student to pass the course with an adequate understanding of the fundamentals and advanced and advanced courses. AMS Climate Studies is an introductory college-level course developed by the American Meteorological Society for implementation at undergraduate institutions nationwide. The course places students in a dynamic and highly motivational educational environment where they investigate Earth's climate system using real-world environmental data. The AMS Climate Studies course package consists of a textbook, investigations manual, course website, and course management system-compatible files. Instructors can use these resources in combinations that make for an exciting learning experience for their students. This is a content course in Earth Science. It introduces a new concept that views Earth as a synergistic physical system applied concepts of climatology, for him/her to understand basic atmospheric/climate processes, physical and dynamical climatology, regional climatology, past and future climates and statistical analysis using climate data and to be prepared to profit from studying more of interrelated phenomenon governed by complex processes involving the atmosphere, the hydrosphere, the biosphere, and the solid Earth. The course emphasizes that the events that shape the physical, chemical, and biological processes of the Earth do not occur in isolation. Rather, there is a delicate relationship between the events that occur in the ocean, atmosphere, and the solid Earth. The course provides a multidimensional approach in solving scientific issues related to Earth-related sciences,
Successful Massive Open Online Climate Course on Climate Science and Psychology

NASA Astrophysics Data System (ADS)

Nuccitelli, D. A.; Cook, J.

2015-12-01

In 2015, the University of Queensland and edX launched a Massive Open Online Course (MOOC), 'Making Sense of Climate Science Denial.' The MOOC debunked approximately 50 common climate myths using elements of both physical science and psychology. Students learned how to recognise the social and psychological drivers of climate science denial, how to better understand climate change, how to identify the techniques and fallacies that climate myths employ to distort climate science, and how to effectively debunk climate misinformation. Contributors to the website Skeptical Science delivered the lectures, which were reinforced via interviews with climate science and psychology experts. Over 15,000 students from 167 countries enrolled in the course, and student feedback was overwhelmingly positive. This MOOC provides a model for effective climate science education.
A Self-Paced Online Module for Teachers Using Climate Change as a Context for Bringing Sustainability Education to the Classroom

NASA Astrophysics Data System (ADS)

Metzger, E. P.; Santone, S.; Smith, G.; Cordero, E.

2013-12-01

Sustainability education is an approach to learning that builds knowledge, skills, and values needed to create lasting economic prosperity, environmental health, and social justice. In collaboration with Creative Change Educational Solutions (http://www.creativechange.net/) and with funding from the Clarence E. Heller Charitable Foundation and NASA, scientists and science educators at San José State University (SJSU) are developing an online 'Introduction for Sustainability' course for middle and high school educators. The module will introduce sustainability as a context for learning, highlight connections to climate change science and solutions, and provide strategies for linking the environmental, economic and social dimensions of climate destabilization to fundamental sustainability concepts. This self-paced course will be piloted during the 2013-2014 academic year. Upon completion, participants will receive inexpensive university credit ( $50/unit) from SJSU. Course goals are to demonstrate the applicability of sustainability themes across disciplines; increase learners' knowledge about the causes and impacts of climate change and related sustainability challenges; and support learners in integrating course content and methods into their classroom teaching. Course activities combine: 1) reading selections and questions; 2) online discussion; 3) digital media (short videos and tutorials); and 4) journal entries and other written assignments, including consideration of how course content aligns with the Common Core and Next Generation Science Standards. The module is divided into five sections: 1) Defining What Matters - What Do We All Need for a Fulfilling Life?; 2) The Commons and Ecosystem Services; 3) Causes and Impacts of Climate Change; 4) Individual and Collective Actions to Mitigate Its Effects; and 5) Integrating Sustainability into the Curriculum. Initial recruitment for the course will take place among participants in workshops offered by the Bay Area Earth Science Institute (BAESI), SJSU's long-standing teacher professional development program. The course will be refined based on teacher feedback and course assessments, and then will be made available to any teacher anywhere via links from the BAESI and Creative Change Educational Solutions web sites, and SJSU's Green Ninja Project (www.greenninja.org).
Using Web GIS "Climate" for Adaptation to Climate Change

NASA Astrophysics Data System (ADS)

Gordova, Yulia; Martynova, Yulia; Shulgina, Tamara

2015-04-01

A work is devoted to the application of an information-computational Web GIS "Climate" developed by joint team of the Institute of Monitoring of Climatic and Ecological Systems SB RAS and Tomsk State University to raise awareness about current and future climate change as a basis for further adaptation. Web-GIS "Climate» (http://climate.scert.ru/) based on modern concepts of Web 2.0 provides opportunities to study regional climate change and its consequences by providing access to climate and weather models, a large set of geophysical data and means of processing and visualization. Also, the system is used for the joint development of software applications by distributed research teams, research based on these applications and undergraduate and graduate students training. In addition, the system capabilities allow creating information resources to raise public awareness about climate change, its causes and consequences, which is a necessary step for the subsequent adaptation to these changes. Basic information course on climate change is placed in the public domain and is aimed at local population. Basic concepts and problems of modern climate change and its possible consequences are set out and illustrated in accessible language. Particular attention is paid to regional climate changes. In addition to the information part, the course also includes a selection of links to popular science network resources on current issues in Earth Sciences and a number of practical tasks to consolidate the material. These tasks are performed for a particular territory. Within the tasks users need to analyze the prepared within the "Climate" map layers and answer questions of direct interest to the public: "How did the minimum value of winter temperatures change in your area?", "What are the dynamics of maximum summer temperatures?", etc. Carrying out the analysis of the dynamics of climate change contributes to a better understanding of climate processes and further adaptation. Passing this course raises awareness of the general public, as well as prepares the user for subsequent registration in the system and work with its tools in conducting independent research. This work is partially supported by SB RAS project VIII.80.2.1, RFBR grants 13-05-12034 and 14-05-00502.

Implementation of an Online Climate Science Course at San Antonio College

NASA Astrophysics Data System (ADS)

Reyes, R.; Strybos, J.

2016-12-01

San Antonio College (SAC) plans to incorporate an online climate science class into the curriculum with a focus on local weather conditions and data. SAC is part of a network of five community colleges based around San Antonio, Texas, has over 20,000 students enrolled, and its student population reflects the diversity in ethnicity, age and gender of the San Antonio community. The college understands the importance of educating San Antonio residents on climate science and its complexities. San Antonio residents are familiar with weather changes and extreme conditions. The region has experienced an extreme drought, including water rationing in the city. Then, this year's El Niño intensified expected annual rainfalls and flash floods. The proposed climate science course will uniquely prepare students to understand weather data and the evidence of climate change impacting San Antonio at a local level. This paper will discuss the importance and challenges of introducing the new climate science course into the curriculum, and the desired class format that will increase the course's success. Two of the most significant challenges are informing students about the value of this class and identifying the best teaching format. Additionally, measuring and monitoring enrollment will be essential to determine the course performance and success. At the same time, Alamo Colleges is modifying the process of teaching online classes and is officially working to establish an online college. Around 23% of students enrolled in SAC offered courses are currently enrolled in online courses only, representing an opportunity to incorporate the climate science class as an online course. Since the proposed course will be using electronic textbooks and online applications to access hyperlocal weather data, the class is uniquely suited for online students.
Preservice Elementary Teachers' Emotional Connections and Disconnections to Climate Change in a Science Course

ERIC Educational Resources Information Center

Hufnagel, Elizabeth

2015-01-01

Due to emotions' evaluative nature, they provide a lens for understanding personal and urgent engagement with events and experiences. Grounding this work in ethnography and sociolinguistics, I utilized discourse analysis to study the emotions of 30 preservice elementary teachers expressed about climate change in a science course. I describe the…
Awakening the Scientist Inside: Global Climate Change and the Nature of Science in an Elementary Science Methods Course

ERIC Educational Resources Information Center

Matkins, Juanita Jo; Bell, Randy L.

2007-01-01

This investigation assessed the impact of situating explicit nature of science (NOS) instruction within the issues surrounding global climate change and global warming (GCC/GW). Participants in the study were 15 preservice elementary teachers enrolled in a science methods course. The instructional intervention included explicit NOS instruction…
Undergraduate Students' Conceptions of Natural and Anthropogenic Climate Change

NASA Astrophysics Data System (ADS)

Trenbath, K. L.

2011-12-01

Scientists and educators strive to improve climate literacy throughout society, whether through communication of research findings or though classroom teaching. Despite these efforts, climate change misconceptions exist in students and the general public. When educators present evidence that contradicts misconceptions, students may begin to struggle with their inaccurate ideas and perhaps transition towards a scientifically-accepted understanding. These transitions, called conceptual change, can occur in college climate change courses. The purpose of this presentation is to describe college students' ideas of natural and anthropogenic climate change and the way these ideas change throughout a climate change course. This presentation is based on five case studies of undergraduate students in a large lecture-hall course dedicated to climate change. Each case study student represents a different level of climate change understanding at the beginning of the semester. These case studies and subsequent cross-case analyses result from a qualitative research study using interviews, field notes, artifact analysis, coding and categorization, and research memos. The cases show shifts in all five students' ideas of natural and anthropogenic climate change. During the first month of class, the three lower achieving students expressed uncertainty about the increase in average global temperatures due to anthropogenic climate change. At the end of the semester, these students explained that warming from climate change is natural, yet the rate of this warming is increasing due to human activities. Two of the lower achieving students constructed definitions of climate change different than the definition used by the professor in the classroom. These students solidified the idea that the term "climate change" describes the change that results from natural forcings only, while the term "global warming" describes change in the climate that results from human-caused forcings. Their constructed definition removes human-causes from association with the word "climate change", which may influence their climate change understanding. Of the two higher achieving students, one emphasized anthropogenic climate change at the beginning of the semester, but later focused on natural climate change during his interviews. The other high achieving student included tangential environmental topics in her descriptions of climate change throughout the entire semester, thus conflating climate change's definition. These alternative definitions of climate change indicate that the learners constructed hybrid conceptions in order to incorporate class content with their prior ideas. These hybrid conceptions indicate that the students' understandings lie somewhere between misconceptions and conceptual change. Since the students demonstrated these hybrid conceptions at the end of class, perhaps more time is needed for the students to process the information. These case studies identify the gaps the professor should address for conceptual change to fully occur.
Linking Climate Change Education through the Integration of a Kite-Borne Remote Sensing System: Linking Climate Change Education and Remote Sensing

ERIC Educational Resources Information Center

Xie, Yichun; Henry, Andy; Bydlowski, David; Musial, Joseph

2014-01-01

A majority of secondary science teachers are found to include the topic of climate change in their courses. However, teachers informally and sporadically discuss climate change and students rarely understand the underlying scientific concepts. The project team developed an innovative pedagogical approach, in which teachers and students learn…
Air quality and climate--synergies and trade-offs.

PubMed

von Schneidemesser, Erika; Monks, Paul S

2013-07-01

Air quality and climate are often treated as separate science and policy areas. Air quality encompasses the here-and-now of pollutant emissions, atmospheric transformations and their direct effect on human and ecosystem health. Climate change deals with the drivers leading to a warmer world and the consequences of that. These two science and policy issues are inexorably linked via common pollutants, such as ozone (methane) and black carbon. This short review looks at the new scientific evidence around so-called "short-lived climate forcers" and the growing realisation that a way to meet short-term climate change targets may be through the control of "air quality" pollutants. None of the options discussed here can replace reduction of long-lived greenhouse gases, such as CO2, which is required for any long-term climate change mitigation strategy. An overview is given of the underlying science, remaining uncertainties, and some of the synergies and trade-offs for addressing air quality and climate in the science and policy context.
Key Concepts for and Assessment of an Undergraduate Class that Engages Engineering Students in Climate Change Grand Challenge

NASA Astrophysics Data System (ADS)

Powers, S. E.; DeWaters, J.; Dhaniyala, S.

2015-12-01

Engineers must take a leading role in addressing the challenges of mitigating climate change and adapting to the inevitable changes that our world is facing. Yet climate change classes targeting engineering students are scarce. Technical education must focus on the problem formulation and solutions that consider multiple, complex interactions between engineered systems and the Earth's climate system and recognize that transformation raises societal challenges, including trade-offs among benefits, costs, and risks. Moreover, improving engineering students' climate science literacy will require strategies that also inspire students' motivation to work toward their solution. A climate science course for engineers has been taught 5 semesters as part of a NASA Innovations in Climate Education program grant (NNXlOAB57A). The basic premise of this project was that effective instruction must incorporate scientifically-based knowledge and observations and foster critical thinking, problem solving, and decision-making skills. Lecture, in-class cooperative and computer-based learning and a semester project provide the basis for engaging students in evaluating effective mitigation and adaptation solutions. Policy and social issues are integrated throughout many of the units. The objective of this presentation is to highlight the content and pedagogical approach used in this class that helped to contribute to significant gains in engineering students' climate literacy and critical thinking competencies. A total of 89 students fully participated in a pre/post climate literacy questionnaire. As a whole, students demonstrated significant gains in climate-related content knowledge (p<0.001), affect (p<0.001), and behavior (p=0.002). Mean post scores were above a 'passing' cutoff (70%) for all three subscales. Assessment of semester project reports with a critical thinking rubric showed that the students did an excellent job of formulating problem statements and solutions in a manner that incorporated a multidimensional systems perspective. These skills are sometimes foreign to technically focused, number crunching engineering students, but are critical for using their engineering skills and profession to address climate change mitigation and adaptation strategies.
Climate Masters of Nebraska: An Action Based Approach to Climate Change Education

NASA Astrophysics Data System (ADS)

Umphlett, N.; Bernadt, T.; Pathak, T.

2014-12-01

The Climate Masters of Nebraska pilot program started in 2010 with the goal of assisting the community in becoming more knowledgeable and making informed decisions regarding climate change issues. First, participants engage in a 10-week training course where they learn from experts how to reduce their carbon footprint in everyday life. Participants then volunteer at least 30 hours educating the community through household consultations, outreach events, or other creative efforts they want to take to actively influence the community to reduce greenhouse gas (GHG) emissions. The first two groups of Climate Masters volunteers completed multiple household consultations, started a drip irrigation project, hosted an informational booth at local events, participated in an Adopt a Highway program, formed a Citizens Climate Lobby group, and worked with the City of Lincoln's reEnergize outreach program. All of these projects positively impacted the environment, reduced GHG emissions, or both. The program is continuing for a third year with a new and improved course in the fall. Taking into account suggestions from previous courses, this new course hopes to focus more on the climate issues that are particularly pressing in southeastern Nebraska.
Climate change in the Pacific - is it real or not?

NASA Astrophysics Data System (ADS)

Kuleshov, Yuriy

2013-04-01

In this presentation, novel approaches and new ideas for students and young researchers to appreciate the importance of climate science are discussed. These approaches have been applied through conducting a number of training workshops in the Pacific Island Countries and teaching a course on climate change international law and climate change science at the University of the South Pacific (USP) - the first course on this type in the Pacific. Particular focus of this presentation is on broadening students' experience with application of web-based information tools for analysis of climatic extremes and natural hazards such as tropical cyclones. Over the past few years, significant efforts of Australian climate scientists have been dedicated to improving understanding of climate in the Pacific through the International Climate Change Adaptation Initiative (the Australian Government Initiative to assist with high priority climate adaptation needs in vulnerable countries in the Asia-Pacific region). The first comprehensive scientific report about the Pacific climate has been published in 2011, as an outcome of the Pacific Climate Change Science Program (PCCSP). A range of web-based information tools such as the Pacific Tropical Cyclone Data Portal, the Pacific Climate Change Data Portal and the Pacific Seasonal Climate Prediction Portal has been also developed through the PCCSP and the Pacific Adaptation Strategy Assistance Program. Currently, further advancement in seasonal climate prediction science and developing enhanced software tools for the Pacific is undertaken through the Theme 1 of the Pacific Australia Climate Change Science and Adaptation Planning (PACCSAP) Program. This new scientific knowledge needs to be transferred to students to provide them with true information about climate change and its impact on the Pacific Island Countries. Teachers and educators need their knowledge-base regularly updated and tools that will help their students critically evaluate information transmitted via the mass media. This is particularly important when educators present to students cutting edge science knowledge on climate change. Climate change skeptics through mass media attack climate scientists and dismiss their findings about magnitude of climate change. A novel approach implemented in our training workshops and teaching courses gives students practical hands on experience in examining climate data using the developed web-based information tools. Using the tools, students can examine climate of the Pacific Island Countries, derive trends in climate variables such as temperature and rainfall and make their own conclusions. An open forum "Is climate change real or not?" has also been included as an integral part of these workshops and teaching, giving an opportunity for students to present their findings. They have also been asked to provide examples of observed change in the environment in their countries which may be related to climate change. Tropical cyclones are the most destructive severe weather events in the Pacific which regularly affect countries in the region. Understanding importance of updating knowledge about cyclones, extensive training in using the Pacific Tropical Cyclone Data Portal (http://www.bom.gov.au/cyclone/history/tracks/) has also been provided. Using this sophisticated web-based tool, students can learn about occurrences of cyclones in waters around their countries and over the whole Pacific. Positive feedback from university students and participants of training workshops has been obtained and this approach may be recommended for educators to include in their courses. Acknowledgement The research discussed in this paper was conducted through the PASAP, PCCSP and PACCSAP supported by the AusAID and Department of Climate Change and Energy Efficiency and delivered by the Bureau of Meteorology and CSIRO.
Argumentation as a Strategy for Increasing Preservice Teachers' Understanding of Climate Change, a Key Global Socioscientific Issue

ERIC Educational Resources Information Center

Lambert, Julie L.; Bleicher, Robert E.

2017-01-01

Findings of this study suggest that scientific argumentation can play an effective role in addressing complex socioscientific issues (i.e. global climate change). This research examined changes in preservice teachers' knowledge and perceptions about climate change in an innovative undergraduate-level elementary science methods course. The…
Climate Literacy: STEM and Climate Change Education and Remote Sensing Applications

NASA Astrophysics Data System (ADS)

Reddy, S. R.

2015-12-01

NASA Innovations in Climate Education (NICE) is a competitive project to promote climate and Earth system science literacy and seeks to increase the access of underrepresented minority groups to science careers and educational opportunities. A three year funding was received from NASA to partnership with JSU and MSU under cooperative agreement "Strengthening Global Climate Change education through Remote Sensing Application in Coastal Environment using NASA Satellite Data and Models". The goal is to increase the number of highschool and undergraduate students at Jackson State University, a Historically Black University, who are prepared to pursue higher academic degrees and careers in STEM fields. A five Saturday course/workshop was held during March/April 2015 at JSU, focusing on historical and technical concepts of math, enginneering, technology and atmosphere and climate change and remote sensing technology and applications to weather and climate. Nine students from meteorology, biology, industrial technology and computer science/engineering of JSU and 19 high scool students from Jackson Public Schools participated in the course/workshop. The lecture topics include: introduction to remote sensing and GIS, introduction to atmospheric science, math and engineering, climate, introduction to NASA innovations in climate education, introduction to remote sensing technology for bio-geosphere, introduction to earth system science, principles of paleoclimatology and global change, daily weather briefing, satellite image interpretation and so on. In addition to lectures, lab sessions were held for hand-on experiences for remote sensing applications to atmosphere, biosphere, earth system science and climate change using ERDAS/ENVI GIS software and satellite tools. Field trip to Barnett reservoir and National weather Service (NWS) was part of the workshop. Basics of Earth System Science is a non-mathematical introductory course designed for high school seniors, high school teachers and undergraduate students who may or may not have adequate exposure to fundamental concepts of the key components of the modern earth system and their interactions. This is an online course that will be delivered using Blackboard platform available at Jackson State University.
An analysis of factors that lead to better learning in an integrated and interdisciplinary course on climate change

NASA Astrophysics Data System (ADS)

Reed, D. E.; Lyford, M.; Schmidt, L. O.; Bowles-Terry, M.

2012-12-01

Climate change education presents many challenges to college educators due to the interdisciplinary nature of the issue as well as the social and political context and implications. This presents multiple barriers to learning for the student, both because it is difficult to address all scientific components in one course, and because many students have strong preconceived feelings or beliefs about climate change. A further barrier to learning for non-science majors is that very often the number of required science courses is low and a highly complex issue such as climate change is difficult to address in introductory science courses. To attempt to address these issues a course for non-science majors, Life Science 1002, Discovering Science, at the University of Wyoming was created as an interdisciplinary and integrated science course that includes a lecture component as well as weekly lab and discussion sections. Our previous work has shown a clear change in the reference sources used by non-science majors when referring to complex topics; namely, students increase their use of scientific journals when they are shown how to use scientific journals and students also report a correlated decrease in non-peer reviewed sources (ie, radio, newspapers, TV). We seek to expand on this work by using pre- and post-topic student surveys in the course at the University of Wyoming to directly measure student performance in different components of the course. The course has enrollment between 120 and 130 students, with nearly equal distribution between grade levels and a wide sampling of non-science majors or undeclared majors. For this work we will use a non-quantitative survey of students to find out which part of the course (lecture, lab or discussion) is most effective for student learning. Further, quantitative analysis of which factors of the student body (class standing, major, gender, background and personal beliefs) will be correlated to help predict who achieved the best and we will apply a non-quantitative analysis to determine which section of the student body had difficulties and why. This work will show other higher education instructors both the methodology and results from this study of the interdisciplinary course on climate change. While this work is limited in only focusing on one introductory course, the large number of students and the diversity of those students allow for a study of which factors in the course are best for student learning.
Climate Change Science Teaching through Integration of Technology in Instruction and Research

NASA Astrophysics Data System (ADS)

Sriharan, S.; Ozbay, G.; Robinson, L.; Klimkowski, V.

2015-12-01

This presentation demonstrates the importance of collaborations between the institutions with common focus on offering the academic program on climate change science. Virginia State University (VSU) developed and established the course on climate change and adaptation, AGRI 350 for undergraduates, in cooperation with two HBCUs, Delaware State University (DSU) and Morgan State University (MSU). This program was developed to enhance the science curriculum with funding from the USDA NIFA. The hands-on research opportunities for students were supported by the NSF HBCU UP Supplement Grant at VSU. The technical guidance and lesson plans were available through the courtesy of the AMS and faculty/student team training at the NCAR. In the initial stages, the faculty members participated in faculty development workshops hosted by the AMS and NCAR. This contributed to trained faculty members developing the courses on Climate Change at VSU, DSU, and MSU. To create awareness of global climate change and exposure of students to international programs, seven students from VSU, MSU, and DSU participated in the Climate Change course (ENS 320) at the University of Sunshine Coast (USC), Australia. This international experience included faculty members in using SimCLIM for climate change data into decision-making with regard to potential changes to cropping systems and tree growth. The Climate Change program at VSU, DSU, and MSU is emerging into comprehensive academic program which includes use of case studies and exchange of students' reflections with their peers through discussion board and videoconferencing, hands-on research on water quality monitoring and mapping the study sites, and integration of geospatial technologies and i-Tree. In addition, the students' engagement in intensive research was conducted through hands-on experience with Scanning Electron Microscopy in the Marine Science Department, University of Hawaii at Hilo in summer 2015.
78 FR 32628 - Western Pacific Fishery Management Council; Public Meetings; Correction

Federal Register 2010, 2011, 2012, 2013, 2014

2013-05-31

... on Protected Species Issues D. Fishery Community Engagement i. Hawaii High School Summer Course ii...--Potential Impacts on Hawaii Communities from Climate Change A. Sea-level Rise B. Ocean Acidification C... Climate Change and Cultural Resource Adaptation 7. Law and Policy for Climate Change Impacts 8. Other...
Students' Understanding of Sustainability and Climate Change across Linked Service-Learning Courses

ERIC Educational Resources Information Center

Coleman, Kimberly; Murdoch, James; Rayback, Shelly; Seidl, Amy; Wallin, Kimberly

2017-01-01

College and university faculty are increasingly being called upon to teach about sustainability. Many of these faculty members are incorporating content related to climate change because climate change is arguably the biggest threat to global sustainability. However, the concept of sustainability is complex, interdisciplinary, and potentially…
Experimental climate change weakens the insurance effect of biodiversity.

PubMed

Eklöf, Johan S; Alsterberg, Christian; Havenhand, Jonathan N; Sundbäck, Kristina; Wood, Hannah L; Gamfeldt, Lars

2012-08-01

Ecosystems are simultaneously affected by biodiversity loss and climate change, but we know little about how these factors interact. We predicted that climate warming and CO (2) -enrichment should strengthen trophic cascades by reducing the relative efficiency of predation-resistant herbivores, if herbivore consumption rate trades off with predation resistance. This weakens the insurance effect of herbivore diversity. We tested this prediction using experimental ocean warming and acidification in seagrass mesocosms. Meta-analyses of published experiments first indicated that consumption rate trades off with predation resistance. The experiment then showed that three common herbivores together controlled macroalgae and facilitated seagrass dominance, regardless of climate change. When the predation-vulnerable herbivore was excluded in normal conditions, the two resistant herbivores maintained top-down control. Under warming, however, increased algal growth outstripped control by herbivores and the system became algal-dominated. Consequently, climate change can reduce the relative efficiency of resistant herbivores and weaken the insurance effect of biodiversity. © 2012 Blackwell Publishing Ltd/CNRS.
Utilizing the NASA Data-enhanced Investigations for Climate Change Education Resource for Elementary Pre-service Teachers in a Technology Integration Education Course.

NASA Astrophysics Data System (ADS)

Howard, E. M.; Moore, T.; Hale, S. R.; Hayden, L. B.; Johnson, D.

2014-12-01

The preservice teachers enrolled in the EDUC 203 Introduction to Computer Instructional Technology course, primarily for elementary-level had created climate change educational lessons based upon their use of the NASA Data-enhanced Investigations for Climate Change Education (DICCE). NASA climate education datasets and tools were introduced to faculty of Minority Serving Institutions through a grant from the NASA Innovations in Climate Education program. These lessons were developed to study various ocean processes involving phytoplankton's chlorophyll production over time for specific geographic areas using the Giovanni NASA software tool. The pre-service teachers had designed the climate change content that will assist K-4 learners to identify and predict phytoplankton sources attributed to sea surface temperatures, nutrient levels, sunlight, and atmospheric carbon dioxide associated with annual chlorophyll production. From the EDUC 203 course content, the preservice teachers applied the three phases of the technology integration planning (TIP) model in developing their lessons. The Zunal website (http://www.zunal.com) served as a hypermedia tool for online instructional delivery in presenting the climate change content, the NASA climate datasets, and the visualization tools used for the production of elementary learning units. A rubric was developed to assess students' development of their webquests to meet the overall learning objectives and specific climate education objectives. Accompanying each webquest is a rubric with a defined table of criteria, for a teacher to assess students completing each of the required tasks for each lesson. Two primary challenges of technology integration for elementary pre-service teachers were 1) motivating pre-service teachers to be interested in climate education and 2) aligning elementary learning objectives with the Next Generation science standards of climate education that are non-existent in the Common Core State Standards.
Plant vulnerabilities and genetic adaptation (Chapter 4)

Treesearch

Bryce A. Richardson; Nancy L. Shaw; Rosemary L. Pendleton

2012-01-01

The biogeography of plant species and population genetic structure within species is principally governed by climate. The association between climate change and plant distributions has been well documented since the last ice age, and recent studies have shown contemporary climate changes can create landscape-scale die-offs or movement of plant taxa. Terrestrial...
A Study of Teacher Candidates' Experiences Investigating Global Climate Change Within an Elementary Science Methods Course

NASA Astrophysics Data System (ADS)

Hestness, Emily; Randy McGinnis, J.; Riedinger, Kelly; Marbach-Ad, Gili

2011-06-01

We investigated the inclusion of a curricular module on global climate change in an Elementary Science Methods course. Using complementary research methods, we analyzed findings from 63 teacher candidates' drawings, questionnaires, and journal entries collected throughout their participation in the module. We highlighted three focal cases to illustrate the diversity of participants' experiences. Findings suggest potential positive impacts on teacher candidates' content understanding related to global climate change, confidence to teach, and awareness of resources to support their future science instruction. Recommendations for science teacher education underscore the importance of providing opportunities for teacher candidates to increase their relevant content understanding, helping teacher candidates become familiar with appropriate curricular resources, and engaging in ongoing conversation and evaluation of developing views and understandings related to global climate change.
Smart licensing and environmental flows: Modeling framework and sensitivity testing

NASA Astrophysics Data System (ADS)

Wilby, R. L.; Fenn, C. R.; Wood, P. J.; Timlett, R.; Lequesne, T.

2011-12-01

Adapting to climate change is just one among many challenges facing river managers. The response will involve balancing the long-term water demands of society with the changing needs of the environment in sustainable and cost effective ways. This paper describes a modeling framework for evaluating the sensitivity of low river flows to different configurations of abstraction licensing under both historical climate variability and expected climate change. A rainfall-runoff model is used to quantify trade-offs among environmental flow (e-flow) requirements, potential surface and groundwater abstraction volumes, and the frequency of harmful low-flow conditions. Using the River Itchen in southern England as a case study it is shown that the abstraction volume is more sensitive to uncertainty in the regional climate change projection than to the e-flow target. It is also found that "smarter" licensing arrangements (involving a mix of hands off flows and "rising block" abstraction rules) could achieve e-flow targets more frequently than conventional seasonal abstraction limits, with only modest reductions in average annual yield, even under a hotter, drier climate change scenario.

Climate Change in the Preservice Teacher's Mind

ERIC Educational Resources Information Center

Lambert, Julie L.; Bleicher, Robert E.

2013-01-01

Given the recent media attention on the public's shift in opinion toward being more skeptical about climate change, 154 preservice teachers' participated in an intervention in an elementary science methods course. Findings indicated that students developed a deeper level of concern about climate change. Their perceptions on the evidence…
How will climate change affect spatial planning in agricultural and natural environments? Examples from three Dutch case study regions

NASA Astrophysics Data System (ADS)

Blom-Zandstra, Margaretha; Paulissen, Maurice; Agricola, Herman; Schaap, Ben

2009-11-01

Climate change will place increasing pressure on the functioning of agricultural and natural areas in the Netherlands. Strategies to adapt these areas to stress are likely to require changes in landscape structure and management. In densely populated countries such as the Netherlands, the increased pressure of climate change on agricultural and natural areas will inevitably lead, through the necessity of spatial adaptation measures, to spatial conflicts between the sectors of agriculture and nature. An integrated approach to climate change adaptation may therefore be beneficial in limiting such sectoral conflicts. We explored the conflicting and synergistic properties of different climate adaptation strategies for agricultural and natural environments in the Netherlands. To estimate the feasibility and effectiveness of the strategies, we focussed on three case study regions with contrasting landscape structural, natural and agricultural characteristics. For each region, we estimated the expected climate-related threats and associated trade-offs for arable farming and natural areas for 2040. We describe a number of spatial and integrated adaptation strategies to mitigate these threats. Formulating adaptation strategies requires consultation of different stakeholders and deliberation between different interests. We discuss some trade-offs involved in this decision-making.
Using an interdisciplinary MOOC to teach climate science and science communication to a global classroom

NASA Astrophysics Data System (ADS)

Cook, J.

2016-12-01

MOOCs (Massive Open Online Courses) are a powerful tool, making educational content available to a large and diverse audience. The MOOC "Making Sense of Climate Science Denial" applied science communication principles derived from cognitive psychology and misconception-based learning in the design of video lectures covering many aspects of climate change. As well as teaching fundamental climate science, the course also presented psychological research into climate science denial, teaching students the most effective techniques for responding to misinformation. A number of enrolled students were secondary and tertiary educators, who adopted the course content in their own classes as well as adapted their teaching techniques based on the science communication principles presented in the lectures. I will outline how we integrated cognitive psychology, educational research and climate science in an interdisciplinary online course that has had over 25,000 enrolments from over 160 countries.
Climate change: Wilderness's greatest challenge

Treesearch

Nathan L. Stephenson; Constance I. Millar

2012-01-01

Anthropogenic climatic change can no longer be considered an abstract possibility. It is here, its effects are already evident, and changes are expected to accelerate in coming decades, profoundly altering wilderness ecosystems. At the most fundamental level, wilderness stewards will increasingly be confronted with a trade-off between untrammeled wilderness character...
Climate change: Wilderness's greatest challenge

Treesearch

Nathan L. Stephenson; Connie Millar

2014-01-01

Anthropogenic climatic change can no longer be considered an abstract possibility. It is here, its effects are already evident, and changes are expected to accelerate in coming decades, profoundly altering wilderness ecosystems. At the most fundamental level, wilderness stewards will increasingly be confronted with a trade-off between untrammeled wilderness character...
A Training Partnership Focused on Climate Change Impact on Water Resources and Coastal Vulnerabilities

NASA Astrophysics Data System (ADS)

Abshire, W. E.; Brekke, L. D.; Arnold, J. R.

2015-12-01

Beginning in 2010 the COMET® Program (www.comet.ucar.edu), a part of the UCAR Community Programs (UCP) at UCAR, entered into partnership with several Climate Change and Water Working Group (CCAWWG, http://www.ccawwg.us/) agencies to pilot a new training program. With funding coming from the Bureau of Reclamation and the US Army Corps of Engineers, a series of self-paced online lessons and live courses targeted at technical climate change and water science professionals have already been delivered. Since it's release in 2012, the first self-paced lesson developed under this partnership entitled, "Preparing Hydro-climate Inputs for Climate Change in Water Resource Planning", has been taken over 2600 times. Users have come from federal, state, and local agencies as well as academia, government and private sectors around the US as well as from other countries. Additionally, the most popular multi-day course, Hydrologic Impacts Under Climate Change (HIUCC), has been offered to a diverse audience in both residence and virtual formats. This presentation provides an overview of the training materials developed through this partnership as well as plans for future offerings. A recommended set of lessons for all users who wish explore the open materials will be highlighted, including excerpts from the newest materials covering climate change influences on water temperature for inland streams and watershed and channel sedimentation. These self-paced, online materials are currently freely available on the of the MetEd Web site (http://www.meted.ucar.edu) via the "Education & Training", "Climate" topic area. Users interested in directly accessing the materials can take these and many other lessons at http://meted.ucar.edu/climate. Additionally, the presentation highlights opportunities for learners to register for ongoing multi-day courses taught both live in person and at a distance. Now, in the beginning of the 6th year of partnership, new initiatives to train non-technical staff in many areas of climate science and water change management as well as training technical staff in topics related to coastal vulnerabilities and sea level change are underway. New self-paced training and live instructor courses will be developed to support these efforts and details will be provided in the presentation.
Climate regulates alpine lake ice cover phenology and aquatic ecosystem structure

USGS Publications Warehouse

Preston, Daniel L.; Caine, Nel; McKnight, Diane M.; Williams, Mark W.; Hell, Katherina; Miller, Matthew P.; Hart, Sarah J.; Johnson, Pieter T.J.

2016-01-01

High-elevation aquatic ecosystems are highly vulnerable to climate change, yet relatively few records are available to characterize shifts in ecosystem structure or their underlying mechanisms. Using a long-term dataset on seven alpine lakes (3126 to 3620 m) in Colorado, USA, we show that ice-off dates have shifted seven days earlier over the past 33 years and that spring weather conditions – especially snowfall – drive yearly variation in ice-off timing. In the most well-studied lake, earlier ice-off associated with increases in water residence times, thermal stratification, ion concentrations, dissolved nitrogen, pH, and chlorophyll-a. Mechanistically, low spring snowfall and warm temperatures reduce summer stream flow (increasing lake residence times) but enhance melting of glacial and permafrost ice (increasing lake solute inputs). The observed links among hydrological, chemical, and biological responses to climate factors highlight the potential for major shifts in the functioning of alpine lakes due to forecasted climate change.
Climate Literacy and Cyberlearning: Emerging Platforms and Programs

NASA Astrophysics Data System (ADS)

McCaffrey, M. S.; Wise, S. B.; Buhr, S. M.

2009-12-01

With the release of the Essential Principles of Climate Science Literacy: A Guide for Individuals and Communities in the Spring of 2009, an important step toward an shared educational and communication framework about climate science was achieved. Designed as a living document, reviewed and endorsed by the thirteen federal agencies in the U.S. Climate Change Science Program (now U.S. Global Change Research Program), the Essential Principles of Climate Literacy complement other Earth system literacy efforts. A variety of emerging efforts have begun to build on the framework using a variety of cyberlearning tools, including an online Climate Literacy course developed by Education and Outreach group at CIRES, the Cooperative Institute for Research in Environmental Sciences, and the Independent Learning program of the Continuing Education Division at the University of Colorado at Boulder. The online course, piloted during the Summer of 2009 with formal classroom teachers and informal science educators, made use of the online Climate Literacy Handbook, which was developed by CIRES Education and Outreach and the Encyclopedia of Earth, which is supported by the National Council for Science and the Environment and hosted by Boston University. This paper will explore challenges and opportunities in the use of cyberlearning tools to support climate literacy efforts, highlight the development of the online course and handbook, and note related emerging cyberlearning platforms and programs for climate literacy, including related efforts by the Climate Literacy Network, the NASA Global Climate Change Education programs, the National STEM Education Distributed Learning (NSDL) and AAAS Project 2061.
AMS Professional Development Courses: Arming K-12 Teachers with the Tools Needed to Increase Students' Scientific Literacy

NASA Astrophysics Data System (ADS)

Brey, J. A.; Geer, I. W.; Weinbeck, R. S.; Moran, J. M.; Nugnes, K. A.

2012-12-01

To better prepare tomorrow's leaders, it is of utmost importance that today's teachers are science literate. To meet that need, the American Meteorological Society (AMS) Education Program offers content-rich, professional development courses and training workshops for precollege teachers in the geosciences. During the fall and spring semesters, the AMS in partnership with NOAA, NASA, and SUNY Brockport, offers a suite of pre-college teacher development courses, DataStreme Atmosphere, DataStreme Ocean and DataStreme Earth's Climate System (ECS). These courses are delivered to small groups of K-12 teachers through Local Implementation Teams (LITs) positioned throughout the U.S. The courses use current, real-world environmental data to investigate the atmosphere, ocean, and climate system and consist of weekly online study materials, weekly mentoring, and several face-to-face meetings, all supplemented by a provided textbook and investigations manual. DataStreme ECS takes an innovative approach to studying climate science, by exploring the fundamental science of Earth's climate system and addressing the societal impacts relevant to today's students and teachers. The course investigates natural and human forcings and feedbacks to examine mitigation and adaptation strategies for the future. Information and data from respected organizations, such as the IPCC, the US Global Change Research Program, NASA, and NOAA are used throughout the course, including in the online and printed investigations. In addition, participants differentiate between climate, climate variability, and climate change through the AMS Conceptual Energy Model, a basic climate model that follows the flow of energy from space to Earth and back. Participants also have access to NASA's EdGCM, a research-grade Global Climate Model where they can explore various future climate scenarios in the same way that actual research scientists do. Throughout all of the courses, teachers have the opportunity to expand their knowledge in the geosciences and incorporate technology into their classrooms by utilizing state-of-the-art resources from NOAA, NASA, and other lead scientific organizations. Upon completion of each course, teachers receive three free graduate credits from SUNY Brockport. The DataStreme courses have directly trained almost 17,000 teachers, impacting over one million students. The DataStreme courses have increased teachers' geoscience knowledge, pointing them to the resources available online, and building their confidence in understanding dynamic Earth systems. Through courses modeled on scientific inquiry and fashioned to develop critical thinking skills, these teachers become a resource for their classrooms and colleagues.
Museums & Mermaids: Bringing Climate Literacy to the Party

NASA Astrophysics Data System (ADS)

Tillinger, D.

2014-12-01

If science is for everyone, then it needs to be taught in environments that are welcoming to people who may not feel at home in a traditional classroom. A team of scientists and educators at the American Museum of Natural History have developed a new course, Our Earth's Future, which prepares participants to contribute intelligently and fluently to informal "cocktail party" conversations about climate and climate change. The course, taught after hours at the museum, culminates in an actual cocktail party in one of the museum's halls where participants can practice their skills. Participants' knowledge of climate change and attitudes towards climate change were quantitatively and qualitatively assessed before and after the two five-week course sessions.Climate literacy can also be included in existing events that are not obviously science-focused. Venues such as festivals, galleries, and underground art parties may be willing to broaden their definition of culture to include science - but only if they are asked. Given the increase in public discourse around the topic of climate change, there is an opportunity to reach people who wouldn't attend a formal science lecture, but might attend a film screening or a fundraiser that had some scientific content. Qualitative audience assessments done after the annual "Mermaid Lagoon," a fundraiser for ocean related causes that includes a scientific segment along with dance and theatrical performances, show increased enthusiasm and support for climate science when it is presented in a relevant, fun, and non-intimidating manner.
Anthropogenic Climate Change in Undergraduate Marine and Environmental Science Programs in the United States

ERIC Educational Resources Information Center

Vlietstra, Lucy S.; Mrakovcich, Karina L.; Futch, Victoria C.; Stutzman, Brooke S.

2016-01-01

To develop a context for program-level design decisions pertaining to anthropogenic climate change, the authors studied the prevalence of courses focused on human-induced climate change in undergraduate marine science and environmental science degree programs in the United States. Of the 86 institutions and 125 programs the authors examined, 37%…
Climate Change and Health as Massive Open Online Courses.

PubMed

Barteit, Sandra; Sié, Ali; Yé, Maurice; Depoux, Anneliese; Sauerborn, Reiner

2018-01-01

To teach the basics of climate change and health - such as the nature of health impacts, best practices in adoption strategies and promotion in health co-benefits, mitigation and adaptation strategies - we have developed three massive open online courses (MOOCs). We analysed the three MOOCs with regards to different factors such as course content, student motivation, instructor behaviour, co-learner effects, design and implementation effects. We conducted online surveys for all three MOOCs based on the research model of Hone et al., extended with regards to student's motivation and course outcomes. In total, we evaluated 6898 students, of which 101 students took part in the online survey. We found differences in completion rates and country of origin for the three MOOCs. The francophone MOOC was found to have a high number of participants from lower-income- and low-and-middle-income countries. The majority of participants were aged between 22 and 40 years of age and had mainly a graduate educational background. The primary motivation to join the MOOC was the knowledge and skills gained as a result of taking the course. The three MOOCs on climate change and health had a reach of almost 7000 students worldwide, as compared to the scope of a face-to-face course on the same topic of 30 students, including students from resource-low environments that are already vulnerable to current changes in climate. The evaluation of the MOOCs outlined the current impact. However, further research has to be conducted to be able to get insights into the impact over time.
Our Changing Climate: A Brand New Way to Study Climate Science

NASA Astrophysics Data System (ADS)

Brey, J. A.; Kauffman, C.; Geer, I.; Nugnes, K. A.; Mills, E. W.

2014-12-01

Earth's climate is inherently variable, but is currently changing at rates unprecedented in recent Earth history. Human activity plays a major role in this change and is projected to do so well into the future. This is the stance taken in Our Changing Climate, the brand new climate science ebook from the American Meteorological Society (AMS). Our Changing Climate investigates Earth's climate system, explores humans' impact on it, and identifies actions needed in response to climate change. Released in August 2014, Our Changing Climate is the result of a year's worth of intensive research and writing, incorporating the latest scientific understandings of Earth's climate system from reports such as IPCC AR5 and the Third National Climate Assessment. To encourage additional exploration of climate science information, scientific literature, from which chapter content was derived, is cited at the conclusion of each chapter. In addition, Topic In Depth sections appear throughout each chapter and lead to more extensive information related to various topics. For example, a Topic In Depth in Chapter 11 describes the effect of climate extremes on ranching enterprises in Nebraska. Climate science is multi-disciplinary and therefore Our Changing Climate covers a breadth of topics. From understanding basic statistics and geospatial tools used to investigate Earth's climate system to examining the psychological and financial reasons behind climate change denial, the AMS believes that a multi-disciplinary approach is the most effective way to increase climate literacy. Our Changing Climate is part of the AMS Climate Studies course which is intended for undergraduate-level students. Other course materials include an eInvestigations Manual and access to the RealTime Climate Portal, both of which provide weekly activities corresponding to that week's chapter content. The RealTime Climate Portal also has links to climate data as well as societal interactions and climate policy websites to spur further interest. Faculty support materials are also provided. AMS Climate Studies has been licensed by 130 institutions since Fall 2010. Our Changing Climate reveals the impact that each of us has on the climate. With this understanding come choices and actions for a more sustainable future.
Measuring Student Engagement, Knowledge, and Perceptions of Climate Change in an Introductory Environmental Geology Course

ERIC Educational Resources Information Center

McNeal, Karen S.; Spry, Jacob M.; Mitra, Ritayan; Tipton, Jamie L.

2014-01-01

This research examines a semester-long introductory environmental geology course, which emphasized climate science using an Earth systems approach and employed a multipronged teaching strategy comprising lecture, movie viewing, class dialogues, and journaling. Evidence of student engagement during various pedagogical approaches (e.g., movie…
On-line Education Initiatives to Galvanize Climate Mitigation in the Great Lakes Region

NASA Astrophysics Data System (ADS)

Mooney, M. E.; Ackerman, S. A.

2014-12-01

The Cooperative Institute for Meteorological Satellite Studies (CIMSS) is supporting two different on-line education initiatives that teach about climate change while emphasizing informed and effective responses. The first is an on-line introductory level course for undergraduate students (http://c3.ssec.wisc.edu/) offered through the University of Wisconsin-Madison Atmospheric and Oceanic Sciences (AOS) department. Along with a lighter carbon footprint and the convenience of web-based access, students interact via Drupal forums, Google hangouts and twitter. Activities include several pedagogical tools with sustainability-related content and a final project requiring a discussion of regionally relevant mitigation responses to achieve low emission scenarios for assigned locations. The other initiative is a MOOC (massive open online course) focusing on the changing weather and climate in the Great Lakes Region. This 4-week course is set to launch February 23 2015. One of the primary goals of this MOOC will be having participants change four habits, one per week. Each behavior change will provide a personal benefit to participating individuals while also helping to mitigate the collective impacts of climate change. This presentation will share strategies and insights from both projects.
Tick off to Take off: The Pre-Departure Guide

ERIC Educational Resources Information Center

Arthur, Erica

2009-01-01

"Tick Off to Take Off (TOTTO)" is an online pre-departure guide for UK undergraduates intending to study abroad. It aims to simplify the application process, centralise information, increase efficiency and improve retention rates. TOTTO responds to the changing climate surrounding study abroad in UK universities and offers one way to…
Climate Change Education at the University of Washington: Bridging Academic Degrees, Departments and Disciplines

NASA Astrophysics Data System (ADS)

Thompson, L.; Bertram, M. A.

2012-12-01

Education on climate change occurs in many departments at large research universities, but providing a coordinated educational experience for students in this topic is challenging. Departmental boundaries, accounting for student credit hours, and curricula inertia create roadblocks to the creation of interdisciplinary curriculum for both graduate and undergraduate students. We describe a hierarchy of interdisciplinary programs that reach students from seniors in high school to graduate students, targeting students from a variety of disciplines. The UWHS (University of Washington in the High School) program allows high school teachers to be trained to teach UW courses to their own high school students at their own school. The students who enroll receive a UW grade and credit for the course (as well as high school credit). A UWHS course on Climate and Climate Change (Atmospheric Sciences 211) was created in 2011 supported by training to high school science teachers on the fundamentals of climate science. For the 2012-13 academic year we anticipate at least 5 schools in Washington State will be offering this course. Once students matriculate at UW, 211 serves as a prerequisite for the Climate Minor that began in 2011. The minor is hosted by the departments of Atmospheric Sciences, Earth and Space Sciences and Oceanography, offering instruction in three focus areas: climate chemistry and biology, the physical climate, and past climate and ice. Students also take an integrative seminar where they are required to communicate to both scientific and non-scientific audiences some topic in climate science. Students enrolled in graduate programs at UW can participate in the Graduate Certificate in Climate Science that began 2008. The certificate gives students instruction in climate science covering the same topic areas as the minor and with a capstone project where student communicate some aspect of climate science to a non-physical science audience. Projects have included describing to policy students how rainfall is expected to impact crops in Africa, the development of a series of talks on the health impacts of climate change for County Health officials, and the development of hands on curriculum modules for the 211 course. A climate and society track is under development for the Environmental Studies BA students who are also required to take 211. For these students capstone project will focus on societal implications of climate change. A track will be added to the Graduate Certificate focusing on impact, vulnerability and adaptation. This will serve students in natural resource sciences, public health, and social science programs. We are also working to linkage with the Graduate Certificate in Global Health so that group capstone experiences could focus on the climate impacts and adaption strategies for the most vulnerable people in the world. The richness of offerings at a large research intensive university can allow students to engage in all aspects of climate science, with the programs described above providing the structure that students need to be guided towards a deep and nuanced understanding of all aspects of climate change.
Species interactions and response time to climate change: ice-cover and terrestrial run-off shaping Arctic char and brown trout competitive asymmetries

NASA Astrophysics Data System (ADS)

Finstad, A. G.; Palm Helland, I.; Jonsson, B.; Forseth, T.; Foldvik, A.; Hessen, D. O.; Hendrichsen, D. K.; Berg, O. K.; Ulvan, E.; Ugedal, O.

2011-12-01

There has been a growing recognition that single species responses to climate change often mainly are driven by interaction with other organisms and single species studies therefore not are sufficient to recognize and project ecological climate change impacts. Here, we study how performance, relative abundance and the distribution of two common Arctic and sub-Arctic freshwater fishes (brown trout and Arctic char) are driven by competitive interactions. The interactions are modified both by direct climatic effects on temperature and ice-cover, and indirectly through climate forcing of terrestrial vegetation pattern and associated carbon and nutrient run-off. We first use laboratory studies to show that Arctic char, which is the world's most northernmost distributed freshwater fish, outperform trout under low light levels and also have comparable higher growth efficiency. Corresponding to this, a combination of time series and time-for-space analyses show that ice-cover duration and carbon and nutrient load mediated by catchment vegetation properties strongly affected the outcome of the competition and likely drive the species distribution pattern through competitive exclusion. In brief, while shorter ice-cover period and decreased carbon load favored brown trout, increased ice-cover period and increased carbon load favored Arctic char. Length of ice-covered period and export of allochthonous material from catchments are major, but contrasting, climatic drivers of competitive interaction between these two freshwater lake top-predators. While projected climate change lead to decreased ice-cover, corresponding increase in forest and shrub cover amplify carbon and nutrient run-off. Although a likely outcome of future Arctic and sub-arctic climate scenarios are retractions of the Arctic char distribution area caused by competitive exclusion, the main drivers will act on different time scales. While ice-cover will change instantaneously with increasing temperature, changes in catchment vegetation, such as forest-line or shrub advancement affecting carbon and nutrient transport into lakes, act on considerably longer time-scales. This study therefore emphasizes the recurring challenge for ecological climate change studies related to species interactions within and across ecosystem compartments and the response time of ecosystems.
Utilizing Public Access Data and Open Source Statistical Programs to Teach Climate Science to Interdisciplinary Undergraduate Students

NASA Astrophysics Data System (ADS)

Collins, L.

2014-12-01

Students in the Environmental Studies major at the University of Southern California fulfill their curriculum requirements by taking a broad range of courses in the social and natural sciences. Climate change is often taught in 1-2 lectures in these courses with limited examination of this complex topic. Several upper division elective courses focus on the science, policy, and social impacts of climate change. In an upper division course focused on the scientific tools used to determine paleoclimate and predict future climate, I have developed a project where students download, manipulate, and analyze data from the National Climatic Data Center. Students are required to download 100 or more years of daily temperature records and use the statistical program R to analyze that data, calculating daily, monthly, and yearly temperature averages along with changes in the number of extreme hot or cold days (≥90˚F and ≤30˚F, respectively). In parallel, they examine population growth, city expansion, and changes in transportation looking for correlations between the social data and trends observed in the temperature data. Students examine trends over time to determine correlations to urban heat island effect. This project exposes students to "real" data, giving them the tools necessary to critically analyze scientific studies without being experts in the field. Utilizing the existing, public, online databases provides almost unlimited, free data. Open source statistical programs provide a cost-free platform for examining the data although some in-class time is required to help students navigate initial data importation and analysis. Results presented will highlight data compiled over three years of course projects.
"Roll up Your Sleeves and Get at It!" Climate Change Education in Teacher Education

ERIC Educational Resources Information Center

Berger, Paul; Gerum, Natalie; Moon, Martha

2015-01-01

We present findings from research on a nine-week elective course, "Climate Change Pedagogy," taught for the first time in the Bachelor of Education program at Lakehead University in winter 2014. After reviewing literature on what is needed for effective teaching about climate change and some of the neoliberal barriers to such teaching,…

The potential of exceptional climate change education on individual lifetime carbon emissions

NASA Astrophysics Data System (ADS)

Cordero, E.; Centeno, D.; Todd, A. M.

2016-12-01

Strategies to mitigate climate change often center on clean technologies such as electric vehicles and solar panels, while the mitigation potential of a quality educational experience is rarely discussed. We investigate the role of education on individual carbon emissions using case studies from an intensive one-year university general education course focused on climate science and solutions. Results from this analysis demonstrate that students who completed the university course had significantly lower carbon emissions compared to a control group. If such an educational experience could be expanded throughout the United States, we estimate that education could be as valuable a climate change mitigation method as improving the fuel efficiency of automobiles. Relatedly, we also report on a new approach to apply real-time cloud based data to track the environmental impact of students during their participation in educational climate change programs. Such a tool would help illustrate the potential of education as a viable carbon mitigation strategy.
Climate change and health modeling: horses for courses.

PubMed

Ebi, Kristie L; Rocklöv, Joacim

2014-01-01

Mathematical and statistical models are needed to understand the extent to which weather, climate variability, and climate change are affecting current and may affect future health burdens in the context of other risk factors and a range of possible development pathways, and the temporal and spatial patterns of any changes. Such understanding is needed to guide the design and the implementation of adaptation and mitigation measures. Because each model projection captures only a narrow range of possible futures, and because models serve different purposes, multiple models are needed for each health outcome ('horses for courses'). Multiple modeling results can be used to bracket the ranges of when, where, and with what intensity negative health consequences could arise. This commentary explores some climate change and health modeling issues, particularly modeling exposure-response relationships, developing early warning systems, projecting health risks over coming decades, and modeling to inform decision-making. Research needs are also suggested.
Regional vegetation die-off in response to global-change-type drought

USGS Publications Warehouse

Breshears, D.D.; Cobb, N.S.; Rich, P.M.; Price, K.P.; Allen, Craig D.; Balice, R.G.; Romme, W.H.; Kastens, J.H.; Floyd, M. Lisa; Belnap, J.; Anderson, J.J.; Myers, O.B.; Meyer, Clifton W.

2005-01-01

Future drought is projected to occur under warmer temperature conditions as climate change progresses, referred to here as global-change-type drought, yet quantitative assessments of the triggers and potential extent of drought-induced vegetation die-off remain pivotal uncertainties in assessing climate-change impacts. Of particular concern is regional-scale mortality of overstory trees, which rapidly alters ecosystem type, associated ecosystem properties, and land surface conditions for decades. Here, we quantify regional-scale vegetation die-off across southwestern North American woodlands in 2002-2003 in response to drought and associated bark beetle infestations. At an intensively studied site within the region, we quantified that after 15 months of depleted soil water content, >90% of the dominant, overstory tree species (Pinus edulis, a piñon) died. The die-off was reflected in changes in a remotely sensed index of vegetation greenness (Normalized Difference Vegetation Index), not only at the intensively studied site but also across the region, extending over 12,000 km2 or more; aerial and field surveys confirmed the general extent of the die-off. Notably, the recent drought was warmer than the previous subcontinental drought of the 1950s. The limited, available observations suggest that die-off from the recent drought was more extensive than that from the previous drought, extending into wetter sites within the tree species' distribution. Our results quantify a trigger leading to rapid, drought-induced die-off of overstory woody plants at subcontinental scale and highlight the potential for such die-off to be more severe and extensive for future global-change-type drought under warmer conditions.
Regional vegetation die-off in response to global-change-type drought

PubMed Central

Breshears, David D.; Cobb, Neil S.; Rich, Paul M.; Price, Kevin P.; Allen, Craig D.; Balice, Randy G.; Romme, William H.; Kastens, Jude H.; Floyd, M. Lisa; Belnap, Jayne; Anderson, Jesse J.; Myers, Orrin B.; Meyer, Clifton W.

2005-01-01

Future drought is projected to occur under warmer temperature conditions as climate change progresses, referred to here as global-change-type drought, yet quantitative assessments of the triggers and potential extent of drought-induced vegetation die-off remain pivotal uncertainties in assessing climate-change impacts. Of particular concern is regional-scale mortality of overstory trees, which rapidly alters ecosystem type, associated ecosystem properties, and land surface conditions for decades. Here, we quantify regional-scale vegetation die-off across southwestern North American woodlands in 2002-2003 in response to drought and associated bark beetle infestations. At an intensively studied site within the region, we quantified that after 15 months of depleted soil water content, >90% of the dominant, overstory tree species (Pinus edulis, a piñon) died. The die-off was reflected in changes in a remotely sensed index of vegetation greenness (Normalized Difference Vegetation Index), not only at the intensively studied site but also across the region, extending over 12,000 km2 or more; aerial and field surveys confirmed the general extent of the die-off. Notably, the recent drought was warmer than the previous subcontinental drought of the 1950s. The limited, available observations suggest that die-off from the recent drought was more extensive than that from the previous drought, extending into wetter sites within the tree species' distribution. Our results quantify a trigger leading to rapid, drought-induced die-off of overstory woody plants at subcontinental scale and highlight the potential for such die-off to be more severe and extensive for future global-change-type drought under warmer conditions. PMID:16217022
The genetic and phenotypic variability of interspecific hybrid bermudagrasses (Cynodon dactylon (L.) Pers. × C. transvaalensis Burtt-Davy) used on golf course putting greens.

PubMed

Reasor, Eric H; Brosnan, James T; Trigiano, Robert N; Elsner, J Earl; Henry, Gerald M; Schwartz, Brian M

2016-10-01

Some interspecific hybrid bermudagrass cultivars used on golf course putting greens are genetically unstable, which has caused phenotypically different off-type grasses to occur in production nurseries and putting surfaces. Management practices to reduce the occurrence of off-type grasses in putting green surfaces and the effect they can have on putting quality and performance need to be researched until genetically stable cultivars are developed. Golf course putting green surfaces in subtropical and tropical climates are typically planted with an interspecific hybrid bermudagrass (Cynodon dactylon (L.) Pers. × C. transvaalensis Burtt-Davy), because of the superior putting quality and performance of these cultivars. 'Tifgreen' was one of the first interspecific hybrids developed for putting green use in lieu of common bermudagrass. However, off-type grasses began appearing in established Tifgreen stands soon after commercial release. Off-type grasses are those with different morphology and performance when compared to the surrounding, desirable cultivar. Off-types have the potential to decrease surface uniformity, which negatively affects putting surface quality. However, several unique off-types from Tifgreen have been selected as commercial cultivars, the first being 'Tifdwarf'; then 'Floradwarf', 'MS-Supreme', 'Pee Dee-102', and 'TL-2', identified later. The cultivars 'Champion Dwarf', 'P-18', 'RJT', and 'Emerald Dwarf' were subsequently selected as off-types in Tifdwarf. The naturally occurring off-types and cultivars that have been identified within the Tifgreen family have widely differing phenotypes; however, they are reported to be genetically similar, supporting the hypothesis that their occurrence is a result of somatic mutations. Genetic instability in currently available commercial cultivars is likely to lead to the continued presence of off-types in production nurseries and putting greens. Additional research is needed to understand the nature of genetic instability in Tifgreen-derived cultivars and how to manage its consequences to develop new cultivars, but also strategies for eradication of off-types in pedigree nursery production and end-site putting greens.
A review of the Delta Po evolution (Italy) related to climatic changes and human impacts

NASA Astrophysics Data System (ADS)

Simeoni, Umberto; Corbau, Corinne

2009-06-01

Climate changes and sea-level rise are important issues, especially for deltas such as the Po Delta, Italy. The evolution of the Po Delta shows a succession in space and a superposition in time of complex environmental natural processes. During the last few centuries, anthropogenic action has played a major role. The formation of the Po Delta began about 2000 years ago and has undergone many phases of development. Between 1500 AD and 1600 AD, the Venetian technicians diverted the Po river course. With these interventions, the "Renaissance delta" was cut off from the hydraulic network and the "modern delta" began to form. Until the middle of the 20th century, progradation of the delta was noticeable due to the abundant sediment supply. In the following decades coastal erosion occurred, this was caused by the reduction of the solid supply of the Po, due to dam and barrier construction and to river bed excavation. These and other interventions (e.g. reclamation, methane extractions from superficial ground water table) have deeply modified the physical and ecological characteristics of the Po Delta. The morphological characteristics of the Po Delta make the largest Italian wetland particularly unstable and very fragile when subjected to human pressure. Furthermore, the delta evidences multiple threats that will probably be exacerbated in the following decades by the effects of expected climatic changes. Only the application of careful policies concerning coastal defence, flood mitigation, anthropogenic subsidence reduction and salt wedge intrusion control will allow reduction of the present or predicted negative effects. This paper reviews how natural and human factors have controlled the Po Delta through time and discusses management strategies taking into account the importance of the human factor and the potential effects of climatic changes.
Increasing Scientific Literacy at Minority Serving Institutions Nationwide

NASA Astrophysics Data System (ADS)

Brey, J. A.; Geer, I. W.; Moran, J. M.; Mills, E. W.; Nugnes, K. A.

2012-12-01

It is vital to increase the scientific literacy of all students, including those at minority serving institutions (MSIs). With support from NSF, NASA, and NOAA, the American Meteorological Society (AMS) Education Program has developed scientifically authentic, introductory, undergraduate courses that engage students in the geosciences through the use of real-world environmental data. AMS Climate, Weather, and Ocean Studies have already been adopted by more than 600 institutions across the U.S. With additional support from NSF and NASA, and a partnership with Second Nature, the organizing entity behind the American College and University President's Climate Commitment (ACUPCC), the first AMS Climate Studies Diversity Project was held in May 2012 in Washington, D.C. Thirty faculty members from 16 different states, Puerto Rico, and Washington, D.C. attended the week-long workshop. They were immersed in the course materials, received presentations from high-level speakers such as Dr. Thomas Karl, Rear Admiral David Titley, and Dr. Peter Hildebrand, and were trained as change agents for their local institution. Afterwards, faculty work within their MSI to introduce and enhance geoscience curricula and offer the AMS Climate Studies course in the year following workshop attendance. They are also encouraged to implement the AMS Weather and Ocean Studies courses. Subsequent workshops will be held throughout the next 3 years, targeting 100 MSIs. The AMS Climate Studies Diversity Project followed the proven models of the AMS Weather Studies (2002-2007) and AMS Ocean Studies (2006-2008) Diversity Projects. Evaluation results are extremely favorable with 96% of the participants rating the workshop as outstanding and all would recommend the workshop to other AMS Climate Studies faculty. More in depth results will be discussed in our presentation. AMS Climate Studies explores the fundamental science of Earth's climate system while addressing the societal impacts relevant to today's students and teachers. The course utilizes resources from respected organizations, such as the IPCC, the US Global Change Research Program, NASA, and NOAA. In addition, participants use the AMS Conceptual Energy Model to differentiate between climate variability and climate change. Additionally, the AMS Education Program, James Madison University (JMU), and Los Angeles Valley College (LAVC), are working in collaboration with the Consortium for Ocean Leadership/Integrated Ocean Drilling Program's (IODP) Deep Earth Academy (DEA) to integrate investigations of ocean core data of paleoclimates into course curricula of MSIs. In June 2012, this team participated in a workshop to gain direct experience with ocean core investigations. The goal is to form a trained team to help guide the future, large-scale integration of scientific ocean drilling paleoclimate research into existing MSI geoscience courses, and the development of new course offerings. The AMS is excited to bring meteorology, oceanography, and climate science course work to more students, strengthening the pathway towards advanced geoscience study and careers.
DataStreme Earth's Climate System: Building a Climate Literate Society through Effective Partnerships

NASA Astrophysics Data System (ADS)

Brey, J. A.; Geer, I. W.; Weinbeck, R. S.; Mills, E. W.; Nugnes, K. A.; Stimach, A. E.

2015-12-01

Effective partnerships are key to increasing climate and overall environmental literacy. Financial support from NSF, NASA, and NOAA has allowed the American Meteorological Society (AMS) to offer DataStreme courses for almost 20 years. DataStreme Atmosphere, Ocean, and Earth's Climate System (ECS) are offered each fall and spring semester by Local Implementation Teams (LITs) across the country in coordination with AMS Education Program scientists and educators who develop instructional materials, provide logistical support to the LITs, and administer the project. A long-standing partnership with State University of New York's The College at Brockport gives teachers the opportunity to receive 3 tuition-free graduate credits upon successful completion of each DataStreme course and construction of a Plan of Action for educational peer-training. DataStreme ECS investigates the fundamental science of Earth's climate system, explores humans' impact on it, and identifies actions needed in response to climate change. The course provides participants with the knowledge to make informed climate decisions. In fact, according to a recent three-year study conducted by AMS, 98% of DataStreme ECS participants reported an increase in environmental literacy as a result of the course. DataStreme Atmosphere, Ocean, and ECS content has been improved because of AMS partnerships with NOAA and NASA. Specifically, hundreds of NASA and NOAA scientists and faculty from numerous institutions both domestic and abroad have contributed and reviewed DataStreme ECS content. Additional collaborations with Consortium for Ocean Leadership and the U.S. Ice Drilling Program greatly improved the course's paleoclimate content. Looking ahead, the Climate Resilience Toolkit from NOAA's Climate Program Office will further bolster the course this fall. These partnerships have resulted in a powerful, content-rich climate science course for K-12 teachers, building the foundation to a climate literate society.
Towards climate justice: how do the most vulnerable weigh environment-economy trade-offs?

PubMed

Running, Katrina

2015-03-01

The world's poor are especially vulnerable to environmental disasters, including the adverse consequences of climate change. This creates a challenge for climate justice advocates who seek to ensure that those least responsible for causing climate change do not bear unwanted burdens of mitigation. One way to promote climate justice could be to pay particular attention to the environmental policy preferences of citizens from poorer, lower-emitting countries. This paper examines opinions on environment-economy trade-offs and willingness to make personal financial contributions to protect the environment among residents of 42 developed and developing countries using data from the 2005-2008 World Values Survey, the 2010 Climate Risk Index, and World Bank development indicators. Results reveal that individuals in developing countries are less likely to support policies to prioritize environmental protection over economic growth but are more willing to donate personal income for pro-environmental efforts compared to citizens of more developed nations. Published by Elsevier Inc.
Catastrophic fat tails and non-smooth damage functions-fire economics and climate change adaptation for public policy

Treesearch

Adriana Keeting; John Handmer

2013-01-01

South-eastern Australia is one of the most fire prone environments on earth. Devastating fires in February 2009 appear to have been off the charts climatically and economically, they led to a new category of fire danger aptly called 'catastrophic'. Almost all wildfire losses have been associated with these extreme conditions and climate change will see an...
Media Articles Describing Advances in Scientific Research as a Vehicle for Student Engagement Fostering Climate Literacy

NASA Astrophysics Data System (ADS)

Brassell, S. C.

2014-12-01

"Records of Global Climate Change" enables students to fulfill the science component of an undergraduate distribution requirement in "Critical Approaches" at IU Bloomington. The course draws students from all disciplines with varying levels of understanding of scientific approaches and often limited familiarity with climate issues. Its discussion sessions seek to foster scientific literacy via an alternating series of assignments focused on a combination of exercises that involve either examination and interpretation of on-line climate data or consideration and assessment of the scientific basis of new discoveries about climate change contained in recently published media articles. The final assignment linked to the discussion sessions requires students to review and summarize the topics discussed during the semester. Their answers provide direct evidence of newly acquired abilities to assimilate and evaluate scientific information on a range of topics related to climate change. In addition, student responses to an end-of-semester survey confirm that the vast majority considers that their knowledge and understanding of climate change was enhanced, and unsolicited comments note that the discussion sessions contributed greatly to this advancement. Many students remarked that the course's emphasis on examination of paleoclimate records helped their comprehension of the unprecedented nature of present-day climate trends. Others reported that their views on the significance of climate change had been transformed, and some commented that they now felt well equipped to engage in discussions about climate change because they were better informed about its scientific basis and facts.
The roles of hydraulic and carbon stress in a widespread climate-induced forest die-off

PubMed Central

Anderegg, William R. L.; Berry, Joseph A.; Smith, Duncan D.; Sperry, John S.; Anderegg, Leander D. L.; Field, Christopher B.

2012-01-01

Forest ecosystems store approximately 45% of the carbon found in terrestrial ecosystems, but they are sensitive to climate-induced dieback. Forest die-off constitutes a large uncertainty in projections of climate impacts on terrestrial ecosystems, climate–ecosystem interactions, and carbon-cycle feedbacks. Current understanding of the physiological mechanisms mediating climate-induced forest mortality limits the ability to model or project these threshold events. We report here a direct and in situ study of the mechanisms underlying recent widespread and climate-induced trembling aspen (Populus tremuloides) forest mortality in western North America. We find substantial evidence of hydraulic failure of roots and branches linked to landscape patterns of canopy and root mortality in this species. On the contrary, we find no evidence that drought stress led to depletion of carbohydrate reserves. Our results illuminate proximate mechanisms underpinning recent aspen forest mortality and provide guidance for understanding and projecting forest die-offs under climate change. PMID:22167807
Key landscape ecology metrics for assessing climate change adaptation options: Rate of change and patchiness of impacts

USGS Publications Warehouse

López-Hoffman, Laura; Breshears, David D.; Allen, Craig D.; Miller, Marc L.

2013-01-01

Under a changing climate, devising strategies to help stakeholders adapt to alterations to ecosystems and their services is of utmost importance. In western North America, diminished snowpack and river flows are causing relatively gradual, homogeneous (system-wide) changes in ecosystems and services. In addition, increased climate variability is also accelerating the incidence of abrupt and patchy disturbances such as fires, floods and droughts. This paper posits that two key variables often considered in landscape ecology—the rate of change and the degree of patchiness of change—can aid in developing climate change adaptation strategies. We use two examples from the “borderland” region of the southwestern United States and northwestern Mexico. In piñon-juniper woodland die-offs that occurred in the southwestern United States during the 2000s, ecosystem services suddenly crashed in some parts of the system while remaining unaffected in other locations. The precise timing and location of die-offs was uncertain. On the other hand, slower, homogeneous change, such as the expected declines in water supply to the Colorado River delta, will likely impact the entire ecosystem, with ecosystem services everywhere in the delta subject to alteration, and all users likely exposed. The rapidity and spatial heterogeneity of faster, patchy climate change exemplified by tree die-off suggests that decision-makers and local stakeholders would be wise to operate under a Rawlsian “veil of ignorance,” and implement adaptation strategies that allow ecosystem service users to equitably share the risk of sudden loss of ecosystem services before actual ecosystem changes occur. On the other hand, in the case of slower, homogeneous, system-wide impacts to ecosystem services as exemplified by the Colorado River delta, adaptation strategies can be implemented after the changes begin, but will require a fundamental rethinking of how ecosystems and services are used and valued. In sum, understanding how the rate of change and degree of patchiness of change will constrain adaptive options is a critical consideration in preparing for climate change.
Concept Mapping to Assess Learning and Understanding of Complexity in Courses on Global Climate Change

NASA Astrophysics Data System (ADS)

Rebich-Hespanha, S.; Gautier, C.

2010-12-01

The complex nature of climate change science poses special challenges for educators wishing to broaden and deepen student understanding of the climate system and its sensitivity to and impacts upon human activity. Learners have prior knowledge that may limit their perception and processing of the multiple relationships between processes (e.g., feedbacks) that arise in global change science, and these existing mental models serve as the scaffold for all future learning. Because adoption of complex scientific concepts is not likely if instruction includes presentation of information or concepts that are not compatible with the learners’ prior knowledge, providing effective instruction on this complex topic requires learning opportunities that are anchored upon an evaluation of the limitations and inaccuracies of the learners’ existing understandings of the climate system. The formative evaluation that serves as the basis for planning such instruction can also be useful as a baseline against which to evaluate subsequent learning. We will present concept-mapping activities that we have used to assess students’ knowledge and understanding about global climate change in courses that utilized multiple assessment methods including presentations, writings, discussions, and concept maps. The courses in which these activities were completed use a variety of instructional approaches (including standard lectures and lab assignments and a mock summit) to help students understand the inherently interdisciplinary topic of global climate change, its interwoven human and natural causes, and the connections it has with society through a complex range of political, social, technological and economic factors. Two instances of concept map assessment will be presented: one focused on evaluating student understanding of the major components of the climate system and their interconnections, and the other focused on student understanding of the connections between climate change and the global food system. We will discuss how concept mapping can be used to demonstrate evidence of learning and conceptual change, and also how it can be used to provide information about gaps in knowledge and misconceptions students have about the topic.
Trade-offs Between Socio-economic Development and Ecosystem Health under Changing Water Availability

NASA Astrophysics Data System (ADS)

Nazemi, A.; Hassanzadeh, E.; Elshorbagy, A. A.; Wheater, H. S.; Gober, P.; Jardine, T.; Lindenschmidt, K. E.

2017-12-01

Natural and human water systems at regional scales are often developed around key characteristics of streamflow. As a result, changes in streamflow regime can affect both socio-economic activities and freshwater ecosystems. In addition to natural variability and/or climate change, extensive water resource management to support socio-economic growth has also changed streamflow regimes. This study aims at understanding the trade-offs between agricultural expansion in the province of Saskatchewan, Canada, and alterations in the ecohydrological characteristics of the Saskatchewan River Delta (SRD) located downstream. Changes in climate along with extensive water resource management have altered the upstream flow regime. Moreover, Saskatchewan is investigating the possible expansion of irrigated agriculture to boost the provincial economy. To evaluate trade-offs across a range of possible scenarios for streamflow changes, the potential increase in provincial net benefit versus potential vulnerability of the SRD was assessed using perturbed flow realizations along with scenarios of irrigation expansion as input to an integrated water resource system model. This study sheds light on the potential variability in trade-offs between economic benefits and ecosystem health under a range of streamflow conditions, with the aim of informing decisions that can benefit both natural and human water systems.
Scenarios reveal pathways to sustain future ecosystem services in an agricultural landscape.

PubMed

Qiu, Jiangxiao; Carpenter, Stephen R; Booth, Eric G; Motew, Melissa; Zipper, Samuel C; Kucharik, Christopher J; Chen, Xi; Loheide, Steven P; Seifert, Jenny; Turner, Monica G

2018-01-01

Sustaining food production, water quality, soil retention, flood, and climate regulation in agricultural landscapes is a pressing global challenge given accelerating environmental changes. Scenarios are stories about plausible futures, and scenarios can be integrated with biophysical simulation models to explore quantitatively how the future might unfold. However, few studies have incorporated a wide range of drivers (e.g., climate, land-use, management, population, human diet) in spatially explicit, process-based models to investigate spatial-temporal dynamics and relationships of a portfolio of ecosystem services. Here, we simulated nine ecosystem services (three provisioning and six regulating services) at 220 × 220 m from 2010 to 2070 under four contrasting scenarios in the 1,345-km 2 Yahara Watershed (Wisconsin, USA) using Agro-IBIS, a dynamic model of terrestrial ecosystem processes, biogeochemistry, water, and energy balance. We asked (1) How does ecosystem service supply vary among alternative future scenarios? (2) Where on the landscape is the provision of ecosystem services most susceptible to future social-ecological changes? (3) Among alternative future scenarios, are relationships (i.e., trade-offs, synergies) among food production, water, and biogeochemical services consistent over time? Our results showed that food production varied substantially with future land-use choices and management, and its trade-offs with water quality and soil retention persisted under most scenarios. However, pathways to mitigate or even reverse such trade-offs through technological advances and sustainable agricultural practices were apparent. Consistent relationships among regulating services were identified across scenarios (e.g., trade-offs of freshwater supply vs. flood and climate regulation, and synergies among water quality, soil retention, and climate regulation), suggesting opportunities and challenges to sustaining these services. In particular, proactive land-use changes and management may buffer water quality against undesirable future climate changes, but changing climate may overwhelm management efforts to sustain freshwater supply and flood regulation. Spatially, changes in ecosystem services were heterogeneous across the landscape, underscoring the power of local actions and fine-scale management. Our research highlights the value of embracing spatial and temporal perspectives in managing ecosystem services and their complex interactions, and provides a system-level understanding for achieving sustainability of the food-water-climate nexus in agricultural landscapes. © 2017 by the Ecological Society of America.
When Teachers Adopt Environmental Behaviors in the Aim of Protecting the Climate

ERIC Educational Resources Information Center

Pruneau, Diane; Doyon, Andre; Langis, Joanne; Vasseur, Liette; Ouellet, Eileen; McLaughlin, Elizabeth; Boudreau, Gaston; Martin, Gilles

2006-01-01

The authors invited teachers participating in a climate change education course to voluntarily demonstrate new environmental behaviors. They were interviewed and described the process of change they experienced. Facilitating professional development activities were participation in a community of change, construction of knowledge of climate…
Hydraulic and carbohydrate changes in experimental drought-induced mortality of saplings in two conifer species.

PubMed

Anderegg, William R L; Anderegg, Leander D L

2013-03-01

Global patterns of drought-induced forest die-off indicate that many forests may be sensitive to climate-driven mortality, but the lack of understanding of how trees and saplings die during drought hinders the projections of die-off, demographic bottlenecks and ecosystem trajectories. In this study, we performed a severe controlled drought experiment on saplings of Pinus edulis Engelm. and Juniperus osteosperma (Torr.) Little, two species that both experienced die-off in a recent 'climate change-type' drought. We examined the roles of carbohydrate and hydraulic changes in multiple tissues as the saplings died. We found that saplings of both species exhibited large degrees of loss of hydraulic conductivity prior to death. Neither species exhibited significant changes in carbohydrate concentrations in any tissue during the relatively short and severe imposed drought. Native hydraulic conductivity successfully predicted the degree of canopy mortality in both species, highlighting the importance of drought characteristics and tree attributes in influencing physiological pathways to mortality. The relationships elucidated here, as well as the differences between our results and previous findings in adult trees, can help inform mortality mechanisms in climate-vegetation models, especially for young trees, and to understand species response to severe drought across ontogeny.
Assessing Climate Literacy Content in Higher Education Science Courses: Distribution, Challenges, and Needs

ERIC Educational Resources Information Center

Veron, Dana E.; Marbach-Ad, Gili; Wolfson, Jane; Ozbay, Gulnihal

2016-01-01

The study described in this article is part of the Maryland and Delaware Climate Change Education Assessment and Research (MADE CLEAR) project, which aims to improve climate literacy in the K-16 population through systemic, sustainable change in teacher preparation. The authors surveyed faculty members at four higher education institutions to…
Climate Literacy Ambassadors

NASA Astrophysics Data System (ADS)

Ackerman, S. A.; Mooney, M. E.

2011-12-01

The Climate Literacy Ambassadors program is a collaborative effort to advance climate literacy led by the Cooperative Institute of Meteorological Satellite Studies (CIMSS) at the University of Wisconsin-Madison. With support from NASA, CIMSS is coordinating a three-tiered program to train G6-12 teachers to be Ambassadors of Climate Literacy in their schools and communities. The complete training involves participation at a teacher workshop combined with web-based professional development content around Global and Regional Climate Change. The on-line course utilizes e-learning technology to clarify graphs and concepts from the 2007 Intergovernmental Panel on Climate Change Summary for Policy Makers with content intricately linked to the Climate Literacy: The Essential Principles of Climate Science. Educators who take the course for credit can develop lesson plans or opt for a project of their choosing. This session will showcase select lesson plans and projects, ranging from a district-wide action plan that engaged dozens of teachers to Ambassadors volunteering at the Aldo Leopold Climate Change Nature Center to a teacher who tested a GLOBE Student Climate Research Campaign (SCRC) learning project with plans to participate in the SCRC program. Along with sharing successes from the CIMSS Climate Literacy Ambassadors project, we will share lessons learned related to the challenges of sustaining on-line virtual educator communities.

Partnering International Universities to Enhance Climate Literacy through Interdisciplinary, Cross-Cultural Learning

NASA Astrophysics Data System (ADS)

North, L. A.; Polk, J.; Strenecky, B.

2015-12-01

The climate change phenomenon will present complex, far-reaching challenges and opportunities, which will require leaders well-versed in interdisciplinary learning and international understanding. In an effort to develop the next generation of future leaders prepared for these challenges and opportunities, faculty from Western Kentucky University (WKU) and the University of Akureyri (UNAK), Iceland partnered to co-teach a course in climate change science and communication in Iceland. Students from both Institutions participated in the course to further enhance the cross-learning opportunity presented to the students. The 11-day course stationed out of three cities in Iceland, including Reykjavík, Vik, and Akureyri, the Icelandic gateway to the Arctic. In addition to undertaking field experiences such as hiking on glaciers, exploring ice caves, and touring geothermal plants, the group also hosted forums to discuss climate change with members of the Icelandic community, and completed The $100 Solution™ service-learning projects. A culminating point of the study abroad experience was a presentation by the students to persons from the University of Akureyri and representatives from the neighboring Icelandic communities about what they had learned about climate change science and communication during their travels. Through this experience, students were able to share their knowledge, which in turn gave them a deeper understanding of the issues they were learning throughout the study abroad program. In short, the program combined interdisciplinary learning, service-learning, and international understanding toward the goal of preparing the leaders of tomorrow with the skills to address climate change challenges.
40 CFR 86.230-11 - Test sequence: general requirements.

Code of Federal Regulations, 2011 CFR

2011-07-01

... vehicle interior climate control system shall be operated with the interior heating system on and the air... changes (e.g., engine-off logic, idle speed operation, spark advance changes) and engine control features...) Prior to the first acceleration of the test at T=20 seconds the climate control settings shall be set as...
40 CFR 86.230-11 - Test sequence: general requirements.

Code of Federal Regulations, 2013 CFR

2013-07-01

... vehicle interior climate control system shall be operated with the interior heating system on and the air... changes (e.g., engine-off logic, idle speed operation, spark advance changes) and engine control features...) Prior to the first acceleration of the test at T=20 seconds the climate control settings shall be set as...
40 CFR 86.230-11 - Test sequence: general requirements.

Code of Federal Regulations, 2012 CFR

2012-07-01

... vehicle interior climate control system shall be operated with the interior heating system on and the air... changes (e.g., engine-off logic, idle speed operation, spark advance changes) and engine control features...) Prior to the first acceleration of the test at T=20 seconds the climate control settings shall be set as...
40 CFR 86.230-11 - Test sequence: general requirements.

Code of Federal Regulations, 2010 CFR

2010-07-01

... vehicle interior climate control system shall be operated with the interior heating system on and the air... changes (e.g., engine-off logic, idle speed operation, spark advance changes) and engine control features...) Prior to the first acceleration of the test at T=20 seconds the climate control settings shall be set as...
CLIMANDES climate science e-learning course

NASA Astrophysics Data System (ADS)

Hunziker, Stefan; Giesche, Alena; Jacques-Coper, Martín; Brönnimann, Stefan

2016-04-01

Over the past three years, members of the Oeschger Centre for Climate Change Research (OCCR) and the Climatology group at the Institute of Geography at the University of Bern, have developed a new climate science e-learning course as part of the CLIMANDES project. This project is a collaboration between Peruvian and Swiss government, research, and education institutions. The aim of this e-learning material is to strengthen education in climate sciences at the higher education and professional level. The course was recently published in 2015 by Geographica Bernensia, and is hosted online by the Peruvian Servicio Nacional de Meteorología e Hidrología (SENAMHI): http://surmx.com/chamilo/climandes/e-learning/. The course is furthermore available for offline use through USB sticks, and a number of these are currently being distributed to regional training centers around the world by the WMO (World Meteorological Organization). There are eight individual modules of the course that each offer approximately 2 hours of individual learning material, featuring several additional learning activities, such as the online game "The Great Climate Poker" (http://www.climatepoker.unibe.ch/). Overall, over 50 hours of learning material are provided by this course. The modules can be integrated into university lectures, used as single units in workshops, or be combined to serve as a full course. This e-learning course presents a broad spectrum of topics in climate science, including an introduction to climatology, atmospheric and ocean circulation, climate forcings, climate observations and data, working with data products, and climate models. This e-learning course offers a novel approach to teaching climate science to students around the world, particularly through three important features. Firstly, the course is unique in its diverse range of learning strategies, which include individual reading material, video lectures, interactive graphics, responsive quizzes, as well as group activities and discussions that are led by a tutor. This combination of self-learning and group-based learning presents a new and more interactive style of online education. Secondly, the course provides links to many existing e-learning and other online learning resources for specific climate science topics. This makes the course a starting point for students looking to deepen their knowledge in specific areas. Lastly, the existing course template is available upon request, for teachers to add modules that they would like to offer in addition to the CLIMANDES course. This gives instructors an easy way to adapt the course to their needs and learn about the software needed to make more e-learning material.
Introduction to Climate Change from an Indigenous Perspective: an undergraduate course developed by and for Tribal Colleges and Universities

NASA Astrophysics Data System (ADS)

Mitchell, K. A.; Pandya, R. E.; Kahn-Thornbrugh, C.; Newberry, T.; Carroll, M.; Guinn, M.; Vanlopik, W.; Haines, C.; Wildcat, D.

2010-12-01

Thirty-six Tribal Colleges and Universities (TCUs) serve over 20,000 Native American undergraduate students across the US. TCUs were created in response to the higher education needs of American Indians and generally serve geographically isolated populations that have no other means accessing education beyond the high school level. TCUs have become increasingly important to educational opportunity for Native American students and are unique institutions that combine personal attention with cultural relevance to encourage Native Americans to overcome the barriers they face to higher education. The American Indian Higher Education Consortium (AIHEC) coordinated development of a semester-long geosciences program of study with a unique curriculum that introduces tribal college students to multiple disciplines in the geosciences within the topic of global climate change. Importantly, the curriculum structure does not parallel typical college climate change survey courses, but rather is taught from the perspective of the traditional ecological knowledge held by native peoples of North America. The richly varied history, geography, ecology, culture and scientific knowledge of Native American tribes across the US serves as the starting point from which students are taught about atmospheric and earth sciences and the connection of climate change to all our lives. In addition, examples and case studies focusing specifically on tribal lands foster the development of future Native American leaders with the scientific, technological and cultural skills required to assist tribal communities in managing their lands and maintaining their cultures as they face a climate-altered future. The "Introduction to Climate Change from an Indigenous Perspective" curriculum was developed by tribal college faculty from multiple institutions through a collaborative workshop process. The course was piloted and taught at 5 tribal colleges during spring semester 2010. This presentation provides an overview of the course goals, content and delivery.
Climate Change Concepts and POGIL: Using climate change to teach general chemistry

NASA Astrophysics Data System (ADS)

King, D. B.; Lewis, J. E.; Anderson, K.; Latch, D.; Sutheimer, S.; Webster, G.; Middlecamp, C.; Moog, R.

2013-12-01

Climate change is a topic that can be used to engage students in a variety of courses and disciplines. Through an NSF-funded project, we have written a set of in-class POGIL (Process Oriented Guided Inquiry Learning) activities that use climate change topics to teach general chemistry concepts. POGIL is a pedagogical approach that uses group activities to teach content and process skills. In these group activities an initial model and a series of critical thinking questions are used to guide students through the introduction to or application of course content. Students complete the activities on their own, with the faculty member as a facilitator of learning, rather than a provider of information. Through assigned group roles and intentionally designed activity structure, process skills, such as teamwork, communication, and information processing, are developed during completion of the activity. While POGIL activities were initially developed for chemistry courses, this approach has now been used to create materials for use in other fields, such as biology, math, engineering and computer science. An additional component of this project is the incorporation of questions that relate to socio-scientific issues, e.g., the economic and social effects of climate change policies. The goal is for students to use evidence-based arguments in situations where opinion-based arguments are common. Key components (i.e., models and the corresponding critical thinking questions) of one activity will be presented. We will also report preliminary feedback based on initial classroom testing of several of the activities.
Mapping New Terrain: Climate Change and America's West. Report of the Consortium for Integrated Climate Research in Western Mountains (CIRMOUNT)

Treesearch

Henry F. CIRMOUNT Committee (Diaz; Constance I. Millar; Daniel R. Cayan; Michael D. Dettinger; Daniel B. Fagre; Lisa J. Graumlich; Greg Greenwood; Malcolm K. Hughes; David L. Peterson; Frank L. Powell; Kelly T. Redmond; Nathan L. Stephenson; Thomas W. Swetnam; Connie) Woodhouse

2006-01-01

Climate variability and sustained change presage far-reaching transformations across America’s West, an expanse dominated by immense mountain ranges and interspersed with important urban centers. These mountains provide the region’s life blood—water that courses through its streams and runs out its faucets, power that fuels its industries...
Ecosystem service provision in a changing Europe: adapting to the impacts of combined climate and socio-economic change.

PubMed

Dunford, Robert W; Smith, Alison C; Harrison, Paula A; Hanganu, Diana

Future patterns of European ecosystem services provision are likely to vary significantly as a result of climatic and socio-economic change and the implementation of adaptation strategies. However, there is little research in mapping future ecosystem services and no integrated assessment approach to map the combined impacts of these drivers. Map changing patterns in ecosystem services for different European futures and (a) identify the role of driving forces; (b) explore the potential influence of different adaptation options. The CLIMSAVE integrated assessment platform is used to map spatial patterns in services (food, water and timber provision, atmospheric regulation, biodiversity existence/bequest, landscape experience and land use diversity) for a number of combined climatic and socio-economic scenarios. Eight adaptation strategies are explored within each scenario. Future service provision (particularly water provision) will be significantly impacted by climate change. Socio-economic changes shift patterns of service provision: more dystopian societies focus on food provision at the expense of other services. Adaptation options offer significant opportunities, but may necessitate trade-offs between services, particularly between agriculture- and forestry-related services. Unavoidable trade-offs between regions (particularly South-North) are also identified in some scenarios. Coordinating adaptation across regions and sectors will be essential to ensure that all needs are met: a factor that will become increasingly pressing under dystopian futures where inter-regional cooperation breaks down. Integrated assessment enables exploration of interactions and trade-offs between ecosystem services, highlighting the importance of taking account of complex cross-sectoral interactions under different future scenarios of planning adaptation responses.
An assessment of the impact of climate adaptation measures to reduce flood risk on ecosystem services.

PubMed

Verburg, Peter H; Koomen, Eric; Hilferink, Maarten; Pérez-Soba, Marta; Lesschen, Jan Peter

Measures of climate change adaptation often involve modification of land use and land use planning practices. Such changes in land use affect the provision of various ecosystem goods and services. Therefore, it is likely that adaptation measures may result in synergies and trade-offs between a range of ecosystems goods and services. An integrative land use modelling approach is presented to assess such impacts for the European Union. A reference scenario accounts for current trends in global drivers and includes a number of important policy developments that correspond to on-going changes in European policies. The reference scenario is compared to a policy scenario in which a range of measures is implemented to regulate flood risk and protect soils under conditions of climate change. The impacts of the simulated land use dynamics are assessed for four key indicators of ecosystem service provision: flood risk, carbon sequestration, habitat connectivity and biodiversity. The results indicate a large spatial variation in the consequences of the adaptation measures on the provisioning of ecosystem services. Synergies are frequently observed at the location of the measures itself, whereas trade-offs are found at other locations. Reducing land use intensity in specific parts of the catchment may lead to increased pressure in other regions, resulting in trade-offs. Consequently, when aggregating the results to larger spatial scales the positive and negative impacts may be off-set, indicating the need for detailed spatial assessments. The modelled results indicate that for a careful planning and evaluation of adaptation measures it is needed to consider the trade-offs accounting for the negative effects of a measure at locations distant from the actual measure. Integrated land use modelling can help land use planning in such complex trade-off evaluation by providing evidence on synergies and trade-offs between ecosystem services, different policy fields and societal demands.
Exposure of trees to drought-induced die-off is defined by a common climatic threshold across different vegetation types

PubMed Central

Mitchell, Patrick J; O'Grady, Anthony P; Hayes, Keith R; Pinkard, Elizabeth A

2014-01-01

Increases in drought and temperature stress in forest and woodland ecosystems are thought to be responsible for the rise in episodic mortality events observed globally. However, key climatic drivers common to mortality events and the impacts of future extreme droughts on tree survival have not been evaluated. Here, we characterize climatic drivers associated with documented tree die-off events across Australia using standardized climatic indices to represent the key dimensions of drought stress for a range of vegetation types. We identify a common probabilistic threshold associated with an increased risk of die-off across all the sites that we examined. We show that observed die-off events occur when water deficits and maximum temperatures are high and exist outside 98% of the observed range in drought intensity; this threshold was evident at all sites regardless of vegetation type and climate. The observed die-off events also coincided with at least one heat wave (three consecutive days above the 90th percentile for maximum temperature), emphasizing a pivotal role of heat stress in amplifying tree die-off and mortality processes. The joint drought intensity and maximum temperature distributions were modeled for each site to describe the co-occurrence of both hot and dry conditions and evaluate future shifts in climatic thresholds associated with the die-off events. Under a relatively dry and moderate warming scenario, the frequency of droughts capable of inducing significant tree die-off across Australia could increase from 1 in 24 years to 1 in 15 years by 2050, accompanied by a doubling in the occurrence of associated heat waves. By defining commonalities in drought conditions capable of inducing tree die-off, we show a strong interactive effect of water and high temperature stress and provide a consistent approach for assessing changes in the exposure of ecosystems to extreme drought events. PMID:24772285
Plotting a course from Paris

NASA Astrophysics Data System (ADS)

2015-12-01

A new climate agreement won't solve climate change, but it should nudge the world onto a lower-emissions path. Research must drive deeper transformations by translating proposed solutions into workable action.
Recent Regional Climate State and Change - Derived through Downscaling Homogeneous Large-scale Components of Re-analyses

NASA Astrophysics Data System (ADS)

Von Storch, H.; Klehmet, K.; Geyer, B.; Li, D.; Schubert-Frisius, M.; Tim, N.; Zorita, E.

2015-12-01

Global re-analyses suffer from inhomogeneities, as they process data from networks under development. However, the large-scale component of such re-analyses is mostly homogeneous; additional observational data add in most cases to a better description of regional details and less so on large-scale states. Therefore, the concept of downscaling may be applied to homogeneously complementing the large-scale state of the re-analyses with regional detail - wherever the condition of homogeneity of the large-scales is fulfilled. Technically this can be done by using a regional climate model, or a global climate model, which is constrained on the large scale by spectral nudging. This approach has been developed and tested for the region of Europe, and a skillful representation of regional risks - in particular marine risks - was identified. While the data density in Europe is considerably better than in most other regions of the world, even here insufficient spatial and temporal coverage is limiting risk assessments. Therefore, downscaled data-sets are frequently used by off-shore industries. We have run this system also in regions with reduced or absent data coverage, such as the Lena catchment in Siberia, in the Yellow Sea/Bo Hai region in East Asia, in Namibia and the adjacent Atlantic Ocean. Also a global (large scale constrained) simulation has been. It turns out that spatially detailed reconstruction of the state and change of climate in the three to six decades is doable for any region of the world.The different data sets are archived and may freely by used for scientific purposes. Of course, before application, a careful analysis of the quality for the intended application is needed, as sometimes unexpected changes in the quality of the description of large-scale driving states prevail.
A University-Level Curriculum in Climate Change for SE Asia and the Asian Pacific

NASA Astrophysics Data System (ADS)

Furniss, M. J.; Saah, D. S.; Hines, S. J.; Radel, C. A.; McGroddy, M. E.; Ganz, D. J.

2014-12-01

A university-level curriculum has been developed for the SE Asia and Asia Pacific region and is currently being implemented by 12+ universities; in Vietnam, Cambodia, Laos, Thailand, Malaysia, and Papua New Guinea. The curriculum is supported by USAID (U.S. Agency for International Development) through the LEAF program (Lowering Emissions in Asian Forests), under the technical leadership of the U.S. Forest Service. Four modules have been developed: Basic Climate Change, Low-Emissions Land Use Planning, Social and Environmental Soundness, and Carbon Measurement and Monitoring. This presentation will focus on the Basic Climate Change module. This is a survey course that covers a wide range of climate change topics, including causes, effects, and responses. The level of detail in each of the covered topics is calibrated to current issues in the region. The module is elaborated in English and will be translated into the national language of the participating countries. The module is designed to be flexible and can be tailored to both degree and non-degree programs; as well as for trainings for natural resources professionals and policy-makers. Important training topics can be selected as short course trainings for practitioners and leaders working on climate change.
Forest management under climatic and social uncertainty: trade-offs between reducing climate change impacts and fostering adaptive capacity.

PubMed

Seidl, Rupert; Lexer, Manfred J

2013-01-15

The unabated continuation of anthropogenic greenhouse gas emissions and the lack of an international consensus on a stringent climate change mitigation policy underscore the importance of adaptation for coping with the all but inevitable changes in the climate system. Adaptation measures in forestry have particularly long lead times. A timely implementation is thus crucial for reducing the considerable climate vulnerability of forest ecosystems. However, since future environmental conditions as well as future societal demands on forests are inherently uncertain, a core requirement for adaptation is robustness to a wide variety of possible futures. Here we explicitly address the roles of climatic and social uncertainty in forest management, and tackle the question of robustness of adaptation measures in the context of multi-objective sustainable forest management (SFM). We used the Austrian Federal Forests (AFF) as a case study, and employed a comprehensive vulnerability assessment framework based on ecosystem modeling, multi-criteria decision analysis, and practitioner participation. We explicitly considered climate uncertainty by means of three climate change scenarios, and accounted for uncertainty in future social demands by means of three societal preference scenarios regarding SFM indicators. We found that the effects of climatic and social uncertainty on the projected performance of management were in the same order of magnitude, underlining the notion that climate change adaptation requires an integrated social-ecological perspective. Furthermore, our analysis of adaptation measures revealed considerable trade-offs between reducing adverse impacts of climate change and facilitating adaptive capacity. This finding implies that prioritization between these two general aims of adaptation is necessary in management planning, which we suggest can draw on uncertainty analysis: Where the variation induced by social-ecological uncertainty renders measures aiming to reduce climate change impacts statistically insignificant (i.e., for approximately one third of the investigated management units of the AFF case study), fostering adaptive capacity is suggested as the preferred pathway for adaptation. We conclude that climate change adaptation needs to balance between anticipating expected future conditions and building the capacity to address unknowns and surprises. Copyright © 2012 Elsevier Ltd. All rights reserved.
Spatial and Climate Literacy: Connecting Urban and Rural Students

NASA Astrophysics Data System (ADS)

Boger, R. A.; Low, R.; Mandryk, C.; Gorokhovich, Y.

2013-12-01

Through a collaboration between the University of Nebraska-Lincoln (UNL), Brooklyn College, and Lehman College, four independent but linked modules were developed and piloted in courses offered at Brooklyn College and UNL simultaneously. Module content includes climate change science and literacy principles, using geospatial technologies (GIS, GPS and remote sensing) as a vehicle to explore issues associated with global, regional, and local climate change in a concrete, quantitative and visual way using Internet resources available through NASA, NOAA, USGS, and a variety of universities and organizations. The materials take an Earth system approach and incorporate sustainability, resilience, water and watersheds, weather and climate, and food security topics throughout the semester. The research component of the project focuses on understanding the role of spatial literacy and authentic inquiry based experiences in climate change understanding and improving confidence in teaching science. In particular, engaging learners in both climate change science and GIS simultaneously provides opportunities to examine questions about the role that data manipulation, mental representation, and spatial literacy plays in students' abilities to understand the consequences and impacts of climate change. Pre and post surveys were designed to discern relationships between spatial cognitive processes and effective acquisition of climate change science concepts in virtual learning environments as well as alignment of teacher's mental models of nature of science and climate system dynamics to scientific models. The courses will again be offered simultaneously in Spring 2014 at Brooklyn College and UNL. Evaluation research will continue to examine the connections between spatial and climate literacy and teacher's mental models (via qualitative textual analysis using MAXQDA text analysis, and UCINET social network analysis programs) as well as how urban-rural learning interactions may influence climate literacy.
Teaching Scales in the Climate System: An example of interdisciplinary teaching and learning

NASA Astrophysics Data System (ADS)

Baehr, Johanna; Behrens, Jörn; Brüggemann, Michael; Frisius, Thomas; Glessmer, Mirjam S.; Hartmann, Jens; Hense, Inga; Kaleschke, Lars; Kutzbach, Lars; Rödder, Simone; Scheffran, Jürgen

2016-04-01

Climate change is commonly regarded as one of 21st century's grand challenges that needs to be addressed by conducting integrated research combining natural and social sciences. To meet this need, how to best train future climate researchers should be reconsidered. Here, we present our experience from a team-taught semester-long course with students of the international master program "Integrated Climate System Sciences" (ICSS) at the University of Hamburg, Germany. Ten lecturers with different backgrounds in physical, mathematical, biogeochemical and social sciences accompanied by a researcher trained in didactics prepared and regularly participated in a course which consisted of weekly classes. The foundation of the course was the use of the concept of 'scales' - climate varying on different temporal and spatial scales - by developing a joint definition of 'scales in the climate system' that is applicable in the natural sciences and in the social sciences. By applying this interdisciplinary definition of 'scales' to phenomena from all components of the climate system and the socio-economic dimensions, we aimed for an integrated description of the climate system. Following the concept of research-driven teaching and learning and using a variety of teaching techniques, the students designed their own scale diagram to illustrate climate-related phenomena in different disciplines. The highlight of the course was the presentation of individually developed scale diagrams by every student with all lecturers present. Based on the already conducted course, we currently re-design the course concept to be teachable by a similarly large group of lecturers but with alternating presence in class. With further refinement and also a currently ongoing documentation of the teaching material, we will continue to use the concept of 'scales' as a vehicle for teaching an integrated view of the climate system.
Teaching Climate Change to Future Teachers Using 'Real' Data: Challenges and Opportunities (Invited)

NASA Astrophysics Data System (ADS)

Petcovic, H. L.; Barone, S.; Fulford, J.

2013-12-01

A climate-literate public is essential to resolving pressing problems related to global change. Future elementary teachers are a critical audience in climate and climate change education, as they will introduce children in early grades (USA grades K-8, children ages 5-14) to fundamentals of the climate system, natural and anthropogenic drivers of climate change, and impacts of global change on human and natural systems. Here we describe challenges we have encountered in teaching topics of the carbon cycle, greenhouse gases, past climate, recent anthropogenic change, and carbon footprints to future elementary teachers. We also describe how we have met (to varying degrees of success) these challenges in an introductory earth science course that is specifically designed for this audience. Two prominent challenges we have encountered are: the complex nature of the scientific content of climate change, and robust misconceptions held by our students about these topics. To address the first challenge, we attempt to adjust the scientific content to a level appropriate for future K-8 teachers, without sacrificing too much accuracy or critical detail. To address the second challenge, we explicitly discuss alternate conceptions of each topic. The use of authentic data sets can also address both of these challenges. Yet incorporating 'real' climate and paleoclimate data into the classroom poses still an additional challenge of instructional design. We use a variety of teaching approaches in our laboratory-based course including student-designed experiments, computer simulations, physical models, and authentic data sets. We have found that students strongly prefer the physical models and experiments, because these are 'hands-on' and perceived as easily adaptable to the K-8 classroom. Students often express dislike for activities that use authentic data sets (for example, an activity using graphs of CO2 and methane concentrations in Vostok ice cores), in particular because they have difficulty interpreting graphs. To respond to this concern, we couple physical models/experiments with data sets in a guided inquiry teaching format in order to satisfy those students who prefer 'hands-on' learning yet tie the models to the real world. Pre/post testing of students shows that this method is effective in most topics, yet future teachers still struggle with identifying natural versus anthropogenic drivers of climate change. We continue to address these challenges in future course modifications.
Promotion of Youth-Led Enterprises in Off-Grid Renewable Energy. Youth Employment Summit. Final Report

ERIC Educational Resources Information Center

Education Development Center, Inc, 2004

2004-01-01

The focus of this project was to address global climate change and, in the same context, analyze how proposed solutions could simultaneously enhance employment opportunities for youth. The outcomes of the project include: (1) greater awareness and engagement of youth in climate change issues, including the need to promote renewable energy…

Updated Global Patterns of Drought and Heat-Induced Forest Die-off, and Ecohydrological Feedbacks

NASA Astrophysics Data System (ADS)

Allen, C. D.

2011-12-01

Ongoing climate changes - particularly increases in mean temperatures as well as frequencies, durations, and severities of extreme drought and heat - can amplify tree physiological stress and thereby drive increases in both background tree mortality rates and episodes of rapid, broad-scale forest die-off. Updates are presented to a recent global synthesis of documented tree mortality episodes attributed to drought and/or heat, further expanding the documented spatial distribution and demonstrating the vulnerability of all major forest types from tropical moist forests and savannas to temperate and boreal forests. Given that anthropogenic climate change is projected to drive substantial increases in both mean temperatures and the frequency/duration/severity of extreme drought and heat in many regions, recent episodes of broad-scale drought-induced forest mortality may reflect increasing global risks of forest die-off, even in environments not normally considered water-limited. Since vegetation cover patterns are closely and interactively linked with ecosystem water fluxes, episodes of massive forest die-off can be expected to significantly affect ecohydrological patterns and processes, ranging from runoff and erosion to evaporation and transpiration, often with nonlinear threshold responses expected. Diverse examples of such feedbacks between climate-induced forest mortality and ecohydrology are presented, ranging from detailed observations of linked changes in vegetation, runoff, and erosion in response to forest mortality in the southwestern US to Western Australia and Amazonian rainforest water cycling. Current research efforts to address the large knowledge gaps that at present hinder our ability to predict climate-induced forest mortality and associated ecohydrological responses are discussed.
Climate change games as tools for education and engagement

NASA Astrophysics Data System (ADS)

Wu, Jason S.; Lee, Joey J.

2015-05-01

Scientists, educators and policymakers continue to face challenges when it comes to finding effective strategies to engage the public on climate change. We argue that games on the subject of climate change are well-suited to address these challenges because they can serve as effective tools for education and engagement. Recently, there has been a dramatic increase in the development of such games, many featuring innovative designs that blur traditional boundaries (for example, those that involve social media, alternative reality games, or those that involve direct action upon the real world). Here, we present an overview of the types of climate change game currently available, the benefits and trade-offs of their use, and reasons why they hold such promise for education and engagement regarding climate change.
Bioethics and Climate Change: A Response to Macpherson and Valles.

PubMed

Resnik, David B

2016-10-01

Two articles published in Bioethics recently have explored the ways that bioethics can contribute to the climate change debate. Cheryl Cox Macpherson argues that bioethicists can play an important role in the climate change debate by helping the public to better understand the values at stake and the trade-offs that must be made in individual and social choices, and Sean Valles claims that bioethicists can contribute to the debate by framing the issues in terms of the public health impacts of climate change. While Macpherson and Valles make valid points concerning a potential role for bioethics in the climate change debate, it is important to recognize that much more than ethical analysis and reflection will be needed to significantly impact public attitudes and government policies. © 2016 John Wiley & Sons Ltd.
"Responding to Climate Change" Course: Research Integration

NASA Astrophysics Data System (ADS)

Pfirman, S. L.; Bowman, J. S.

2015-12-01

The "Responding to Climate Change" Barnard/Columbia course integrates current research as well as hands-on research-based activities modified for a classroom environment. The course covers the major response themes of adaptation, mitigation and communication. In the spring of 2015 the course was oriented around Arctic and Antarctic case studies. Each week a different theme is addressed, such as the physical setting, changing ecosystems, governance issues, perspectives of residents and indigenous peoples, geoengineering, commercial interests, security, and health and developmental issues. Frequent guest lectures from thematic experts keep the course grounded in realities and present the students with cutting edge issues. Activities match the weekly theme, for example during the week on Arctic development, students engage with the marine spatial planning simulation Arctic SMARTIC (Strategic Management of Resources in Times of Change) based on research on Arctic sea ice trends and projections coupled with current and projected developmental interests of stakeholders. Created under the Polar Learning and Responding: PoLAR Climate Change Education Partnership (thepolarhub.org), a complete set of SMARTIC resources is available on line for use by others (http://www.camelclimatechange.org/view/article/175297/). The Responding to Climate Change course is designed to be current and respond to events. For the Arctic case study, students developed proposals for the US State Department as the upcoming Chair of the Arctic Council. Student evaluations indicated that they appreciated the opportunity to connect science with policy and presentation of preliminary proposals in a workshop format was valued as a way to develop and hone their ideas. An additional finding was that students were surprisingly tolerant of technical issues when guest lecturers were linked in via Skype, allowing interaction with thematic experts across the US. Students commented positively on this exposure to outside expertise and role modeling regarding career trajectories. Also, it was surprising how many of our colleagues welcomed the opportunity to address students and engage in discussion with them. This is helpful for those wishing to incorporate a wide range of current topics in their curriculum.
Naval Tactical Decision Aids

DTIC Science & Technology

1989-09-01

station the output. But a maneuvering board solution is based on instantaneous course and speed changes . One woni end up on station without taking the...instance I observed, the maneuvering destroyer was darkened on an ink-black night off Korea and both she and the guide were changing course simultaneously...correlation, tracking, targeting, and delivery of ordnance on the enemy and the avoidance of the same by the enemy. It will take a change of
Using an Integrated Approach to Supporting Climate Change Literacy for Pre-Service Teachers

NASA Astrophysics Data System (ADS)

Miller, H. R.; Mattox, S.; Llerandi-Román, P. A.; Dobson, C.

2014-12-01

Educating future Americans has long been a debate; with the Next Generation Science Standards (NGSS) now being adopted, climate literacy has become a more dominant discussion in both the classroom and in our society where climate education has often been non-existent or dismal at best. With these new education standards climate literacy is now fundamental to science education, this means understanding climate needs to begin with those headed into the classroom with these future Americans. These educators are expected to be skilled and confident in all subject areas, including science, where they might receive less training. To address this challenge, we have focused on an interdisciplinary approach to climate literacy, which is facilitated through cross-cutting concepts in both Earth and life sciences and parallels NGSS standards. We used the Yale Project on Climate Change Communication to gauge our student's strengths and weaknesses and compare them to the general public's understanding of climate change and complex Earth processes, such as beliefs about climate change, understanding the greenhouse effect, weather versus climate, climate change past and present, impacts and solutions. After a semester of this interdisciplinary course our students felt 95% confident that they are informed about global climate change as compared to 62% of Americans that were surveyed. Our students could define and describe greenhouse effect and 82% of them could classify greenhouse gases as compared to 66% and 45% of Americans respectively. While these non-science, education students were generally more knowledgeable about climate change, the areas where they did not significantly outperform the general public allowed us to refocus our course to aid them in understanding this complex issue where our hopes are that they will be prepared to teach science in their future classroom which will allow their students to be competitive in today's rapidly evolving global economy.
A Framework for Addressing Skeptics' Claims Using Evidence-Based Argumentation: Lessons Learned from Educational Research

NASA Astrophysics Data System (ADS)

Lambert, J. L.; Bleicher, R. E.; Edwards, A.; Henderson, A.

2012-12-01

In science education, climate change is an issue that is especially useful for teaching concepts spanning several fields of science, as well the nature and practices of science. In response, we are developing a NASA-funded curriculum, titled Climate Science Investigations (CSI): South Florida, that teaches high school and first-year undergraduate level students how to analyze and use scientific data answer questions about climate change. To create an effective curriculum, we integrated lessons learned from our educational research conducted within our elementary science methods courses (Lambert, Lindgren, & Bleicher, 2012). For the past few years, we have been integrating climate science in our courses as a way to teach standards across several science disciplines and assessing our preservice teachers' gains in knowledge over the semesters. More recently, given the media attention and reports on the public's shift in opinion toward being more skeptical (Kellstedt, Zahran, & Vedlitz, 2008; Washington & Cook, 2011), we have assessed our students' perceptions about climate change and implemented strategies to help students use evidence-based scientific argumentation to address common claims of climate skeptics. In our elementary science methods courses, we framed climate change as a crosscutting theme, as well as a core idea, in the Next Generation Science Standards. We proposed that the issue and science of climate change would help preservice teachers not only become more interested in the topic, but also be more prepared to teach core science concepts spanning several disciplines (physical, life, and earth sciences). We also thought that highlighting the "practice of scientific inquiry" by teaching students to develop evidence-based arguments would help the preservice teachers become more analytical and able to differentiate scientific evidence from opinions, which could ultimately influence their perceptions on climate change. Lessons learned from our preservice teachers' conceptions and perceptions about climate change, as well as the difficulties in engaging in evidence-based argumentation, have informed and enhanced the framework for development of the CSI: South Florida curriculum. The modules are sequenced according to the proposed learning progression. First, students are introduced to the nature of science and Earth's energy balance. Students then investigate the temporal and spatial temperature data to answer the question of whether Earth is warming. Students also compare natural and anthropogenic causes of climate change, investigate the various observed and projected consequences of climate change in the fourth module, and examine ways to mitigate the effects of and adapt to climate change. Finally, students learn how to refute skeptics' claims by providing counter evidence and reasoning of why the skeptics' claim is not the appropriate explanation. This paper describes our conceptual framework for teaching students how to address the skeptics' claims using the content learned in the CSI: South Florida curriculum and evidence-based argumentation.
Identifying Hotspots in Land and Water Resource Uses on the Way towards Achieving the Sustainable Development Goals

NASA Astrophysics Data System (ADS)

Palazzo, A.; Havlik, P.; Van Dijk, M.; Leclere, D.

2017-12-01

Agriculture plays a key role in achieving adequate food, water, and energy security (as summarized in the Sustainable Development Goals SDGs) as populations grow and incomes rise. Yet, agriculture is confronted with an enormous challenge to produce more using less. Land and water resources are projected to be strongly affected by climate change demand and agriculture faces growing competition in the demand for these resources. To formulate policies that contribute to achieving the SDGs, policy makers need assessments that can anticipate and navigate the trade-offs within the water/land/energy domain. Assessments that identify locations or hotspots where trade-offs between the multiple, competing users of resources may exist must consider both the local scale impacts of resource use as well as regional scale socioeconomic trends, policies, and international markets that further contribute to or mitigate the impacts of resource trade-offs. In this study, we quantify impacts of increased pressure on the land system to provide agricultural and bioenergy products under increasingly scarce water resources using a global economic and land use model, GLOBIOM. We model the supply and demand of agricultural products at a high spatial resolution in an integrated approach that considers the impacts of global change (socioeconomic and climatic) on the biophysical availability and the growing competition of land and water. We also developed a biodiversity module that relates changes in land uses to changes in local species richness and global species extinction risk. We find that water available for agriculture and freshwater ecosystems decreases due to climate change and growing demand from other sectors (domestic, energy and industry) (Fig 1). Climate change impacts will limit areas suitable for irrigation and may lead to an expansion of rainfed areas in biodiverse areas. Impacts on food security from climate change are significant in some regions (SSA and SA) and policies that protect environmental stream flows compound that effect (Fig 2).
Awakening the Scientist Inside: Global Climate Change and the Nature of Science in an Elementary Science Methods Course

NASA Astrophysics Data System (ADS)

Matkins, Juanita Jo; Bell, Randy L.

2007-04-01

This investigation assessed the impact of situating explicit nature of science (NOS) instruction within the issues surrounding global climate change and global warming (GCC/GW). Participants in the study were 15 preservice elementary teachers enrolled in a science methods course. The instructional intervention included explicit NOS instruction combined with explicit GCC/GW instruction situated within the normal elementary science methods curriculum. Participants’ conceptions of NOS and GCC/GW were assessed with pre- and postadministrations of open-ended questionnaires and interviews. Results indicated that participants’ conceptions of NOS and GCC/GW improved over the course of the semester. Furthermore, participants were able to apply their conceptions to decision making about socioscientific issues. The results provide support for context-based NOS instruction in an elementary science methods course.
UWHS Climate Science: Uniting University Scientists and High School Teachers in the Development and Implementation of a Dual-Credit STEM-Focused Curriculum

NASA Astrophysics Data System (ADS)

Bertram, M. A.; Thompson, L.; Ackerman, T. P.

2012-12-01

The University of Washington is adapting a popular UW Atmospheric Sciences course on Climate and Climate Change for the high school environment. In the process, a STEM-focused teaching and learning community has formed. With the support of NASA Global Climate Change Education 20 teachers have participated in an evolving professional development program that brings those actively engaged in research together with high school teachers passionate about bringing a formal climate science course into the high school. Over a period of several months participating teachers work through the UW course homework and delve deeply into specific subject areas. Then, during a week-long summer institute, scientists bring their particular expertise (e.g. radiation, modeling) to the high school teachers through lectures or labs. Together they identify existing lectures, textbook material and peer-reviewed resources and labs available through the internet that can be used to effectively teach the UW material to the high school students. Through this process the scientists learn how to develop teaching materials around their area of expertise, teachers engage deeply in the subject matter, and both the university and high school teachers are armed with the tools to effectively teach a STEM-focused introductory course in climate science. To date 12 new hands-on modules have been completed or are under development, exploring ice-cores, isotopes, historical temperature trends, energy balance, climate models, and more. Two modules have been tested in the classroom and are ready for peer-review through well-respected national resources such as CLEAN or the National Earth Science Teachers Association; three others are complete and will be implemented in a high school classroom this year, and the remainder under various stages of development. The UWHS ATMS 211 course was piloted in two APES (Advanced Placement Environmental Science classrooms) in Washington State in 2011/2012. The high school course used the UW Atmospheric Sciences curriculum, exams, and textbook (The Earth System, 3rd edition, Kump, Kasting and Crane, 2010), and one of the hands-on modules. Communication with these instructors during the year helped us define assessment strategies and to identify challenges of bringing the material into the high school classroom. This knowledge will be shared with teachers during our summer 2012 workshop and will inform approaches to teaching the course in 2012/2013. Proposed formats for implementation include year-long courses, using the APES/Climate format of 2011/2012, a union of Oceanography and Climate content, or in the context of an engineering course. Our initial vision was for a stand-alone semester or year-long course in climate science, incorporating excel and data handling as a learning tool and a suite of hands-on learning opportunities. Yet, the creative approaches to implementation of a new course in the schools, together with the breadth and depth of the UW curriculum and the Kump et al. 2010 textbook, have resulted in diverse educational approaches for bringing climate science into the high school.
Development of a Course on Complex Humanitarian Emergencies: Preparation for the Impact of Climate Change.

PubMed

Williams, Holly; Downes, Elizabeth

2017-11-01

The effects of climate change are far-reaching and multifactorial, with potential impacts on food security and conflict. Large population movements, whether from the aftermath of natural disasters or resulting from conflict, can precipitate the need for humanitarian response in what can become complex humanitarian emergencies (CHEs). Nurses need to be prepared to respond to affected communities in need, whether the emergency is domestic or global. The purpose of the article is to describe a novel course for nursing students interested in practice within the confines of CHEs and natural disasters. The authors used the Sphere Humanitarian Charter and Minimum Standards as a practical framework to inform the course development. They completed a review of the literature on the interaction on climate change, conflict and health, and competencies related to working CHEs. Resettled refugees, as well as experts in the area of humanitarian response, recovery, and mitigation from the Centers for Disease Control and Prevention and nongovernmental organizations further informed the development of the course. This course prepares the nursing workforce to respond appropriately to large population movements that may arise from the aftermath of natural disasters or conflict, both of which can comprise a complex humanitarian disaster. Using The Sphere Project e-learning course, students learn about the Sphere Project, which works to ensure accountability and quality in humanitarian response and offers core minimal standards for technical assistance. These guidelines are seen globally as the gold standard for humanitarian response and address many of the competencies for disaster nursing (http://www.sphereproject.org/learning/e-learning-course/). © 2017 Sigma Theta Tau International.
Examining courses of sleep quality and sleepiness in full 2 weeks on/2 weeks off offshore day shift rotations.

PubMed

Riethmeister, V; Bültmann, U; De Boer, M R; Gordijn, M; Brouwer, S

2018-05-16

To better understand sleep quality and sleepiness problems offshore, we examined courses of sleep quality and sleepiness in full 2-weeks on/2-weeks off offshore day shift rotations by comparing pre-offshore (1 week), offshore (2 weeks) and post-offshore (1 week) work periods. A longitudinal observational study was conducted among N=42 offshore workers. Sleep quality was measured subjectively with two daily questions and objectively with actigraphy, measuring: time in bed (TIB), total sleep time (TST), sleep latency (SL) and sleep efficiency percentage (SE%). Sleepiness was measured twice a day (morning and evening) with the Karolinska Sleepiness Scale. Changes in sleep and sleepiness parameters during the pre/post and offshore work periods were investigated using (generalized) linear mixed models. In the pre-offshore work period, courses of SE% significantly decreased (p=.038). During offshore work periods, the courses of evening sleepiness scores significantly increased (p<.001) and significantly decreased during post-offshore work periods (p=.004). During offshore work periods, TIB (p<.001) and TST (p<.001) were significantly shorter, SE% was significantly higher (p=.002), perceived sleep quality was significantly lower (p<.001) and level of rest after wake was significantly worse (p<.001) than during the pre- and post-offshore work periods. Morning sleepiness was significantly higher during offshore work periods (p=.015) and evening sleepiness was significantly higher in the post-offshore work period (p=.005) compared to the other periods. No significant changes in SL were observed. Courses of sleep quality and sleepiness parameters significantly changed during full 2-weeks on/2-weeks off offshore day shift rotation periods. These changes should be considered in offshore fatigue risk management programmes.
AMS Climate Studies: Improving climate literacy through undergraduate education

NASA Astrophysics Data System (ADS)

Brey, J. A.; Geer, I. W.; Moran, J. M.; Weinbeck, R. S.; Mills, E. W.; Blair, B. A.; Hopkins, E. J.; Kiley, T. P., Jr.; Ruwe, E. E.

2009-12-01

In working to promote scientific literacy among the public, the American Meteorological Society (AMS) has produced a suite of introductory college-level courses that engage students by investigating relevant topics in Earth science, and utilizing the most current, real-world environmental data. The newest of these courses, AMS Climate Studies, is a turnkey package which will be licensed by individual colleges for local offering in online, blended, or traditional lecture/lab settings. The course will place students in a dynamic learning environment where they will investigate Earth’s climate system using real-world data. This will allow the course to keep a strong focus on the science, while still addressing many of the societal impacts that draw the attention of today’s students. In this way, the course will serve as a great primer in preparing students to become responsible, scientifically-literate participants in discussions of climate science and climate change. Developed with major support from NASA, AMS Climate Studies will encourage students to investigate the atmosphere and world ocean as components of a larger Earth system. More than 500 colleges and universities throughout the United States have already offered AMS Weather Studies and AMS Ocean Studies, after which AMS Climate Studies will be modeled. The learning system will consist of a fully-integrated set of printed and online learning materials focused around a brand new, hardcover 15-chapter textbook, Climate Studies: Introduction to Climate Science and an Investigations Manual with 30 lab-style activities that will emphasize the use of authentic science data. The package will also include a course website providing weekly Current Climate Studies activities along with access to environmental data streams, including an impressive suite of NASA and NOAA images and products. The development and testing of AMS Climate Studies is currently nearing completion. A number of college and university professors have been selected to pilot the program in Spring 2010, with major emphasis placed on representing a diverse array of institution types, degree programs, course delivery methods, academic backgrounds, etc. The materials will be vigorously tested and updated accordingly. AMS Climate Studies will be available for implementation at your institution beginning Fall 2010.
Bush School Capstone course support : the regional impact of climate change on transportation infrastructure and decision making.

DOT National Transportation Integrated Search

2009-09-01

The Master of Public Service and Administration program at Texas A&Ms Bush School of Government : and Public Service requires that all second year graduate students participate in a two semester Capstone : course. These courses represent the pract...
Divergent surface and total soil moisture projections under global warming

USGS Publications Warehouse

Berg, Alexis; Sheffield, Justin; Milly, Paul C.D.

2017-01-01

Land aridity has been projected to increase with global warming. Such projections are mostly based on off-line aridity and drought metrics applied to climate model outputs but also are supported by climate-model projections of decreased surface soil moisture. Here we comprehensively analyze soil moisture projections from the Coupled Model Intercomparison Project phase 5, including surface, total, and layer-by-layer soil moisture. We identify a robust vertical gradient of projected mean soil moisture changes, with more negative changes near the surface. Some regions of the northern middle to high latitudes exhibit negative annual surface changes but positive total changes. We interpret this behavior in the context of seasonal changes in the surface water budget. This vertical pattern implies that the extensive drying predicted by off-line drought metrics, while consistent with the projected decline in surface soil moisture, will tend to overestimate (negatively) changes in total soil water availability.
The effects of climatic change and wildland fires on air quality in national parks and wilderness areas

Treesearch

Don McKenzie

2010-01-01

How will climatic change and wildfire management policies affect public land management decisions concerning air quality through the 21st century? As global temperatures and populations increase and demands on natural resources intensify, managers must evaluate the trade-offs between air quality and ongoing ecosystem restoration. In protected areas, where wilderness...
Climate change and ocean deoxygenation within intensified surface-driven upwelling circulations.

PubMed

Bakun, Andrew

2017-09-13

Ocean deoxygenation often takes place in proximity to zones of intense upwelling. Associated concerns about amplified ocean deoxygenation arise from an arguable likelihood that coastal upwelling systems in the world's oceans may further intensify as anthropogenic climate change proceeds. Comparative examples discussed include the uniquely intense seasonal Somali Current upwelling, the massive upwelling that occurs quasi-continuously off Namibia and the recently appearing and now annually recurring 'dead zone' off the US State of Oregon. The evident 'transience' in causal dynamics off Oregon is somewhat mirrored in an interannual-scale intermittence in eruptions of anaerobically formed noxious gases off Namibia. A mechanistic scheme draws the three examples towards a common context in which, in addition to the obvious but politically problematic remedy of actually reducing 'greenhouse' gas emissions, the potentially manageable abundance of strongly swimming, finely gill raker-meshed small pelagic fish emerges as a plausible regulating factor.This article is part of the themed issue 'Ocean ventilation and deoxygenation in a warming world'. © 2017 The Author(s).
Response of the pelagic system of the Pacific Ocean off Baja California Peninsula to the projected effects of climate change: insights from a numerical model.

NASA Astrophysics Data System (ADS)

Arellano, B.; Rivas, D.

2015-12-01

The response of the physical and biological dynamics of the Pacific Ocean off Baja California to the projected effects of climate change are studied using numerical simulations. This region is part of the California Current System, which is a highly productive ecosystem due to the seasonal upwelling, supporting all the trophic levels and important fisheries. The response of the ecosystem to the effects of climate change is uncertain and the information generated by models could be useful to predict future conditions. A three-dimensional hydrodinamical model is coupled to a Nitrate-Phytoplankton-Zooplankton-Detritus (NPZD) trophic model, and it is forced by the GFDL 3.0 model outputs. Monthly climatologies of variables such as temperature, nutrients, wind, and ocean circulation patterns during the historical period 1985-2005 are compared to the available observed data in order to assess the model's ability to reproduce the observed patterns. The system's response to a high-emission scenario proposed by the Intergovernmental Panel of Climate Change (IPCC) is also studied. The experiments are carried out using data correspondig to the RCP 6.0 scenario during the period 2006-2050.
Energy technologies evaluated against climate targets using a cost and carbon trade-off curve.

PubMed

Trancik, Jessika E; Cross-Call, Daniel

2013-06-18

Over the next few decades, severe cuts in emissions from energy will be required to meet global climate-change mitigation goals. These emission reductions imply a major shift toward low-carbon energy technologies, and the economic cost and technical feasibility of mitigation are therefore highly dependent upon the future performance of energy technologies. However, existing models do not readily translate into quantitative targets against which we can judge the dynamic performance of technologies. Here, we present a simple, new model for evaluating energy-supply technologies and their improvement trajectories against climate-change mitigation goals. We define a target for technology performance in terms of the carbon intensity of energy, consistent with emission reduction goals, and show how the target depends upon energy demand levels. Because the cost of energy determines the level of adoption, we then compare supply technologies to one another and to this target based on their position on a cost and carbon trade-off curve and how the position changes over time. Applying the model to U.S. electricity, we show that the target for carbon intensity will approach zero by midcentury for commonly cited emission reduction goals, even under a high demand-side efficiency scenario. For Chinese electricity, the carbon intensity target is relaxed and less certain because of lesser emission reductions and greater variability in energy demand projections. Examining a century-long database on changes in the cost-carbon space, we find that the magnitude of changes in cost and carbon intensity that are required to meet future performance targets is not unprecedented, providing some evidence that these targets are within engineering reach. The cost and carbon trade-off curve can be used to evaluate the dynamic performance of existing and new technologies against climate-change mitigation goals.
A Climate Change Minor that gets Physics Students talking to Philosophy Students

NASA Astrophysics Data System (ADS)

Running, S. W.; Phear, N.

2015-12-01

We started a Climate Change Studies Minor at the University of Montana in 2008. The curriculum is divided into three Sections: Science, Society and Solutions. Faculty from at least 8 different departments offer courses. The Science curriculum is what you would expect, however we worked hard to build the Society Section to include courses in political science, ethics, economics, communication, international policy. The Solutions Section introduces a variety of sustainability, renewable energy and green business courses, and internships and practicums with local organizations and businesses. Our goal has been a Minor that can be taken by students from any major on campus. The high point for me is watching the AGU type geeks interacting with philosophy majors, business students, and pre-law students.

The Stimuli-Actions-Effects-Responses (SAER)-framework for exploring perceived relationships between private and public climate change adaptation in agriculture.

PubMed

Mitter, Hermine; Schönhart, Martin; Larcher, Manuela; Schmid, Erwin

2018-03-01

Empirical findings on actors' roles and responsibilities in the climate change adaptation process are rare even though cooperation between private and public actors is perceived important to foster adaptation in agriculture. We therefore developed the framework SAER (Stimuli-Actions-Effects-Responses) to investigate perceived relationships between private and public climate change adaptation in agriculture at regional scale. In particular, we explore agricultural experts' perceptions on (i) climatic and non-climatic factors stimulating private adaptation, (ii) farm adaption actions, (iii) potential on-farm and off-farm effects from adaptation, and (iv) the relationships between private and public adaptation. The SAER-framework is built on a comprehensive literature review and empirical findings from semi-structured interviews with agricultural experts from two case study regions in Austria. We find that private adaptation is perceived as incremental, systemic or transformational. It is typically stimulated by a mix of bio-physical and socio-economic on-farm and off-farm factors. Stimulating factors related to climate change are perceived of highest relevance for systemic and transformational adaptation whereas already implemented adaptation is mostly perceived to be incremental. Perceived effects of private adaptation are related to the environment, weather and climate, quality and quantity of agricultural products as well as human, social and economic resources. Our results also show that public adaptation can influence factors stimulating private adaptation as well as adaptation effects through the design and development of the legal, policy and organizational environment as well as the provision of educational, informational, financial, and technical infrastructure. Hence, facilitating existing and new collaborations between private and public actors may enable farmers to adapt effectively to climate change. Copyright © 2018 Elsevier Ltd. All rights reserved.
Can Skateboarding Save the Planet? A Curricular Unit on Global Climate Change Developed Through the NASA LIFT-OFF Program

NASA Astrophysics Data System (ADS)

Pruett, L. E.; Burrell, S.; Chidester, C.; Metzger, E. P.

2010-12-01

The inclusion of global climate change education in California public high schools is constrained by several factors, including the planning time needed to effectively correlate state content standards to the multidisciplinary science of climate change, the lack of time in the curriculum, and budget constraints that limit resources for teachers. Recent efforts by the NASA LIFT-OFF program to support classroom teachers in the development of inquiry-based curricular materials have helped to alleviate many of these burdens. NASA LIFT-OFF is funded by a grant to the Alameda County Office of Education and involves a partnership between the Alameda, Santa Clara, and Los Angeles county offices of education and science faculty at California State University (CSU) East Bay, San Jose State University (SJSU), and Cal Poly Pomona. LIFT-OFF goals are to improve high school science teachers’ content knowledge through interactions with scientists from the CSU campuses, NASA, and the SETI Institute and to enhance their ability to plan and implement high-quality science inquiry in their classrooms. LIFT-OFF teachers at the three CSU campuses are developing instructional cases that use NASA resources and research-based pedagogical practices to explore engaging real-world questions. We participated in SJSU’s 2010 LIFT-OFF summer institute and worked as a team to develop a 12-day unit for high school students that focuses on the science behind global climate change. In addition to delivering science content, the unit engages students in critical thinking and evaluation. Students generate, access and interpret data, and use the knowledge gained to make small lifestyle changes that aid in the reduction of their greenhouse gas emissions. Not only does this unit of study empower students to make science-based decisions, it also incorporates diverse learning strategies, such as the use of visuals aids, language acquisition techniques to improve literacy, formative assessments and daily hands-on demonstrations and lab activities. Our unit begins with an introduction to greenhouse gases and the greenhouse effect. It progresses with several lessons focused on the carbon cycle and its role in global climate, including the anthropogenic contribution to atmospheric carbon. This unit includes a longitudinal analysis of atmospheric CO2 concentrations, how they have changed over time and one method for studying historical levels (ice cores). Earth’s CO2 levels are then compared to that of our celestial neighbors, Mars and Venus. Students will use this data to make predictions about the nature of life on Earth given higher CO2 levels. We present lessons meant to give students time to reflect upon their daily lives and find small ways to help reduce their carbon footprint. They will be presented with information on alternative forms of energy and be given a summative assessment. Once refined, this and all NASA LIFT-OFF instructional cases will made available online for use by any interested teacher. For more information go to http://nasaliftoff.merlot.org/.
Visualizing the Chemistry of Climate Change (VC3Chem): Online resources for teaching and learning chemistry through the rich context of climate science

NASA Astrophysics Data System (ADS)

McKenzie, L.; Versprille, A.; Towns, M.; Mahaffy, P.; Martin, B.; Kirchhoff, M.

2013-12-01

Global climate change is one of the most pressing environmental challenges facing humanity. Many of the important underlying concepts require mental models that are built on a fundamental understanding of chemistry, yet connections to climate science and global climate change are largely missing from undergraduate chemistry courses for science majors. In Visualizing the Chemistry of Climate Change (VC3Chem), we have developed and piloted a set of online modules that addresses this gap by teaching core chemistry concepts through the rich context of climate science. These interactive web-based digital learning experiences enable students to learn about isotopes and their relevance in determining historical temperature records, IR absorption by greenhouse gases, and acid/base chemistry and the impacts on changing ocean pH. The efficacy of these tools and this approach has been assessed through measuring changes in students' understanding about both climate change and core chemistry concepts.
14 CFR Appendix B to Part 63 - Flight Navigator Training Course Requirements

Code of Federal Regulations, 2011 CFR

2011-01-01

.... Hazards. Air masses. Front weather. Fog. Thunderstorms. Icing. World weather and climate. Weather maps and... required standards, but the period between inspections shall not exceed 12 months. (j) Change of ownership, name, or location—(1) Change of ownership. Approval of a flight navigator course shall not be continued...
14 CFR Appendix B to Part 63 - Flight Navigator Training Course Requirements

Code of Federal Regulations, 2012 CFR

2012-01-01

.... Hazards. Air masses. Front weather. Fog. Thunderstorms. Icing. World weather and climate. Weather maps and... required standards, but the period between inspections shall not exceed 12 months. (j) Change of ownership, name, or location—(1) Change of ownership. Approval of a flight navigator course shall not be continued...
14 CFR Appendix B to Part 63 - Flight Navigator Training Course Requirements

Code of Federal Regulations, 2014 CFR

2014-01-01

.... Hazards. Air masses. Front weather. Fog. Thunderstorms. Icing. World weather and climate. Weather maps and... required standards, but the period between inspections shall not exceed 12 months. (j) Change of ownership, name, or location—(1) Change of ownership. Approval of a flight navigator course shall not be continued...
14 CFR Appendix B to Part 63 - Flight Navigator Training Course Requirements

Code of Federal Regulations, 2013 CFR

2013-01-01

.... Hazards. Air masses. Front weather. Fog. Thunderstorms. Icing. World weather and climate. Weather maps and... required standards, but the period between inspections shall not exceed 12 months. (j) Change of ownership, name, or location—(1) Change of ownership. Approval of a flight navigator course shall not be continued...
Hands-on Approach to Prepare Specialists in Climate Changes Modeling and Analysis Using an Information-Computational Web-GIS Portal "Climate"

NASA Astrophysics Data System (ADS)

Shulgina, T. M.; Gordova, Y. E.; Martynova, Y. V.

2014-12-01

A problem of making education relevant to the workplace tasks is a key problem of higher education in the professional field of environmental sciences. To answer this challenge several new courses for students of "Climatology" and "Meteorology" specialties were developed and implemented at the Tomsk State University, which comprises theoretical knowledge from up-to-date environmental sciences with computational tasks. To organize the educational process we use an open-source course management system Moodle (www.moodle.org). It gave us an opportunity to combine text and multimedia in a theoretical part of educational courses. The hands-on approach is realized through development of innovative trainings which are performed within the information-computational web GIS platform "Climate" (http://climate.scert.ru/). The platform has a set of tools and data bases allowing a researcher to perform climate changes analysis on the selected territory. The tools are also used for students' trainings, which contain practical tasks on climate modeling and climate changes assessment and analysis. Laboratory exercises are covering three topics: "Analysis of regional climate changes"; "Analysis of climate extreme indices on the regional scale"; and "Analysis of future climate". They designed to consolidate students' knowledge of discipline, to instill in them the skills to work independently with large amounts of geophysical data using modern processing and analysis tools of web-GIS platform "Climate" and to train them to present results obtained on laboratory work as reports with the statement of the problem, the results of calculations and logically justified conclusion. Thus, students are engaged in n the use of modern tools of the geophysical data analysis and it cultivates dynamic of their professional learning. The approach can help us to fill in this gap because it is the only approach that offers experience, increases students involvement, advance the use of modern information and communication tools. Financial support for this research from the RFBR (13-05-12034, 14-05-00502), SB RAS project VIII.80.2.1 and grant of the President of RF (№ 181) is acknowledged.
Topical Collection: Climate-change research by early-career hydrogeologists

NASA Astrophysics Data System (ADS)

Re, Viviana; Maldaner, Carlos H.; Gurdak, Jason J.; Leblanc, Marc; Resende, Tales Carvalho; Stigter, Tibor Y.

2018-05-01

Scientific outreach, international networking, collaboration and adequate courses are needed in both developed and developing countries to enable early-career hydrogeologists to promote long-term multidisciplinary approaches to cope with climate-change issues and emphasize the importance of groundwater in a global strategy for adaptation. One such collaboration has involved the Early Career Hydrogeologists' Network of the International Association of Hydrogeologists (ECHN-IAH) and the UNESCO International Hydrological Programme's (IHP) Groundwater Resources Assessment under the Pressures of Humanity and Climate Changes (GRAPHIC) project. This collaboration seeks to foster the education and involvement of the future generation of water leaders in the debate over groundwater and climate change.
Paper 8542 - Climate Change across Campus--ALL of Campus

NASA Astrophysics Data System (ADS)

Campbell, S.; Calderazzo, J.

2014-12-01

Climate change is an "all-hands-on-deck" challenge: it will affect everyone, everyone can find something to offer, and we will need people from all walks of life to face it adequately. Thus a curriculum on this problem needs to be thoroughly multidisciplinary: not just for students in the Earth, natural, and social sciences, though of course they are important, but for all interested students. It should create well-informed generalists who grasp the overall picture and the range of available expertise and can ask intelligently for help from specialists. This presentation will offer some relevant lessons learned through the work of Changing Climates @ Colorado State, a multidisciplinary climate change education and outreach initiative. A climate change curriculum needs at least one truly multidisciplinary course, and such a course needs many instructors, most practically in the form of visiting speakers, who need to be well coached in advance. It needs a curious and flexible supervising instructor and readings that students can actually understand—and that will engage their minds, imaginations, even feelings. These readings need to cover the globe but should probably focus on North America, since local information is the most effective, and their writers need to be diverse in gender, race, and ethnicity. Speakers and readings need to provide both a realistic picture and authentic grounds for optimism; to leave students feeling not hopeless but energized, they must offer a wide choice of actions personal to professional, daily to lifelong. Throughout such a course and curriculum, simplification and translation are critical. Because disciplines differ in their questions, their language, the evidence they consider, their methods, and the conclusions they value, experts do not readily understand each other. Very often, a discipline's most basic elements are the most important to communicate: how greenhouse gases operate and why scientists know we have a climate problem; what is meant by "discounting the future" or "fixing" carbon or "fairness" or "vulnerability" or "cultural work"; how we are very often moved by values and emotions rather than pure reason.
Predicting habitat suitability and geographic distribution of anchovy (Engraulis ringens) due to climate change in the coastal areas off Chile

NASA Astrophysics Data System (ADS)

Silva, Claudio; Andrade, Isabel; Yáñez, Eleuterio; Hormazabal, Samuel; Barbieri, María Ángela; Aranis, Antonio; Böhm, Gabriela

2016-08-01

The effects of climate change on ocean conditions will have impacts on fish stocks, primarily through physiological and behavioural effects, such as changes in growth, reproduction, mortality and distribution. Habitat and distribution predictions for marine fishery species under climate change scenarios are important for understanding the overall impacts of such global changes on the human society and on the ecosystem. In this study, we examine the impacts of climate change on anchovy fisheries off Chile using predicted changes in global models according to the National Centre for Atmospheric Research (NCAR) Community Climate System Model 3.0 (CCSM3) and IPCC high future CO2 emission scenario A2, habitat suitability index (HSI) models and satellite-based sea surface temperature (SST) and chlorophyll-a (Chl-a) estimates from high-resolution regional models for the simulation period 2015-2065. Predictions of SST from global climate models were regionalised using the Delta statistical downscaling technique. Predictions of chlorophyll-a were developed using historical Chl-a and SST (2003-2013) satellite data and applying a harmonic model. The results show an increase in SST of up to 2.5 °C by 2055 in the north and central-south area for an A2 scenario. The habitat suitability index model was developed using historical (2001-2011) monthly fisheries and environmental data. The catch per unit effort (CPUE) was used as an abundance index in developing the HSI models and was calculated as the total catch (ton) by hold capacity (m3) in a 10‧ × 10‧ fishing grid square of anchovy, integrated over one month of fishing activity. The environmental data included the distance to coast (DC), thermal (SST) and food availability (Chl-a) conditions. The HSI modelling consists of estimating SI curves based on available evidence regarding the optimum range of environmental conditions for anchovy and estimating an integrated HSI using the Arithmetic Mean Model (AMM) method. The results of this work show that the model has produced robust estimates of habitat suitability and geographic distribution off Chile and has been especially effective in capturing the spatial and temporal variability of CPUE. Using IDRISI geographical information system (GIS), these HSI models simulated monthly changes in the habitat suitability (i.e., relative abundance) and distribution of anchovy off Chile forced by changes in the regionalised SST and Chl-a as projected by the NCAR model under the A2 emission scenario. The simulations predicted a moderate negative change of 17% and 13% for the north and central-south areas, respectively, in the habitat suitability (i.e., potential relative abundance) of anchovy by 2055.
Development of a Modularized and Mediated Course Design in Altered Physiological Systems: An Exercise in Faculty Development.

ERIC Educational Resources Information Center

Garten, Edward D.

An innovative, off-campus course offered by the nursing department at Moorhead State University in Minnesota is described. The course was implemented to meet the requirements of nursing students living in rural towns located some distance from the university department of nursing. This curriculum innovation is examined as a change process that was…
The public's belief in climate change and its human cause are increasing over time.

PubMed

Milfont, Taciano L; Wilson, Marc S; Sibley, Chris G

2017-01-01

Polls examining public opinion on the subject of climate change are now commonplace, and one-off public opinion polls provide a snapshot of citizen's opinions that can inform policy and communication strategies. However, cross-sectional polls do not track opinions over time, thus making it impossible to ascertain whether key climate change beliefs held by the same group of individuals are changing or not. Here we examine the extent to which individual's level of agreement with two key beliefs ("climate change is real" and "climate change is caused by humans") remain stable or increase/decrease over a six-year period in New Zealand using latent growth curve modelling (n = 10,436). Data were drawn from the New Zealand Attitudes and Values Study, a probabilistic national panel study, and indicated that levels of agreement to both beliefs have steadily increased over the 2009-2015 period. Given that climate change beliefs and concerns are key predictors of climate change action, our findings suggest that a combination of targeted endeavors, as well as serendipitous events, may successfully convey the emergency of the issue.
An Interface between Law and Science: The Climate Change Regime

NASA Astrophysics Data System (ADS)

Kuleshov, Y.; Grandbois, M.; Kaniaha, S.

2012-04-01

Law and Science are jointly building the international climate change regime. Up to date, international law and climate science have been unable to take into consideration both regional law and Pacific climate science in this process. Under the International Climate Change Adaptation Initiative (the Australian Government Initiative to assist with high priority climate adaptation needs in vulnerable countries in the Asia-Pacific region) significant efforts were dedicated to improve understanding of climate in the Pacific through the Pacific Climate Change Science Program (PCCSP) and through the Pacific Adaptation Strategy Assistance Program (PASAP). The first comprehensive PCCSP scientific report on the South Pacific climate has been published in 2011. Under the PASAP, web-based information tools for seasonal climate prediction have been developed and now outputs from dynamical climate model are used in 15 countries of the North-West and South Pacific for enhanced prediction of rainfall, air and sea surface temperatures which reduces countries' vulnerability to climate variability in the context of a changing climate. On a regional scale, the Meteorological and Geohazards Department of Vanuatu is preparing a full report on Climate change impacts on the country. These scientific reports and tools could lead to a better understanding of climate change in the South Pacific and to a better understanding of climate change science, for lawyers and policy-makers. The International climate change regime develops itself according to science findings, and at the pace of the four scientific reports issued by the Intergovernmental Panel on Climate Change (IPCC). In return, Law is a contributing factor to climate change, a structural data in the development and perception of environmental issues and it exerts an influence on Science. Because of the dependency of law on science, the PCCSP and PASAP outcomes will also stimulate and orientate developments in law of the Pacific Island countries, as well as it could increase countries' contributions to the future of international environmental law. Vanuatu is pioneering this process in the Pacific and could make a leading contribution to the development of Nationally appropriate mitigation actions by developing country Parties, according to the Bali action Plan and to participate actively in the negotiations of a successor agreement to the Kyoto Protocol. In studying and transposing the national climate change report, Vanuatu would also sensibly improve its own environmental laws in response to climate change. By building a bridge between law and science in the Pacific, we are training scientists to climate change law, and training lawyers and policy-makers to climate change science; increasing the collaborative process and the cooperation between scientists and lawyers, in drafting national environmental laws and in negotiating international climate change agreements; and enhancing the contribution of small vulnerable islands to the development of the international climate change regime, as it regards to law and to science. Training for climate scientists and for lawyers and policy-makers on climate change science and law will be provided through the USP Course on climate change international law and climate change science - the first course on this type in the Pacific.
Improve Climate Change Literacy At Minority Institutions Through Problem-based Teaching And Learning

NASA Astrophysics Data System (ADS)

yang, Z.; Williams, H.

2013-12-01

Climate change is one of most popular topics in the U.S. Currently we are implementing our funded NASA climate change education grant entitled as 'Preparing Science Educators with Climate Change Literacy through Problem-based Teaching and Learning'. This project aims to prepare underrepresented STEM (Science, Technology, Engineering and Mathematics) teachers that are competent for teaching the contents of the Earth, climate, and climate change. In this project, we first developed lectures, assignments, and lab exercises which are related to climate change and then applied those materials in courses which are usually selected by pre-service teachers after modification based on students' evaluation. Also field visits to sites such as landfill and hog farm were provided to North Carolina Central University (NCCU) students in order to help them have better understanding on sources and amount of greenhouse gases emitted from human activities. In addition, summer interns are specifically trained to enhance and improve their knowledge and skills in climate change science. Those strategies have effectively improved climate change literacy of pre-service teachers at NCCU in spite of some challenges.
Climate Change, National Security, and the Quadrennial Defense Review. Avoiding the Perfect Storm

DTIC Science & Technology

2008-01-01

consequently, higher ocean water temperatures are increasing the occurrence of coral bleaching and coral reef die-offs.57 The IPCC concludes that...unprecedented combination of climate change, associated disturbances (e.g., flooding, drought, wildfire, in- sects, ocean acidification ), and other global...instance, the disintegration of saltwater fishing indus- tries due to ocean acidification could spark inter- and intrastate conflict as numerous
The impact of run-off change on physical instream habitats and its response to river morphology

NASA Astrophysics Data System (ADS)

Hauer, Christoph; Habersack, Helmut

2010-05-01

Rivers have already been substantially altered by human activity. Channelization, flow regulation, or changes in land use, especially urbanization, significantly alter the water discharge, sediment transport, and morphology of rivers. The impacts of these anthropogenic measures (disturbances) on river morphology and instream habitats were frequently investigated by the scientific community over the last decades. However, there are forms of disturbances (often induced by climate change) which cause at the beginning only a slight but (over the years) a continuous degradation of aquatic habitats (and river morphology). In the presented study the impact of such disturbances caused by climate change on summer run-off was investigated within the Gr. Mühl River catchment, Austria. So far, various studies have documented the impact of run-off change on river morphology and/or sediment load. Further the impact of run-off change on aquatic ecology (target fish species) have been documented throughout various scientific papers. However, there is a lack of knowledge how (climate induced) run-off changes affect instream aquatic habitats concerning various morphological patterns (e.g. riffle-pool morphology vs. plane bed river). Thus, the aim of the presented study was to link the impacts of climate change (e.g. reduced summer run-off) to various morphological types (riffle-pool, plane bed) using habitat modelling (2-dimensional) as integrative evaluation method. As target fish species sub-adult/adult grayling was selected due to the fact, that Thymallus thymallus features especially high sensitivity in water depth (microhabitat use). Further grayling was one the historically dominant fish species for the hyporhithral catchment of the Gr. Mühl River. Within the catchment 80% of the total river length are determined as plane bed river and 20 % as riffle-pool reaches (situated in former fine material deposits). Six reaches (3 plane-bed, 3 riffle-pool) were selected and surveyed by total station (Leica805) to derive high quality DTM-models for modelling. Monitoring data of temperature (period: 1948 - 2006) and gauging data of three stations (Vorderanger, period: 1966 - 2008; Furthmühle, period: 1951 - 2008; Teufelmühle, period: 1951 - 2008) along the investigated reach were additionally provided by the local government agencies. The results of the statistical testing (for significant breakpoints in temperature trends) exhibited significant changes (p>95%) for the seasons spring (year 1989) and summer (year 1990) (increase in regional temperature). Simultaneously, the periods of run-off below statistically determined low-flow thresholds increased significantly especially for summer periods (e.g. gauging station Furthmühle: period 1951 - 1990: n = 684 days / 1990 - 2008: n = 760 days). The impact of those intensified low flow conditions on subadult / adult grayling were (and are) limiting available physical habitats especially within the plane-bed sections (n=3). Only riffle-pool reaches exhibited suitable habitats (evaluated by habitatmodelling) for these dry-periods. However, those riffle-pool reaches are rare and randomly distributed over the 45 km river length (investigated reach). In the presented study it could be figured out, that climate change affects instream fish habitats not only by an increase in water temperatures, but also by limiting physical habitats (in relation to various morphological types). Thus, the response of fish (e.g. grayling) could be on the one hand an upstream migration due to the warmer water temperatures (frequently documented) but on the other hand a downstream migration caused by unsuitable habitats. This second finding should be seen as one crucial point especially for the restoration of regulated rivers with respect to climate change and to fulfil the aims of the European Water Framework Directive.
The Copernicus Climate Change Service (C3S): A European Answer to Climate Change

NASA Astrophysics Data System (ADS)

Thepaut, Jean-Noel

2016-04-01

Copernicus is the European Commission's flagship Earth observation programme that delivers freely accessible operational data and information services. ECMWF has been entrusted to operate two key parts of the Copernicus programme, which will bring a consistent standard to the measurement, forecasting and prediction of atmospheric conditions and climate change: • The Copernicus Atmosphere Monitoring Service, CAMS, provides daily forecasts detailing the makeup composition of the atmosphere from the ground up to the stratosphere. • The Copernicus Climate Change Service (C3S) (in development) will routinely monitor and analyse more than 20 essential climate variables to build a global picture of our climate, from the past to the future, as well as developing customisable climate indicators for relevant economic sectors, such as energy, water management, agriculture, insurance, health…. C3S has now taken off and a number of proof-of-concept sectoral climate services have been initiated. This paper will focus on the description and expected outcome of these proof-of-concept activities as well as the definition of a roadmap towards a fully operational European Climate Change Service.
Country Contributions to Climate Change

NASA Astrophysics Data System (ADS)

Schuenemann, K. C.

2016-12-01

An assignment called "Country Contributions to Climate Change" is used in an introductory Global Climate Change course and answers the question, "Who is responsible for climate change?" This assignment is used about a third of the way into the course, which fulfills a science requirement, but also a Global Diversity requirement within the university. The assignment involves taking a trip to the computer lab to learn how to create graphs in Excel. Two graphs are created, the Keeling Curve, and a graph on total carbon emissions by country since 1900. Students are given data for a few key countries, then are sent to the Carbon Dioxide Information Analysis Center (CDIAC) website to find data on their assigned country. Students create a graph to compare emissions over time from each of these countries. Using this data and the data from the CDIAC, students are asked to draw conclusions about which country is the largest emitter, then on a per capita basis, which people are the largest emitters. Later in the semester they will calculate their own carbon footprint and compare to these numbers. Finally, students are asked to add up emissions by country since 1900 to find out how the countries compare in cumulative emissions, and we learn why this number is relevant. Students also learn the difference between carbon emissions and concentrations, tying together some lessons on the carbon cycle. Students discover the complex role of several countries in climate change, showing them how complicated a climate change solution policy can be.
Evolution of climatic niche specialization: a phylogenetic analysis in amphibians

PubMed Central

Bonetti, Maria Fernanda; Wiens, John J.

2014-01-01

The evolution of climatic niche specialization has important implications for many topics in ecology, evolution and conservation. The climatic niche reflects the set of temperature and precipitation conditions where a species can occur. Thus, specialization to a limited set of climatic conditions can be important for understanding patterns of biogeography, species richness, community structure, allopatric speciation, spread of invasive species and responses to climate change. Nevertheless, the factors that determine climatic niche width (level of specialization) remain poorly explored. Here, we test whether species that occur in more extreme climates are more highly specialized for those conditions, and whether there are trade-offs between niche widths on different climatic niche axes (e.g. do species that tolerate a broad range of temperatures tolerate only a limited range of precipitation regimes?). We test these hypotheses in amphibians, using phylogenetic comparative methods and global-scale datasets, including 2712 species with both climatic and phylogenetic data. Our results do not support either hypothesis. Rather than finding narrower niches in more extreme environments, niches tend to be narrower on one end of a climatic gradient but wider on the other. We also find that temperature and precipitation niche breadths are positively related, rather than showing trade-offs. Finally, our results suggest that most amphibian species occur in relatively warm and dry environments and have relatively narrow climatic niche widths on both of these axes. Thus, they may be especially imperilled by anthropogenic climate change. PMID:25274369

Evolution of climatic niche specialization: a phylogenetic analysis in amphibians.

PubMed

Bonetti, Maria Fernanda; Wiens, John J

2014-11-22

The evolution of climatic niche specialization has important implications for many topics in ecology, evolution and conservation. The climatic niche reflects the set of temperature and precipitation conditions where a species can occur. Thus, specialization to a limited set of climatic conditions can be important for understanding patterns of biogeography, species richness, community structure, allopatric speciation, spread of invasive species and responses to climate change. Nevertheless, the factors that determine climatic niche width (level of specialization) remain poorly explored. Here, we test whether species that occur in more extreme climates are more highly specialized for those conditions, and whether there are trade-offs between niche widths on different climatic niche axes (e.g. do species that tolerate a broad range of temperatures tolerate only a limited range of precipitation regimes?). We test these hypotheses in amphibians, using phylogenetic comparative methods and global-scale datasets, including 2712 species with both climatic and phylogenetic data. Our results do not support either hypothesis. Rather than finding narrower niches in more extreme environments, niches tend to be narrower on one end of a climatic gradient but wider on the other. We also find that temperature and precipitation niche breadths are positively related, rather than showing trade-offs. Finally, our results suggest that most amphibian species occur in relatively warm and dry environments and have relatively narrow climatic niche widths on both of these axes. Thus, they may be especially imperilled by anthropogenic climate change. © 2014 The Author(s) Published by the Royal Society. All rights reserved.
Teaching Climate Change Science to Undergradutes with Diverse & Digital Pedagogical Techniquees

NASA Astrophysics Data System (ADS)

Kauffman, C.; Brey, J. A.; Nugnes, K. A.; Weinbeck, R. S.; Geer, I. W.

2015-12-01

California University of Pennsylvania (CalUPA) is unique relative to other undergraduate geoscience programs in that their climate science offerings are varied and inter-woven into an existing meteorology degree program, which aligns with the guidelines established by the American Meteorological Society (AMS). In addition to the rigorous meteorological requirements, the program strives to increase students' climate literacy. At the introductory course level, students are required to use the educational resources offered by the AMS—specifically their weather and climate studies materials, which have recently transitioned to a digital format. The Earth Sciences Program at CalUPA recently incorporated these new digital resources into a climatology course with novel pedagogical variants. These teaching strategies were well received by students and may benefit other climatology courses at similar institutions. For example, students were tasked with expounding upon textbook content from 'Topic In Depth' segments; they were required to present tangential climate topics in a digital presentation. Moreover, students mined the scientific literature listed at the end of each chapter in the text to identify climate scientists immersed in social media. Students were then required to follow these scientists and engage each other within a social media platform. Finally, as a culminating experience, students were required to create digital portfolios (e.g., infographic) related to climate science and the AMS materials. This presentation will further detail CalUPA's climatological course offerings and detail how the AMS resources were connected to course requirements listed herein.
Global Systems Science and Hands-On Universe Course Materials for High School

NASA Astrophysics Data System (ADS)

Gould, A.

2011-09-01

The University of California Berkeley's Lawrence Hall of Science has a project called Global Systems Science (GSS). GSS produced a set of course materials for high school science education that includes reading materials, investigations, and software for analyzing satellite images of Earth focusing on Earth systems as well as societal issues that require interdisciplinary science for full understanding. The software has general application in analysis of any digital images for a variety of purposes. NSF and NASA funding have contributed to the development of GSS. The current NASA-funded project of GSS is Lifelines for High School Climate Change Education (LHSCCE), which aims to establish professional learning communities (PLCs) to share curriculum resources and best practices for teaching about climate change in grades 9-12. The project explores ideal ways for teachers to meet either in-person or using simple yet effective distance-communication techniques (tele-meetings), depending on local preferences. Skills promoted include: how to set up a website to share resources; initiating tele-meetings with any available mechanism (webinars, Skype, telecons, moodles, social network tools, etc.); and easy ways of documenting and archiving presentations made at meetings. Twenty teacher leaders are forming the PLCs in their regions or districts. This is a national effort in which teachers share ideas, strategies, and resources aimed at making science education relevant to societal issues, improve students' understanding of climate change issues, and contribute to possible solutions. Although the binding theme is climate change, the application is to a wide variety of courses: Earth science, environmental science, biology, physics, and chemistry. Moreover, the PLCs formed can last as long as the members find it useful and can deal with any topics of interest, even if they are only distantly related to climate change.
Managing Climate Change Refugia for Climate Adaptation ...

EPA Pesticide Factsheets

The concept of refugia has long been studied from theoretical and paleontological perspectives to understand how populations persisted during past periods of unfavorable climate. Recently, researchers have applied the idea to contemporary landscapes to identify climate change refugia, locations that may be unusually buffered from climate change effects so as to increase persistence of valued resources. Here we distinguish between paleoecological and contemporary viewpoints, characterize physical and ecological processes that create and maintain climate change refugia, summarize the process of identifying and mapping them, and delineate how refugia can fit into the existing framework of natural resource management. We also suggest three primary courses of action at these sites: prioritization, protection, and propagation. Although not a panacea, managing climate change refugia can be an important adaptation option for conserving valuable resources in the face of ongoing and future climate change. “In a nutshell” (100 words) • Climate change refugia are defined as areas relatively buffered from contemporary climate change, enabling persistence of valued physical, ecological, and cultural resources. • Refugia can be incorporated as key components of a climate adaptation strategy because their prioritization by management may enable their associated resources to persist locally and eventually spread to future suitable habitat. • Steps for
Linked sustainability challenges and trade-offs among fisheries, aquaculture and agriculture.

PubMed

Blanchard, Julia L; Watson, Reg A; Fulton, Elizabeth A; Cottrell, Richard S; Nash, Kirsty L; Bryndum-Buchholz, Andrea; Büchner, Matthias; Carozza, David A; Cheung, William W L; Elliott, Joshua; Davidson, Lindsay N K; Dulvy, Nicholas K; Dunne, John P; Eddy, Tyler D; Galbraith, Eric; Lotze, Heike K; Maury, Olivier; Müller, Christoph; Tittensor, Derek P; Jennings, Simon

2017-09-01

Fisheries and aquaculture make a crucial contribution to global food security, nutrition and livelihoods. However, the UN Sustainable Development Goals separate marine and terrestrial food production sectors and ecosystems. To sustainably meet increasing global demands for fish, the interlinkages among goals within and across fisheries, aquaculture and agriculture sectors must be recognized and addressed along with their changing nature. Here, we assess and highlight development challenges for fisheries-dependent countries based on analyses of interactions and trade-offs between goals focusing on food, biodiversity and climate change. We demonstrate that some countries are likely to face double jeopardies in both fisheries and agriculture sectors under climate change. The strategies to mitigate these risks will be context-dependent, and will need to directly address the trade-offs among Sustainable Development Goals, such as halting biodiversity loss and reducing poverty. Countries with low adaptive capacity but increasing demand for food require greater support and capacity building to transition towards reconciling trade-offs. Necessary actions are context-dependent and include effective governance, improved management and conservation, maximizing societal and environmental benefits from trade, increased equitability of distribution and innovation in food production, including continued development of low input and low impact aquaculture.
Timing of squid migration reflects North Atlantic climate variability.

PubMed

Sims, D W; Genner, M J; Southward, A J; Hawkins, S J

2001-12-22

The environmental and biotic conditions affecting fisheries for cephalopods are only partially understood. A problem central to this is how climate change may influence population movements by altering the availability of thermal resources. In this study we investigate the links between climate and sea-temperature changes and squid arrival time off southwestern England over a 20-year period. We show that veined squid (Loligo forbesi) migrate eastward in the English Channel earlier when water in the preceding months is warmer, and that higher temperatures and early arrival correspond with warm (positive) phases of the North Atlantic oscillation (NAO). The timing of squid peak abundance advanced by 120-150 days in the warmest years ('early' years) compared with the coldest ('late' years). Furthermore, sea-bottom temperature was closely linked to the extent of squid movement. Temperature increases over the five months prior to and during the month of peak squid abundance did not differ between early and late years, indicating squid responded to temperature changes independently of time of year. We conclude that the temporal variation in peak abundance of squid seen off Plymouth represents temperature-dependent movement, which is in turn mediated by climatic changes associated with the NAO. Such climate-mediated movement may be a widespread characteristic of cephalopod populations worldwide, and may have implications for future fisheries management because global warming may alter both the timing and location of peak population abundance.
Combining analytical frameworks to assess livelihood vulnerability to climate change and analyse adaptation options.

PubMed

Reed, M S; Podesta, G; Fazey, I; Geeson, N; Hessel, R; Hubacek, K; Letson, D; Nainggolan, D; Prell, C; Rickenbach, M G; Ritsema, C; Schwilch, G; Stringer, L C; Thomas, A D

2013-10-01

Experts working on behalf of international development organisations need better tools to assist land managers in developing countries maintain their livelihoods, as climate change puts pressure on the ecosystem services that they depend upon. However, current understanding of livelihood vulnerability to climate change is based on a fractured and disparate set of theories and methods. This review therefore combines theoretical insights from sustainable livelihoods analysis with other analytical frameworks (including the ecosystem services framework, diffusion theory, social learning, adaptive management and transitions management) to assess the vulnerability of rural livelihoods to climate change. This integrated analytical framework helps diagnose vulnerability to climate change, whilst identifying and comparing adaptation options that could reduce vulnerability, following four broad steps: i) determine likely level of exposure to climate change, and how climate change might interact with existing stresses and other future drivers of change; ii) determine the sensitivity of stocks of capital assets and flows of ecosystem services to climate change; iii) identify factors influencing decisions to develop and/or adopt different adaptation strategies, based on innovation or the use/substitution of existing assets; and iv) identify and evaluate potential trade-offs between adaptation options. The paper concludes by identifying interdisciplinary research needs for assessing the vulnerability of livelihoods to climate change.
Combining analytical frameworks to assess livelihood vulnerability to climate change and analyse adaptation options☆

PubMed Central

Reed, M.S.; Podesta, G.; Fazey, I.; Geeson, N.; Hessel, R.; Hubacek, K.; Letson, D.; Nainggolan, D.; Prell, C.; Rickenbach, M.G.; Ritsema, C.; Schwilch, G.; Stringer, L.C.; Thomas, A.D.

2013-01-01

Experts working on behalf of international development organisations need better tools to assist land managers in developing countries maintain their livelihoods, as climate change puts pressure on the ecosystem services that they depend upon. However, current understanding of livelihood vulnerability to climate change is based on a fractured and disparate set of theories and methods. This review therefore combines theoretical insights from sustainable livelihoods analysis with other analytical frameworks (including the ecosystem services framework, diffusion theory, social learning, adaptive management and transitions management) to assess the vulnerability of rural livelihoods to climate change. This integrated analytical framework helps diagnose vulnerability to climate change, whilst identifying and comparing adaptation options that could reduce vulnerability, following four broad steps: i) determine likely level of exposure to climate change, and how climate change might interact with existing stresses and other future drivers of change; ii) determine the sensitivity of stocks of capital assets and flows of ecosystem services to climate change; iii) identify factors influencing decisions to develop and/or adopt different adaptation strategies, based on innovation or the use/substitution of existing assets; and iv) identify and evaluate potential trade-offs between adaptation options. The paper concludes by identifying interdisciplinary research needs for assessing the vulnerability of livelihoods to climate change. PMID:25844020
Water System Adaptations To Hydrological Changes: Module 4, Water Quality Response to Land-use and Precipitation Changes : Case Study of Ohio River Valley, USA

EPA Science Inventory

This course focuses on water system adaptation to short-term and long-term climate and hydrologic stressors that affect water availability, water quality, security, and resilience. The course is organized into 15 sequential modules. The lectures will be augmented by weekly assign...
Connecting Psychological Science with Climate Change: A Persuasion and Social Influence Assignment

ERIC Educational Resources Information Center

Munro, Geoffrey D.; Behlen, Margaret M.

2017-01-01

Students often have little understanding of the role psychological science plays in informing us about the impact of human behavior when addressing climate change. We designed an assignment for a social psychology course based on Frantz and Mayer's use of the decision tree model of helping behavior to identify the psychological barriers that…
Bringing Climate Change into the Life Science Classroom: Essentials, Impacts on Life, and Addressing Misconceptions

ERIC Educational Resources Information Center

Hawkins, Amy J.; Stark, Louisa A.

2016-01-01

Climate change is at the forefront of our cultural conversation about science, influencing everything from presidential debates to Leonardo DiCaprio's 2016 Oscar acceptance speech. The topic is becoming increasingly socially and scientifically relevant but is no closer to being resolved. Most high school students take a life science course but…
NASA's Global Climate Change Education (GCCE) Program: New modules

NASA Astrophysics Data System (ADS)

Witiw, M. R.; Myers, R. J.; Schwerin, T. G.

2010-12-01

In existence for over 10 years, the Earth System Science Educational Alliance (ESSEA) through the Institute of Global Environmental Strategies (IGES) has developed a series of modules on Earth system science topics. To date, over 80 educational modules have been developed. The primary purpose of these modules is to provide graduate courses for teacher education. A typical course designed for teachers typically consists of from three to five content modules and a primer on problem-based learning. Each module is designed to take three weeks in a normal university semester. Course delivery methods vary. Some courses are completed totally online. Others are presented in the classroom. Still others are delivered using a hybrid method which combines classroom meetings with online delivery of content. Although originally designed for teachers and education students, recent changes, provide a format for general education students to use these module. In 2009, under NASA’s Global Climate Change Education (GCCE) initiative, IGES was tasked to develop 16 new modules addressing the topic of climate change. Two of the modules recently developed under this program address the topics of sunspots and thermal islands. Sunspots is a problem-based learning module where students are provided resources and sample investigations related to sunspots. The history of sunspot observations, the structure of sunspots and the possible role sunspots may have in Earth’s climate are explored. Students are then asked to determine what effects a continued minimum in sunspot activity may have on the climate system. In Thermal Islands, the topic of urban heat islands is addressed. How heat islands are produced and the role of urban heat islands in exacerbating heat waves are two of the topics covered in the resources. In this problem-based learning module, students are asked to think of mitigating strategies for these thermal islands as Earth’s urban population grows over the next 50 years. These modules were successfully piloted with undergraduate students at Seattle Pacific University.
Effects of Climate on the Zooplankton of the California Current

NASA Astrophysics Data System (ADS)

Lavaniegos, B. E.

2007-05-01

Almost six decades of sampling of the California Current system, carried out by the CalCOFI program (California Cooperative Fisheries Investigation) complemented by a decade of observations from the IMECOCAL program (Investigaciones Mexicanas de la Corriente de California), have revealed changing patterns in zooplankton abundances, species composition, and distributions over interannual through multidecadal time scales. Interannual changes associated with ENSO variability are manifested as strong but transitory perturbations in the mean annual cycle in seasonal abundances (and distributions) of particular species. An investigation of longer- term change, limited to the region off southern California, shows a persistent decline in zooplankton volumes (a proxy for overall biomass of macrozooplankton) between 1977 and 1998 that is considered to be a response to the well documented shift in basin-scale climate forcing that occurred in 1976-77. Further examination of this decline in zooplankton volumes indicates that it was due principally to the disappearance of several salp species after 1977. Other species and functional groups did not decline after the change in climate regime, while some species have followed persistent secular trends that appear to be associated more with the phenomenon of long-term global warming. Differences in the regional responses to climate change throughout the California Current system have also been observed recently in the spatial distribution of zooplankton biomass and changes in latitudinal ranges of certain species. For example, zooplankton biomass in the Baja California region show typical values for the 1997-98 El Niño that were followed by a decrease during the sharp transition to the cool La Niña conditions in 1999. This contrasts with the nearby region off southern California that was characterized by reduced biomass during the El Niño period and the subsequent recovery during the La Niña. Another regional contrast in zooplankton distribution observed recently was the significant presence of subarctic euphausiid species off Baja California during July 2005, while the krill collapsed in the region off Oregon in the same period. It is reasonable to suspect that regional contrasts in the zooplankton abundance and species distributions may increase as a response to latitudinal shifts in habitat character due to global warming.
Leveraging federal science data and tools to help communities & business build climate resilience

NASA Astrophysics Data System (ADS)

Herring, D.

2016-12-01

Decision-makers in every sector and region of the United States are seeking actionable science-based information to help them understand and manage their climate-related risks. Translating data, tools and information from the domain of climate science to the domains of municipal, social, and economic decision-making raises complex questions—e.g., how to communicate causes and impacts of climate variability and change; how to show projections of plausible future climate scenarios; how to characterize and quantify vulnerabilities, risks, and opportunities facing communities and businesses; and how to make and implement "win-win" adaptation plans. These are the types of challenges being addressed by a public-private partnership of federal agencies, academic institutions, non-governmental organizations, and private businesses that are contributing to the development of the U.S. Climate Resilience Toolkit (toolkit.climate.gov), a new website designed to help people build resilience to extreme events caused by both natural climate variability and long-term climate change. The site's Climate Explorer is designed to help people understand potential climate conditions over the course of this century. It offers easy access to downloadable maps, graphs, and data tables of observed and projected temperature, precipitation and other decision-relevant climate variables dating back to 1950 and out to 2100. Of course, climate change is only one of many variables affecting decisions about the future so the Toolkit also ties climate information to a wide range of other relevant tools and information to help users to explore their vulnerabilities and risks. In this session, we will describe recent enhancements to the Toolkit, lessons learned from user engagements, and evidence that our approach of coupling scientific information with actionable decision-making processes is helping Americans build resilience to climate-related impacts.
Serious Simulation Role-Playing Games for Transformative Climate Change Education: "World Climate" and "Future Climate"

NASA Astrophysics Data System (ADS)

Rooney-Varga, J. N.; Sterman, J.; Sawin, E.; Jones, A.; Merhi, H.; Hunt, C.

2012-12-01

Climate change, its mitigation, and adaption to its impacts are among the greatest challenges of our times. Despite the importance of societal decisions in determining climate change outcomes, flawed mental models about climate change remain widespread, are often deeply entrenched, and present significant barriers to understanding and decision-making around climate change. Here, we describe two simulation role-playing games that combine active, affective, and analytical learning to enable shifts of deeply held conceptions about climate change. The games, World Climate and Future Climate, use a state-of-the-art decision support simulation, C-ROADS (Climate Rapid Overview and Decision Support) to provide users with immediate feedback on the outcomes of their mitigation strategies at the national level, including global greenhouse gas (GHG) emissions and concentrations, mean temperature changes, sea level rise, and ocean acidification. C-ROADS outcomes are consistent with the atmosphere-ocean general circulation models (AOGCMS), such as those used by the IPCC, but runs in less than one second on ordinary laptops, providing immediate feedback to participants on the consequences of their proposed policies. Both World Climate and Future Climate role-playing games provide immersive, situated learning experiences that motivate active engagement with climate science and policy. In World Climate, participants play the role of United Nations climate treaty negotiators. Participant emissions reductions proposals are continually assessed through interactive exploration of the best available science through C-ROADS. Future Climate focuses on time delays in the climate and energy systems. Participants play the roles of three generations: today's policymakers, today's youth, and 'just born.' The game unfolds in three rounds 25 simulated years apart. In the first round, only today's policymakers make decisions; In the next round, the young become the policymakers and inherit the results of the earlier decisions, as simulated by C-ROADS. Preliminary evaluations show that both exercises have the potential to provide powerful learning experiences. University students who played World Climate in a climate change course cited it as one of the course activities "promoting the most learning." Students' responses on anonymous surveys and open-ended questions revealed that the experience affected them at visceral, as well as intellectual levels. All of the students recommended that the exercise be continued in future years and many felt that it was the most important learning experience of the semester. Similarly, understanding of climate change and the dynamics of the climate improved for the majority of Future Climate participants, and 90% of participants stated that they were more likely to take action to address climate change on a personal level because of their experience.
Climate responses to anthropogenic emissions of short-lived climate pollutants

NASA Astrophysics Data System (ADS)

Baker, L. H.; Collins, W. J.; Olivié, D. J. L.; Cherian, R.; Hodnebrog, Ø.; Myhre, G.; Quaas, J.; Samset, B. H.

2015-02-01

Policies to control air quality focus on mitigating emissions of aerosols and their precursors, and other short-lived climate pollutants (SLCPs). On a local scale, these policies will have beneficial impacts on health and crop yields, by reducing particulate matter (PM) and surface ozone concentrations; however, the climate impacts of reducing emissions of SLCPs are less straightforward to predict. In this paper we consider a set of idealised, extreme mitigation strategies, in which the total anthropogenic emissions of individual SLCP emissions species are removed. This provides an upper bound on the potential climate impacts of such air quality strategies. We focus on evaluating the climate responses to changes in anthropogenic emissions of aerosol precursor species: black carbon (BC), organic carbon (OC) and sulphur dioxide (SO2). We perform climate integrations with four fully coupled atmosphere-ocean global climate models (AOGCMs), and examine the effects on global and regional climate of removing the total land-based anthropogenic emissions of each of the three aerosol precursor species. We find that the SO2 emissions reductions lead to the strongest response, with all three models showing an increase in surface temperature focussed in the northern hemisphere high latitudes, and a corresponding increase in global mean precipitation and run-off. Changes in precipitation and run-off patterns are driven mostly by a northward shift in the ITCZ, consistent with the hemispherically asymmetric warming pattern driven by the emissions changes. The BC and OC emissions reductions give a much weaker forcing signal, and there is some disagreement between models in the sign of the climate responses to these perturbations. These differences between models are due largely to natural variability in sea-ice extent, circulation patterns and cloud changes. This large natural variability component to the signal when the ocean circulation and sea-ice are free-running means that the BC and OC mitigation measures do not necessarily lead to a discernible climate response.
Climate windows for Polynesian voyaging to New Zealand and Easter Island.

PubMed

Goodwin, Ian D; Browning, Stuart A; Anderson, Atholl J

2014-10-14

Debate about initial human migration across the immense area of East Polynesia has focused upon seafaring technology, both of navigation and canoe capabilities, while temporal variation in sailing conditions, notably through climate change, has received less attention. One model of Polynesian voyaging observes that as tradewind easterlies are currently dominant in the central Pacific, prehistoric colonization canoes voyaging eastward to and through central East Polynesia (CEP: Society, Tuamotu, Marquesas, Gambier, Southern Cook, and Austral Islands) and to Easter Island probably had a windward capacity. Similar arguments have been applied to voyaging from CEP to New Zealand against prevailing westerlies. An alternative view is that migration required reliable off-wind sailing routes. We investigate the marine climate and potential voyaging routes during the Medieval Climate Anomaly (MCA), A.D. 800-1300, when the initial colonization of CEP and New Zealand occurred. Paleoclimate data assimilation is used to reconstruct Pacific sea level pressure and wind field patterns at bidecadal resolution during the MCA. We argue here that changing wind field patterns associated with the MCA provided conditions in which voyaging to and from the most isolated East Polynesian islands, New Zealand, and Easter Island was readily possible by off-wind sailing. The intensification and poleward expansion of the Pacific subtropical anticyclone culminating in A.D. 1140-1260 opened an anomalous climate window for off-wind sailing routes to New Zealand from the Southern Austral Islands, the Southern Cook Islands, and Tonga/Fiji Islands.
Climate windows for Polynesian voyaging to New Zealand and Easter Island

PubMed Central

Goodwin, Ian D.; Browning, Stuart A.; Anderson, Atholl J.

2014-01-01

Debate about initial human migration across the immense area of East Polynesia has focused upon seafaring technology, both of navigation and canoe capabilities, while temporal variation in sailing conditions, notably through climate change, has received less attention. One model of Polynesian voyaging observes that as tradewind easterlies are currently dominant in the central Pacific, prehistoric colonization canoes voyaging eastward to and through central East Polynesia (CEP: Society, Tuamotu, Marquesas, Gambier, Southern Cook, and Austral Islands) and to Easter Island probably had a windward capacity. Similar arguments have been applied to voyaging from CEP to New Zealand against prevailing westerlies. An alternative view is that migration required reliable off-wind sailing routes. We investigate the marine climate and potential voyaging routes during the Medieval Climate Anomaly (MCA), A.D. 800–1300, when the initial colonization of CEP and New Zealand occurred. Paleoclimate data assimilation is used to reconstruct Pacific sea level pressure and wind field patterns at bidecadal resolution during the MCA. We argue here that changing wind field patterns associated with the MCA provided conditions in which voyaging to and from the most isolated East Polynesian islands, New Zealand, and Easter Island was readily possible by off-wind sailing. The intensification and poleward expansion of the Pacific subtropical anticyclone culminating in A.D. 1140–1260 opened an anomalous climate window for off-wind sailing routes to New Zealand from the Southern Austral Islands, the Southern Cook Islands, and Tonga/Fiji Islands. PMID:25267611
Global warming /climate change: Involving students using local example.

NASA Astrophysics Data System (ADS)

Isiorho, S. A.

2016-12-01

The current political climate has made it apparent that the general public does not believe in global warming. Also, there appears to be some confusion between global warming and climate change; global warming is one aspect of climate change. Most scientists believe there is climate change and global warming, although, there is still doubt among students on global warming. Some upper level undergraduate students are required to conduct water level/temperature measurements as part of their course grade. In addition to students having their individual projects, the various classes also utilize a well field within a wetland on campus to conduct group projects. Twelve wells in the well field on campus are used regularly by students to measure the depth of groundwater, the temperature of the waters and other basic water chemistry parameters like pH, conductivity and total dissolved solid (TDS) as part of the class group project. The data collected by each class is added to data from previous classes. Students work together as a group to interpret the data. More than 100 students have participated in this venture for more than 10 years of the four upper level courses: hydrogeology, environmental and urban geology, environmental conservation and wetlands. The temperature trend shows the seasonal variation as one would expect, but it also shows an upward trend (warming). These data demonstrate a change in climate and warming. Thus, the students participated in data collection, learn to write report and present their result to their peers in the classrooms.
Advancing breeding phenology does not affect incubation schedules in chestnut-crowned babblers: Opposing effects of temperature and wind.

PubMed

Capp, Elliot; Liebl, Andrea L; Cones, Alexandra G; Russell, Andrew F

2018-01-01

Projecting population responses to climate change requires an understanding of climatic impacts on key components of reproduction. Here, we investigate the associations among breeding phenology, climate and incubation schedules in the chestnut-crowned babbler ( Pomatostomus ruficeps ), a 50 g passerine with female-only, intermittent incubation that typically breeds from late winter (July) to early summer (November). During daylight hours, breeding females spent an average of 33 min on the nest incubating (hereafter on-bouts) followed by 24-min foraging (hereafter off-bouts), leading to an average daytime nest attentiveness of 60%. Nest attentiveness was 25% shorter than expected from allometric calculations, largely because off-bout durations were double the expected value for a species with 16 g clutches (4 eggs × 4 g/egg). On-bout durations and daily attentiveness were both negatively related to ambient temperature, presumably because increasing temperatures allowed more time to be allocated to foraging with reduced detriment to egg cooling. By contrast, on-bout durations were positively associated with wind speed, in this case because increasing wind speed exacerbated egg cooling during off-bouts. Despite an average temperature change of 12°C across the breeding season, breeding phenology had no effect on incubation schedules. This surprising result arose because of a positive relationship between temperature and wind speed across the breeding season: Any benefit of increasing temperatures was canceled by apparently detrimental consequences of increasing wind speed on egg cooling. Our results indicate that a greater appreciation for the associations among climatic variables and their independent effects on reproductive investment are necessary to understand the effects of changing climates on breeding phenology.

Earth System Science Education Centered on Natural Climate Variability

NASA Astrophysics Data System (ADS)

Ramirez, P. C.; Ladochy, S.; Patzert, W. C.; Willis, J. K.

2009-12-01

Several new courses and many educational activities related to climate change are available to teachers and students of all grade levels. However, not all new discoveries in climate research have reached the science education community. In particular, effective learning tools explaining natural climate change are scarce. For example, the Pacific Decadal Oscillation (PDO) is a main cause of natural climate variability spanning decades. While most educators are familiar with the shorter-temporal events impacting climate, El Niño and La Niña, very little has trickled into the climate change curriculum on the PDO. We have developed two online educational modules, using an Earth system science approach, on the PDO and its role in climate change and variability. The first concentrates on the discovery of the PDO through records of salmon catch in the Pacific Northwest and Alaska. We present the connection between salmon abundance in the North Pacific to changing sea surface temperature patterns associated with the PDO. The connection between sea surface temperatures and salmon abundance led to the discovery of the PDO. Our activity also lets students explore the role of salmon in the economy and culture of the Pacific Northwest and Alaska and the environmental requirements for salmon survival. The second module is based on the climate of southern California and how changes in the Pacific Ocean , such as the PDO and ENSO (El Niño-Southern Oscillation), influence regional climate variability. PDO and ENSO signals are evident in the long-term temperature and precipitation record of southern California. Students are guided in the module to discover the relationships between Pacific Ocean conditions and southern California climate variability. The module also provides information establishing the relationship between climate change and variability and the state's water, energy, agriculture, wildfires and forestry, air quality and health issues. Both modules will be reviewed for inclusion on the ESSEA (Earth Systems Science Education Alliance) course module list. ESSEA is a NSF-funded organization dedicated to K-12 online Earth system science education.
Exploring the Multifaceted Topic of Climate Change in Our Changing Climate and Living With Our Changing Climate

NASA Astrophysics Data System (ADS)

Brey, J. A.; Kauffman, C.; Geer, I. W.; Mills, E. W.; Nugnes, K. A.; Stimach, A. E.

2015-12-01

As the effects of climate change become more profound, climate literacy becomes increasingly important. The American Meteorological Society (AMS) responds to this need through the publication of Our Changing Climate and Living With Our Changing Climate. Both publications incorporate the latest scientific understandings of Earth's climate system from reports such as IPCC AR5 and the USGCRP's Third National Climate Assessment. Topic In Depth sections appear throughout each chapter and lead to more extensive, multidisciplinary information related to various topics. Additionally, each chapter closes with a For Further Exploration essay, which addresses specific topics that complement a chapter concept. Web Resources, which encourage additional exploration of chapter content, and Scientific Literature, from which chapter content was derived can also be found at the conclusion of each chapter. Our Changing Climate covers a breadth of topics, including the scientific principles that govern Earth's climate system and basic statistics and geospatial tools used to investigate the system. Released in fall 2015, Living With Our Changing Climate takes a more narrow approach and investigates human and ecosystem vulnerabilities to climate change, the role of energy choices in affecting climate, actions humans can take through adaption, mitigation, and policy to lessen vulnerabilities, and psychological and financial reasons behind climate change denial. While Living With Our Changing Climate is intended for programs looking to add a climate element into their curriculum, Our Changing Climate is part of the AMS Climate Studies course. In a 2015 survey of California University of Pennsylvania undergraduate students using Our Changing Climate, 82% found it comfortable to read and utilized its interactive components and resources. Both ebooks illuminate the multidisciplinary aspect of climate change, providing the opportunity for a more sustainable future.
Implementation of an Environmental Education Course to Improve Pre-Service Elementary Teachers' Environmental Literacy and Self-Efficacy Beliefs

ERIC Educational Resources Information Center

Saribas, Deniz; Kucuk, Zerrin Doganca; Ertepinar, Hamide

2017-01-01

This study aims to investigate effects of a treatment implemented in an environmental education course on pre-service elementary teachers' environmental literacy and self-efficacy beliefs. During the course, 58 participants were informed about basic concepts of ecology, went to climate change exhibition, and prepared presentations and reflections…
Climate Change: Creating an Integrated Framework for Improving School Climate

ERIC Educational Resources Information Center

Alliance for Excellent Education, 2013

2013-01-01

This report from the Alliance finds that schools that struggle most with providing a positive school climate more often disproportionately serve students of color and low-income students. It also confirms that students of color and students from low-income families are less likely to have access to rigorous course work and experienced teachers,…
Engaging Students in Climate Change Science and Communication through a Multi-disciplinary Study Abroad Program

NASA Astrophysics Data System (ADS)

North, L. A.; Polk, J.; Strenecky, B.

2014-12-01

The implications of the climate change phenomenon are far-reaching, and will impact every person on Earth. These problems will be complex, and will require leaders well-versed in interdisciplinary learning and international understanding. To employ a multi-disciplinary approach to studying the impact climate change is having in the world in which we live, a team of 57 Western Kentucky University (WKU) faculty, staff, and students participated in a study abroad program to seven ports in the North Sea and North Atlantic, including three ports in Iceland, onboard the Semester at Sea ship, MV Explorer. This program combined interdisciplinary learning, service learning, and international understanding toward the goal of preparing the leaders of tomorrow with the skills to address climate change challenges. Together, the group learned how climate change affects the world from varied academic perspectives, and how more often than not these perspectives are closely interrelated. Courses taught during the experience related to climate change science and communication, economics, future trends, and K-12 education. Each student also participated in a The $100 Solution™ service-learning course. While in port, each class engaged in a discipline-specific activities related to the climate change topic, while at sea students participated in class lectures, engaged in shipboard lectures by international experts in their respective fields, and participated in conversations with lifelong learners onboard the ship. A culminating point of the study abroad experience was a presentation by the WKU students to over 100 persons from the University of Akureyri in Akureyri, Iceland, representatives of neighboring Icelandic communities, environmental agencies, and tourism bureaus about what they had learned about climate change during their travels. By forging this relationship, students were able to share their knowledge, which in turn gave them a deeper understanding of the issues they were learning throughout the voyage.
Who Is Learning About Climate Change in American Schools? An Analysis of Climate Change in Curriculum Standards

NASA Astrophysics Data System (ADS)

Golden, B. W.; Francis, T. K.

2014-12-01

This work attempts to answer the question "how much, if any, climate change, exists in middle and high school curricula in the United States?" A necessary first step towards this answer involves an examination of Global Climate Change (GCC) coverage in the requisite standards documents. Until recently, each state had its own science framework, with four states (at the time of writing) having already adopted the new Next Generation Science Standards (NGSS) (Achieve, Inc, 2013). This work reports on an analysis of the extent to which GCC exists within the content frameworks of each state, including the NGSS. The analysis began with a word search for such content as "climate change", "greenhouse effect", and "global warming". We then searched through the remainder of the documents in question to understand the nuance of each framework. Each framework was then scored on a scale form zero (no mention of climate change) to four (climate change is explicit, an anthropogenic potential cause is emphasized, and GCC appears within at least one standard of its own). Eighteen states scored a zero, while only five states scored a four. This is particularly troubling, in light of recent statements of scientific consensus (AAAS, 2006; 2009; AGU, 2013; IPCC, 2007). While the NGSS scored well, it is unclear what this means in terms of actual students encountering the subject of climate change in actual classroom. Attention is given to some still-problematic aspects of GCC content are addressed, including its focus largely within courses not required for graduation, as well as the murky details of the yet-to-be determined processes by which individual states will choose to test, or not to test, the subject matter. The authors conclude that as of 2013, there is little evidence that students in most states are required to take courses which include significant aspects of GCC in their curricula.
Changes in High School Vocational Coursetaking in a Larger Perspective. Stats in Brief.

ERIC Educational Resources Information Center

Hurst, David; Hudson, Lisa

The decline in vocational coursetaking from 1982-1998 is relatively small compared to increases in academic coursetaking. The potential trade-off between academic and vocational coursetaking seems to have been mitigated by students taking more courses overall and fewer courses in the general curriculum. Further, the decline in vocational…
An innovative cross-sectoral method for implementation of trade-off adaptation strategy assessment under climate change

NASA Astrophysics Data System (ADS)

Tsao, Jung-Hsuan; Tung, Ching-Pin; Liu, Tzu-Ming

2014-05-01

Climate change will increase sharp risks to the water and food supply in coming decades. Although impact assessment and adaptation evaluation has been discussed a lot in recent years, the importance of adaptation implement should not be ignored. In Taiwan, and elsewhere, fallow is an option of adaptation strategy under climate change. Fallow would improve the water scarcity of domestic use, but the food security might be threatened. The trade-off effects of adaptation actions are just like the side effects of medicine which cannot be avoided. Thus, managing water resources with an integrated approach will be urgent. This study aims to establish a cross-sectoral framework for implementation the trade-off adaptation strategy. Not only fallow, but also other trade-off strategy like increasing the percentage of national grain self-sufficiency would be analyzed by a rational decision process. The recent percentage of grain self-sufficiency in Taiwan is around 32, which was decreasing from 53 thirty years ago. Yet, the goal of increasing grain self-sufficiency means much more water must be used in agriculture. In that way, domestic users may face the water shortage situation. Considering the conflicts between water supply and food security, the concepts from integrative negotiation are appropriate to apply. The implementation of trade-off adaptation strategies needs to start by quantifying the utility of water supply and food security were be quantified. Next, each side's bottom line can be found by BATNA (Best Alternative to a Negotiated Agreement) and ZOPA (Zone of Possible Agreement). ZOPA provides the entire possible outcomes, and BATNA ensures the efficiency of adaptation actions by moving along with Pareto frontier. Therefore, the optimal percentage of fallow and grain self-sufficiency can be determined. Furthermore, BATNA also provides the pathway step by step which can be a guideline of adaptation strategies. This framework allows analysts and stakeholder to systematically evaluate trade-off adaptation strategies and indicate the priority to implement.
Mass extinction of ocean organisms at the Paleozoic-Mesozoic boundary: Effects and causes

NASA Astrophysics Data System (ADS)

Barash, M. S.

2012-04-01

At the end of the Permian, at the boundary between the Paleozoic and Mesozoic (251.0 ± 0.4 Ma), the largest mass extinction of organisms on the Earth occurred. Up to 96% of the species of marine invertebrates and ˜70% of the terrestrial vertebrates died off. A lot of factors were suggested and substantiated to explain this mass mortality, such as the disappearance of environmental niches in the course of the amalgamation of the continental plates into Pangea, sea level fluctuations, anoxia, an elevated CO2 content, H2S intoxication, volcanism, methane discharge from gas-hydrates, climate changes, impact events (collisions with large asteroids), or combinations of many of these reasons. Some of these factors are in subordination to others, while others are independent. Almost all of these factors developed relatively slowly and could not cause the sudden mass mortality of organisms globally. It could have happened when large asteroids, whose craters have been discovered lately, fell to the Earth. It is suggested that the impact events "finished off" the already suppressed biota. A simultaneous change in many of the factors responsible for the biodiversity, including those not connected in a cause-and-effect relationship, proves the existence of a common extrater-restrial cause that affected both the changes in the internal and external geospheres and the activation of asteroid attacks (the Sun's transit of spiral arms of our galaxy, the Sun's oscillations perpendicularly to the galactic plane, etc).
Climate in Earth history

NASA Technical Reports Server (NTRS)

Berger, W. H.; Crowell, J. C.

1982-01-01

Complex atmosphere-ocean-land interactions govern the climate system and its variations. During the course of Earth history, nature has performed a large number of experiments involving climatic change; the geologic record contains much information regarding these experiments. This information should result in an increased understanding of the climate system, including climatic stability and factors that perturb climate. In addition, the paleoclimatic record has been demonstrated to be useful in interpreting the origin of important resources-petroleum, natural gas, coal, phosphate deposits, and many others.
Prediction of the wash-off of traffic related semi- and non-volatile organic compounds from urban roads under climate change influenced rainfall characteristics.

PubMed

Mahbub, Parvez; Goonetilleke, Ashantha; Ayoko, Godwin A

2012-04-30

Traffic generated semi- and non-volatile organic compounds (SVOCs and NVOCs) pose a serious threat to human and ecosystem health when washed off into receiving water bodies by stormwater. Climate change influenced rainfall characteristics makes the estimation of these pollutants in stormwater quite complex. The research study discussed in the paper developed a prediction framework for such pollutants under the dynamic influence of climate change on rainfall characteristics. It was established through principal component analysis (PCA) that the intensity and durations of low to moderate rain events induced by climate change mainly affect the wash-off of SVOCs and NVOCs from urban roads. The study outcomes were able to overcome the limitations of stringent laboratory preparation of calibration matrices by extracting uncorrelated underlying factors in the data matrices through systematic application of PCA and factor analysis (FA). Based on the initial findings from PCA and FA, the framework incorporated orthogonal rotatable central composite experimental design to set up calibration matrices and partial least square regression to identify significant variables in predicting the target SVOCs and NVOCs in four particulate fractions ranging from >300 to 1 μm and one dissolved fraction of <1 μm. For the particulate fractions in >300-1 μm range, similar distributions of predicted and observed concentrations of the target compounds from minimum to 75th percentile were achieved. The inter-event coefficient of variations for particulate fractions of >300-1 μm was 5-25%. The limited solubility of the target compounds in stormwater restricted the predictive capacity of the proposed method for the dissolved fraction of <1 μm. Copyright © 2012 Elsevier B.V. All rights reserved.
Reconstructing Student Conceptions of Climate Change; An Inquiry Approach

NASA Astrophysics Data System (ADS)

McClelland, J. Collin

No other environmental issue today has as much potential to alter life on Earth as does global climate change. Scientific evidence continues to grow; indicating that climate change is occurring now, and that change is a result of human activities (National Research Council [NRC], 2010). The need for climate literacy in society has become increasingly urgent. Unfortunately, understanding the concepts necessary for climate literacy remains a challenge for most individuals. A growing research base has identified a number of common misconceptions people have about climate literacy concepts (Leiserowitz, Smith, & Marlon 2011; Shepardson, Niyogi, Choi, & Charusombat, 2009). However, few have explored this understanding in high school students. This sequential mixed methods study explored the changing conceptions of global climate change in 90 sophomore biology students through the course of their participation in an eight-week inquiry-based global climate change unit. The study also explored changes in students' attitudes over the course of the study unit, contemplating possible relationships between students' conceptual understanding of and attitudes toward global climate change. Phase I of the mixed methods study included quantitative analysis of pre-post content knowledge and attitude assessment data. Content knowledge gains were statistically significant and over 25% of students in the study shifted from an expressed belief of denial or uncertainty about global warming to one of belief in it. Phase II used an inductive approach to explore student attitudes and conceptions. Conceptually, very few students grew to a scientifically accurate understanding of the greenhouse effect or the relationship between global warming and climate change. However, they generally made progress in their conceptual understanding by adding more specific detail to explain their understanding. Phase III employed a case study approach with eight purposefully selected student cases, identifying five common conceptual and five common attitudebased themes. Findings suggest similar misconceptions revealed in prior research also occurred in this study group. Some examples include; connecting global warming to the hole in the ozone layer, and falsely linking unrelated environmental issues like littering to climate change. Data about students' conceptual understanding of energy may also have implications for education research curriculum development. Similar to Driver & While no statistical relationship between students' attitudes about global climate change and overall conceptual understanding emerged, some data suggested that climate change skeptics may perceive the concept of evidence differently than non-skeptics. One-way ANOVA data comparing skeptics with other students on evidence-based assessment items was significant. This study offers insights to teachers of potential barriers students face when trying to conceptualize global climate change concepts. More importantly it reinforces the idea that students generally find value in learning about global climate change in the classroom.
Incorporating climate change into systematic conservation planning

USGS Publications Warehouse

Groves, Craig R.; Game, Edward T.; Anderson, Mark G.; Cross, Molly; Enquist, Carolyn; Ferdana, Zach; Girvetz, Evan; Gondor, Anne; Hall, Kimberly R.; Higgins, Jonathan; Marshall, Rob; Popper, Ken; Schill, Steve; Shafer, Sarah L.

2012-01-01

The principles of systematic conservation planning are now widely used by governments and non-government organizations alike to develop biodiversity conservation plans for countries, states, regions, and ecoregions. Many of the species and ecosystems these plans were designed to conserve are now being affected by climate change, and there is a critical need to incorporate new and complementary approaches into these plans that will aid species and ecosystems in adjusting to potential climate change impacts. We propose five approaches to climate change adaptation that can be integrated into existing or new biodiversity conservation plans: (1) conserving the geophysical stage, (2) protecting climatic refugia, (3) enhancing regional connectivity, (4) sustaining ecosystem process and function, and (5) capitalizing on opportunities emerging in response to climate change. We discuss both key assumptions behind each approach and the trade-offs involved in using the approach for conservation planning. We also summarize additional data beyond those typically used in systematic conservation plans required to implement these approaches. A major strength of these approaches is that they are largely robust to the uncertainty in how climate impacts may manifest in any given region.
Techniques for integrating the animations, multimedia, and interactive features of NASA’s climate change website, Climate Change: NASA’s Eyes on the Earth, into the classroom to advance climate literacy and encourage interest in STEM disciplines

NASA Astrophysics Data System (ADS)

Tenenbaum, L. F.; Jackson, R.; Greene, M.

2009-12-01

I developed a variety of educational content for the "Climate Change: NASA’s Eyes on the Earth" website, notably an interactive feature for the "Key Indicators: Ice Mass Loss" link that includes photo pair images of glaciers around the world, changes in Arctic sea ice extent videos, Greenland glacial calving time lapse videos, and Antarctic ice shelf break up animations, plus news pieces and a Sea Level Quiz. I integrated these resources and other recent NASA and JPL climate and oceanography data and information into climate change components of Oceanography Lab exercises, Oceanography lectures and Introduction to Environmental Technology courses. I observed that using these Internet interactive features in the classroom greatly improved student participation, topic comprehension, scientific curiosity and interest in Earth and climate science across diverse student populations. Arctic Sea Ice Extent Summer 2007 Credit: NASA
On a collision course: competition and dispersal differences create no-analogue communities and cause extinctions during climate change

PubMed Central

Urban, Mark C.; Tewksbury, Josh J.; Sheldon, Kimberly S.

2012-01-01

Most climate change predictions omit species interactions and interspecific variation in dispersal. Here, we develop a model of multiple competing species along a warming climatic gradient that includes temperature-dependent competition, differences in niche breadth and interspecific differences in dispersal ability. Competition and dispersal differences decreased diversity and produced so-called ‘no-analogue’ communities, defined as a novel combination of species that does not currently co-occur. Climate change altered community richness the most when species had narrow niches, when mean community-wide dispersal rates were low and when species differed in dispersal abilities. With high interspecific dispersal variance, the best dispersers tracked climate change, out-competed slower dispersers and caused their extinction. Overall, competition slowed the advance of colonists into newly suitable habitats, creating lags in climate tracking. We predict that climate change will most threaten communities of species that have narrow niches (e.g. tropics), vary in dispersal (most communities) and compete strongly. Current forecasts probably underestimate climate change impacts on biodiversity by neglecting competition and dispersal differences. PMID:22217718
Ichthyoplankton Time Series: A Potential Ocean Observing Network to Provide Indicators of Climate Impacts on Fish Communities along the West Coast of North America

NASA Astrophysics Data System (ADS)

Koslow, J. A.; Brodeur, R.; Duffy-Anderson, J. T.; Perry, I.; jimenez Rosenberg, S.; Aceves, G.

2016-02-01

Ichthyoplankton time series available from the Bering Sea, Gulf of Alaska and California Current (Oregon to Baja California) provide a potential ocean observing network to assess climate impacts on fish communities along the west coast of North America. Larval fish abundance reflects spawning stock biomass, so these data sets provide indicators of the status of a broad range of exploited and unexploited fish populations. Analyses to date have focused on individual time series, which generally exhibit significant change in relation to climate. Off California, a suite of 24 midwater fish taxa have declined > 60%, correlated with declining midwater oxygen concentrations, and overall larval fish abundance has declined 72% since 1969, a trend based on the decline of predominantly cool-water affinity taxa in response to warming ocean temperatures. Off Oregon, there were dramatic differences in community structure and abundance of larval fishes between warm and cool ocean conditions. Midwater deoxygenation and warming sea surface temperature trends are predicted to continue as a result of global climate change. US, Canadian, and Mexican fishery scientists are now collaborating in a virtual ocean observing network to synthesize available ichthyoplankton time series and compare patterns of change in relation to climate. This will provide regional indicators of populations and groups of taxa sensitive to warming, deoxygenation and potentially other stressors, establish the relevant scales of coherence among sub-regions and across Large Marine Ecosystems, and provide the basis for predicting future climate change impacts on these ecosystems.
Comparing approaches for using climate projections in assessing water resources investments for systems with multiple stakeholder groups

NASA Astrophysics Data System (ADS)

Hurford, Anthony; Harou, Julien

2015-04-01

Climate change has challenged conventional methods of planning water resources infrastructure investment, relying on stationarity of time-series data. It is not clear how to best use projections of future climatic conditions. Many-objective simulation-optimisation and trade-off analysis using evolutionary algorithms has been proposed as an approach to addressing complex planning problems with multiple conflicting objectives. The search for promising assets and policies can be carried out across a range of climate projections, to identify the configurations of infrastructure investment shown by model simulation to be robust under diverse future conditions. Climate projections can be used in different ways within a simulation model to represent the range of possible future conditions and understand how optimal investments vary according to the different hydrological conditions. We compare two approaches, optimising over an ensemble of different 20-year flow and PET timeseries projections, and separately for individual future scenarios built synthetically from the original ensemble. Comparing trade-off curves and surfaces generated by the two approaches helps understand the limits and benefits of optimising under different sets of conditions. The comparison is made for the Tana Basin in Kenya, where climate change combined with multiple conflicting objectives of water management and infrastructure investment mean decision-making is particularly challenging.
Recent developments related to climate change

DOE Office of Scientific and Technical Information (OSTI.GOV)

Lashof, D.A.

1995-12-31

This presentation discusses 8 items that are related to climate change: 1. Berlin mandate calls for emission reduction protocol by 1997; 2. Global temperatures return to record levels in 1994; 3. Shift of timing of seasons detected; 4. Zooplankton declined 80% off the Southern California coast; 5. Disease outbreaks linked to extreme weather; 6. Huge iceberg formed from Antartic ice shelf; 7. Latest model results match temperature record; 8. Stratospheric water vapor increase due to warming.
Carbon dioxide emission implications if hydrofluorocarbons are regulated: a refrigeration case study.

PubMed

Blowers, Paul; Lownsbury, James M

2010-03-01

The U.S. is strongly considering regulating hydrofluorocarbons (HFCs) due to their global climate change forcing effects. A drop-in replacement hydrofluoroether has been evaluated using a gate-to-grave life cycle assessment of greenhouse gas emissions for the trade-offs between direct and indirect carbon dioxide equivalent emissions compared to a current HFC and a historically used refrigerant. The results indicate current regulations being considered may increase global climate change.
Alteration of host-pathogen interactions in the wake of climate change - Increasing risk for shellfish associated infections?

PubMed

Hernroth, Bodil E; Baden, Susanne P

2018-02-01

The potential for climate-related spread of infectious diseases through marine systems has been highlighted in several reports. With this review we want to draw attention to less recognized mechanisms behind vector-borne transmission pathways to humans. We have focused on how the immune systems of edible marine shellfish, the blue mussels and Norway lobsters, are affected by climate related environmental stressors. Future ocean acidification (OA) and warming due to climate change constitute a gradually increasing persistent stress with negative trade-off for many organisms. In addition, the stress of recurrent hypoxia, inducing high levels of bioavailable manganese (Mn) is likely to increase in line with climate change. We summarized that OA, hypoxia and elevated levels of Mn did have an overall negative effect on immunity, in some cases also with synergistic effects. On the other hand, moderate increase in temperature seems to have a stimulating effect on antimicrobial activity and may in a future warming scenario counteract the negative effects. However, rising sea surface temperature and climate events causing high land run-off promote the abundance of naturally occurring pathogenic Vibrio and will in addition, bring enteric pathogens which are circulating in society into coastal waters. Moreover, the observed impairments of the immune defense enhance the persistence and occurrence of pathogens in shellfish. This may increase the risk for direct transmission of pathogens to consumers. It is thus essential that in the wake of climate change, sanitary control of coastal waters and seafood must recognize and adapt to the expected alteration of host-pathogen interactions. Copyright © 2017 Elsevier Inc. All rights reserved.

Large-scale impact of climate change vs. land-use change on future biome shifts in Latin America.

PubMed

Boit, Alice; Sakschewski, Boris; Boysen, Lena; Cano-Crespo, Ana; Clement, Jan; Garcia-Alaniz, Nashieli; Kok, Kasper; Kolb, Melanie; Langerwisch, Fanny; Rammig, Anja; Sachse, René; van Eupen, Michiel; von Bloh, Werner; Clara Zemp, Delphine; Thonicke, Kirsten

2016-11-01

Climate change and land-use change are two major drivers of biome shifts causing habitat and biodiversity loss. What is missing is a continental-scale future projection of the estimated relative impacts of both drivers on biome shifts over the course of this century. Here, we provide such a projection for the biodiverse region of Latin America under four socio-economic development scenarios. We find that across all scenarios 5-6% of the total area will undergo biome shifts that can be attributed to climate change until 2099. The relative impact of climate change on biome shifts may overtake land-use change even under an optimistic climate scenario, if land-use expansion is halted by the mid-century. We suggest that constraining land-use change and preserving the remaining natural vegetation early during this century creates opportunities to mitigate climate-change impacts during the second half of this century. Our results may guide the evaluation of socio-economic scenarios in terms of their potential for biome conservation under global change. © 2016 John Wiley & Sons Ltd.
Managing for climate change on protected areas: An adaptive management decision making framework.

PubMed

Tanner-McAllister, Sherri L; Rhodes, Jonathan; Hockings, Marc

2017-12-15

Current protected area management is becoming more challenging with advancing climate change and current park management techniques may not be adequate to adapt for effective management into the future. The framework presented here provides an adaptive management decision making process to assist protected area managers with adapting on-park management to climate change. The framework sets out a 4 step process. One, a good understanding of the park's context within climate change. Secondly, a thorough understanding of the park management systems including governance, planning and management systems. Thirdly, a series of management options set out as an accept/prevent change style structure, including a systematic assessment of those options. The adaptive approaches are defined as acceptance of anthropogenic climate change impact and attempt to adapt to a new climatic environment or prevention of change and attempt to maintain current systems under new climatic variations. Last, implementation and monitoring of long term trends in response to ecological responses to management interventions and assessing management effectiveness. The framework addresses many issues currently with park management in dealing with climate change including the considerable amount of research focussing on 'off-reserve' strategies, and threats and stress focused in situ park management. Copyright © 2017 Elsevier Ltd. All rights reserved.
Historians probe geophysics in Seattle

NASA Astrophysics Data System (ADS)

Fleming, James R.

The history of geophysics is becoming a “hot topic” among historians of science and technology. While previous annual meetings of the History of Science Society had few papers on the topic, the latest meeting of the society on October 25-28, 1990, in Seattle featured three sessions with a total of 11 papers. Two “works in progress” papers were also on geophysical topics.The first session on the history of geophysics was Climate Change in Historical Perspective. In spite of all the recent attention given to global warming, it is important to remember that climatic change is not a new issue. Indeed, measured over the course of centuries, approaches to the study of climate and ideas about climatic change have been changing more rapidly than the climate itself. In addition to being interesting in its own right, the history of climatic change is beginning to play a crucial role in global change education, research, and policy decisions. Papers in this session spanned 200 years of the history of climatology as a science and climatic change as an issue.
21st century United States emissions mitigation could increase water stress more than the climate change it is mitigating.

PubMed

Hejazi, Mohamad I; Voisin, Nathalie; Liu, Lu; Bramer, Lisa M; Fortin, Daniel C; Hathaway, John E; Huang, Maoyi; Kyle, Page; Leung, L Ruby; Li, Hong-Yi; Liu, Ying; Patel, Pralit L; Pulsipher, Trenton C; Rice, Jennie S; Tesfa, Teklu K; Vernon, Chris R; Zhou, Yuyu

2015-08-25

There is evidence that warming leads to greater evapotranspiration and surface drying, thus contributing to increasing intensity and duration of drought and implying that mitigation would reduce water stresses. However, understanding the overall impact of climate change mitigation on water resources requires accounting for the second part of the equation, i.e., the impact of mitigation-induced changes in water demands from human activities. By using integrated, high-resolution models of human and natural system processes to understand potential synergies and/or constraints within the climate-energy-water nexus, we show that in the United States, over the course of the 21st century and under one set of consistent socioeconomics, the reductions in water stress from slower rates of climate change resulting from emission mitigation are overwhelmed by the increased water stress from the emissions mitigation itself. The finding that the human dimension outpaces the benefits from mitigating climate change is contradictory to the general perception that climate change mitigation improves water conditions. This research shows the potential for unintended and negative consequences of climate change mitigation.
Valuation of climate-change effects on Mediterranean shrublands.

PubMed

Riera, Pere; Peñuelas, Josep; Farreras, Verónica; Estiarte, Marc

2007-01-01

In general, the socioeconomic analysis of natural systems does not enter into the realms of natural science. This paper, however, estimates the human-welfare effects of possible physicochemical and biological impacts of climate change on Mediterranean shrublands over the coming 50 years. The contingent choice method was applied to elicit the trade-offs in perceived values for three climate-sensitive attributes of shrubland (plant cover, fire risk, and soil erosion) and for the costs of programs designed to mitigate changes. Soil erosion was found to be the attribute of shrubland that most concerned the population, followed by fire risk and then plant cover. An increase of 1% in the shrubland area affected by erosion was estimated to cost each person on average 2.9 euros per year in terms of lost welfare, a figure that is equivalent in terms of perceptions of social welfare to an increase of 0.24% in the shrub area burned annually and a decrease of 3.19% in the area of plant cover. These trade-off values may help ecologists, policy makers, and land managers to take social preferences into account.
Climate change and health: global to local influences on disease risk.

PubMed

Patz, J A; Olson, S H

2006-01-01

The World Health Organization has concluded that the climatic changes that have occurred since the mid 1970s could already be causing annually over 150,000 deaths and five million disability-adjusted life-years (DALY), mainly in developing countries. The less developed countries are, ironically, those least responsible for causing global warming. Many health outcomes and diseases are sensitive to climate, including: heat-related mortality or morbidity; air pollution-related illnesses; infectious diseases, particularly those transmitted, indirectly, via water or by insect or rodent vectors; and refugee health issues linked to forced population migration. Yet, changing landscapes can significantly affect local weather more acutely than long-term climate change. Land-cover change can influence micro-climatic conditions, including temperature, evapo-transpiration and surface run-off, that are key determinants in the emergence of many infectious diseases. To improve risk assessment and risk management of these synergistic processes (climate and land-use change), more collaborative efforts in research, training and policy-decision support, across the fields of health, environment, sociology and economics, are required.
Climate Change: A "Green" Approach to Teaching Contemporary Germany

ERIC Educational Resources Information Center

Melin, Charlotte

2013-01-01

This article describes a newly designed upper division German language course, "Contemporary Germany: Food, Energy Politics," and two sampling methods of assessment for measuring parallel gains in German skills and sustainable development (SD) thinking. Second Language Acquisition (SLA) informed course design, key assignments, and…
Shaping the global landscape in the Anthropocene

NASA Astrophysics Data System (ADS)

Lotze-Campen, H.

2012-12-01

In the emerging era of the Anthropocene (Crutzen and Stoermer 2000) most ecosystems are either directly or indirectly influenced by human activities, and neither socio-economic processes nor environmental changes can be understood without taking their interactions into account. Social transitions towards more sustainable development paths will only be achieved through a co-evolution process of society and nature. Both are parts of one integrated "Earth system", where land and water use are key linking elements. In the industrialised countries the transition task will have to focus on maintaining current standards of living while reducing the demand for ecosystem services. In the developing countries the major challenge will be to raise income levels substantially and find more sustainable development paths that try to minimise the negative side-effects of economic growth. Due to technological changes and a globally integrated economy, human society is now in a position where it has to ask itself: "What kind of landscapes and ecosystems do we really want in the future?" Shaping environmental conditions in the course of economic growth and climate change becomes a social management task. While many environmental and social problems have to be dealt with at the regional and national scale, in some areas, like climate change and international trade, the level of analysis and political action extends to the global scale. The allocation of land and water resources for different human uses has to be consciously managed. The potential and limitations of different options and the trade-offs between land expansion, increased land use intensity and re-allocation between different uses have to be carefully assessed. While agricultural productivity has continuously grown in the past, a slowing pace has to be expected in many regions in the future. Water may pose the most serious limitation to future global food and bioenergy supplies. Rising crop outputs per unit of land and water are essential to feed growing demands. The technological and organisational changes required to increase productivity will only be achieved through continuous investments and appropriate institutional settings and incentives. Strategies for a "sustainable land management" will only emerge from truly integrated methods of analysis. These have to combine theories, models and data from various social sciences (e.g. economics, sociology, psychology) and natural sciences (e.g. ecology, hydrology, biogeochemistry). We provide an integrated assessment approach for modeling global landscape change and related management options, including changes in lifestyles and global consumption patterns. The global biogeochemistry model LPJmL (Bondeau et al. 2007) is linked to the economic land and water use model MAgPIE (Lotze-Campen et al. 2008) and the economy-climate model REMIND-R (Leimbach et al. 2010). We illustrate the trade-offs between different societal goals with regard to land use and landscape diversity. Finally, we provide a research design for multi-scale analysis of landscape change through a combination of regional case studies with our global models of the economy, biosphere, and climate.
Active Climate Stabilization: Practical Physics-Based Approaches to Prevention of Climate Change

DOE R&D Accomplishments Database

Teller, E.; Hyde, T.; Wood, L.

2002-04-18

We offer a case for active technical management of the radiative forcing of the temperatures of the Earth's fluid envelopes, rather than administrative management of atmospheric greenhouse gas inputs, in order to stabilize both the global- and time-averaged climate and its mesoscale features. We suggest that active management of radiative forcing entails negligible--indeed, likely strongly negative--economic costs and environmental impacts, and thus best complies with the pertinent mandate of the UN Framework Convention on Climate Change. We propose that such approaches be swiftly evaluated in sub-scale in the course of an intensive international program.
Navy Underway

Science.gov Websites

Change of Command DDG-51 Program Marks Start of Construction Milestones at BIW, HII 2017 Sailors of the Deployed NETSAFA Holds Change of Command Pacific Partnership 2018 Kicks-Off in Thailand for First Time Forrest Sherman Holds Change of Command Suicide Prevention: ASIST Course Teaches Service Members to
Plant responses, climate pivot points, and trade-offs in water-limited ecosystems

USGS Publications Warehouse

Munson, Seth M.

2013-01-01

Plant species in dryland ecosystems are limited by water availability and may be vulnerable to increases in aridity. Methods are needed to monitor and assess the rate of change in plant abundance and composition in relation to climate, understand the potential for degradation in dryland ecosystems, and forecast future changes in plant species assemblages. I employ nearly a century of vegetation monitoring data from three North American deserts to demonstrate an approach to determine plant species responses to climate and critical points over a range of climatic conditions at which plant species shift from increases to decreases in abundance (climate pivot points). I assess these metrics from a site to regional scale and highlight how these indicators of plant performance can be modified by the physical and biotic environment. For example, shrubs were more responsive to drought and high temperatures on shallow soils with limited capacity to store water and fine-textured soils with slow percolation rates, whereas perennial grasses were more responsive to precipitation in sparse shrublands than in relatively dense grasslands and shrublands, where competition for water is likely more intense. The responses and associated climate pivot points of plant species aligned with their lifespan and structural characteristics, and the relationship between responses and climate pivot points provides evidence of the trade-off between the capacity of a plant species to increase in abundance when water is available and its drought resistance.
Climate Change Risk Management Consulting: The opportunity for an independent business practice

NASA Astrophysics Data System (ADS)

Ciccozzi, R.

2009-04-01

The Paper outlines the main questions to be addressed with reference to the actual demand of climate change risk management consulting, in the financial services. Moreover, the Project shall also try to investigate if the Catastrophe Modelling Industry can start and manage a business practice specialised on climate change risk exposures. In this context, the Paper aims at testing the possibility to build a sound business case, based upon typical MBA course analysis tools, such as PEST(LE), SWOT, etc. Specific references to the tools to be used and to other contribution from academic literature and general documentation are also discussed in the body of the Paper and listed at the end. The analysis shall also focus on the core competencies required for an independent climate change risk management consulting business practice, with the purpose to outline a valid definition of how to achieve competitive advantage in climate change risk management consulting.
Complex spatiotemporal responses of global terrestrial primary production to climate change and increasing atmospheric CO2 in the 21st century.

PubMed

Pan, Shufen; Tian, Hanqin; Dangal, Shree R S; Zhang, Chi; Yang, Jia; Tao, Bo; Ouyang, Zhiyun; Wang, Xiaoke; Lu, Chaoqun; Ren, Wei; Banger, Kamaljit; Yang, Qichun; Zhang, Bowen; Li, Xia

2014-01-01

Quantitative information on the response of global terrestrial net primary production (NPP) to climate change and increasing atmospheric CO2 is essential for climate change adaptation and mitigation in the 21st century. Using a process-based ecosystem model (the Dynamic Land Ecosystem Model, DLEM), we quantified the magnitude and spatiotemporal variations of contemporary (2000s) global NPP, and projected its potential responses to climate and CO2 changes in the 21st century under the Special Report on Emission Scenarios (SRES) A2 and B1 of Intergovernmental Panel on Climate Change (IPCC). We estimated a global terrestrial NPP of 54.6 (52.8-56.4) PgC yr(-1) as a result of multiple factors during 2000-2009. Climate change would either reduce global NPP (4.6%) under the A2 scenario or slightly enhance NPP (2.2%) under the B1 scenario during 2010-2099. In response to climate change, global NPP would first increase until surface air temperature increases by 1.5 °C (until the 2030s) and then level-off or decline after it increases by more than 1.5 °C (after the 2030s). This result supports the Copenhagen Accord Acknowledgement, which states that staying below 2 °C may not be sufficient and the need to potentially aim for staying below 1.5 °C. The CO2 fertilization effect would result in a 12%-13.9% increase in global NPP during the 21st century. The relative CO2 fertilization effect, i.e. change in NPP on per CO2 (ppm) bases, is projected to first increase quickly then level off in the 2070s and even decline by the end of the 2080s, possibly due to CO2 saturation and nutrient limitation. Terrestrial NPP responses to climate change and elevated atmospheric CO2 largely varied among biomes, with the largest increases in the tundra and boreal needleleaf deciduous forest. Compared to the low emission scenario (B1), the high emission scenario (A2) would lead to larger spatiotemporal variations in NPP, and more dramatic and counteracting impacts from climate and increasing atmospheric CO2.
Complex Spatiotemporal Responses of Global Terrestrial Primary Production to Climate Change and Increasing Atmospheric CO2 in the 21st Century

PubMed Central

Pan, Shufen; Tian, Hanqin; Dangal, Shree R. S.; Zhang, Chi; Yang, Jia; Tao, Bo; Ouyang, Zhiyun; Wang, Xiaoke; Lu, Chaoqun; Ren, Wei; Banger, Kamaljit; Yang, Qichun; Zhang, Bowen; Li, Xia

2014-01-01

Quantitative information on the response of global terrestrial net primary production (NPP) to climate change and increasing atmospheric CO2 is essential for climate change adaptation and mitigation in the 21st century. Using a process-based ecosystem model (the Dynamic Land Ecosystem Model, DLEM), we quantified the magnitude and spatiotemporal variations of contemporary (2000s) global NPP, and projected its potential responses to climate and CO2 changes in the 21st century under the Special Report on Emission Scenarios (SRES) A2 and B1 of Intergovernmental Panel on Climate Change (IPCC). We estimated a global terrestrial NPP of 54.6 (52.8–56.4) PgC yr−1 as a result of multiple factors during 2000–2009. Climate change would either reduce global NPP (4.6%) under the A2 scenario or slightly enhance NPP (2.2%) under the B1 scenario during 2010–2099. In response to climate change, global NPP would first increase until surface air temperature increases by 1.5°C (until the 2030s) and then level-off or decline after it increases by more than 1.5°C (after the 2030s). This result supports the Copenhagen Accord Acknowledgement, which states that staying below 2°C may not be sufficient and the need to potentially aim for staying below 1.5°C. The CO2 fertilization effect would result in a 12%–13.9% increase in global NPP during the 21st century. The relative CO2 fertilization effect, i.e. change in NPP on per CO2 (ppm) bases, is projected to first increase quickly then level off in the 2070s and even decline by the end of the 2080s, possibly due to CO2 saturation and nutrient limitation. Terrestrial NPP responses to climate change and elevated atmospheric CO2 largely varied among biomes, with the largest increases in the tundra and boreal needleleaf deciduous forest. Compared to the low emission scenario (B1), the high emission scenario (A2) would lead to larger spatiotemporal variations in NPP, and more dramatic and counteracting impacts from climate and increasing atmospheric CO2. PMID:25401492
Climate change, urbanization, and optimal long-term floodplain protection

NASA Astrophysics Data System (ADS)

Zhu, Tingju; Lund, Jay R.; Jenkins, Marion W.; Marques, Guilherme F.; Ritzema, Randall S.

2007-06-01

This paper examines levee-protected floodplains and economic aspects of adaptation to increasing long-term flood risk due to urbanization and climate change. The lower American River floodplain in the Sacramento, California, metropolitan area is used as an illustration to explore the course of optimal floodplain protection decisions over long periods. A dynamic programming model is developed and suggests economically desirable adaptations for floodplain levee systems given simultaneous changes in flood climate and urban land values. Economic engineering optimization analyses of several climate change and urbanization scenarios are made. Sensitivity analyses consider assumptions about future values of floodplain land and damageable property along with the discount rate. Methodological insights and policy lessons are drawn from modeling results, reflecting the joint effects and relationships that climate, economic costs, and regional economic growth can have on floodplain levee planning decisions.
International student Arctic Field School on Permafrost and urban areas study

NASA Astrophysics Data System (ADS)

Suter, L.; Tolmanov, V. A.; Grebenets, V. I.; Streletskiy, D. A.; Shiklomanov, N. I.

2017-12-01

Arctic regions are experiencing drastic climatic and environmental changes. These changes are exacerbated in the Russian Arctic, where active resource development resulted in further land cover transformations, especially near large settlements. There is a growing need in multidisciplinary studies of climate and human- induced changes in the Arctic cities. In order to fill this gap, International Arctic Field Course on Permafrostand Northern Studies was organized in July 2017 to the Russian Arctic. The course was organized under the umbrella of the Arctic PIRE project in cooperation between the George Washington University, Moscow State University, and the Russian Center for Arctic Development. The course attracted twenty undergraduate and graduate students from Russia, USA, and EU countries and involved instructors specializing in Arctic system science, geocryology, permafrost engineering, and urban sustainability. The field course was focused on studying typical natural Arctic landscapes of tundra and forest tundra; transformations of natural landscapes in urban and industrial areas around Vorkuta and Salekhard; construction and planning on permafrost and field methods and techniques, including permafrost and soil temperature monitoring, active layer thickness (ALT) measurements, studying of cryogenic processes, stratigraphic and soil investigations, vegetation and microclimate studies. The students were also engaged in a discussion of climatic change and historical development of urban areas on permafrost,and were exposed to examples of both active and passive construction principles while conducting a field survey of permafrost related building deformations. During the course, students collected more than 800 ALT and soil temperature measurements in typical landscapes around Vorkuta and Salekhard to determine effects of soil and vegetation factors on ground thermal regime; surveyed several hundreds of buildings to determine locations with most deformation related to permafrost degradation. The course represents an ongoing success in international multidisciplinary research through education resulting in building capacity of new generation of scholars with specialization on the Arctic regions.
#ClimateEdCommunity : Field Workshops Bring Together Teachers and Researchers to Make Meaning of Science and Classroom Integration

NASA Astrophysics Data System (ADS)

Bartholow, S.; Warburton, J.; Wood, J. H.; Steiner, S. M.

2015-12-01

Seeing Understanding and Teaching: Climate Change in Denali is a four-day immersive teacher professional development course held in Denali National Park. Developed through three partner organizations, the course aims to develop teachers' skills for integrating climate change content into their classrooms. This presentation aims to share tangible best practices for linking researchers and teachers in the field, through four years of experience in program delivery and reported through a published external evaluation. This presentation will examine the key aspects of a successful connection between teachers, researchers, science, and classrooms: (1) Inclusion of teacher leaders, (2) dedicated program staff, (3) workshop community culture, and will expose barriers to this type of collaboration including (1) differences in learning style, (2) prior teaching experience, (3) existing/scaffolding understanding of climate change science, and (4) accessibility of enrollment and accommodations for the extended learning experience. Presentation Content Examples:Participants overwhelmingly value the deep commitment this course has to linking their field experience to the classroom attributing to the role of a teacher-leader; an expert science teacher with first-hand field research experience in the polar regions. The goal of including a teacher-leader is to enhance translatability between fieldwork and the classroom. Additionally, qualitative aspects of the report touches on the intangible successes of the workshop such as: (1) the creation of a non-judgmental learning atmosphere, (2) addressing accessibility to science learning tools in rural and under-served communities, (3) defining successful collaboration as making meaning together through exploratory questioning while in the field (4) discussed the social and cultural implications of climate change, and the difficulty of navigating these topics in educational and/or multicultural spaces. Next Steps? Create a #ClimateEdCommunity that is both teachers and researchers with teacher leaders as a catalyst for transcending our disparate disciplines and developing a community of learning, without judgment, and interpersonal connections.
Planning for Adaptation to Climate Change in the City of Chicago

NASA Astrophysics Data System (ADS)

Wuebbles, D. J.; Hayhoe, K.; Coffee, J.; McGraw, J.; Parzen, J.

2008-12-01

Under Mayor Richard M. Daley's leadership, the City of Chicago initiated the Chicago Climate Action Plan (CCAP) to better understand local implications of global climate change in both higher and lower emissions scenarios, reduce greenhouse gas emissions, and implement programs to build future climate change resilience. The City approached this work not only as a way to make Chicago more adaptable in the future, but also to improve Chicago's quality of life today. The Chicago Climate Action Plan adopted stresses the importance of both reducing greenhouse gas emissions in Chicago and preparing for climate changes that may be unavoidable. Building off of the City's significant environmental programs and projects, and based on our analyses of the climate effects and impacts that improved the scientific understanding of future climate change impacts on Chicago, the City then developed a set of climate change adaptation strategies, resulting in the City of Chicago Climate Change Adaptation Summary. This document includes prioritization of climate change adaptations based on relative risk as well as framework strategies for those tactics categorized as "must do/early action." In early 2008, The Mayor's Office asked five Commissioners from its Green Steering Committee to chair adaptation work groups including: extreme heat; extreme precipitation; buildings, infrastructure and equipment; ecosystems; and leadership, planning and communications. Working with staff from relevant departments, sister agencies and other stakeholders, these work groups developed 39 basic adaptation work plans, including plans for enhancing the City's existing projects and programs that relate to climate change adaptation. Climate change adaptation work will be on-going in City Departments under the Mayor's Office leadership. The City intends to continually monitor and improve its response to climate change, resulting in an improved quality of life for Chicago residents.
Revisiting the Cassandra syndrome; the changing climate of coral reef research

NASA Astrophysics Data System (ADS)

Maynard, J. A.; Baird, A. H.; Pratchett, M. S.

2008-12-01

Climate change will be with us for decades, even with significant reductions in emissions. Therefore, predictions made with respect to climate change impacts on coral reefs need to be highly defensible to ensure credibility over the timeframes this issue demands. If not, a Cassandra syndrome could be created whereby future more well-supported predictions of the fate of reefs are neither heard nor acted upon. Herein, popularising predictions based on essentially untested assumptions regarding reefs and their capacity to cope with future climate change is questioned. Some of these assumptions include that: all corals live close to their thermal limits, corals cannot adapt/acclimatize to rapid rates of change, physiological trade-offs resulting from ocean acidification will lead to reduced fecundity, and that climate-induced coral loss leads to widespread fisheries collapse. We argue that, while there is a place for popularising worst-case scenarios, the coral reef crisis has been effectively communicated and, though this communication should be sustained, efforts should now focus on addressing critical knowledge gaps.
Global Climate Change, Food Security, and Local Sustainability: Increasing Climate Literacy in Urban Students

NASA Astrophysics Data System (ADS)

Boger, R. A.; Low, R.; Gorokhovich, Y.

2011-12-01

Three higher education institutions, University of Nebraska-Lincoln (UNL), Brooklyn College, and Lehman College, are working together to share expertise and resources to expand climate change topics offered to undergraduate and graduate students in New York City (NYC). This collaboration combines existing UNL educational learning resources and infrastructure in virtual coursework. It will supply global climate change education and locally-based research experiences to the highly diverse undergraduate students of Brooklyn and Lehman Colleges and to middle and high school teachers in NYC. Through the university partnership, UNL materials are being adapted and augmented to include authentic research experiences for undergraduates and teachers using NASA satellite data, geographic information system (GIS) tools, and/or locally collected microclimate data from urban gardens. Learners download NASA data, apply an Earth system approach, and employ GIS in the analysis of food production landscapes in a dynamically changing climate system. The resulting course will be offered via Blackboard courseware, supported by Web 2.0 technologies designed specifically to support dialogue, data, and web publication sharing between partners, teachers and middle school, high school and undergraduate student researchers. NYC is in the center of the urban farming movement. By exploring water and food topics of direct relevance to students' lives and community, we anticipate that students will be motivated and more empowered to make connections between climate change and potential impacts on the health and happiness of people in their community, in the United States and around the world. Final course will be piloted in 2012.

Climate change or climate cycles? Snowpack trends in the Olympic and Cascade Mountains, Washington, USA.

PubMed

Barry, Dwight; McDonald, Shea

2013-01-01

Climate change could significantly influence seasonal streamflow and water availability in the snowpack-fed watersheds of Washington, USA. Descriptions of snowpack decline often use linear ordinary least squares (OLS) models to quantify this change. However, the region's precipitation is known to be related to climate cycles. If snowpack decline is more closely related to these cycles, an OLS model cannot account for this effect, and thus both descriptions of trends and estimates of decline could be inaccurate. We used intervention analysis to determine whether snow water equivalent (SWE) in 25 long-term snow courses within the Olympic and Cascade Mountains are more accurately described by OLS (to represent gradual change), stationary (to represent no change), or step-stationary (to represent climate cycling) models. We used Bayesian information-theoretic methods to determine these models' relative likelihood, and we found 90 models that could plausibly describe the statistical structure of the 25 snow courses' time series. Posterior model probabilities of the 29 "most plausible" models ranged from 0.33 to 0.91 (mean = 0.58, s = 0.15). The majority of these time series (55%) were best represented as step-stationary models with a single breakpoint at 1976/77, coinciding with a major shift in the Pacific Decadal Oscillation. However, estimates of SWE decline differed by as much as 35% between statistically plausible models of a single time series. This ambiguity is a critical problem for water management policy. Approaches such as intervention analysis should become part of the basic analytical toolkit for snowpack or other climatic time series data.
38 CFR 39.32 - Plan preparation.

Code of Federal Regulations, 2012 CFR

2012-07-01

... been no changes. Relevant information may then be shown on the site plan. If required, the site survey.... Boundaries of an unusual nature (curvilinear, off-set, or having other change or direction between corners... the design, including climate, soil conditions, site boundaries, topography, views, hydrology...
38 CFR 39.32 - Plan preparation.

Code of Federal Regulations, 2014 CFR

2014-07-01

... been no changes. Relevant information may then be shown on the site plan. If required, the site survey.... Boundaries of an unusual nature (curvilinear, off-set, or having other change or direction between corners... the design, including climate, soil conditions, site boundaries, topography, views, hydrology...
38 CFR 39.32 - Plan preparation.

Code of Federal Regulations, 2013 CFR

2013-07-01

... been no changes. Relevant information may then be shown on the site plan. If required, the site survey.... Boundaries of an unusual nature (curvilinear, off-set, or having other change or direction between corners... the design, including climate, soil conditions, site boundaries, topography, views, hydrology...
38 CFR 39.8 - Plan preparation.

Code of Federal Regulations, 2010 CFR

2010-07-01

... previously approved project and there have been no changes. Relevant information may then be shown on the.... Boundaries of an unusual nature (curvilinear, off-set, or having other change or direction between corners..., including climate, soil conditions, site boundaries, topography, views, hydrology, environmental constraints...
Health in climate change research from 1990 to 2014: positive trend, but still underperforming.

PubMed

Verner, Glenn; Schütte, Stefanie; Knop, Juliane; Sankoh, Osman; Sauerborn, Rainer

2016-01-01

Climate change has been recognized as both one of the biggest threats and the biggest opportunities for global health in the 21st century. This trend review seeks to assess and characterize the amount and type of scientific literature on the link between climate change and human health. We tracked the use of climate-related terms and their co-occurrence with health terms during the 25 years since the first Intergovernmental Panel on Climate Change (IPCC) report, from 1990 to 2014, in two scientific databases and in the IPCC reports. We investigated the trends in the number of publications about health and climate change through time, by nature of the health impact under study, and by geographic area. We compared the scientific production in the health field with that of other sectors on which climate change has an impact. The number of publications was extremely low in both databases from 1990 (325 and 1,004, respectively) until around 2006 (1,332 and 4,319, respectively), which has since then increased exponentially in recent years (6,079 and 17,395, respectively, in 2014). However, the number of climate change papers regarding health is still about half that of other sectors. Certain health impacts, particularly malnutrition and non-communicable diseases (NCDs), remain substantially understudied. Approximately two-thirds of all published studies were carried out in OECD countries (Organization for Economic Cooperation and Development), predominantly in Europe and North America. There is a clear need for further research on the links between climate change and health. This pertains particularly to research in and by those countries in which health will be mostly affected and capacity to adapt is least. Specific undertreated topics such as NCDs, malnutrition, and mental health should gain the priority they deserve. Funding agencies are invited to take note of and establish calls for proposals accordingly. Raising the interest in this research area in young scientists remains a challenge and should lead to innovative courses for large audiences, such as Massive Open Online Courses.
Health in climate change research from 1990 to 2014: positive trend, but still underperforming

PubMed Central

Verner, Glenn; Schütte, Stefanie; Knop, Juliane; Sankoh, Osman; Sauerborn, Rainer

2016-01-01

Background Climate change has been recognized as both one of the biggest threats and the biggest opportunities for global health in the 21st century. This trend review seeks to assess and characterize the amount and type of scientific literature on the link between climate change and human health. Design We tracked the use of climate-related terms and their co-occurrence with health terms during the 25 years since the first Intergovernmental Panel on Climate Change (IPCC) report, from 1990 to 2014, in two scientific databases and in the IPCC reports. We investigated the trends in the number of publications about health and climate change through time, by nature of the health impact under study, and by geographic area. We compared the scientific production in the health field with that of other sectors on which climate change has an impact. Results The number of publications was extremely low in both databases from 1990 (325 and 1,004, respectively) until around 2006 (1,332 and 4,319, respectively), which has since then increased exponentially in recent years (6,079 and 17,395, respectively, in 2014). However, the number of climate change papers regarding health is still about half that of other sectors. Certain health impacts, particularly malnutrition and non-communicable diseases (NCDs), remain substantially understudied. Approximately two-thirds of all published studies were carried out in OECD countries (Organization for Economic Cooperation and Development), predominantly in Europe and North America. Conclusions There is a clear need for further research on the links between climate change and health. This pertains particularly to research in and by those countries in which health will be mostly affected and capacity to adapt is least. Specific undertreated topics such as NCDs, malnutrition, and mental health should gain the priority they deserve. Funding agencies are invited to take note of and establish calls for proposals accordingly. Raising the interest in this research area in young scientists remains a challenge and should lead to innovative courses for large audiences, such as Massive Open Online Courses. PMID:27339855
Can "Ozzie" the Ostrich Prepare the Public for Better Learning about Climate Change?

NASA Astrophysics Data System (ADS)

Chen, R. F.; Lustick, D. S.; Lohmeier, J.; Lockwood, L.

2016-02-01

Climate change is one of the most pressing societal issues today, and educators are struggling with how to inform people of all ages and backgrounds about the reality and relevance of climate change. ScienceToGo.org has designed 12 posters that were placed on the Boston subways over the course of 15 months. Surveys of T-riders suggest that Ozzie the Ostrich is highly recognizable, is non-threatening, and is connecting Boston with climate change impacts and solutions. We hypothesize that our advertising campaign not only raises awareness about climate change in Boston and engages the public in thinking and talking about climate change, but also prepares them for learning more about climate change in the future. By exposing students to the 12 posters, we think that fears associated with climate change are lessened, and that students are more willing to explore a variety of media (newspaper articles, internet postings, peer-reviewed journal articles, data, and graphs) compared to students that are not exposed to the posters. Students will complete an initial survey, be exposed (or not exposed) to Ozzie posters, asked to explore a variety of media related to climate change, then surveyed again. Finally, focus groups will be conducted to gain insights on how students interact about climate change with or without exposure to Ozzie. We are interested in learning if exposure to brief, engaging, and humorous advertising messages will change the way students learn about climate change. This presentation will present initial results of this study.
Assessing the economic approaches to climate-forest policies: a critical survey

Treesearch

Grace Y. Wong; R. Janaki R.

2002-01-01

The linkage between global climate change and forests have assumed political prominence as forest sinks are now acknowledged as a means for off-setting carbon dioxide (CO2) emissions under the Kyoto Protocol targets. As such, policies to stimulate forest carbon sequestration in an open economy will require varying levels of economic information...
Increasing Scientific Literacy at Minority Serving Institutions Nationwide through AMS Professional Development Diversity Workshops

NASA Astrophysics Data System (ADS)

Brey, J. A.; Geer, I. W.; Mills, E. W.; Nugnes, K. A.; Moses, M. N.

2011-12-01

Increasing students' earth science literacy, especially those at Minority Serving Institutions (MSIs), is a primary goal of the American Meteorological Society (AMS). Through the NSF-supported AMS Weather Studies and AMS Ocean Studies Diversity workshops for Historically Black College and Universities, Hispanic Serving Institutions, Tribal Colleges and Universities, Alaska Native, and Native Hawaiian Serving Institutions, AMS has brought meteorology and oceanography courses to more students. These workshops trained and mentored faculty implementing AMS Weather Studies and AMS Ocean Studies. Of the 145 institutions that have participated in the AMS Weather Studies Diversity Project, reaching over 13,000 students, it was the first meteorology course offered for more than two-thirds of the institutions. As a result of the AMS Ocean Studies Diversity Project, 75 institutions have offered the course to more than 3000 students. About 50 MSIs implemented both the Weather and Ocean courses, improving the Earth Science curriculum on their campuses. With the support of NSF and NASA, and a partnership with Second Nature, the organizing entity behind the American College and University President's Climate Commitment (ACUPCC), the newest professional development workshop, AMS Climate Studies Diversity Project will recruit MSI faculty members through the vast network of Second Nature's more than 670 signatories. These workshops will begin in early summer 2012. An innovative approach to studying climate science, AMS Climate Studies explores the fundamental science of Earth's climate system and addresses the societal impacts relevant to today's students and teachers. The course utilizes resources from respected organizations, such as the IPCC, the US Global Change Research Program, NASA, and NOAA. In addition, faculty and students learn about basic climate modeling through the AMS Conceptual Energy Model. Following the flow of energy in a clear, simplified model from space to Earth and back sets the stage for differentiating between climate, climate variability, and climate change. The AMS Climate Studies Diversity Project will follow the successful models of the Weather and Ocean Diversity Projects. Hands on examples, computer based experiments, round table discussions, lectures, and conversations with scientists in the field and other experienced professors are all important parts of previous workshops, and will be complimented by previous participants' feedback. This presentation will also focus on insight gained from the results of a self-study of the long term, successful AMS DataStreme Project, precollege teacher professional development courses. AMS is excited for this new opportunity of reaching even more MSI faculty and students. The ultimate goal of the AMS is to have a geoscience concentration at MSIs throughout the nation and to greatly increase the number of minority students entering geoscience careers, including science teaching.
Engaging Undergraduates in Methods of Communicating Global Climate Change

NASA Astrophysics Data System (ADS)

Hall, C.; Colgan, M. W.; Humphreys, R. R.

2010-12-01

Global Climate Change has become a politically contentious issue in large part because of the failure of scientists to effectively communicate this complex subject to the general public. In a Global Change class, offered within a science department and therefore focused primarily on the underlying science, we have incorporated a citizen science module into the course to raise awareness among future scientists to the importance of communicating information to a broad and diverse audience. The citizen science component of this course focuses on how the predicted climate changes will alter the ecologic and economic landscape of the southeastern region. Helping potential scientists to learn to effectively communicate with the general public is particularly poignant for this predominate southern student body. A Pew Research Center for the People and the Press study found that less than 50% of Southerners surveyed felt that global warming is a very serious problem and over 30% of Southerners did not believe that there was any credible evidence that the Earth is warming. This interdisciplinary and topical nature of the course attracts student from a variety of disciplines, which provides the class with a cross section of students not typically found in most geology classes. This mixture provides a diversity of skills and interest that leads to success of the Citizen Science component. This learning approach was adapted from an education module developed through the Earth System Science Education Alliance and a newly developed component to that program on citizen science. Student teams developed several citizen science-related public service announcements concerning projected global change effects on Charleston and the South Carolina area. The scenario concerned the development of an information campaign for the City of Charleston, culminating with the student presentations on their findings to City officials. Through this real-life process, the students developed new strategies that inform their own means of communicating science, whether to the general public, to peers, or to other scientists. This course with the citizen science component serves as a model for other programs. Incorporating a communication aspect into science courses that revolve around complex but socially important topics, such as global climate change, is necessary in building the confidence in our science students to communicate effectively, imaginatively, and memorably. In addition, the students gain a deeper understanding and appreciation of the necessity to communicate to public audiences and the value of outreach to the community.
Using an Interdisciplinary Approach to Teach About Climate Change

NASA Astrophysics Data System (ADS)

Schafer, K.; Spenner, C.

2017-12-01

The traditional methods of teaching science, or any particular discipline, are not necessarily well suited for preparing students to solve big messy problems like sustainable development, climate change and resource management. We have developed a summer course entitled, "Human Ecology: Our Place in Nature," with the goal of addressing such issues through a series of case studies. The goal of these case studies is to explore how people interact with nature through Agriculture, Fisheries and Energy Use issues and could easily be adapted to specific geographical regions with different land use challenges. The course was divided into two segments: the first took place at locations near our school in San Jose, California and the second piece at various locations in Southeastern Alaska. Students learned about the interdisciplinary nature of these issues and developed an individual project of their choosing to explore some aspect of the course in greater depth.
Climate Change Impact on Air Quality in High Resolution Simulation for Central Europe

NASA Astrophysics Data System (ADS)

Halenka, T.; Huszar, P.; Belda, M.

2009-04-01

Recently the effects of climate change on air-quality and vice-versa are studied quite extensively. In fact, even at regional and local scale especially the impact of climate change on the atmospheric composition and photochemical smog formation conditions can be significant when expecting e.g. more frequent appearance of heat waves etc. For the purpose of qualifying and quantifying the magnitude of such effects and to study the potential of climate forcing due to atmospheric chemistry/aerosols on regional scale, chemistry-transport model was coupled to RegCM on the Department of Meteorology and Environmental Protection, Faculty of Mathematics and Physics, Charles University in Prague, for the simulations in framework of the EC FP6 Project CECILIA. Off-line one way coupling enables the simulation of distribution of pollutants over 1991-2001 in very high resolution of 10 km is compared to the EMEP observations for the area of Central Europe. Simulations driven by climate change boundary conditions for time slices 1991-2000, 2041-2050 and 2091-2100 are presented to show the effect of climate change on the air quality in the region.
Measuring Student Improvement in Lower- and Upper-Level University Climate Science Courses

NASA Astrophysics Data System (ADS)

Harris, S. E.; Taylor, S. V.; Schoonmaker, J. E.; Lane, E.; Francois, R. H.; Austin, P.

2011-12-01

What do university students know about climate? What do they learn in a climate course? On the second-to-last day of a course about global climate change, only 48% of our upper-level science students correctly answered a multiple-choice question about the greenhouse effect. The good news: improvement. Only 16% had answered correctly on the first day of class. The bad news: the learning opportunities we've provided appear to have missed more than half the class on a fundamental climate concept. To evaluate the effectiveness of instruction on student learning about climate, we have developed a prototype assessment tool, designed to be deployed as a low-stakes pre-post test. The items included were validated through student interviews to ensure that students interpret the wording and answer choices in the way we intend. This type of validated assessment, administered both at the beginning and end of term, with matched individuals, provides insight regarding the baseline knowledge with which our students enter a course, and the impact of that course on their learning. We administered test items to students in (1) an upper-level climate course for science majors and (2) a lower-level climate course open to all students. Some items were given to both groups, others to only one of the groups. Both courses use evidence-based pedagogy with active student engagement (clickers, small group activities, regular pre-class preparation). Our results with upper-level students show strong gains in student thinking (>70% of students who missed a question on the pre-test answered correctly on the post-test) about stock-and-flow (box model) problems, annual cycles in the Keeling curve, ice-albedo feedbacks, and isotopic fractionation. On different questions, lower-level students showed strong gains regarding albedo and blackbody emission spectra. Both groups show similar baseline knowledge and lower-than-expected gains on greenhouse effect fundamentals, and zero gain regarding the relative importance of different greenhouse gases. A larger percentage of upper-level students (compared to lower-level students) arrive with correct knowledge comparing different greenhouse gases, and explanations of annual cycles in the Keeling curve, but both groups show similar gains with instruction. Instructors can use feedback from these pre-post assessment results to iteratively modify and test the learning opportunities they provide. We aim to continue development and further validation of this tool such that it can be used in many university-level climate courses.
Foreword

NASA Astrophysics Data System (ADS)

Boutron, Claude

2006-12-01

This book is the seventh volume in the series of books published within the framework of the European Research Course on Atmospheres (“ERCA"), the advanced international research course organized every year in Grenoble, France. This course was initiated in 1993 by the University Joseph Fourier of Grenoble, in order to provide PhD students and more senior scientists from Europe and the rest of the world with a multidisciplinary course which covers: the physics and chemistry of the Earth's atmosphere; the climate system and climate change; human dimensions of environmental change; and the physics and chemistry of other planets and satellites in the solar system and beyond. Since 1993, fourteen sessions have been attended by more than 700 participants from 50 countries, selected from a very large number of applications. The fifteenth session will take place from 8 January to 10 February 2007. Each session lasts five weeks, which is considerably longer than most other research courses at this level. The first four weeks are devoted to a comprehensive programme of lectures (about 120 hours), seminars, panel discussions, poster sessions and visits to research institutes. The fifth week takes place at Observatoire de Haute Provence, South of Grenoble, where the participants learn about various instruments used for atmospheric measurements and Astronomy, as well as visiting the Cadarache Research Center of the French Atomic Energy Commission (International Themonuclear Experimental Reactor programme). There are fifty lecturers per session, amongst them many renowned specialists from Europe and North America, including Nobel Laureate Paul Crutzen. This new volume contains twenty-six chapters dealing with a truly wide range of topics. After an introductory chapter on Earth System Science written by the Director of the International Geosphere-Biosphere Programme, Kevin Noone, the following subjects are covered: the exploration of Venus and the other planets of the solar system; water in the Earth's atmosphere; the West African monsoon; regional climate modelling; forcings and feedbacks by land ecosystem changes on climate change; atmospheric electricity and climate change; solar magnetic activity; the contribution of the Antarctic ice sheet to global sea level change; climate and atmospheric records from ice cores; biogeochemical processes in the ocean and at the ocean-atmosphere interface; novel organic pollutants in the marine environment; inorganic aerosol formation in the Earth's lower and upper atmosphere; Asian dust events; elemental speciation analysis; the use of aircraft for atmospheric measurements; Rayleigh temperature lidars; DIAL lidars for ozone measurements; optical telescopes; sustainable health in a globalised world; adaptation and mitigation to climate change in agriculture; and the communication of air pollution science to the public and politicians. I wish to thank again the authors for kindly agreeing to write the chapters of this new volume. I am also very grateful to Michele Poinsot for her major contribution to the success of ERCA, and Isabelle Houlbert for editing the ERCA book series (with the help of “éclairs au café, à la vanille et au chocolat"). Claude Boutron Professor at the University Joseph Fourier of Grenoble Director of ERCA
Continental-scale consequences of tree die-offs in North America: identifying where forest loss matters most

NASA Astrophysics Data System (ADS)

Swann, Abigail L. S.; Laguë, Marysa M.; Garcia, Elizabeth S.; Field, Jason P.; Breshears, David D.; Moore, David J. P.; Saleska, Scott R.; Stark, Scott C.; Villegas, Juan Camilo; Law, Darin J.; Minor, David M.

2018-05-01

Regional-scale tree die-off events driven by drought and warming and associated pests and pathogens have occurred recently on all forested continents and are projected to increase in frequency and extent with future warming. Within areas where tree mortality has occurred, ecological, hydrological and meteorological consequences are increasingly being documented. However, the potential for tree die-off to impact vegetation processes and related carbon dynamics in areas remote to where die-off occurs has rarely been systematically evaluated, particularly for multiple distinct regions within a given continent. Such remote impacts can occur when climate effects of local vegetation change are propagated by atmospheric circulation—the phenomena of ‘ecoclimate teleconnections’. We simulated tree die-off events in the 13 most densely forested US regions (selected from the 20 US National Ecological Observatory Network [NEON] domains) and found that tree die-off even for smaller regions has potential to affect climate and hence Gross Primary Productivity (GPP) in disparate regions (NEON domains), either positively or negatively. Some regions exhibited strong teleconnections to several others, and some regions were relatively sensitive to tree loss regardless of what other region the tree loss occurred in. For the US as a whole, loss of trees in the Pacific Southwest—an area undergoing rapid tree die-off—had the largest negative impact on remote US GPP whereas loss of trees in the Mid-Atlantic had the largest positive impact. This research lays a foundation for hypotheses that identify how the effects of tree die-off (or other types of tree loss such as deforestation) can ricochet across regions by revealing hot-spots of forcing and response. Such modes of connectivity have direct applicability for improving models of climate change impacts and for developing more informed and coordinated carbon accounting across regions.
Improved understanding and testing for salinity tolerance in cool-season turfgrasses

USDA-ARS?s Scientific Manuscript database

Water is a critical issue for sustainability of golf courses in urban areas. Rapid population growth and climate change have increased the necesssity for golf courses to be efficient users of water, and sometimes users of low quality, high salinity water. Our research has focused on determining wh...
Hands-on approach to teaching Earth system sciences using a information-computational web-GIS portal "Climate"

NASA Astrophysics Data System (ADS)

Gordova, Yulia; Gorbatenko, Valentina; Martynova, Yulia; Shulgina, Tamara

2014-05-01

A problem of making education relevant to the workplace tasks is a key problem of higher education because old-school training programs are not keeping pace with the rapidly changing situation in the professional field of environmental sciences. A joint group of specialists from Tomsk State University and Siberian center for Environmental research and Training/IMCES SB RAS developed several new courses for students of "Climatology" and "Meteorology" specialties, which comprises theoretical knowledge from up-to-date environmental sciences with practical tasks. To organize the educational process we use an open-source course management system Moodle (www.moodle.org). It gave us an opportunity to combine text and multimedia in a theoretical part of educational courses. The hands-on approach is realized through development of innovative trainings which are performed within the information-computational platform "Climate" (http://climate.scert.ru/) using web GIS tools. These trainings contain practical tasks on climate modeling and climate changes assessment and analysis and should be performed using typical tools which are usually used by scientists performing such kind of research. Thus, students are engaged in n the use of modern tools of the geophysical data analysis and it cultivates dynamic of their professional learning. The hands-on approach can help us to fill in this gap because it is the only approach that offers experience, increases students involvement, advance the use of modern information and communication tools. The courses are implemented at Tomsk State University and help forming modern curriculum in Earth system science area. This work is partially supported by SB RAS project VIII.80.2.1, RFBR grants numbers 13-05-12034 and 14-05-00502.
Large-scale drought-induced vegetation die-off: expanding the ecohydrological emphasis more explicitly on atmospheric demand. (Invited)

NASA Astrophysics Data System (ADS)

Breshears, D. D.; Adams, H. D.; Eamus, D.; McDowell, N. G.; Law, D. J.; Will, R. E.; Williams, P.; Zou, C.

2013-12-01

Ecohydrology focuses on the interactions of water availability, ecosystem productivity, and biogeochemical cycles via ecological-hydrological connections. These connections can be particularly pronounced and socially relevant when there are large-scale rapid changes in vegetation. One such key change, vegetation mortality, can be triggered by drought and is projected to become more frequent and/or extensive in the future under changing climate. Recent research on drought-induced vegetation die-off has focused primarily on direct drought effects, such as soil moisture deficit, and, to a much lesser degree, the potential for warmer temperatures to exacerbate stress and accelerate mortality. However, temperature is tightly interrelated with atmospheric demand (vapor pressure deficit, VPD) but the latter has rarely been considered explicitly relative to die-off events. Here we highlight the importance of VPD in addition to soil moisture deficit and warmer temperature as an important driver of future die-off. Recent examples highlighting the importance of VPD include mortality patterns corresponding to VPD drivers, a strong dependence of forest growth on VPD, patterns of observed mortality along an environmental gradient, an experimentally-determined climate envelope for mortality, and a suite of modeling simulations segregating the drought effects of VPD from those of temperature. The vast bulk of evidence suggests that atmospheric demand needs to be considered in addition to temperature and soil moisture deficit in predicting risk of future vegetation die-off and associated ecohydrological transformations.
Climate variability and the energetic pathways of evolution: the origin of endothermy in mammals and birds.

PubMed

Portner, Hans O

2004-01-01

Large-scale climate oscillations in earth's history have influenced the directions of evolution, last but not least, through mass extinction events. This analysis tries to identify some unifying forces behind the course of evolution that favored an increase in organismic complexity and performance, paralleled by an increase in energy turnover, and finally led to endothermy. The analysis builds on the recent concept of oxygen-limited thermal tolerance and on the hypothesis that unifying principles exist in the temperature-dependent biochemical design of the eukaryotic cell in animals. The comparison of extant water-breathing and air-breathing animal species from various climates provides a cause-and-effect understanding of the trade-offs and constraints in thermal adaptation and their energetic consequences. It is hypothesized that the high costs of functional adaptation to fluctuating temperatures, especially in the cold (cold eurythermy), cause an increase in energy turnover and, at the same time, mobility and agility. These costs are associated with elevated mitochondrial capacities at minimized levels of activation enthalpies for proton leakage. Cold eurythermy is seen as a precondition for the survival of evolutionary crises elicited by repeated cooling events during extreme climate fluctuations. The costs of cold eurythermy appear as the single most important reason why metazoan evolution led to life forms with high energy turnover. They also explain why dinosaurs were able to live in subpolar climates. Finally, they give insight into the pathways, benefits, and trade-offs involved in the evolution of constant, elevated body temperature maintained by endothermy. Eurythermy, which encompasses cold tolerance, is thus hypothesized to be the "missing link" between ectothermy and endothermy. Body temperatures between 32 degrees and 42 degrees C in mammals and birds then result from trade-offs between the limiting capacities of ventilation and circulation and the evolutionary trend to maximize performance at the warm end of the thermal tolerance window.

Climate-Literacy Laboratory Exercises for Undergraduate Students in an Introductory Weather and Climate Course

NASA Astrophysics Data System (ADS)

Diem, J.; Elliott, W.; Criswell, B.; Morrow, C. A.

2012-12-01

A suite of NASA-sponsored, Web-based exercises are in development for an introductory weather and climate course at Georgia State University (GSU) to improve climate literacy among undergraduate students. An extremely small percentage of the students are STEM majors. The exercises make extensive use of NASA resources and are guided in part by the concepts in Climate Literacy: The Essential Principles of Climate Science. At least two thousand undergraduate students have completed a majority of the exercises over the past two years. Nine of the twelve exercises in the course are connected strongly to climate literacy. The topics of those nine exercises are as follows: (1) Solar Irradiance, (2) Stratospheric Ozone, (3) Tropospheric Air, (4) The Carbon Cycle, (5) Global Surface Temperature, (6) Glacial-Interglacial Cycles, (7) Temperature Changes during the Past Millennium, (8) Climate & Ecosystems, and (9) Current & Future Climate Change. Two of the exercises (Tropospheric Air and The Carbon Cycle) make use of carbon dioxide (CO2) measurements made by students themselves and by a stationary CO2 monitor at GSU. The three remaining exercises, The Hadley Cell, Atlanta Weather, and Air Pollution, are less connected to multiple climate-literacy concepts; nonetheless, they provide a more complete experience for the students in the understanding of climate processes, differences between weather and climate, and human impacts on the atmosphere. All exercises are based on an inquiry-based learning cycle (i.e. 7 Es) and require substantial amounts of engagement, applied thinking, and critical thinking by the students. Not only do students become knowledgeable about the essential principles of climate change, especially global warming, but extensive use of geographical-information software and hand-held measurement devices has provided students with training in geography and technology. Student attitudes towards the labs were gathered via an on-line, anonymous survey from hundreds of students in Geography 1112 during the Fall semester of 2010. Students liked the use of high-quality imagery and animations, using Google™ earth, using Microsoft® Excel for calculations and chart production, going outside to collect data, and working in groups. Students did not like the large number of questions in some of the labs, not receiving a "lecture" in the beginning lab exercise, and improperly working Web links. Students suggested having a small lecture at the beginning in addition to having the topics be presented in the lecture sessions before doing the lab exercises as way to improve the labs. Therefore, students desired a more traditional approach to instruction. Seven lab instructors, all of whom were graduate students in the Department of Geosciences, were interviewed by the project evaluator in April of 2011. The main findings were as follows: the instructors viewed themselves as facilitators of the student-centered exercises; the students are uncomfortable with an inquiry-based approach; and there is disconnection between the lecture and lab portions of the course. Future work involves major pedagogical renovations to the exercises, training the lab instructors in the leading of inquiry-based exercises, and assessing student learning of climate-change concepts using pre- and post-tests.
Balancing trade-offs between ecosystem services in Germany’s forests under climate change

NASA Astrophysics Data System (ADS)

Gutsch, Martin; Lasch-Born, Petra; Kollas, Chris; Suckow, Felicitas; Reyer, Christopher P. O.

2018-04-01

Germany’s forests provide a variety of ecosystem services. Sustainable forest management aims to optimize the provision of these services at regional level. However, climate change will impact forest ecosystems and subsequently ecosystem services. The objective of this study is to quantify the effects of two alternative management scenarios and climate impacts on forest variables indicative of ecosystem services related to timber, habitat, water, and carbon. The ecosystem services are represented through nine model output variables (timber harvest, above and belowground biomass, net ecosystem production, soil carbon, percolation, nitrogen leaching, deadwood, tree dimension, broadleaf tree proportion) from the process-based forest model 4C. We simulated forest growth, carbon and water cycling until 2045 with 4C set-up for the whole German forest area based on National Forest Inventory data and driven by three management strategies (nature protection, biomass production and a baseline management) and an ensemble of regional climate scenarios (RCP2.6, RCP 4.5, RCP 8.5). We provide results as relative changes compared to the baseline management and observed climate. Forest management measures have the strongest effects on ecosystem services inducing positive or negative changes of up to 40% depending on the ecosystem service in question, whereas climate change only slightly alters ecosystem services averaged over the whole forest area. The ecosystem services ‘carbon’ and ‘timber’ benefit from climate change, while ‘water’ and ‘habitat’ lose. We detect clear trade-offs between ‘timber’ and all other ecosystem services, as well as synergies between ‘habitat’ and ‘carbon’. When evaluating all ecosystem services simultaneously, our results reveal certain interrelations between climate and management scenarios. North-eastern and western forest regions are more suitable to provide timber (while minimizing the negative impacts on remaining ecosystem services) whereas southern and central forest regions are more suitable to fulfil ‘habitat’ and ‘carbon’ services. The results provide the base for future forest management optimizations at the regional scale in order to maximize ecosystem services and forest ecosystem sustainability at the national scale.
Response of waves and coastline evolution to climate variability off the Niger Delta coast during the past 110 years

NASA Astrophysics Data System (ADS)

Dada, Olusegun A.; Li, Guangxue; Qiao, Lulu; Ma, Yanyan; Ding, Dong; Xu, Jishang; Li, Pin; Yang, Jichao

2016-08-01

River deltas, low-lying landforms that host critical economic infrastructures and diverse ecosystems as well as high concentrations of human population, are highly vulnerable to the effects of global climate change. In order to understand the wave climate, their potential changes and implication on coastline evolution for environment monitoring and sustainable management of the Niger Delta in the Gulf of Guinea, an investigation was carried out based on offshore wave statistics of an 110-year time series (1900-2010) dataset obtained from the ECMWF ERA-20C atmospheric reanalysis. Results of multivariate regression analyses indicate that interannual mean values of Hs and Tm trends tended to increase over time, especially in the western part of the delta coast, so that they are presently (1980 and 2010) up to 264 mm (300%) and 0.32 s (22%), respectively, higher than 80 years (1900-1930) ago. The maximum directions of the wave have become more westerly (southward) than southerly (westward) by up to 2° (33%) and the mean longshore sediment transport rate has increased by more than 8% over the last 80 years. The linear regression analysis for shoreline changes from 1987 to 2013 shows an erosional trend at the western part of the delta and accretional trends towards eastern part. The relationship between wave climate of the study area and atmospheric circulation using Pearson's correlation shows that the Atlantic Multidecadal Oscillation (AMO), North Atlantic Oscillation (NAO), East Atlantic pattern (EA) and El-Nino/Southern Oscillation (ENSO) Index explain significant proportion of the seasonal and annual wave variabilities compared to other indices. But it is most likely that the combination of these climatic indices acting together or separately constitutes a powerful and effective mechanism responsible for much of the variability of the offshore Niger Delta wave climate. The study concludes that changing wave climate off the Niger Delta has strong implications on the delta coastline changes. However, other processes (such as fluvial discharge variability due climatic variability and anthropogenic effect) may be acting concomitantly with changes in wave regime and associated littoral transport to influence shoreline evolution along the Niger Delta coast.
Scaling Climate Change Communication for Behavior Change

NASA Astrophysics Data System (ADS)

Rodriguez, V. C.; Lappé, M.; Flora, J. A.; Ardoin, N. M.; Robinson, T. N.

2014-12-01

Ultimately, effective climate change communication results in a change in behavior, whether the change is individual, household or collective actions within communities. We describe two efforts to promote climate-friendly behavior via climate communication and behavior change theory. Importantly these efforts are designed to scale climate communication principles focused on behavior change rather than soley emphasizing climate knowledge or attitudes. Both cases are embedded in rigorous evaluations (randomized controlled trial and quasi-experimental) of primary and secondary outcomes as well as supplementary analyses that have implications for program refinement and program scaling. In the first case, the Girl Scouts "Girls Learning Environment and Energy" (GLEE) trial is scaling the program via a Massive Open Online Course (MOOC) for Troop Leaders to teach the effective home electricity and food and transportation energy reduction programs. The second case, the Alliance for Climate Education (ACE) Assembly Program, is advancing the already-scaled assembly program by using communication principles to further engage youth and their families and communities (school and local communities) in individual and collective actions. Scaling of each program uses online learning platforms, social media and "behavior practice" videos, mastery practice exercises, virtual feedback and virtual social engagement to advance climate-friendly behavior change. All of these communication practices aim to simulate and advance in-person train-the-trainers technologies.As part of this presentation we outline scaling principles derived from these two climate change communication and behavior change programs.
How uncertain are climate model projections of water availability indicators across the Middle East?

PubMed

Hemming, Debbie; Buontempo, Carlo; Burke, Eleanor; Collins, Mat; Kaye, Neil

2010-11-28

The projection of robust regional climate changes over the next 50 years presents a considerable challenge for the current generation of climate models. Water cycle changes are particularly difficult to model in this area because major uncertainties exist in the representation of processes such as large-scale and convective rainfall and their feedback with surface conditions. We present climate model projections and uncertainties in water availability indicators (precipitation, run-off and drought index) for the 1961-1990 and 2021-2050 periods. Ensembles from two global climate models (GCMs) and one regional climate model (RCM) are used to examine different elements of uncertainty. Although all three ensembles capture the general distribution of observed annual precipitation across the Middle East, the RCM is consistently wetter than observations, especially over the mountainous areas. All future projections show decreasing precipitation (ensemble median between -5 and -25%) in coastal Turkey and parts of Lebanon, Syria and Israel and consistent run-off and drought index changes. The Intergovernmental Panel on Climate Change (IPCC) Fourth Assessment Report (AR4) GCM ensemble exhibits drying across the north of the region, whereas the Met Office Hadley Centre work Quantifying Uncertainties in Model ProjectionsAtmospheric (QUMP-A) GCM and RCM ensembles show slight drying in the north and significant wetting in the south. RCM projections also show greater sensitivity (both wetter and drier) and a wider uncertainty range than QUMP-A. The nature of these uncertainties suggests that both large-scale circulation patterns, which influence region-wide drying/wetting patterns, and regional-scale processes, which affect localized water availability, are important sources of uncertainty in these projections. To reduce large uncertainties in water availability projections, it is suggested that efforts would be well placed to focus on the understanding and modelling of both large-scale processes and their teleconnections with Middle East climate and localized processes involved in orographic precipitation.
Influence of climate change on the incidence and impact of arenavirus diseases: a speculative assessment.

PubMed

Clegg, J C

2009-06-01

The current worldwide incidence of viral haemorrhagic fevers caused by arenaviruses is briefly reviewed. The recently published Assessment Report of the Intergovernmental Panel on Climate Change has described the changes in global climate that are expected to occur over the course of the present century and beyond. Climate modelling and forecasting have not yet reached the stage where confident predictions of regional changes at the level of a virus endemic area can be made. However, in the regions where pathogenic arenaviruses now circulate, significant effects are likely to include increases in surface temperature, changes in the extent and distribution of rainfall, the occurrence of extreme weather events, glacier retreat, and coastal flooding as a result of sea level rise. The possible impact of these changes on the geographical location and the incidence of arenavirus diseases and its human impact are discussed.
The risks and efficacy of solar geoengineering

DOE Office of Scientific and Technical Information (OSTI.GOV)

Keith, David

2012-12-05

Solar geoengineering may enable a significant reduction in climate risks by partially offsetting climate change due to increasing greenhouse gases, however this emerging technology entails novel risks and uncertainties along with serious challenges to global governance. I will attempt a rough summary of the physics of solar geoengineering and present recent findings regarding (a) the climate's response to radiative forcing by stratospheric aerosols, (b) methods of producing appropriate aerosol distributions, and (c) risks. In closing I will discuss the trade-off between solar geoengineering, emissions reductions and adaptation in climate policy.
What are plants doing and when? Using plant phenology to facilitate sustainable natural resources management

USGS Publications Warehouse

Chong, Geneva W.; Allen, Leslie A.

2012-01-01

Climate change models for the northern Rocky Mountains predict changes in temperature and water availability that in turn will alter vegetation. Changes include timing of plant life-history events, or phenology, such as green-up, flowering and senescence, and shifts in species composition. Moreover, climate changes may favor different species, such as nonnative, annual grasses over native species. Changes in vegetation could make forage for ungulates, sage-grouse, and livestock available earlier in the growing season, but shifts in species composition and phenology may also result in earlier senescence (die-off or dormancy) and reduced overall forage production.
Perceptions and Misconceptions Regarding Climate Change: Politics versus Education

NASA Astrophysics Data System (ADS)

Gil, Elia O.

Climate change has been increasingly becoming a commonly debated topic among the public (Lambert & Bleicher, 2013). This is especially true with scientists and educators (Cooney, 2010). Terminology, politics, and misconceptions can bias perceptions. Scientists also tend to disagree over the cause of climate change and the data resulting from different studies (Idso, Carter, & Singer, 2016). The pilot study was conducted to examine perceptions of preservice teachers regarding climate change. There were forty participants, comprised of twenty Hispanic, nineteen Anglo American, and one African American, enrolled in a required course for future science educators in a medium-sized south Texas university. The pilot study included pre- and post-tests distributed to all of the participants and one on one interviews with three randomly selected pre-service teachers. The post-test results showed a significant difference in statements about the belief that climate change is real, about there being enough scientific evidence to prove the climate is changing, and the belief we are experiencing an extinction event due to climate change. While one lesson on climate change may not prove to be enough to change all of the participants' perceptions, there were some pre-service teachers who did begin to think differently about the impact of human activities and became more aware of climate change issues. The findings from this research show how beneficial a lesson on climate change can be to the future careers of science educators and in turn contribute considerably to the education of future students.
Final Report on Hierarchical Coupled Modeling and Prediction of Regional Climate Change in the Atlantic Sector

DOE Office of Scientific and Technical Information (OSTI.GOV)

Saravanan, Ramalingam

2011-10-30

During the course of this project, we have accomplished the following: a) Carried out studies of climate changes in the past using a hierarchy of intermediate coupled models (Chang et al., 2008; Wan et al 2009; Wen et al., 2010a,b) b) Completed the development of a Coupled Regional Climate Model (CRCM; Patricola et al., 2011a,b) c) Carried out studies testing hypotheses testing the origin of systematic errors in the CRCM (Patricola et al., 2011a,b) d) Carried out studies of the impact of air-sea interaction on hurricanes, in the context of barrier layer interactions (Balaguru et al)
An Integrative Approach to Improving an Introductory Weather & Climate Course and Developing an Allied NASA Earth & Space Science Certificate Program for Pre-service Secondary Teachers (Invited)

NASA Astrophysics Data System (ADS)

Morrow, C. A.; Martin-Hansen, L.; Diem, J.; Elliott, W.

2009-12-01

An Atlanta-based partnership made up of leaders in science, education, and Georgia’s state-wide STEM Education Initiative are creating an enduring legacy of climate science education for pre-service and in-service teachers in Georgia as well as for underrepresented high school students who participate in an "Early College" program with Georgia State University (GSU). The core elements of our NASA-funded program are to infuse NASA global climate change resources and best pedagogical practice into a popular 4-credit lecture/lab course called “Introduction to Weather & Climate” (GEOG 1112) at GSU, and to establish a sustainable academic program for pre-service teachers in the College of Education called the NASA Earth & Space Science (ESS) Teacher Certificate. The NASA ESS Certificate will require candidates to accomplish the following as part of (or in addition to) standard degree and licensure requirements: 1. successfully complete a graduate section of “Introduction to Weather and Climate” (GEOG 7112), which requires lesson planning related to course content and engagement with GSU's new CO2 monitoring station whose research-quality data will provide unique hands-on opportunities for Metro Atlanta students and teachers; 2) complete an additional advanced course in climate change (GEOG 6784) plus elective hours in physical science disciplines (e.g. astronomy and physics); 3) serve as a lab teaching assistant for GEOG 1112 and a coach for a cadre of Carver Early College students who are taking the course; 4) make at least one of two teaching practica at a Georgia-based NASA Explorer School; and 5) participate or co-present in a week-long, residential, field-based, Summer Institute in Earth & Space Science intended to increase the interest, knowledge, and ability of in-service secondary science educators to fulfill climate-related standards in Earth Science and Earth Systems Science. We will evaluate, document, and disseminate (to the University System of Georgia and beyond) our model for the NASA-enhancement of an introductory science course as a focal point for teacher preparation and professional development.
Seasonal provenance changes in present-day Saharan dust collected in and off Mauritania

NASA Astrophysics Data System (ADS)

Friese, Carmen A.; van Hateren, Johannes A.; Vogt, Christoph; Fischer, Gerhard; Stuut, Jan-Berend W.

2017-08-01

Saharan dust has a crucial influence on the earth climate system and its emission, transport and deposition are intimately related to, e.g., wind speed, precipitation, temperature and vegetation cover. The alteration in the physical and chemical properties of Saharan dust due to environmental changes is often used to reconstruct the climate of the past. However, to better interpret possible climate changes the dust source regions need to be known. By analysing the mineralogical composition of transported or deposited dust, potential dust source areas can be inferred. Summer dust transport off northwest Africa occurs in the Saharan air layer (SAL). In continental dust source areas, dust is also transported in the SAL; however, the predominant dust input occurs from nearby dust sources with the low-level trade winds. Hence, the source regions and related mineralogical tracers differ with season and sampling location. To test this, dust collected in traps onshore and in oceanic sediment traps off Mauritania during 2013 to 2015 was analysed. Meteorological data, particle-size distributions, back-trajectory and mineralogical analyses were compared to derive the dust provenance and dispersal. For the onshore dust samples, the source regions varied according to the seasonal changes in trade-wind direction. Gibbsite and dolomite indicated a Western Saharan and local source during summer, while chlorite, serpentine and rutile indicated a source in Mauritania and Mali during winter. In contrast, for the samples that were collected offshore, dust sources varied according to the seasonal change in the dust transporting air layer. In summer, dust was transported in the SAL from Mauritania, Mali and Libya as indicated by ferroglaucophane and zeolite. In winter, dust was transported with the trades from Western Sahara as indicated by, e.g., fluellite.
A Massive Open Online Course (MOOC) on Climate Change

NASA Astrophysics Data System (ADS)

Somerville, R. C. J.

2015-12-01

A climate change MOOC is a way to reach a global audience of many thousands of students. What was it like to teach climate change to an invisible class over the Internet, and how well did it work? The need to educate many people about climate change seems obvious. Climate change is one of the most important existential issues of our time. Sound science can inform wise policy, and coping successfully with climate change is surely an urgent global challenge that requires scientific input and a scientifically informed public. Today many scientists have opportunities to communicate what science has learned about climate and climate change. Yet being a scientific expert on these subjects does not necessarily mean having the skills to communicate effectively to a broad audience. Like learning to ski or to drive a car skillfully, learning to communicate climate science well takes time and effort. The MOOC format has its own special challenges. Effective communication should always resemble a conversation rather than a monologue, but a conversation can be difficult when the teacher will never see or hear from the great majority of students in the class. In addition, a well-funded and effective professional disinformation campaign has been successful in sowing widespread confusion about climate change. As a result, many people mistakenly think climate change science is unreliable or is controversial within the expert community. One can expect that some of the students taking the MOOC will have been influenced by this sort of erroneous information. Thus, one appealing topic to include in a MOOC on climate change is to give useful guidelines for recognizing and rejecting junk science and disinformation. This talk will describe one climate scientist's first-person participation in teaching a climate change MOOC.
Increasing Scientific Literacy about Global Climate Change through a Laboratory-Based Feminist Science Course

ERIC Educational Resources Information Center

George, Linda A.; Brenner, Johanna

2010-01-01

The authors have developed and implemented a novel general education science course that examines scientific knowledge, laboratory experimentation, and science-related public policy through the lens of feminist science studies. They argue that this approach to teaching general science education is useful for improving science literacy. Goals for…
Sustainable Energy for University Science Majors: Developing Guidelines for Educators

ERIC Educational Resources Information Center

Langbeheim, Elon; Rez, Peter

2017-01-01

This paper describes the basic tenets of a sustainable energy course for university science majors. First, it outlines the three core components of the course: (1) The scientific evidence for the connection between climate change and energy usage; (2) An analysis of the capacity and environmental impact of various renewable and traditional energy…
A Sustainable Energy Laboratory Course for Non-Science Majors

ERIC Educational Resources Information Center

Nathan, Stephen A.; Loxsom, Fred

2016-01-01

Sustainable energy is growing in importance as the public becomes more aware of climate change and the need to satisfy our society's energy demands while minimizing environmental impacts. To further this awareness and to better prepare a workforce for "green careers," we developed a sustainable energy laboratory course that is suitable…
A Model for Experiential Learning: Coastal Ecosystems of Micronesia in a Changing Climate

NASA Astrophysics Data System (ADS)

Maloney, A. E.; Ladd, N.; Sachs, J. P.

2013-12-01

An intensive undergraduate course taught in Pohnpei (Federated States of Micronesia) June 22nd - July 19, 2013 through the University of Washington Study Abroad Program allowed students to intimately explore estuary, mangrove, seagrass, and coral habitat from a systems perspective. The curriculum was developed in 2010 and 2011 during a similar course taught in nearby Kosrae (Federated States of Micronesia). The course was based on field surveys of several sites from each habitat with assistance from local non-profit groups and Pohnpei government partners. Field surveys were supplemented by lectures from these local agencies or the course instructors. Classroom activities explored the connectivity of coastal ecosystems and how each habitat may be impacted by climate change. The instructors' tropical paleoclimate research objectives further supplemented the curriculum. Additionally, cultural activities facilitated an understanding of social interactions with coastal ecosystems. Students wrote field reports for each habitat and communicated the data to local agencies in an oral presentation. The class activities allowed students to engage in data analysis, interpretation, and communication while being immersed in the unique culture and environment of Micronesia.
Undergraduate Research Collaborations with Government Agencies Involving the Effects of Climate Change

NASA Astrophysics Data System (ADS)

Gurtler, G.

2017-12-01

We discuss the challenges and achievements that a small HSI college had integrating undergraduate research experiences into an existing natural sciences program. Like most introductory college science courses, our natural science courses used textbooks, PowerPoint presentations, and lectures to illustrate basic scientific concepts. Though a collective decision was made by our science faculty to incorporate undergraduate research projects into various STEM courses, our greatest challenge was incorporating mandatory research courses into the degree plans of our Natural Science program. We found that students made considerable progress in understanding natural science by critically evaluating primary research articles and undertaking small research projects. Many of these student projects were conducted in cooperation with the Albuquerque District of the US Army Corps of Engineers, United States Geological Survey in Denver, and the National Ice Core Laboratory. These projects illustrated the effects of climate change on the water quality, sediment buildup, and biodiversity at local reservoirs. Other projects involved the analysis of ice core samples from Greenland and Antarctica. Students presented research posters at various research venues, including Community College Undergraduate Research Initiative colloquiums.
Climate Change: Implementing School Discipline Practices That Create a Positive School Climate

ERIC Educational Resources Information Center

Cardichon, Jessica; Roc, Martens

2013-01-01

Middle and high school students subjected to harsh school discipline policies and practices such as suspensions and expulsions are more likely to disengage from the classroom and course work, and increases their chances of dropping out, according to this new report from the Alliance for Excellent Education. The report recommends implementing…
Direct and indirect climatic drivers of biotic interactions: ice-cover and carbon runoff shaping Arctic char Salvelinus alpinus and brown trout Salmo trutta competitive asymmetries.

PubMed

Ulvan, Eva M; Finstad, Anders G; Ugedal, Ola; Berg, Ole Kristian

2012-01-01

One of the major challenges in ecological climate change impact science is to untangle the climatic effects on biological interactions and indirect cascading effects through different ecosystems. Here, we test for direct and indirect climatic drivers on competitive impact of Arctic char (Salvelinus alpinus L.) on brown trout (Salmo trutta L.) along a climate gradient in central Scandinavia, spanning from coastal to high-alpine environments. As a measure of competitive impact, trout food consumption was measured using (137)Cs tracer methodology both during the ice-covered and ice-free periods, and contrasted between lakes with or without char coexistence along the climate gradient. Variation in food consumption between lakes was best described by a linear mixed effect model including a three-way interaction between the presence/absence of Arctic char, season and Secchi depth. The latter is proxy for terrestrial dissolved organic carbon run-off, strongly governed by climatic properties of the catchment. The presence of Arctic char had a negative impact on trout food consumption. However, this effect was stronger during ice-cover and in lakes receiving high carbon load from the catchment, whereas no effect of water temperature was evident. In conclusion, the length of the ice-covered period and the export of allochthonous material from the catchment are likely major, but contrasting, climatic drivers of the competitive interaction between two freshwater lake top predators. While future climatic scenarios predict shorter ice-cover duration, they also predict increased carbon run-off. The present study therefore emphasizes the complexity of cascading ecosystem effects in future effects of climate change on freshwater ecosystems.

Service-Learning in the Undergraduate Geoscience Classroom: Establishing Community Partnerships to Enhance Education in Climate Change Science in Local Schools

NASA Astrophysics Data System (ADS)

Joseph, L. H.; Faust, R.

2009-12-01

The complexity of the science surrounding global climate change makes effective communication about this issue to the public difficult, especially at a time when many would argue that public understanding of science in general has decreased. As a service-learning project, a partnership was created between an upper-level environmental studies climate change class at Ursinus College (UC) and the UC Science In Motion (SIM) program to construct an appropriate lab activity that would foster scientific knowledge and abilities in high school students particularly in relation to basic climate change science. The Pennsylvania SIM program is a state-funded initiative to make a selection of lab activities, equipment, and expertise available to teachers at secondary schools at no cost to the schools with the goal to “strengthen the quality of science education for all.” The twelve SIM sites are dispersed throughout PA and serve over 200 school districts overall. The UC SIM program has served over 30 local schools with labs and activities from which the teachers may select. Prior to the partnership discussed here, there were no labs in the UC SIM program that incorporated the concepts of climate change and though a “drop-off” climate change lab was desired, the staff would have no time to design one. The adaptation of a previously written lab set on climate change was assigned as a project for the 9 environmental studies majors at UC enrolled in a Fall 2008 course exploring the science of global climate change. While an advanced course within the environmental studies curriculum, the science backgrounds of the college students themselves were mixed, ranging from science majors to students for whom this was the first or second science course taken at college. In addition to the typical load of coursework, the students worked in small groups on this project throughout the semester, collecting the supplies, testing and adapting the labs, creating a video to guide users through the lab, visiting a local high school for a trial run, and editing and writing the worksheets and teacher guides. It was necessary for the students to clearly understand the concepts behind the labs so the activities could be adapted and presented appropriately. Effective communication of the concepts through visuals and written work was also important. Continued coordination with UC SIM staff was required and helpful and the final product was turned over to the UC SIM for further adaptation and use. The college students appreciated the positive impact the lab could have on climate change science education even after the end of the semester and found it both motivating and rewarding. Partnering with an organization already established and utilized as a source of science education activities for the local school districts ensured quick dissemination of the lab activity. Between 1/09-6/09, ~12 teachers have used this global climate change lab with ~500 students of mixed academic levels. The lab has received positive feedback from teachers and supplies have been duplicated to meet demand, likely indicative of a desire for accessible lab activities within the field of environmental science.
Supporting Climate Literacy in the K12 Classroom by Identifying Educators' Perceived Barriers to and Gaps in Resources for Teaching Climate Change

NASA Astrophysics Data System (ADS)

Tayne, K.

2015-12-01

As K12 teachers seek ways to provide meaningful learning opportunities for students to understand climate change, they often face barriers to teaching about climate and/or lack relevant resources on the topic. In an effort to better understand how to support K12 teachers in this role, a survey about "teaching climate change" was created and distributed. The results of the 2015 survey are presented, based on more than 200 teacher responses. Respondents included National Science Teachers Association (NSTA) members, 2015 STEM Teacher and Researcher (STAR) Fellows and science teachers from several U.S. school districts. The survey identifies teachers' perceived barriers to teaching climate change, for example difficulty integrating climate change concepts into specific core courses (i.e., biology), as well as desired classroom resources, such as climate change project-based learning (PBL) units that connect to the Next Generation Science Standards (NGSS). Survey results also indicate possible pathways for federal agencies, non-profits, universities and other organizations to have a more significant impact on climate literacy in the classroom. In response to the survey results, a comprehensive guide is being created to teach climate change in K12 classrooms, addressing barriers and providing resources for teachers. For example, in the survey, some teachers indicated that they lacked confidence in their content knowledge and understanding of climate change, so this guide provides web-based resources to help further an educator's understanding of climate change, as well as opportunities for relevant online and in-person professional development. In this quest for desired resources to teach climate change, gaps in accessible and available online resources are being identified. Information about these "gaps" may help organizations that strive to support climate literacy in the classroom better serve teachers.
A Model for Teaching a Climate Change Elective Science Course at the Community College Level

NASA Astrophysics Data System (ADS)

Mandia, S. A.

2012-12-01

The impact of global climate change is far-reaching, both for humanity and for the environment. It is essential that our students be provided a strong scientific background for the role of natural and human caused climate change so that they are better prepared to become involved in the discussion. Here the author reveals a successful model designed for use with a diverse student body at the community college level. Teaching strategies beyond the traditional lecture and exam style include: web-based resources such as static websites along with dynamic blogging tools, post-lecture cooperative learning review sessions, weekly current event research projects, use of rubrics to assist students in their own project evaluation before submission, and a research paper utilizing the Skeptical Science website to examine the validity of the most common climate change myths.
Effects of widespread drought-induced aspen mortality on understory plants.

PubMed

Anderegg, William R L; Anderegg, Leander D L; Sherman, Clare; Karp, Daniel S

2012-12-01

Forest die-off around the world is expected to increase in coming decades as temperature increases due to climate change. Forest die-off will likely affect understory plant communities, which have substantial influence on regional biological diversity, ecosystem function, and land-atmosphere interactions, but how die-off alters these plant communities is largely unknown. We examined changes in understory plant communities following a widespread, drought-induced die-off of trembling aspen (Populus tremuloides) in the western United States. We assessed shrub and herbaceous cover and volume in quadrats in 55 plots located across a wide range of levels of aspen mortality. We measured species richness and composition of herbaceous plant communities by recording species presence and absence in 12 sets of paired (1 healthy, 1 dying) aspen plots. Although understory composition in healthy and dying stands was heterogeneous across the landscape, shrub abundance, cover, and volume were higher and abundance of herbaceous species, cover, and volume were lower in dying aspen stands. Shrub cover and volume increased from 2009 to 2011 in dying stands, which suggests that shrub growth and expansion is ongoing. Species richness of herbs declined by 23% in dying stands. Composition of herbs differed significantly between dying and healthy stands. Richness of non-native species did not differ between stand types. The understory community in dying aspen stands was not similar to other shrub-dominated plant communities in the region and may constitute a novel community. Our results suggest that changes in understory plant communities as forests die off could be a significant indirect effect of climate change on biological diversity and forest communities. ©2012 Society for Conservation Biology.
To frame is to explain: a deductive frame-analysis of Dutch and French climate change coverage during the annual UN Conferences of the Parties.

PubMed

Dirikx, Astrid; Gelders, Dave

2010-11-01

This study examines the way Dutch and French newspapers frame climate change during the annual United Nations Conferences of the Parties. The methods used in previous studies on the framing of climate change do not allow for general cross-national comparisons. We conduct a quantitative deductive framing analysis on 257 quality Dutch and French newspaper articles between 2001 and 2007. Both countries' newspapers seem to frame climate change through mainly the same lens. The majority of the articles make reference to the consequences of the (non-)pursuit of a certain course of action and of possible losses and gains (consequences frame). Additionally, many articles mention the need for urgent actions, refer to possible solutions and suggest that governments are responsible for and/or capable of alleviating climate change problems (responsibility frame). Finally, the conflict frame was found to be used less often than the aforementioned frames, but more regularly than the human interest frame.
Countering Climate Confusion in the Classroom: New Methods and Initiatives

NASA Astrophysics Data System (ADS)

McCaffrey, M.; Berbeco, M.; Reid, A. H.

2014-12-01

Politicians and ideologues blocking climate education through legislative manipulation. Free marketeers promoting the teaching of doubt and controversy to head off regulation. Education standards and curricula that skim over, omit, or misrepresent the causes, effects, risks and possible responses to climate change. Teachers who unknowingly foster confusion by presenting "both sides" of a phony scientific controversy. All of these contribute to dramatic differences in the quality and quantity of climate education received by U.S. students. Most U.S. adults and teens fail basic quizzes on energy and climate basics, in large part, because climate science has never been fully accepted as a vital component of a 21st-century science education. Often skipped or skimmed over, human contributions to climate change are sometimes taught as controversy or through debate, perpetuating a climate of confusion in many classrooms. This paper will review recent history of opposition to climate science education, and explore initial findings from a new survey of science teachers on whether, where and how climate change is being taught. It will highlight emerging effective pedagogical practices identified in McCaffrey's Climate Smart & Energy Wise, including the role of new initiatives such as the Next Generation Science Standards and Green Schools, and detail efforts of the Science League of America in countering denial and doubt so that educators can teach consistently and confidently about climate change.
Climate change collaboration among natural resource management agencies: lessons learned from two US regions

USGS Publications Warehouse

Lemieux, Christopher J.; Thompson, Jessica; Slocombe, D. Scott; Schuster, Rudy

2015-01-01

It has been argued that regional collaboration can facilitate adaptation to climate change impacts through integrated planning and management. In an attempt to understand the underlying institutional factors that either support or contest this assumption, this paper explores the institutional factors influencing adaptation to climate change at the regional scale, where multiple public land and natural resource management jurisdictions are involved. Insights from two mid-western US case studies reveal that several challenges to collaboration persist and prevent fully integrative multi-jurisdictional adaptation planning at a regional scale. We propose that some of these challenges, such as lack of adequate time, funding and communication channels, be reframed as opportunities to build interdependence, identify issue-linkages and collaboratively explore the nature and extent of organisational trade-offs with respect to regional climate change adaptation efforts. Such a reframing can better facilitate multi-jurisdictional adaptation planning and management of shared biophysical resources generally while simultaneously enhancing organisational capacity to mitigate negative effects and take advantage of potentially favourable future conditions in an era characterised by rapid climate change.
Changing teaching techniques and adapting new technologies to improve student learning in an introductory meteorology and climate course

NASA Astrophysics Data System (ADS)

Cutrim, E. M.; Rudge, D.; Kits, K.; Mitchell, J.; Nogueira, R.

2006-06-01

Responding to the call for reform in science education, changes were made in an introductory meteorology and climate course offered at a large public university. These changes were a part of a larger project aimed at deepening and extending a program of science content courses that model effective teaching strategies for prospective middle school science teachers. Therefore, revisions were made to address misconceptions about meteorological phenomena, foster deeper understanding of key concepts, encourage engagement with the text, and promote inquiry-based learning. Techniques introduced include: use of a flash cards, student reflection questionnaires, writing assignments, and interactive discussions on weather and forecast data using computer technology such as Integrated Data Viewer (IDV). The revision process is described in a case study format. Preliminary results (self-reflection by the instructor, surveys of student opinion, and measurements of student achievement), suggest student learning has been positively influenced. This study is supported by three grants: NSF grant No. 0202923, the Unidata Equipment Award, and the Lucia Harrison Endowment Fund.
Perceived temperature in the course of climate change: an analysis of global heat index from 1979-2013

NASA Astrophysics Data System (ADS)

Lee, D.; Brenner, T.

2015-03-01

The increase in global mean temperatures resulting from climate change has wide reaching consequences for the earth's ecosystems and other natural systems. Many studies have been devoted to evaluating the distribution and effects of these changes. We go a step further and evaluate global changes to the heat index, a measure of temperature as perceived by humans. Heat index, which is computed from temperature and relative humidity, is more important than temperature for the health of humans and other animals. Even in cases where the heat index does not reach dangerous levels from a health perspective, it has been shown to be an important factor in worker productivity and thus in economic productivity. We compute heat index from dewpoint temperature and absolute temperature 2 m above ground from the ERA-Interim reanalysis dataset for the years 1979-2013. The data is provided aggregated to daily minima, means and maxima (doi:10.1594/PANGAEA.841057). Furthermore, the data is temporally aggregated to monthly and yearly values and spatially aggregated to the level of countries after being weighted by population density in order to demonstrate its usefulness for the analysis of its impact on human health and productivity. The resulting data deliver insights into the spatiotemporal development of near-ground heat index during the course of the past 3 decades. It is shown that the impact of changing heat index is unevenly distributed through space and time, affecting some areas differently than others. The likelihood of dangerous heat index events has increased globally. Also, heat index climate groups that would formerly be expected closer to the tropics have spread latitudinally to include areas closer to the poles. The data can serve in future studies as a basis for evaluating and understanding the evolution of heat index in the course of climate change, as well as its impact on human health and productivity.
Groundwater circulation and utilisation in an unconfined carbonate system - revealing the potential effect of climate change and humankind activities

NASA Astrophysics Data System (ADS)

Tóth, Ádám; Mádl-Szönyi, Judit

2016-04-01

Characteristics of gravitational groundwater flow systems in carbonate regions were presented by Mádl-Szönyi & Tóth (2015) based on theoretical considerations, identification and classification of groundwater flow-related field phenomena and numerical simulation. It was revealed that the changes of flow pattern in carbonate framework attributed to groundwater utilization and/or climate change are more apparent due to the effective hydraulic conductivity of carbonates. Consequently, natural or artificial disturbances of water level propagate farther, deeper and faster in carbonates than in siliciclastic basins. These changes could result in degradation and reorganization of hierarchical flow systems, modification of recharge and discharge areas and even alteration of physicochemical parameters (Mádl-Szönyi & Tóth, 2015). This paper presents the application of the gravity-driven regional groundwater flow concept to the hydrogeologically complex thick carbonate system of the Transdanubian Range, Hungary, depicting the flow pattern of the area and to a practical problem of a local study area, conflicts of interest of water supply and water use of a golf course. The question is how will the natural discharge on the golf course be influenced by the planned karst drinking water production well. In addition, the effects of climate change on this conflict were evaluated. We demonstrate the importance of the understanding the appropriate scale in karst studies and illustrate how the gravity-driven regional groundwater flow concept can help to determine it. For this purpose, the hydrogeological conditions of the study site were examined at different scales. The goals were to define the appropriate scale and reveal the effects of tectonic structures; and give prognoses for the possible impact of a planned drinking water well and climate change on the golf course based on numerical simulation. The study also showed the low geothermal potential of the area.
Channel changes in the Jarama and Tagus rivers (central Spain) over the past 500 years

NASA Astrophysics Data System (ADS)

Uribelarrea, D.; Pérez-González, A.; Benito, G.

2003-10-01

Long-term channel changes of the Tagus and the Jarama Rivers in central Spain were studied in relation to variations in hydroclimatic factors, such as rainfall and flooding, and also with respect to human activities undertaken in their valleys. Data were taken from historical (1580-1823) and topographical (1877-1988) maps, as well as aerial photographs (1945-1999). The available hydroclimatic data consists of a series of monthly rainfall totals (1859-1994) and mean river flow values recorded at gauging stations (1911-1985). In addition, a historical flood record (1550-1947) was produced from documentary sources. Some of the data was incorporated into a geographical information system (GIS) to quantify the changes in the course of the rivers. The results show there have been two distinct periods: before and after human intervention in the river system, which took place around 1950. During the earlier period (1550-1950), a correlation exists between climate, frequency and magnitude of flooding and changes in fluvial geomorphology. Between 1860 and 1892 an increase in flood frequency and magnitude occurred, which produced half of the cut-offs recorded in the study area between 1823 and 1877. The meanders length ( L), width ( W) and radius of curvature (RC) of the Tagus River have decreased since 1750. However, those of the Jarama reached their maximum values during flood periods. Both rivers have different geomorphological responses during flood events, which can explain these different trends. Floods in the Jarama not only led to the cut-offs, but also enlarged the channel size ( L, W and RC). In the second period (1956—present), flow regulation via dams and gravel mining modified the system completely and impeded the natural development of these rivers.
Science Overview: The LTTG Technology Review Meeting March 2006 Summary Report

NASA Technical Reports Server (NTRS)

Bruning, Claus; Ko, Malcolm; Lee, David; Miake-Lye, Richard

2006-01-01

This report presents an overview of the latest scientific consensus understanding of the effect of aviation emissions on the atmosphere for both local air quality and climate change in order to provide a contextual framework for raising future questions to help assess the environmental benefits of technology goals. Although studies of the two issues share a common framework (of quantifying the emissions, the change in concentrations in the atmosphere, and the environmental impacts), the communities of practitioners are distinctly different. The scientific community will continue to provide guidelines on trade-off among different contributors to a specific environmental impact, such as global climate, or local air quality. Ultimately, monetization of the costs and benefits of mitigation actions is the proper tool for quantifying and analyzing trade-offs between the two issues. Scientific assessment of the impacts and their uncertainties are critical inputs to these analyses. Until environmental effects of aviation emerge as a policy driven issue, there is little incentive within the scientific community to focus on research efforts specific to trade-off studies between local and global impacts.
An Online Approach for Training International Climate Scientists to Use Computer Models

NASA Astrophysics Data System (ADS)

Yarker, M. B.; Mesquita, M. D.; Veldore, V.

2013-12-01

With the mounting evidence by the work of IPCC (2007), climate change has been acknowledged as a significant challenge to Sustainable Development by the international community. It is important that scientists in developing countries have access to knowledge and tools so that well-informed decisions can be made about the mitigation and adaptation of climate change. However, training researchers to use climate modeling techniques and data analysis has become a challenge, because current capacity building approaches train researchers to use climate models through short-term workshops, which requires a large amount of funding. It has also been observed that many participants who recently completed capacity building courses still view climate and weather models as a metaphorical 'black box', where data goes in and results comes out; and there is evidence that these participants lack a basic understanding of the climate system. Both of these issues limit the ability of some scientists to go beyond running a model based on rote memorization of the process. As a result, they are unable to solve problems regarding run-time errors, thus cannot determine whether or not their model simulation is reasonable. Current research in the field of science education indicates that there are effective strategies to teach learners about science models. They involve having the learner work with, experiment with, modify, and apply models in a way that is significant and informative to the learner. It has also been noted that in the case of computational models, the installation and set up process alone can be time consuming and confusing for new users, which can hinder their ability to concentrate on using, experimenting with, and applying the model to real-world scenarios. Therefore, developing an online version of capacity building is an alternative approach to the workshop training programs, which makes use of new technologies and it allows for a long-term educational process in a way that engages the learners with the subject matter, in a way that is meaningful for their region. A number of science-education courses are being conducted online within a capacity building project called 'The Future of Climate Extremes in the Caribbean (XCUBE)'. If accepted, this presentation will explore a case study related to the online training courses provided via the website m2lab.org for the XCUBE project: 'Regional Climate Modeling using WRF'. The course relates to teaching participants how to run WRF for climate simulations using a special version of the model called e-WRF (WRF for Educational purposes). This version of WRF does not require installation so that student learning can be focused on using the model itself. In order to explore the effectiveness of the course, data will be collected from the participants as they complete it. There are currently over 200 participants registered for the course and are made up of graduate students, professors, and researchers from many different science fields. Preliminary results indicate that many students enrolled in this course have previously taken a WRF tutorial, but do not feel confident enough to use it. Despite having taken a tutorial previously, for some participants the basic design of the model was a new concept to them. If accepted, a statistical analysis will be performed as more students complete the course.
Projected wetland densities under climate change: Habitat loss but little geographic shift in conservation strategy

USGS Publications Warehouse

Sofaer, Helen R.; Skagen, Susan K.; Barsugli, Joseph J.; Rashford, Benjamin S.; Reese, Gordon C.; Hoeting, Jennifer A.; Wood, Andrew W.; Noon, Barry R.

2016-01-01

Climate change poses major challenges for conservation and management because it alters the area, quality, and spatial distribution of habitat for natural populations. To assess species’ vulnerability to climate change and target ongoing conservation investments, researchers and managers often consider the effects of projected changes in climate and land use on future habitat availability and quality and the uncertainty associated with these projections. Here, we draw on tools from hydrology and climate science to project the impact of climate change on the density of wetlands in the Prairie Pothole Region of the USA, a critical area for breeding waterfowl and other wetland-dependent species. We evaluate the potential for a trade-off in the value of conservation investments under current and future climatic conditions and consider the joint effects of climate and land use. We use an integrated set of hydrological and climatological projections that provide physically based measures of water balance under historical and projected future climatic conditions. In addition, we use historical projections derived from ten general circulation models (GCMs) as a baseline from which to assess climate change impacts, rather than historical climate data. This method isolates the impact of greenhouse gas emissions and ensures that modeling errors are incorporated into the baseline rather than attributed to climate change. Our work shows that, on average, densities of wetlands (here defined as wetland basins holding water) are projected to decline across the U.S. Prairie Pothole Region, but that GCMs differ in both the magnitude and the direction of projected impacts. However, we found little evidence for a shift in the locations expected to provide the highest wetland densities under current vs. projected climatic conditions. This result was robust to the inclusion of projected changes in land use under climate change. We suggest that targeting conservation towards wetland complexes containing both small and relatively large wetland basins, which is an ongoing conservation strategy, may also act to hedge against uncertainty in the effects of climate change.
Using an Interdisciplinary Approach to Enhance Climate Literacy for K-12 Teachers

NASA Astrophysics Data System (ADS)

Hanselman, J. A.; Oches, E. A.; Sliko, J.; Wright, L.

2014-12-01

The Next Generation Science Standards (2014) will begin to change how K-12 teachers teach science. Using a scaffolding approach, the standards focus on a depth of knowledge across multiple content areas. This philosophy should encourage inquiry-based teaching methods, provided the teacher has both the knowledge and the confidence to teach the content. Although confidence to teach science is high among secondary science (biology, general science, chemistry) teachers, depth of knowledge may be lacking in certain areas, including climate science. To address this issue, a graduate course in climate science (Massachusetts Colleges Online Course of Distinction award winner) was developed to include inquiry-based instruction, connections to current research, and interdisciplinary approaches to teaching science. With the support of the InTeGrate program (SERC) at Carleton College, a module was developed to utilize cli-fi (climate science present in fictional literature) and related climate data. Graduate students gain an appreciation of scientific communication and an understanding of climate data and its connection to societal issues. In addition, the graduate students also gain the ability to connect interdisciplinary concepts for a deeper understanding of climate science and have the opportunity. By the end of the course, the graduate students use the content learned and the examples of pedagogical tools to develop their own activities in his or her classroom.
A Comprehensive Climate Science and Solutions Education Curriculum

NASA Astrophysics Data System (ADS)

Byrne, J. M.; Cook, J.; Little, L. J.; Peacock, K.; Sinclair, P.; Zeller, C.

2016-12-01

We are creating a broadly based curriculum for a multidisciplinary University/College course on climate change science and solutions. Climate change is a critical topic for all members of society and certainly for all students in postsecondary education. The curriculum will feature a wide range of topic presentations on the (i) science of climate change; and (ii) multidisciplinary solutions to climate change challenges. The end result will be an online textbook featuring short contributions from session participants and other invited specialists. First authors in this AGU Education Session will provide a 20-minute comprehensive lecture that will be recorded and shared as part of the online textbook. The recorded talks will be merged with author provided PowerPoint slides and appropriate high definition video footage to support the discussion, where possible. Authors will be asked to sign a waiver allowing the video recording to be part of the online textbook. Access to the videos and textbook chapters will be provided online to students registered in recognized university classes on climate change science and solutions for a modest fee.
The American Meteorological Society and Second Nature: Working Together to Increase Climate Literacy at Minority Serving Institutions Nationwide

NASA Astrophysics Data System (ADS)

Brey, J. A.; Geer, I. W.; Mills, E. W.; Kauffman, C.; Nugnes, K. A.; Naik, A.

2013-12-01

To raise climate literacy, the American Meteorological Society (AMS) developed AMS Climate Studies, an innovative, undergraduate-level climate science course. With a focus on real-world climate data, the course is a primer for responsible, scientifically-literate participation in the discussion of climate change. Designed to be adaptable to traditional, hybrid, or online instructional settings, AMS Climate Studies has already been adopted by more than 80 institutions since fall 2010. Course materials include a hardcover textbook, an investigations manual, and an online lab component, Current Climate Studies, which is created weekly throughout the semester utilizing resources from the IPCC, the US Global Change Research Program, NASA, and NOAA. AMS Climate Studies is mutually beneficial because AMS enhances coursework with real-world data while NASA, NOAA, and other government agencies reach a much larger audience with the results of their work. With support from NSF and NASA and in partnership with Second Nature, AMS offers the AMS Climate Studies Diversity Project with the goal of training 100 minority-serving institution (MSI) faculty members to implement the climate course on their campus. The Diversity Project consists of an expenses-paid weeklong workshop for MSI faculty members and a follow-up workshop at the next year's AMS Annual Meeting. The initial workshop covers fundamental understandings within AMS Climate Studies and implementation procedures. Highlights of this workshop are presentations from NOAA, NASA, and other government and university climate scientists as well as field trips to science laboratories. In the year following workshop attendance, faculty work within their MSI to implement AMS Climate Studies. Participants are then invited to a second workshop at the AMS Annual Meeting to report back the results of their work. Currently in its second year, the Project has trained 50 MSI faculty members with subsequent workshops to be held throughout the next 2 years. The AMS Climate Studies Diversity Project follows the proven models of the AMS Weather Studies (2002-2007) and AMS Ocean Studies (2006-2008) Diversity Projects, which have impacted more than 200 MSI faculty and 24,000 students. Second Nature is a national non-profit organization that works with higher education leaders to accelerate movement toward a sustainable society. Second Nature manages and supports the American College & University Presidents' Climate Commitment (ACUPCC), a high-visibility effort by a network of more than 670 presidents and chancellors committed to achieving climate neutrality by eliminating net greenhouse gas emissions from campus operations, and making sustainability a part of the curriculum and other educational experiences for all students. Second Nature has been actively working with MSIs, which has given AMS the opportunity to effectively recruit for the AMS Climate Studies Diversity Project. With successful partnerships, such as this one, AMS is excited to bring climate science coursework to more students, strengthening the pathway towards advanced geoscience study and careers, and empowering institutions to be leaders in deep climate action.
Development, Implementation, and Assessment of Climate Curricular Materials for Introductory Undergraduates: Lessons Learned from the InTeGrate Project's Climate of Change Module

NASA Astrophysics Data System (ADS)

Walker, B.; Fadem, C. M.; Shellito, L. J.

2014-12-01

Designing climate change curricular materials suitable for wide adoption across institutions and academic disciplines (including those outside of the geosciences) requires collaboration among faculty at different types of institutions and consideration of a variety of student populations, learning styles, and course formats. The Interdisciplinary Teaching of Geoscience for a Sustainable Future (InTeGrate) project, an NSF STEP Center program, provides opportunities for faculty to develop 2-3 week teaching modules to engage students in understanding the intersections between geoscience topics and societal issues. From 2012-2014, a team of 3 faculty from a liberal arts college, comprehensive university, and community college developed, implemented, assessed, and revised a 2-3 week module for introductory undergraduates entitled "Climate of change: interactions and feedbacks between water, air, and ice". The module uses authentic atmosphere, ocean, and cryosphere data from several regions to illustrate how climate impacts human societies and that the climate system has interacting components complicated by feedbacks, uncertainties, and human behavioral decisions. Students also consider past and present human adaptations to climate fluctuations. The module was piloted in introductory geology, meteorology, and oceanography courses during the 2012-2013 academic year, during which time formative and summative assessments were administered and used to modify the curricular materials. We will provide an overview of the module's content, instructional strategies involved in implementing the module, and methods of formative and summative assessment. We will also report on lessons learned during the development, piloting, revision, and publishing process, the importance of fostering partnerships between faculty from different institution types, and design approaches that promote widespread adoption of climate curricular materials.
Exploring Global Change In Place-Based Case Studies

NASA Astrophysics Data System (ADS)

Moosavi, S. C.

2011-12-01

The complexity of global climate change makes the subject challenging for the average student, particularly given the nuanced feedbacks and exceptions to the general "warming" or "drying" trend that may be experienced at the local and regional level at which most people experience geologic processes. Geoscience educators can reduce these barriers and draw in student learners by adopting a place-based approach to teaching and researching geologic principles that relate to global change. Assisting students in recognizing and understanding the geologic environment in which they live and study has the side benefit of making the potential effect of climate change tangible. This presentation will review several approaches for using place-based case studies to explore global climate change issues in large lecture, small seminar, field research and service learning environments. The special place project used in large introductory physical geology courses requires each student to select a place familiar and unique to them for an in depth study of the common course content as the semester progresses. Students are specifically tasked with identifying how their site came to be, the geologic processes that act upon it today, how the site may have been different during the last glacial advance and how global climate change (specifically warming of 3OC over 50 years) might impact the site. The concept that change has occurred at the student's site in the past, even far from glacial environments, opens students to the scale of potential anthropogenic climate change. A freshman seminar Global Warming & Climate Change - Service in Preparation for Climate Change: The Second Battle of New Orleans focused on the environmental threats to New Orleans and southeastern Louisiana resulting from regional land use decisions in the centuries before Hurricane Katrina, and the threat that global change relating to sea level rise, acceleration of the hydrologic cycle and intensification of hurricanes poses to this region specifically and as a model for similar coastal regions around the world. The small seminar format is an excellent approach to target a specific topic and audience for examining global climate change on the ground where students stand. The Grand Isle Project began as a service learning option for students in a large introductory physical geology course. The initial goal of the project was to expose general education students to a rapidly eroding and subsiding barrier island whose loss threatens national oil and gas infrastructure and storm surge defenses of New Orleans. The battle fought by the Army Corps of Engineers and local officials to defend the beach on Grand Isle against the ravages of 2 hurricanes and the BP oil spill brought together issues of human manipulation of river/sediment systems, continued energy dependence on fossil fuels, changes to the severity of natural weather events and the inevitable natural subsidence demonstrating the complexity of global change in a specific place familiar to all members of the class. A subset of these students were afforded the opportunity to engage in undergraduate research, contributing to decisions guiding the clean up and preservation of this portion of the coast.
Life history trade-offs, the intensity of competition, and coexistence in novel and evolving communities under climate change.

PubMed

Lancaster, Lesley T; Morrison, Gavin; Fitt, Robert N

2017-01-19

The consequences of climate change for local biodiversity are little understood in process or mechanism, but these changes are likely to reflect both changing regional species pools and changing competitive interactions. Previous empirical work largely supports the idea that competition will intensify under climate change, promoting competitive exclusions and local extinctions, while theory and conceptual work indicate that relaxed competition may in fact buffer communities from biodiversity losses that are typically witnessed at broader spatial scales. In this review, we apply life history theory to understand the conditions under which these alternative scenarios may play out in the context of a range-shifting biota undergoing rapid evolutionary and environmental change, and at both leading-edge and trailing-edge communities. We conclude that, in general, warming temperatures are likely to reduce life history variation among competitors, intensifying competition in both established and novel communities. However, longer growing seasons, severe environmental stress and increased climatic variability associated with climate change may buffer these communities against intensified competition. The role of life history plasticity and evolution has been previously underappreciated in community ecology, but may hold the key to understanding changing species interactions and local biodiversity under changing climates.This article is part of the themed issue 'Human influences on evolution, and the ecological and societal consequences'. © 2016 The Author(s).

Life history trade-offs, the intensity of competition, and coexistence in novel and evolving communities under climate change

PubMed Central

Morrison, Gavin; Fitt, Robert N.

2017-01-01

The consequences of climate change for local biodiversity are little understood in process or mechanism, but these changes are likely to reflect both changing regional species pools and changing competitive interactions. Previous empirical work largely supports the idea that competition will intensify under climate change, promoting competitive exclusions and local extinctions, while theory and conceptual work indicate that relaxed competition may in fact buffer communities from biodiversity losses that are typically witnessed at broader spatial scales. In this review, we apply life history theory to understand the conditions under which these alternative scenarios may play out in the context of a range-shifting biota undergoing rapid evolutionary and environmental change, and at both leading-edge and trailing-edge communities. We conclude that, in general, warming temperatures are likely to reduce life history variation among competitors, intensifying competition in both established and novel communities. However, longer growing seasons, severe environmental stress and increased climatic variability associated with climate change may buffer these communities against intensified competition. The role of life history plasticity and evolution has been previously underappreciated in community ecology, but may hold the key to understanding changing species interactions and local biodiversity under changing climates. This article is part of the themed issue ‘Human influences on evolution, and the ecological and societal consequences’. PMID:27920390
Australian Medical Students' Association Global Health Essay Competition - Global climate change, geo-engineering and human health.

PubMed

Boyages, Costa S

2013-10-07

Rio+20's proposed Sustainable Development Goals have the potential to redefine the course of international action on climate change. They recognise that environmental health is inextricably linked with human health, and that environmental sustainability is of paramount importance in safeguarding global health. Competition entrants were asked to discuss ways of making global health a central component of international sustainable development initiatives and environmental policy, using one or two concrete examples
Evidence of current impact of climate change on life: a walk from genes to the biosphere.

PubMed

Peñuelas, Josep; Sardans, Jordi; Estiarte, Marc; Ogaya, Romà; Carnicer, Jofre; Coll, Marta; Barbeta, Adria; Rivas-Ubach, Albert; Llusià, Joan; Garbulsky, Martin; Filella, Iolanda; Jump, Alistair S

2013-08-01

We review the evidence of how organisms and populations are currently responding to climate change through phenotypic plasticity, genotypic evolution, changes in distribution and, in some cases, local extinction. Organisms alter their gene expression and metabolism to increase the concentrations of several antistress compounds and to change their physiology, phenology, growth and reproduction in response to climate change. Rapid adaptation and microevolution occur at the population level. Together with these phenotypic and genotypic adaptations, the movement of organisms and the turnover of populations can lead to migration toward habitats with better conditions unless hindered by barriers. Both migration and local extinction of populations have occurred. However, many unknowns for all these processes remain. The roles of phenotypic plasticity and genotypic evolution and their possible trade-offs and links with population structure warrant further research. The application of omic techniques to ecological studies will greatly favor this research. It remains poorly understood how climate change will result in asymmetrical responses of species and how it will interact with other increasing global impacts, such as N eutrophication, changes in environmental N : P ratios and species invasion, among many others. The biogeochemical and biophysical feedbacks on climate of all these changes in vegetation are also poorly understood. We here review the evidence of responses to climate change and discuss the perspectives for increasing our knowledge of the interactions between climate change and life. © 2013 John Wiley & Sons Ltd.
Predicted effects of gypsy moth defoliation and climate change on forest carbon dynamics in the New Jersey pine barrens.

PubMed

Kretchun, Alec M; Scheller, Robert M; Lucash, Melissa S; Clark, Kenneth L; Hom, John; Van Tuyl, Steve

2014-01-01

Disturbance regimes within temperate forests can significantly impact carbon cycling. Additionally, projected climate change in combination with multiple, interacting disturbance effects may disrupt the capacity of forests to act as carbon sinks at large spatial and temporal scales. We used a spatially explicit forest succession and disturbance model, LANDIS-II, to model the effects of climate change, gypsy moth (Lymantria dispar L.) defoliation, and wildfire on the C dynamics of the forests of the New Jersey Pine Barrens over the next century. Climate scenarios were simulated using current climate conditions (baseline), as well as a high emissions scenario (HadCM3 A2 emissions scenario). Our results suggest that long-term changes in C cycling will be driven more by climate change than by fire or gypsy moths over the next century. We also found that simulated disturbances will affect species composition more than tree growth or C sequestration rates at the landscape level. Projected changes in tree species biomass indicate a potential increase in oaks with climate change and gypsy moth defoliation over the course of the 100-year simulation, exacerbating current successional trends towards increased oak abundance. Our research suggests that defoliation under climate change may play a critical role in increasing the variability of tree growth rates and in determining landscape species composition over the next 100 years.
Predicted Effects of Gypsy Moth Defoliation and Climate Change on Forest Carbon Dynamics in the New Jersey Pine Barrens

PubMed Central

Kretchun, Alec M.; Scheller, Robert M.; Lucash, Melissa S.; Clark, Kenneth L.; Hom, John; Van Tuyl, Steve

2014-01-01

Disturbance regimes within temperate forests can significantly impact carbon cycling. Additionally, projected climate change in combination with multiple, interacting disturbance effects may disrupt the capacity of forests to act as carbon sinks at large spatial and temporal scales. We used a spatially explicit forest succession and disturbance model, LANDIS-II, to model the effects of climate change, gypsy moth (Lymantria dispar L.) defoliation, and wildfire on the C dynamics of the forests of the New Jersey Pine Barrens over the next century. Climate scenarios were simulated using current climate conditions (baseline), as well as a high emissions scenario (HadCM3 A2 emissions scenario). Our results suggest that long-term changes in C cycling will be driven more by climate change than by fire or gypsy moths over the next century. We also found that simulated disturbances will affect species composition more than tree growth or C sequestration rates at the landscape level. Projected changes in tree species biomass indicate a potential increase in oaks with climate change and gypsy moth defoliation over the course of the 100-year simulation, exacerbating current successional trends towards increased oak abundance. Our research suggests that defoliation under climate change may play a critical role in increasing the variability of tree growth rates and in determining landscape species composition over the next 100 years. PMID:25119162
Water System Adaptation to Hydrological Changes: Module 2, Stormwater Management and Sewer Performance under Intense Storms: Case Study from Lawrence, Massachusetts, U.S.A.

EPA Science Inventory

This course focuses on water system adaptation to short-term and long-term climate and hydrologic stressors that affect water availability, water quality, security, and resilience. The course is organized into 15 sequential modules. The lectures will be augmented by weekly assign...
Water System Adaptation To Hydrological Changes: Module 3, Consequences of Prolonged Drought on Urban Water System Resilience: Case Study from Las Vegas, Nevada, USA

EPA Science Inventory

This course focuses on water system adaptation to short-term and long-term climate and hydrologic stressors that affect water availability, water quality, security, and resilience. The course is organized into 15 sequential modules. The lectures will be augmented by weekly assign...
Land use and management change under climate change adaptation and mitigation strategies: a U.S. case study

USGS Publications Warehouse

Mu, Jianhong E.; Wein, Anne; McCarl, Bruce

2015-01-01

We examine the effects of crop management adaptation and climate mitigation strategies on land use and land management, plus on related environmental and economic outcomes. We find that crop management adaptation (e.g. crop mix, new species) increases Greenhouse gas (GHG) emissions by 1.7 % under a more severe climate projection while a carbon price reduces total forest and agriculture GHG annual flux by 15 % and 9 %, respectively. This shows that trade-offs are likely between mitigation and adaptation. Climate change coupled with crop management adaptation has small and mostly negative effects on welfare; mitigation, which is implemented as a carbon price starting at $15 per metric ton carbon dioxide (CO2) equivalent with a 5 % annual increase rate, bolsters welfare carbon payments. When both crop management adaptation and carbon price are implemented the effects of the latter dominates.
The Co-evolution of Climate Models and the Intergovernmental Panel on Climate Change

NASA Astrophysics Data System (ADS)

Somerville, R. C.

2010-12-01

As recently as the 1950s, global climate models, or GCMs, did not exist, and the notion that man-made carbon dioxide might lead to significant climate change was not regarded as a serious possibility by most experts. Today, of course, the prospect or threat of exactly this type of climate change dominates the science and ranks among the most pressing issues confronting all mankind. Indeed, the prevailing scientific view throughout the first half of the twentieth century was that adding carbon dioxide to the atmosphere would have only a negligible effect on climate. The science of climate change caused by atmospheric carbon dioxide changes has thus undergone a genuine revolution. An extraordinarily rapid development of global climate models has also characterized this period, especially in the three decades since about 1980. In these three decades, the number of GCMs has greatly increased, and their physical and computational aspects have both markedly improved. Modeling progress has been enabled by many scientific advances, of course, but especially by a massive increase in available computer power, with supercomputer speeds increasing by roughly a factor of a million in the three decades from about 1980 to 2010. This technological advance has permitted a rapid increase in the physical comprehensiveness of GCMs as well as in spatial computational resolution. In short, GCMs have dramatically evolved over time, in exactly the same recent period as popular interest and scientific concern about anthropogenic climate change have markedly increased. In parallel, a unique international organization, the Intergovernmental Panel on Climate Change, or IPCC, has also recently come into being and also evolved rapidly. Today, the IPCC has become widely respected and globally influential. The IPCC was founded in 1988, and its history is thus even shorter than that of GCMs. Yet, its stature today is such that a series of IPCC reports assessing climate change science has already been endorsed by many leading scientific professional societies and academies of science worldwide. These reports are considered as definitive summaries of the state of the science. In 2007, in recognition of its exceptional accomplishments, the IPCC shared the Nobel Peace Prize equally with Al Gore. The present era is characterized not only by the reality and seriousness of human-caused climate change, but also by a young yet powerful science that enables us to understand much about the climate change that has occurred already and that awaits in the future. The development of GCMs is a critical part of the scientific story, and the development of the IPCC is a key factor in connecting the science to the perceptions and priorities of the global public and policymakers. GCMs and the IPCC have co-evolved and strongly influenced one another, as both scientists and the world at large have worked to confront the challenge of climate change.
Teaching science to science teachers: Lessons taught and lessons learned

NASA Astrophysics Data System (ADS)

Douglas, E. M.; Hashimoto-Martell, E. A.; Balicki, S.; Oglavie, D. R.

2009-12-01

The Boston Science Partnership has created a comprehensive set of graduate courses that immerse teachers in the science topics most relevant to their teaching practices. In these courses, teachers become students of science, developing their conceptual understandings through scientific inquiry. All courses are co-taught by a university faculty and teacher leaders from the Boston Public Schools. Each course provides contextual linkages between the science content and the standards-based curriculum of the Boston Public School district. One of the most relevant science topics to teachers and students of all disciplines is climate change. This served as the overarching theme for our course delivered during summer 2008 and 2009. This course focused on weather and the pivotal role that water and solar radiation play in the exchange of energy at the Earth's surface. Basic concepts such as the behavior of gases, energy flow, density changes, phase changes, heat capacities, and thermal convection were applied to examine short-term weather and water dynamics and longer-term impacts on global warming and climate change. The course was designed to embrace the 7E learning cycle and instructional model, as proposed by Eisenkraft in his landmark 2003 Science Teacher article. This inquiry-based instructional model builds upon prior conceptions and engages the learner in activities in which they begin to construct meaning of a concept prior to being given an explanation. Each day focused on an essential topic related to weather and climate change, and experiential learning was our main objective. There were many successes and challenges with our course. Twenty-five participants were enrolled, and all had different background knowledge and skill sets. Additionally, their level of teaching varied greatly, from K-12, so the level of depth with which to learn the content in order to bring it back to their classrooms varied a great deal as well. Therefore differentiating instruction for our diverse participants was a constant challenge for us as instructors. In summer 2008, the course was organized so that fundamentals (chemistry, heat transfer, convection, physics) were taught in the first week and then applied in broader topics (water cycle, carbon cycle, weather and precipitation) in the second week. Learning these fundamentals was challenging for many teachers. Furthermore, the organization of topics caused frustration because there was not enough connection to the broader concepts of the course. In summer 2009, we rearranged the topics and interwove fundamentals with contextual topics within each week. We found this approach to be more successful in engaging and educating the teachers. The most successful activities were often the simplest to organize. Valuable instructional strategies included daily assessments in the form of morning quizzes, keeping a class website with all course materials, and centering the major project of the course around a lesson that teachers would design for their particular context. We saw a dramatic improvement in pre- and post-assessment test scores, with the class average increasing from 58% (pre-test) to 95% (post-test).
Innovative contracting strategies for combating climate change : research summary.

DOT National Transportation Integrated Search

2011-11-01

Problem: : Under the States Smart, Green & Growing initiative, SHA is committed to reducing : greenhouse gas (GHG) emissions from on- and off-road vehicles and equipment. To : meet the commitment and address associated challenges, the agency...
Changes in the Perceived Risk of Climate Change: Evidence from Sudden Climatic Events

NASA Astrophysics Data System (ADS)

Anttila-Hughes, J. K.

2009-12-01

In the course of the past two decades the threat of anthropogenic climate change has moved from a scientific concern of relative obscurity to become one of the largest environmental and public goods problems in history. During this period public understanding of the risk of climate change has shifted from negligible to quite large. In this paper I propose a means of quantifying this change by examining how sudden events supporting the theory of anthropogenic climate change have affected carbon intensive companies' stock prices. Using CAPM event study methodology for companies in several carbon-intensive industries, I find strong evidence that markets have been reacting to changes in the scientific evidence for climate change for some time. Specifically, the change in magnitude of response over time seems to indicate that investors believed climate change was a potentially serious risk to corporate profits as early as the mid 1990s. Moreover, market reaction dependence on event type indicates that investors are differentiating between different advances in the scientific knowledge. Announcements by NASA GISS that the previous year was a “record hot year” for the globe are associated with negative excess returns, while news of ice shelf collapses are associated with strong positive excess returns. These results imply that investors are aware of how different aspects of climate change will affect carbon intensive companies, specifically in terms of the link between warming in general and polar ice cover.
Allocation trade-off under climate warming in experimental amphibian populations

PubMed Central

Gao, Xu; Jin, Changnan; Camargo, Arley

2015-01-01

Climate change could either directly or indirectly cause population declines via altered temperature, rainfall regimes, food availability or phenological responses. However few studies have focused on allocation trade-offs between growth and reproduction under marginal resources, such as food scarce that may be caused by climate warming. Such critical changes may have an unpredicted impact on amphibian life-history parameters and even population dynamics. Here, we report an allocation strategy of adult anuran individuals involving a reproductive stage under experimental warming. Using outdoor mesocosm experiments we simulated a warming scenario likely to occur at the end of this century. We examined the effects of temperature (ambient vs. pre-/post-hibernation warming) and food availability (normal vs. low) on reproduction and growth parameters of pond frogs (Pelophylax nigromaculatus). We found that temperature was the major factor influencing reproductive time of female pond frogs, which showed a significant advancing under post-hibernation warming treatment. While feeding rate was the major factor influencing reproductive status of females, clutch size, and variation of body size for females, showed significant positive correlations between feeding rate and reproductive status, clutch size, or variation of body size. Our results suggested that reproduction and body size of amphibians might be modulated by climate warming or food availability variation. We believe this study provides some new evidence on allocation strategies suggesting that amphibians could adjust their reproductive output to cope with climate warming. PMID:26500832
Changes in the Perceived Risk of Climate Change: Evidence from Sudden Climatic Events

NASA Astrophysics Data System (ADS)

Anttila-Hughes, J. K.

2009-12-01

In the course of the past two decades the threat of anthropogenic climate change has moved from a scientific concern of relative obscurity to become one of the largest environmental and public goods problems in history. During this period public understanding of the risk of climate change has shifted from negligible to quite large. In this paper I propose a means of quantifying this change by examining how sudden events supporting the theory of anthropogenic climate change have affected carbon intensive companies' stock prices. Using CAPM event study methodology for companies in several carbon-intensive industries, I find strong evidence that markets have been reacting to changes in the scientific evidence for climate change for some time. Specifically, the change in magnitude of response over time seems to indicate that investors believed climate change was a potentially serious risk to corporate profits as early as the mid 1990s. Moreover, market reaction dependence on event type indicates that investors are differentiating between different advances in the scientific knowledge. Announcements by NASA GISS that the previous year was a “record hot year” for the globe are associated with negative excess returns, while news of ice shelf collapses are associated with strong positive excess returns. These results imply that investors are aware of how different aspects of climate change will affect carbon intensive companies, specifically in terms of the link between warming in general and polar ice cover. This implies that policy choices based on observable public opinion have lagged actual private concern over climate change's potential threat.
Perceived temperature in the course of climate change: an analysis of global heat index from 1979 to 2013

NASA Astrophysics Data System (ADS)

Lee, D.; Brenner, T.

2015-08-01

The increase in global mean temperatures resulting from climate change has wide reaching consequences for the earth's ecosystems and other natural systems. Many studies have been devoted to evaluating the distribution and effects of these changes. We go a step further and propose the use of the heat index, a measure of the temperature as perceived by humans, to evaluate global changes. The heat index, which is computed from temperature and relative humidity, is more important than temperature for the health of humans and animals. Even in cases where the heat index does not reach dangerous levels from a health perspective, it has been shown to be an important factor in worker productivity and thus in economic productivity. We compute the heat index from dew point temperature and absolute temperature 2 m above ground from the ERA-Interim reanalysis data set for the years 1979-2013. The described data set provides global heat index aggregated to daily minima, means and maxima per day (doi:10.1594/PANGAEA.841057). This paper examines these data, as well as showing aggregations to monthly and yearly values. Furthermore, the data are spatially aggregated to the level of countries after being weighted by population density in order to facilitate the analysis of its impact on human health and productivity. The resulting data deliver insights into the spatiotemporal development of near-ground heat index during the course of the past three decades. It is shown that the impact of changing heat index is unevenly distributed through space and time, affecting some areas differently than others. The data can serve as a basis for evaluating and understanding the evolution of heat index in the course of climate change, as well as its impact on human health and productivity.
There's an Elephant in the Room! How Talking Around Climate Can Be More Effective Than Talking About Climate

NASA Astrophysics Data System (ADS)

Unger, M.; Rockwell, A.

2014-12-01

Conversations about climate change can easily devolve into polarization and political finger-pointing, where there should be a civilized discussion and enthusiastic brainstorming. How can we change the pugilistic back into the personable? We will examine some examples of reinstating dialogue in various settings, drawing on our experiences working with the public, students and educators in our visitor centers and public areas at the National Center for Atmospheric Research (NCAR), as well as using off-the-clock opportunities to communicate about our work in social and other informal settings. We will share lessons about what works and what doesn't when communicating about climate online and offline, and the differences in discussions that occur in virtual, digital settings and face-to-face.
[Heatwaves and population die off in the Voronezh city].

PubMed

Mekhant'ev, I I; Pichuzhkina, N M; Masaĭlova, L A

2013-01-01

Climatic factor is most important condition for the formation of public health. Attention to it has increased recently against the background of global and regional climate change. The aim of the study was to investigate the effect of air temperature on population die off in the Voronezh city in the period of fire-related emergencies. Assessment of cause-and-effect relationships between the air temperature and daily death cases s was performed with the help of the method of time series. Correlation analysis showed a statistically significant positive relationship between air temperature and population die off from all causes and from diseases of the circulatory system with a lag of 0, 1, 2, 3 days; respiratory diseases - with a lag of 3 days. With the gain in air temperature by one degree the number of deaths increases by 3%. The results were used in adopt management decisions on minimization risks and potential negative effects on human health.
Visitor preferences for visual changes in bark beetle-impacted forest recreation settings in the United States and Germany

Treesearch

Arne Arnberger; Martin Ebenberger; Ingrid E. Schneider; Stuart Cottrell; Alexander C. Schlueter; Eick von Ruschkowski; Robert C. Venette; Stephanie A. Snyder; Paul H. Gobster

2018-01-01

Extensive outbreaks of tree-killing insects are increasing across forests in Europe and North America due to climate change and other factors. Yet, little recent research examines visitor response to visual changes in conifer forest recreation settings resulting from forest insect infestations, how visitors weigh trade-offs between physical and social forest...
High Resolution Climate Modeling of the Water Cycle over the Western United States Including Potential Climate Change Impacts

NASA Astrophysics Data System (ADS)

Rasmussen, R.; Liu, C.; Ikeda, K.

2016-12-01

The NCAR Water System program strives to improve the full representation of the water cycle in both regional and global models. Our previous high-resolution simulations using the WRF model over the Rocky Mountains revealed that proper spatial and temporal depiction of snowfall adequate for water resource and climate change purposes can be achieved with the appropriate choice of model grid spacing (< 6 km horizontal) and parameterizations. The climate sensitivity experiment consistent with expected climate change showed an altered hydrological cycle with increased fraction of rain versus snow, increased snowfall at high altitudes, earlier melting of snowpack, and decreased total runoff. In order to investigate regional differences between the Rockies and other major mountain barriers and to study climate change impacts over other regions of the contiguous U.S. (CONUS), we have expanded our prior CO Headwaters modeling study to encompass most of North America at a horizontal grid spacing of 4 km (see figure below). A domain expansion provides the opportunity to assess changes in orographic precipitation across different mountain ranges in the western USA. This study will examine the water cycle over Western U.S. seven U.S. mountain ranges, including likely changes to amount of snowpack and spring melt-off, critical to agriculture in the western U.S.
Combined effects of climate and land-use change on the provision of ecosystem services in rice agro-ecosystems

NASA Astrophysics Data System (ADS)

Langerwisch, Fanny; Václavík, Tomáš; von Bloh, Werner; Vetter, Tobias; Thonicke, Kirsten

2018-01-01

Irrigated rice croplands are among the world’s most important agro-ecosystems. They provide food for more than 3.5 billion people and a range of other ecosystem services (ESS). However, the sustainability of rice agro-ecosystems is threatened by continuing climate and land-use changes. To estimate their combined effects on a bundle of ESS, we applied the vegetation and hydrology model LPJmL to seven study areas in the Philippines and Vietnam. We quantified future changes in the provision of four essential ESS (carbon storage, carbon sequestration, provision of irrigation water and rice production) under two climate scenarios (until 2100) and three site-specific land-use scenarios (until 2030), and examined the synergies and trade-offs in ESS responses to these drivers. Our results show that not all services can be provided in the same amounts in the future. In the Philippines and Vietnam the projections estimated a decrease in rice yields (by approximately 30%) and in carbon storage (by 15%) and sequestration (by 12%) towards the end of the century under the current land-use pattern. In contrast, the amount of available irrigation water was projected to increase in all scenarios by 10%-20%. However, the results also indicate that land-use change may partially offset the negative climate impacts in regions where cropland expansion is possible, although only at the expense of natural vegetation. When analysing the interactions between ESS, we found consistent synergies between rice production and carbon storage and trade-offs between carbon storage and provision of irrigation water under most scenarios. Our results show that not only the effects of climate and land-use change alone but also the interaction between ESS have to be considered to allow sustainable management of rice agro-ecosystems under global change.

Thermal sensitivity of cold climate lizards and the importance of distributional ranges.

PubMed

Bonino, Marcelo F; Moreno Azócar, Débora L; Schulte, James A; Abdala, Cristian S; Cruz, Félix B

2015-08-01

One of the fundamental goals in macroecology is to understand the relationship among species' geographic ranges, ecophysiology, and climate; however, the mechanisms underlying the distributional geographic patterns observed remain unknown for most organisms. In the case of ectotherms this is particularly important because the knowledge of these interactions may provide a robust framework for predicting the potential consequences of climate change in these organisms. Here we studied the relationship of thermal sensitivity and thermal tolerance in Patagonian lizards and their geographic ranges, proposing that species with wider distributions have broader plasticity and thermal tolerance. We predicted that lizard thermal physiology is related to the thermal characteristics of the environment. We also explored the presence of trade-offs of some thermal traits and evaluated the potential effects of a predicted scenario of climate change for these species. We examined sixteen species of Liolaemini lizards from Patagonia representing species with different geographic range sizes. We obtained thermal tolerance data and performance curves for each species in laboratory trials. We found evidence supporting the idea that higher physiological plasticity allows species to achieve broader distribution ranges compared to species with restricted distributions. We also found a trade-off between broad levels of plasticity and higher optimum temperatures of performance. Finally, results from contrasting performance curves against the highest environmental temperatures that lizards may face in a future scenario (year 2080) suggest that the activity of species occurring at high latitudes may be unaffected by predicted climatic changes. Copyright © 2015 Elsevier GmbH. All rights reserved.
Burrowing owl nesting productivity: A comparison between artificial and natural burrows on and off golf courses

USGS Publications Warehouse

Smith, M.D.; Conway, C.J.; Ellis, L.A.

2005-01-01

Burrowing owl (Athene cunicularia) populations are declining in many portions of their range, and lack of suitable nesting burrows is thought to be one reason for observed declines. Burrowing owls are attracted to golf courses because the birds generally nest and forage in short-grass, open areas, yet golf courses seldom have suitable nesting burrows. We examined the efficacy of installing artificial nesting burrows on golf courses as a way to help restore local burrowing owl populations. From 2001-2004 we monitored over 175 natural burrows off golf courses, 14 natural burrows on golf courses, 86 artificial burrows off golf courses, and 130 artificial burrows on golf courses. Owls located and used 8 of the 130 artificial burrows installed on golf courses (4 were used as nests). Owls selected burrows that were closer to existing natural burrows, farther from maintained areas (areas receiving turf maintenance by golf course staff), and farther from sprinkler heads. All 4 of the artificial burrows used as nests successfully fledged young, and annual site fidelity for owls nesting on golf courses was higher than for owls nesting off golf courses. However, annual fecundity of owls nesting on golf courses was lower than that of owls nesting off golf courses. If golf courses have sufficiently large nonmaintained areas and there are nesting owls nearby, course managers potentially can help in restoring local burrowing owl populations by installing artificial nesting burrows on the periphery of the course. However, the low fecundity on golf courses reported here should be more thoroughly examined before artificial burrows are used to attract owls to golf courses.
An innovative approach to undergraduate climate change education: Sustainability in the workplace

NASA Astrophysics Data System (ADS)

Robinson, Z. P.

2009-04-01

Climate change and climate science are a core component of environment-related degree programmes, but there are many programmes, for example business studies, that have clear linkages to climate change and sustainability issues which often have no or limited coverage of the subject. Although an in-depth coverage of climate science is not directly applicable to all programmes of study, the subject of climate change is of great relevance to all of society. Graduates from the higher education system are often viewed as society's ‘future leaders', hence it can be argued that it is important that all graduates are conversant in the issues of climate change and strategies for moving towards a sustainable future. Rather than an in depth understanding of climate science it may be more important that a wider range of students are educated in strategies for positive action. One aspect of climate change education that may be missing, including in programmes where climate change is a core topic, is practical strategies, skills and knowledge for reducing our impact on the climate system. This presentation outlines an innovative approach to undergraduate climate change education which focuses on the strategies for moving towards sustainability, but which is supported by climate science understanding taught within this context. Students gain knowledge and understanding of the motivations and strategies for businesses to improve their environmental performance, and develop skills in identifying areas of environmental improvement and recommending actions for change. These skills will allow students to drive positive change in their future careers. Such courses are relevant to students of all disciplines and can give the opportunity to students for whom climate change education is not a core part of their programme, to gain greater understanding of the issues and an awareness of practical changes that can be made at all levels to move towards a more sustainable society.
The Global Systems Science High School Curriculum

NASA Astrophysics Data System (ADS)

Gould, A. D.; Sneider, C.; Farmer, E.; Erickson, J.

2015-12-01

Global Systems Science (GSS), a high school integrated interdisciplinary science project based at Lawrence Hall of Science at UC Berkeley, began in the early 1990s as a single book "Planet at Risk" which was only about climate change. Federal grants enabled the project to enlist about 150 teachers to field test materials in their classes and then meeting in summer institutes to share results and effect changes. The result was a series of smaller modules dealing not only with climate change, but other related topics including energy flow, energy use, ozone, loss of biodiversity, and ecosystem change. Other relevant societal issues have also been incorporated including economics, psychology and sociology. The course has many investigations/activities for student to pursue, interviews with scientists working in specific areas of research, and historical contexts. The interconnectedness of a myriad of small and large systems became an overarching theme of the resulting course materials which are now available to teachers for free online at http://www.globalsystemsscience.org/
Stable isotopes and Digital Elevation Models to study nutrient inputs in high-Arctic lakes

NASA Astrophysics Data System (ADS)

Calizza, Edoardo; Rossi, David; Costantini, Maria Letizia; Careddu, Giulio; Rossi, Loreto

2016-04-01

Ice cover, run-off from the watershed, aquatic and terrestrial primary productivity, guano deposition from birds are key factors controlling nutrient and organic matter inputs in high-Arctic lakes. All these factors are expected to be significantly affected by climate change. Quantifying these controls is a key baseline step to understand what combination of factors subtends the biological productivity in Arctic lakes and will drive their ecological response to environmental change. Basing on Digital Elevation Models, drainage maps, and C and N elemental content and stable isotope analysis in sediments, aquatic vegetation and a dominant macroinvertebrate species (Lepidurus arcticus Pallas 1973) belonging to Tvillingvatnet, Storvatnet and Kolhamna, three lakes located in North Spitsbergen (Svalbard), we propose an integrated approach for the analysis of (i) nutrient and organic matter inputs in lakes; (ii) the role of catchment hydro-geomorphology in determining inter-lake differences in the isotopic composition of sediments; (iii) effects of diverse nutrient inputs on the isotopic niche of Lepidurus arcticus. Given its high run-off and large catchment, organic deposits in Tvillingvatnet where dominated by terrestrial inputs, whereas inputs were mainly of aquatic origin in Storvatnet, a lowland lake with low potential run-off. In Kolhamna, organic deposits seem to be dominated by inputs from birds, which actually colonise the area. Isotopic signatures were similar between samples within each lake, representing precise tracers for studies on the effect of climate change on biogeochemical cycles in lakes. The isotopic niche of L. aricticus reflected differences in sediments between lakes, suggesting a bottom-up effect of hydro-geomorphology characterizing each lake on nutrients assimilated by this species. The presented approach proven to be an effective research pathway for the identification of factors subtending to nutrient and organic matter inputs and transfer within each water body, as well as for the modelling of expected changes in nutrient content associated to changes in isotopic composition of sediments. Key words: nitrogen; carbon, sediment; biogeochemical cycle; climate change; hydro-ecology; isotopic niche; Svalbard
Ecosystems, their properties, goods, and services

Treesearch

Andreas Fischlin; G.F. Midgley; Jeff Price; Rik Leemans; Brij Gopal; Carol Turley; Mark Rounsevell; Pauline Dube; Juan Tarazona; Andrei Velichko

2007-01-01

During the course of this century the resilience of many ecosystems (their ability to adapt naturally) is likely to be exceeded by an unprecedented combination of change in climate, associated disturbances (e.g., flooding, drought, wildfire, insects, ocean acidification) and in other global change drivers (especially land-use change, pollution, and over-exploitation of...
Assessing the near-term risk of climate uncertainty : interdependencies among the U.S. states.

DOE Office of Scientific and Technical Information (OSTI.GOV)

Loose, Verne W.; Lowry, Thomas Stephen; Malczynski, Leonard A.

2010-04-01

Policy makers will most likely need to make decisions about climate policy before climate scientists have resolved all relevant uncertainties about the impacts of climate change. This study demonstrates a risk-assessment methodology for evaluating uncertain future climatic conditions. We estimate the impacts of climate change on U.S. state- and national-level economic activity from 2010 to 2050. To understand the implications of uncertainty on risk and to provide a near-term rationale for policy interventions to mitigate the course of climate change, we focus on precipitation, one of the most uncertain aspects of future climate change. We use results of the climate-modelmore » ensemble from the Intergovernmental Panel on Climate Change's (IPCC) Fourth Assessment Report 4 (AR4) as a proxy for representing climate uncertainty over the next 40 years, map the simulated weather from the climate models hydrologically to the county level to determine the physical consequences on economic activity at the state level, and perform a detailed 70-industry analysis of economic impacts among the interacting lower-48 states. We determine the industry-level contribution to the gross domestic product and employment impacts at the state level, as well as interstate population migration, effects on personal income, and consequences for the U.S. trade balance. We show that the mean or average risk of damage to the U.S. economy from climate change, at the national level, is on the order of $1 trillion over the next 40 years, with losses in employment equivalent to nearly 7 million full-time jobs.« less
Combining Multidisciplinary Science, Quantitative Reasoning and Social Context to Teach Global Sustainability and Prepare Students for 21st Grand Challenges

NASA Astrophysics Data System (ADS)

Myers, J. D.

2011-12-01

The Earth's seven billion humans are consuming a growing proportion of the world's ecosystem products and services. Human activity has also wrought changes that rival the scale of many natural geologic processes, e.g. erosion, transport and deposition, leading to recognition of a new geological epoch, the Anthropocene. Because of these impacts, several natural systems have been pushed beyond the planetary boundaries that made the Holocene favorable for the expansion of humanity. Given these human-induced stresses on natural systems, global citizens will face an increasing number of grand challenges. Unfortunately, traditional discipline-based introductory science courses do little to prepare students for these complex, scientifically-based and technologically-centered challenges. With NSF funding, an introductory, integrated science course stressing quantitative reasoning and social context has been created at UW. The course (GEOL1600: Global Sustainability: Managing the Earth's Resources) is a lower division course designed around the energy-water-climate (EWC) nexus and integrating biology, chemistry, Earth science and physics. It melds lectures, lecture activities, reading questionnaires and labs to create a learning environment that examines the EWT nexus from a global through regional context. The focus on the EWC nexus, while important socially and intended to motivate students, also provides a coherent framework for identifying which disciplinary scientific principles and concepts to include in the course: photosynthesis and deep time (fossil fuels), biogeochemical cycles (climate), chemical reactions (combustion), electromagnetic radiation (solar power), nuclear physics (nuclear power), phase changes and diagrams (water and climate), etc. Lecture activities are used to give students the practice they need to make quantitative skills routine and automatic. Laboratory exercises on energy (coal, petroleum, nuclear power), water (in Bangladesh), energy production and water (shale gas hydrofracing and oil sand production) and climate (scientific modeling, carbon emission management) address EWC issues in international, national and regional contexts while reflecting the news headlines of the day.
ERCA 2008 - From the Human Dimensions of Global Environmental Change to the Observation of the Earth from Space

NASA Astrophysics Data System (ADS)

Boutron, Claude

2009-02-01

This book is the eighth volume in the series of books published within the framework of the European Research Course on Atmospheres ("ERCA"). ERCA was initiated in 1993 by the University Joseph Fourier of Grenoble, in order to provide PhD students and scientists from Europe and the rest of the world with a multidisciplinary course, which covers especially: the climate system and climate change; the physics and chemistry of the Earth's atmosphere; the human dimensions of environmental change; the other planets and satellites in the solar system and beyond. Since 1993, sixteen sessions have been attended by more 800 participants from 50 countries. The seventeenth session will take place from 12 January to 13 February 2009. This new volume contains twenty two chapters dealing with a wide range of topics. The following subjects are covered: the human dimensions of global environmental change; climate change and cryospheric evolution in China; the projections of twenty-first century climate over Europe; the understanding of the health impacts of air pollutants; air quality and human welfare; photocatalytic self-cleaning materials; radiative transfer in the cloudy atmosphere; laboratory modelling of atmospheric dynamical processes; stratospheric ozone; the applications of stable isotope analysis to atmospheric trace gas budgets; nitrogen oxides in the troposphere; the observation of the solid Earth, the oceans and land waters; the surface mass balance of the Greenland ice sheet; sea surface salinity reconstruction as seen with foraminifera shells; sources markers in aerosols, oceanic particles and sediments; the nucleation of atmospheric particles; the characterization of atmospheric aerosol episodes in China; the solar magnetic activity; the present and past climates of planet Mars; the outer solar system; Titan as an analog of Earth's past and future; the detection and characterization of extrasolar planets.
Functional trade-offs in succulent stems predict responses to climate change in columnar cacti.

PubMed

Williams, David G; Hultine, Kevin R; Dettman, David L

2014-07-01

Columnar cacti occur naturally in many habitats and environments in the Americas but are conspicuously dominant in very dry desert regions. These majestic plants are widely regarded for their cultural, economic, and ecological value and, in many ecosystems, support highly diverse communities of pollinators, seed dispersers, and frugivores. Massive amounts of water and other resources stored in the succulent photosynthetic stems of these species confer a remarkable ability to grow and reproduce during intensely hot and dry periods. Yet many columnar cacti are potentially under severe threat from environmental global changes, including climate change and loss of habitat. Stems in columnar cacti and other cylindrical-stemmed cacti are morphologically diverse; stem volume-to-surface area ratio (V:S) across these taxa varies by almost two orders of magnitude. Intrinsic functional trade-offs are examined here across a broad range of V:S in species of columnar cacti. It is proposed that variation in photosynthetic gas exchange, growth, and response to stress is highly constrained by stem V:S, establishing a mechanistic framework for understanding the sensitivity of columnar cacti to climate change and drought. Specifically, species that develop stems with low V:S, and thus have little storage capacity, are expected to express high mass specific photosynthesis and growth rates under favourable conditions compared with species with high V:S. But the trade-off of having little storage capacity is that low V:S species are likely to be less tolerant of intense or long-duration drought compared with high V:S species. The application of stable isotope measurements of cactus spines as recorders of growth, water relations, and metabolic responses to the environment across species of columnar cacti that vary in V:S is also reviewed. Taken together, our approach provides a coherent theory and required set of observations needed for predicting the responses of columnar cacti to climate change. © The Author 2014. Published by Oxford University Press on behalf of the Society for Experimental Biology. All rights reserved. For permissions, please email: journals.permissions@oup.com.
Introducing a New Concept Inventory on Climate Change to Support Undergraduate Instruction, Teacher Education, Education Research, and Project Evaluation (Invited)

NASA Astrophysics Data System (ADS)

Morrow, C. A.; Monsaas, J.; Katzenberger, J.; Afolabi, C. Y.

2013-12-01

The Concept Inventory on Climate Change (CICC) is a new research-based, multiple-choice 'test' that provides a powerful new assessment tool for undergraduate instructors, teacher educators, education researchers, and project evaluators. This presentation will describe the features and the development process of the (CICC). This includes insights about how the development team (co-authors) integrated and augmented their multi-disciplinary expertise. The CICC has been developed in the context of a popular introductory undergraduate weather and climate course at a southeastern research university (N~400-500 per semester). The CICC is not a test for a grade, but is intended to be a useful measure of how well a given teaching and learning experience has succeeded in improving understanding about climate change and related climate concepts. The science content addressed by the CICC is rooted in the national consensus document, 'Climate Literacy: The Essential Principles of Climate Science'. The CICC has been designed to support undergraduate instruction, and may be valuable in comparable contexts that teach about climate change. CICC results can help to inform decisions about the effectiveness of teaching strategies by 1) flagging conceptual issues (PRE-instruction); and 2) detecting conceptual change (POST-instruction). Specific CICC items and their answer choices are informed by the research literature on common misunderstandings about climate and climate change. Each CICC item is rated on a 3-tier scale of the cognitive sophistication the item is calling for, and there is a balance among all three tiers across the full instrument. The CICC development process has involved data-driven changes to successive versions. Data sources have included item statistics from the administration of progressively evolved versions of the CICC in the weather and climate course, group interviews with students, and expert review by climate scientists, educators, and project evaluators based primarily in the US and Canada. The development team provided an exceptionally well integrated, multi-disciplinary expertise in climate science, climate education, education research, and psychometrics. The valuable integration of the team's expertise was driven by: 1) the prior interdisciplinary inclinations of key team members, which made it natural to openly inquire and learn across boundaries of expertise; and 2) the willingness of key team members to become respectful teachers of essential knowledge to other team members. These qualities, in combination with reviewer contributions, have brought the leading edges of natural and social science research together to produce the CICC. This work has been partially supported by a NASA award to the Georgia State University Research Foundation (NNX09AL69G).
Promoting Ocean Literacy through American Meteorological Society Programs

NASA Astrophysics Data System (ADS)

Passow, Michael; Abshire, Wendy; Weinbeck, Robert; Geer, Ira; Mills, Elizabeth

2017-04-01

American Meteorological Society Education Programs provide course materials, online and physical resources, educator instruction, and specialized training in ocean, weather, and climate sciences (https://www.ametsoc.org/ams/index.cfm/education-careers/education-program/k-12-teachers/). Ocean Science literacy efforts are supported through the Maury Project, DataStreme Ocean, and AMS Ocean Studies. The Maury Project is a summer professional development program held at the US Naval Academy designed to enhance effective teaching of the science, technology, engineering, and mathematics of oceanography. DataStreme Ocean is a semester-long course offered twice a year to participants nationwide. Created and sustained with major support from NOAA, DS Ocean explores key concepts in marine geology, physical and chemical oceanography, marine biology, and climate change. It utilizes electronically-transmitted text readings, investigations and current environmental data. AMS Ocean Studies provides complete packages for undergraduate courses. These include online textbooks, investigations manuals, RealTime Ocean Portal (course website), and course management system-compatible files. It can be offered in traditional lecture/laboratory, completely online, and hybrid learning environments. Assistance from AMS staff and other course users is available.
East Atlantic (EA) and North Atlantic Oscillation (NAO) interplay over the Iberian Peninsula for the last two millennia

NASA Astrophysics Data System (ADS)

Hernandez, A.; Sánchez-López, G.; Pla-Rabes, S.; Trigo, R.; Toro, M.; Granados, I.; Sáez, A.; Masque, P.; Pueyo, J. J.; Rubio-Inglés, M. J.; Giralt, S.

2016-12-01

The multi-proxy approach from sediments of an Iberian alpine lake allowed us to establish the climatic conditions in the Iberian Central Range (ICR) over the last two millennia. The comparison with other Iberian reconstructions permitted to identify possible forcing climate mechanisms. Climatic conditions would be transmitted to the sediments via the frequency of intense run-off events, derived from rain-on-snow events, and the lake productivity, ruled by ice-cover duration. The early Roman Period (RP; 200 BC - 350 AD) in the ICR was characterized by oscillations of intense run-off events, as a consequence of an alternation between cold and warm periods. From the second half of the RP to the onset of the Early Middle Ages (EMA; 350 - 500 AD) an increase in the intense run-off events suggests warm conditions, although a noticeable decrease during the rest of the EMA (500 - 900 AD) evidences a shift to very cold temperatures in this region. In terms of humidity, both RP and EMA climatic periods displayed a transition from a dry to a wet scenario that led to a decrease in lake productivity. These climatic conditions have been registered by other reconstructions in the Iberian Peninsula (IP), and a North-South humidity gradient could be envisaged, although spatial climatic discrepancies were significant. Precipitation and temperature in the IP present a more homogeneous spatial pattern when the NAO and EA modes have the same sign than when they have the opposite sign. Hence, a predominance of periods with NAO - EA in opposite phases could explain the climatic spatial heterogeneity in the IP during these two periods. The Medieval Climate Anomaly (MCA; 900 - 1300 AD) in the ICR was characterized by warm and dry conditions represented by an increase in exceptional run-off episodes and lake productivity whereas the Little Ice Age (LIA; 1300 - 1850 AD) showed the opposite scenario. Similar climatic conditions were registered in all the IP, reflecting a spatial climatic homogeneity. The climatic conditions attributed to the MCA and the LIA are consistent with a change from a predominant positive phase of the NAO during the MCA to a prevalence negative NAO phase during the LIA. Additionally, a predominance in the coincidence of NAO - EA phases (both modes positive during the MCA and both negative during the LIA) could reinforce this spatial homogeneity.
[Constructing climate. From classical climatology to modern climate research].

PubMed

Heymann, Matthias

2009-01-01

Both climate researchers and historians of climate science have conceived climate as a stable and well defined category. This article argues that such a conception is flawed. In the course of the 19th and 20th century the very concept of climate changed considerably. Scientists came up with different definitions and concepts of climate, which implied different understandings, interests, and research approaches. Understanding climate shifted from a timeless, spatial concept at the end of the 19th century to a spaceless, temporal concept at the end of the 20th. Climatologists in the 19th and early 20th centuries considered climate as a set of atmospheric characteristics associated with specific places or regions. In this context, while the weather was subject to change, climate remained largely stable. Of particular interest was the impact of climate on human beings and the environment. In modern climate research at the close of the 20th century, the concept of climate lost its temporal stability. Instead, climate change has become a core feature of the understanding of climate and a focus of research interests. Climate has also lost its immediate association with specific geographical places and become global. The interest is now focused on the impact of human beings on climate. The paper attempts to investigate these conceptual shifts and their origins and impacts in order to provide a more comprehensive perspective on the history of climate research.
Online Climate Change Modules Timothy C. Spangler, Ph.D., Victoria C. Johnson, Ed.D

NASA Astrophysics Data System (ADS)

Spangler, T. C.; Johnson, V. C.

2009-12-01

The COMET Program has recently published a new online module entitled "Climate Change: Fitting the Pieces Together." The module, sponsored by the National Environmental and Education Foundation (NEEF), gives a broad overview of the topic of climate change, including how scientists study climate change, observations of current changes, and projections of future impacts, as well as some thoughts on what can be done to minimize the effects. In addition, the module provides links to graphical resources, references, frequently asked questions, and a Powerpoint presentation that teachers, broadcast meteorologists, and others can adapt for their own use. The module presents the information in an engaging fashion, making full use of multimedia through audio, graphics, animations, and interactive features. COMET is also developing another module on a related topic for NEEF and the Instituto de Pesquisa Ambiental da Amazônia, an environmental organization in Brazil. In addition to providing the basics of climate change science, this course will focus on the interconnections between tropical forests, such as the Amazon, and climate change. The module also addresses international agreements to reduce climate change, with a highlight on the UN-REDD (United Nations Collaborative Programme on Reducing Emissions from Deforestation and Forest Degradation in Developing Countries) program. The module, which should be published in late 2009 or early 2010, will have versions in English and Portuguese and possibly Spanish.
The Policy Trade-off Between Energy Security and Climate Change in the GCC States

NASA Astrophysics Data System (ADS)

Shahbek, Shaikha Ali

Developing policies for energy security and climate change simultaneously can be very challenging as there is a trade-off. This research project strives to analyze the policies regarding the same that should be developed in the Gulf Co-operation Council (GCC) States which are; Saudi Arabia, Kuwait, Qatar, United Arab Emirates, Bahrain and Oman. Energy security is important in these countries because it is the prominent sector of their economies. Yet, the environment is being negatively impacted because of the energy production. There has been lot of international pressure on the GCC to divert its production and move towards clean energy production. It needs more research and development, as well as better economic diversification to maintain and improve the economic growth. Along with the literature review that has been used to study the cases and impacts of the GCC states, six in-depth interviews were conducted with professors, scholars and specialists in the environment and natural science fields to discuss about the GCC's situation. It has been alluded that the GCC states cannot be held solely responsible about the climate change because they are not the only energy producing nations in the world. Based on OPEC, there are 14 countries including the United States and China that also have prominent energy sectors. They should also be held accountable for the causes of environmental and climate change. This research provides recommendations for the GCC states to follow and apply in order to move forward with clean energy production, economic diversification and develop better policies.
Why should health be a central argument in climate negotiations? Can a MOOC help to bring the message across?

PubMed

Sauerborn, Rainer

There are four key messages from health for climate negotiations. Two positive ones include (i) health as a motivator for action and policy and (ii) huge health co-benefits to be included in the cost-benefit trade-offs of climate negotiations. Two warning messages: (iii) there are health-based absolute limits of adaptations and (iv) hotter average temperatures will cut work productivity of farmers and other outdoor workers as well as workers in non-air conditioned factories in poor countries. This paper will examine how massive open online courses (MOOCs) have been used in the run-up to this COP to disseminate these four messages to the audience of high-level policy-makers. This required a departure from the classic MOOC format in several ways: duration, focus on decision-making rationale, policy-relevant messages presented in big brush, leaving "traceable accounts" to evidence in two layers of resources provided: essential and "deep dive".
A century of variation in the dependence of Greenland iceberg calving on ice sheet surface mass balance and regional climate change.

PubMed

Bigg, G R; Wei, H L; Wilton, D J; Zhao, Y; Billings, S A; Hanna, E; Kadirkamanathan, V

2014-06-08

Iceberg calving is a major component of the total mass balance of the Greenland ice sheet (GrIS). A century-long record of Greenland icebergs comes from the International Ice Patrol's record of icebergs (I48N) passing latitude 48° N, off Newfoundland. I48N exhibits strong interannual variability, with a significant increase in amplitude over recent decades. In this study, we show, through a combination of nonlinear system identification and coupled ocean-iceberg modelling, that I48N's variability is predominantly caused by fluctuation in GrIS calving discharge rather than open ocean iceberg melting. We also demonstrate that the episodic variation in iceberg discharge is strongly linked to a nonlinear combination of recent changes in the surface mass balance (SMB) of the GrIS and regional atmospheric and oceanic climate variability, on the scale of the previous 1-3 years, with the dominant causal mechanism shifting between glaciological (SMB) and climatic (ocean temperature) over time. We suggest that this is a change in whether glacial run-off or under-ice melting is dominant, respectively. We also suggest that GrIS calving discharge is episodic on at least a regional scale and has recently been increasing significantly, largely as a result of west Greenland sources.
Climate Change Series: Federal, State, and Local Policy Recommendations for Creating a Positive School Climate

ERIC Educational Resources Information Center

Cardichon, Jessica; Roc, Martens

2015-01-01

Too frequently, education reform takes a siloed view that focuses on an individual issue instead of a broader and more comprehensive perspective. For example, students' lack of access to challenging and rigorous course work and their lack of access to experienced, engaging, and effective teachers are often discussed as separate issues rather than…
How pre-service elementary teachers express emotions about climate change and related disciplinary ideas

NASA Astrophysics Data System (ADS)

Hufnagel, Elizabeth J.

As we face the challenges of serious environmental issues, science education has made a commitment to improving environmental literacy, in particular climate literacy (NRC, 2012; 2013). With an increased focus on climate change education in the United States, more research on the teaching and learning of this problem in science classrooms is occurring (e.g. Arslan, Cigdemoglu, & Moseley, 2012; Svihla & Linn, 2012). However, even though people experience a range of emotions about global problems like climate change (Hicks & Holden, 2007; Ojala, 2012; Rickinson, 2001), little attention is given to their emotions about the problem in science classrooms. Because emotions are evaluative (Boler, 1999; Keltner & Gross, 1999), they provided a lens for understanding how students engage personally with climate change. In this study, I drew from sociolinguistics, social psychology, and the sociology of emotions to examine a) the social interactions that allowed for emotional expressions to be constructed and b) the ways in which pre-service elementary teachers constructed emotional expressions about climate change in a science course. Three overall findings emerged: 1) emotions provided a means of understanding how students' conceptualized climate to be relevant to their lives, 2) emotional expressions and the aboutness of these expressions indicated that the students conceptualized climate change as distanced, both temporally and spatially, and 3) although most emotional constructions were distanced, there were multiple instances of emotional expressions in which students took climate change personally. Following a discussion of the findings, implications, limitations, and directions for future research are also described.

Interdisciplinary MSc and Doctoral Education in Climate System Science at the University of Hamburg

NASA Astrophysics Data System (ADS)

Dilly, Oliver; Stammer, Detlef; Pfeiffer, Eva-Maria

2010-05-01

Modern education in climate system sciences is based on a number of disciplines such as meteorology, geophysics, oceanography, geosciences and also economics and social sciences. Facts across these disciplines are required to address the faced key issues related to climate change effectively. Climate experts need to have profound knowledge that can only be achieved in interdisciplinary MSc and PhD programs. In Europe, graduate students who completed a BSc degree are typically proceeding with MSc programs to increase knowledge and qualification. Afterwards, the participation in a doctoral program may follow. Many doctoral programs include courses supporting disciplinary methodological and scientific background in particular. Those courses derive either from advanced MSc programs or specific trainings. Typically, interdisciplinary exchange is difficult to achieve at any stage of disciplinary graduate programs. Recent developments showed the need to educate climate experts in interdisciplinary MSc programs in climate system sciences for both researchers and professionals outside the university. The University of Hamburg offers an interdisciplinary 2-yr MSc program in Integrated System Sciences with 120 ECTS (30 compulsory, 90 eligible) in English language. If the MSc student decides to proceed with a PhD thesis, he/she may not necessarily complete the MSc program but may start to work on a specific and disciplinary doctoral thesis for 3 years. Each doctoral student is guided by an advisory panel (AP) which meets at least bi-annually. The AP consists of a Principal Advisor, a Co-Advisor and a Chair of the panel who come from neighboring disciplines. The structured doctoral program with only 12 CPs includes interdisciplinary compulsory courses and tailor-made eligible expert courses. Summer schools and soft skill courses add to both MSc and doctoral programs. Accordingly, the new graduate school concepts in climate system sciences at the University of Hamburg supports starting with the interdisciplinary MSc program Integrated Climate System Sciences and then get in-depth disciplinary expertise during PhD studies. The completion of the total MSc curriculum may not be essential. Advantages and limitations of this concept will be discussed.
Twentieth Century Regional Climate Change During the Summer in the Central United States Attributed to Agricultural Intensification

NASA Astrophysics Data System (ADS)

Alter, Ross E.; Douglas, Hunter C.; Winter, Jonathan M.; Eltahir, Elfatih A. B.

2018-02-01

Both land use changes and greenhouse gas (GHG) emissions have significantly modified regional climate over the last century. In the central United States, for example, observational data indicate that rainfall increased, surface air temperature decreased, and surface humidity increased during the summer over the course of the twentieth century concurrently with increases in both agricultural production and global GHG emissions. However, the relative contributions of each of these forcings to the observed regional changes remain unclear. Results of both regional climate model simulations and observational analyses suggest that much of the observed rainfall increase—as well as the decrease in temperature and increase in humidity—is attributable to agricultural intensification in the central United States, with natural variability and GHG emissions playing secondary roles. Thus, we conclude that twentieth century land use changes contributed more to forcing observed regional climate change during the summer in the central United States than increasing GHG emissions.
The abrupt climate change near 4,400 yr BP on the cultural transition in Yuchisi, China and its global linkage.

PubMed

Wang, Jianjun; Sun, Liguang; Chen, Liqi; Xu, Libin; Wang, Yuhong; Wang, Xinming

2016-06-10

Extreme climatic events have profound impacts on human society. Here we present the results of a study of organic biomarkers within a sedimentary section at the archaeological site of Yuchisi, eastern China, in order to reconstruct climatic variability during the Dawenkou (5,050-4,400 yr BP) and Longshan (4,400-4,000 yr BP) cultures. At ~4,400 yr BP, within the cultural transition horizon, abrupt changes in biomarkers, such as the fatty acid ratio C18:2/C18:0, 2C31/(C27 + C29), n-C18-ol and n-C30-ol, indicate the occurrence of local climate changes over the course of a few decades. These changes occurred during the transition from the Holocene warm period to a subsequent cold period which lasted for the following 600 years. This climatic shift has been recorded at numerous sites worldwide, and it is likely to have been the main cause of the widespread collapse of many isolated cultures at that time. The palaeoclimatic and archaeological data from the Yuchisi sediments may provide new insights into the relationship between climate change and prehistoric cultural transitions.
The abrupt climate change near 4,400 yr BP on the cultural transition in Yuchisi, China and its global linkage

PubMed Central

Wang, Jianjun; Sun, Liguang; Chen, Liqi; Xu, Libin; Wang, Yuhong; Wang, Xinming

2016-01-01

Extreme climatic events have profound impacts on human society. Here we present the results of a study of organic biomarkers within a sedimentary section at the archaeological site of Yuchisi, eastern China, in order to reconstruct climatic variability during the Dawenkou (5,050–4,400 yr BP) and Longshan (4,400–4,000 yr BP) cultures. At ~4,400 yr BP, within the cultural transition horizon, abrupt changes in biomarkers, such as the fatty acid ratio C18:2/C18:0, 2C31/(C27 + C29), n-C18-ol and n-C30-ol, indicate the occurrence of local climate changes over the course of a few decades. These changes occurred during the transition from the Holocene warm period to a subsequent cold period which lasted for the following 600 years. This climatic shift has been recorded at numerous sites worldwide, and it is likely to have been the main cause of the widespread collapse of many isolated cultures at that time. The palaeoclimatic and archaeological data from the Yuchisi sediments may provide new insights into the relationship between climate change and prehistoric cultural transitions. PMID:27283832
Climate Change and Risks to National Security

NASA Astrophysics Data System (ADS)

Titley, D.

2017-12-01

Climate change impacts national security in three ways: through changes in the operating environments of the military; by increasing risks to security infrastructure, specifically bases and training ranges; and by exacerbating and accelerating the risks of state collapse and conflict in regions that are already fragile and unstable. Additionally there will be unique security challenges in the Arctic as sea-ice melts out and human activities increase across multiple dimensions. Military forces will also likely see increased demand for Humanitarian Assistance and Disaster Relief resulting from a combination of increased human population, rising sea-level, and potentially stronger and wetter storms. The talk will explore some of the lesser known aspects of these changes, examine selected climate-driven 'wild cards' that have the potential to disrupt regional and global security, and explore how migration in the face of a changing climate may heighten security issues. I will assess the positions U.S. executive and legislative branches with respect to climate & security, and how those positions have evolved since the November 2016 election, sometimes in counter-intuitive ways. The talk will close with some recommended courses of action the security enterprise can take to manage this climate risk.
Pre-service teacher professional development on climate change: Assessment of workshop success and influence of prior knowledge

NASA Astrophysics Data System (ADS)

Veron, D. E.; Ad-Marbach, G.; Fox-Lykens, R.; Ozbay, G.; Sezen-Barrie, A.; Wolfson, J.

2017-12-01

As states move to adopt the next generation science standards, in-service teachers are being provided with professional development that introduces climate change content and best practices for teaching climate change in the classroom. However, research has shown that it is challenging to bring this information into the higher education curriculum in education courses for pre-service teachers due to curricular and programming constraints. Over two years, the Maryland and Delaware Climate Change Assessment and Research (MADE-CLEAR) project explored a professional development approach for pre-service teachers which employed paired workshops that resulted in participant-developed lesson plans based on climate change content. The workshops were designed to provide pre-service teachers with climate change content related to the carbon cycle and to model a variety of techniques and activities for presenting this information in the classroom. Lesson plans were developed between the first and second workshop, presented at the second workshop and discussed with peers and in-service teachers, and then revised in response to feedback from the second workshop. Participant climate change content knowledge was assessed before the first workshop, and after the final revision of the lesson plan was submitted to the MADE-CLEAR team. Climate content knowledge was also assessed using the same survey for additional pre-service teacher groups who did not participate in the professional development. Results show that while the paired workshop approach increased climate content knowledge, the amount of improvement varied depending on the participants' prior knowledge in climate change content. In addition, some alternate conceptions of climate change were not altered by participant involvement in the professional development approach. Revised lesson plans showed understanding of underlying climate change impacts and demonstrated awareness of appropriate techniques for introducing this complex topic. These findings will be useful to those planning pre-service teacher professional development on climate change in the future.
Trade-offs in allocating allowances for CO2 emissions

DOT National Transportation Integrated Search

2007-04-25

In light of scientific evidence about the potential damages from climate change, the Congress is considering legislation that would impose a cap-and-trade program to reduce U.S. emissions of greenhouse gases, including carbon dioxide (CO2) from...
Application of Geographic Information System (GIS) in Student Experiential Learning on Climate Change and Sustainability

NASA Astrophysics Data System (ADS)

Ozbay, G.; Sriharan, S.; Fan, C.; Prakash, A.; San Juan, F.

2016-12-01

Consortium of minority serving institutions including Delaware State University, Virginia State University, Morgan State University, University of Alaska Fairbanks, and Elizabeth City State University have collaborated on various student experiential learning programs to expand the technology-based education by incorporating Geographic Information System (GIS) technique to promote student learning on climate change and sustainability. Specific objectives of this collaborative programs are to: (i) develop new or enhance existing courses of Introduction to Geographic Information System (GIS) and Introduction to Remote Sensing, (ii) enhance teaching and research capabilities through faculty professional development workshops, (iii) engage minority undergraduates in GIS and remote sensing research via experiential learning activities including summer internship, workshop, and work study experience. Ultimate goal is to prepare pipeline of minority task force with skills in GIS and remote sensing application in climate sciences. Various research projects were conducted on topics such as carbon footprint, atmospheric CO2, wildlife diversity, ocean circulation, wild fires, geothermal exploration, etc. Students taking GIS and remote sensing courses often express interests to be involved in research projects to enhance their knowledge and obtain research skills. Of about 400 students trained, approximately 30% of these students were involved in research experience in our programs since 2004. The summer undergraduate research experiences (REU) have offered hands-on research experience to the students on climate change and sustainability. Previous studies indicate that students who are previously exposed to environmental science only by a single field trip or an introductory course could be still at risk of dropping out of this field in their early years of the college. The research experience, especially at early college years, would significantly increase the participation and retention of students in climate sciences and sustainability by creating and maintaining interest in these areas. These programs promoted active recruitment of faculty, staff, and students, fostered the development of partnerships, and enhanced related skill sets among students in GIS and remote sensing.
Building Partnerships and Research Collaborations to Address the Impacts of Arctic Change: The North Atlantic Climate Change Collaboration (NAC3)

NASA Astrophysics Data System (ADS)

Polk, J.; North, L. A.; Strenecky, B.

2015-12-01

Changes in Arctic warming influence the various atmospheric and oceanic patterns that drive Caribbean and mid-latitude climate events, including extreme events like drought, tornadoes, and flooding in Kentucky and the surrounding region. Recently, the establishment of the North Atlantic Climate Change Collaboration (NAC3) project at Western Kentucky University (WKU) in partnership with the University of Akureyri (UNAK), Iceland Arctic Cooperation Network (IACN), and Caribbean Community Climate Change Centre (CCCCC) provides a foundation from which to engage students in applied research from the local to global levels and more clearly understand the many tenets of climate change impacts in the Arctic within both a global and local community context. The NAC3 project encompasses many facets, including joint international courses, student internships, economic development, service learning, and applied research. In its first phase, the project has generated myriad outcomes and opportunities for bridging STEM disciplines with other fields to holistically and collaboratively address specific human-environmental issues falling under the broad umbrella of climate change. WKU and UNAK students desire interaction and exposure to other cultures and regions that are threatened by climate change and Iceland presents a unique opportunity to study influences such as oceanic processes, island economies, sustainable harvest of fisheries, and Arctic influences on climate change. The project aims to develop a model to bring partners together to conduct applied research on the complex subject of global environmental change, particularly in the Arctic, while simultaneously focusing on changing how we learn, develop community, and engage internationally to understand the impacts and find solutions.
Creating Research-Rich Learning Experiences and Quantitative Skills in a 1st Year Earth Systems Course

NASA Astrophysics Data System (ADS)

King, P. L.; Eggins, S.; Jones, S.

2014-12-01

We are creating a 1st year Earth Systems course at the Australian National University that is built around research-rich learning experiences and quantitative skills. The course has top students including ≤20% indigenous/foreign students; nonetheless, students' backgrounds in math and science vary considerably posing challenges for learning. We are addressing this issue and aiming to improve knowledge retention and deep learning by changing our teaching approach. In 2013-2014, we modified the weekly course structure to a 1hr lecture; a 2hr workshop with hands-on activities; a 2hr lab; an assessment piece covering all face-to-face activities; and a 1hr tutorial. Our new approach was aimed at: 1) building student confidence with data analysis and quantitative skills through increasingly difficult tasks in science, math, physics, chemistry, climate science and biology; 2) creating effective learning groups using name tags and a classroom with 8-person tiered tables; 3) requiring students to apply new knowledge to new situations in group activities, two 1-day field trips and assessment items; 4) using pre-lab and pre-workshop exercises to promote prior engagement with key concepts; 5) adding open-ended experiments to foster structured 'scientific play' or enquiry and creativity; and 6) aligning the assessment with the learning outcomes and ensuring that it contains authentic and challenging southern hemisphere problems. Students were asked to design their own ocean current experiment in the lab and we were astounded by their ingenuity: they simulated the ocean currents off Antarctica; varied water density to verify an equation; and examined the effect of wind and seafloor topography on currents. To evaluate changes in student learning, we conducted surveys in 2013 and 2014. In 2014, we found higher levels of student engagement with the course: >~80% attendance rates and >~70% satisfaction (20% neutral). The 2014 cohort felt that they were more competent in writing and data analysis skills, working quantitatively using spreadsheets; deriving equations to describe nature; using the scientific method; and research processes. Assessment strategies are challenging and we plan to test a grading approach based on the "three Cs": content, correctness and creativity.
Projected wetland densities under climate change: habitat loss but little geographic shift in conservation strategy.

PubMed

Sofaer, Helen R; Skagen, Susan K; Barsugli, Joseph J; Rashford, Benjamin S; Reese, Gordon C; Hoeting, Jennifer A; Wood, Andrew W; Noon, Barry R

2016-09-01

Climate change poses major challenges for conservation and management because it alters the area, quality, and spatial distribution of habitat for natural populations. To assess species' vulnerability to climate change and target ongoing conservation investments, researchers and managers often consider the effects of projected changes in climate and land use on future habitat availability and quality and the uncertainty associated with these projections. Here, we draw on tools from hydrology and climate science to project the impact of climate change on the density of wetlands in the Prairie Pothole Region of the USA, a critical area for breeding waterfowl and other wetland-dependent species. We evaluate the potential for a trade-off in the value of conservation investments under current and future climatic conditions and consider the joint effects of climate and land use. We use an integrated set of hydrological and climatological projections that provide physically based measures of water balance under historical and projected future climatic conditions. In addition, we use historical projections derived from ten general circulation models (GCMs) as a baseline from which to assess climate change impacts, rather than historical climate data. This method isolates the impact of greenhouse gas emissions and ensures that modeling errors are incorporated into the baseline rather than attributed to climate change. Our work shows that, on average, densities of wetlands (here defined as wetland basins holding water) are projected to decline across the U.S. Prairie Pothole Region, but that GCMs differ in both the magnitude and the direction of projected impacts. However, we found little evidence for a shift in the locations expected to provide the highest wetland densities under current vs. projected climatic conditions. This result was robust to the inclusion of projected changes in land use under climate change. We suggest that targeting conservation towards wetland complexes containing both small and relatively large wetland basins, which is an ongoing conservation strategy, may also act to hedge against uncertainty in the effects of climate change. © 2016 by the Ecological Society of America.
New estimates of changes in snow cover over Russia in recent decades

NASA Astrophysics Data System (ADS)

Bulygina, O.; Korshunova, N.; Razuvaev, V.; Groisman, P. Y.

2017-12-01

Snow covers plays critical roles in the energy and water balance of the Earth through its unique physical properties (high reflectivity and low thermal conductivity) and water storage. The main objective of this research is to monitoring snow cover change in Russia. The estimates of changes of major snow characteristics (snow cover duration, maximum winter snow depth, snow water equivalent) are described. Apart from the description of long-term averages of snow characteristics, the estimates of their change that are averaged over quasi-homogeneous climatic regions are derived and regional differences in the change of snow characteristics are studied. We used in our study daily snow observations for 820 Russian meteorological station from 1966 to 2017. All of these meteorological stations are of unprotected type. The water equivalent is analyzed from snow course survey data at 958 meteorological stations from 1966 to 2017. The time series are prepared by RIHMI-WDC. Regional analysis of snow cover data was carried out using quasi-homogeneous climatic regions. The area-averaging technique using station values converted to anomalies with respect to a common reference period (in this study, 1981-2010). Anomalies were arithmetically averaged first within 1°N x 2°E grid cells and thereafter by a weighted average value derived over the quasi-homogeneous climatic regions. This approach provides a more uniform spatial field for averaging. By using a denser network of meteorological stations, bringing into consideration snow course data and, we managed to specify changes in all observed major snow characteristics and to obtain estimates generalized for quasi-homogeneous climatic regions. The detected changes in the dates of the establishment and disappearance of the snow cover.
European freshwater vulnerability under high rates of global warming and plausible socio-economic narratives.

NASA Astrophysics Data System (ADS)

Koutroulis, Aristeidis; Papadimitriou, Lamprini; Grillakis, Manolis; Tsanis, Ioannis

2017-04-01

Recent developments could postpone climate actions in the frame of the global climate deal of the Paris Agreement, making higher-end global warming increasingly plausible. Although not clear in the COP21 water security is fundamental to achieving low-carbon ambitions, thus climate and water policies are closely related. The projection of the relationship between global warming, water availability and water stress through their complex interactions among different sectors, along with the synergies and trade-offs between adaptation and mitigation actions, is a rather challenging task under the prism of climate change. Here we try to develop and apply a simple, transparent conceptual framework describing European vulnerability to hydrological drought of current hydro-climatic and socioeconomic status as well as projected vulnerability at specific levels of global warming (1.5oC, 2oC and 4oC) following highly rates of climatic change (RCP8.5) and considering different levels of adaptation associated to specific socioeconomic pathways (SSP2, SSP3 and SSP5).
Decadal changes in CH4 and CO2 emissions on the Alaskan North Slope

NASA Astrophysics Data System (ADS)

Sweeney, C.; Commane, R.; Wofsy, S.; Dlugokencky, E. J.; Karion, A.; Stone, R. S.; Chang, R.; Tans, P. P.; Wolter, S.

2016-12-01

Large changes in surface air temperature, sea ice cover and permafrost in the Arctic Boreal Ecosystems (ABE) are significantly impacting the critical ecosystem services and human societies that are dependent on the ABE. In order to predict the outcome of continued change in the climate system of the ABE, it is necessary to look at how past changes in climate have affected the ABE. We look at 30 years of CH4 and 42 years of CO2 observations from the NOAA Global Greenhouse Gas Reference Network site in Barrow, Alaska. By eliminating background trends and only looking at data collected when winds are blowing off the North Slope we find very little change in CH4 enhancements, but significant changes in the CO2 enhancements coming off the tundra. The bulk of both CO2 and CH4 emissions appear to be emitted well after the first snow fall on the North Slope. CO2 emissions are a strongly correlation with summer surface temperatures, while CH4 emissions appear insensitive to the large temperature changes that occurred over the measurement period. These results suggest that CO2, and not CH4 emissions, are a likely pathway for the degradation of permafrost carbon.
A New Way for Students and Colleges to Bring about Global Change

ERIC Educational Resources Information Center

Clinton, William Jefferson

2008-01-01

Over the course of history, students and universities have played important, often transformative roles in guiding all people toward a healthier, more equitable, sustainable, and prosperous global community. Today they face unprecedented global challenges relating to climate change, extreme poverty, malnutrition and disease, and equitable…
The influence of causal knowledge on the willingness to change attitude towards climate change: results from an empirical study

NASA Astrophysics Data System (ADS)

Tasquier, Giulia; Pongiglione, Francesca

2017-09-01

Climate change is one of the significant global challenges currently facing humanity. Even though its seriousness seems to be common knowledge among the public, the reaction of individuals to it has been slow and uncertain. Many studies assert that simply knowing about climate change is not enough to generate people's behavioural response. They claim, indeed, that in some cases scientific literacy can even obstruct behavioural response instead. However, recent surveys show a rather poor understanding of climate dynamics and argue that lack of knowledge about causal relationships within climate dynamics can hinder behavioural response, since the individual is not able to understand his/her role as causal agent and therefore doesn't know how to take proper action. This study starts from the hypothesis that scientific knowledge focused on clarifying climate dynamics can make people understand not only dynamics themselves, but also their interactive relationship with the environment. Teaching materials on climate change based on such considerations were designed and implemented in a course for secondary-school students with the aim of investigating whether this kind of knowledge had an influence on students' willingness to adopt pro-environmental behaviours. Questionnaires were delivered for testing the effect of the teaching experience on knowledge and behaviour.
Water-quality impacts from climate-induced forest die-off

NASA Astrophysics Data System (ADS)

Mikkelson, Kristin M.; Dickenson, Eric R. V.; Maxwell, Reed M.; McCray, John E.; Sharp, Jonathan O.

2013-03-01

Increased ecosystem susceptibility to pests and other stressors has been attributed to climate change, resulting in unprecedented tree mortality from insect infestations. In turn, large-scale tree die-off alters physical and biogeochemical processes, such as organic matter decay and hydrologic flow paths, that could enhance leaching of natural organic matter to soil and surface waters and increase potential formation of harmful drinking water disinfection by-products (DBPs). Whereas previous studies have investigated water-quantity alterations due to climate-induced, forest die-off, impacts on water quality are unclear. Here, water-quality data sets from water-treatment facilities in Colorado were analysed to determine whether the municipal water supply has been perturbed by tree mortality. Results demonstrate higher total organic carbon concentrations along with significantly more DBPs at water-treatment facilities using mountain-pine-beetle-infested source waters when contrasted with those using water from control watersheds. In addition to this differentiation between watersheds, DBP concentrations demonstrated an increase within mountain pine beetle watersheds related to the degree of infestation. Disproportionate DBP increases and seasonal decoupling of peak DBP and total organic carbon concentrations further suggest that the total organic carbon composition is being altered in these systems.
A trait-based framework for predicting when and where microbial adaptation to climate change will affect ecosystem functioning

USGS Publications Warehouse

Wallenstein, Matthew D.; Hall, Edward K.

2012-01-01

As the earth system changes in response to human activities, a critical objective is to predict how biogeochemical process rates (e.g. nitrification, decomposition) and ecosystem function (e.g. net ecosystem productivity) will change under future conditions. A particular challenge is that the microbial communities that drive many of these processes are capable of adapting to environmental change in ways that alter ecosystem functioning. Despite evidence that microbes can adapt to temperature, precipitation regimes, and redox fluctuations, microbial communities are typically not optimally adapted to their local environment. For example, temperature optima for growth and enzyme activity are often greater than in situ temperatures in their environment. Here we discuss fundamental constraints on microbial adaptation and suggest specific environments where microbial adaptation to climate change (or lack thereof) is most likely to alter ecosystem functioning. Our framework is based on two principal assumptions. First, there are fundamental ecological trade-offs in microbial community traits that occur across environmental gradients (in time and space). These trade-offs result in shifting of microbial function (e.g. ability to take up resources at low temperature) in response to adaptation of another trait (e.g. limiting maintenance respiration at high temperature). Second, the mechanism and level of microbial community adaptation to changing environmental parameters is a function of the potential rate of change in community composition relative to the rate of environmental change. Together, this framework provides a basis for developing testable predictions about how the rate and degree of microbial adaptation to climate change will alter biogeochemical processes in aquatic and terrestrial ecosystems across the planet.
Disentangling climatic versus biotic drivers of tree range constraints: Broad scale tradeoffs between climate and competion rarely explain local range boundaries

NASA Astrophysics Data System (ADS)

Anderegg, L. D. L.; Hillerislambers, J.

2016-12-01

Accurate prediction of climatically-driven range shifts requires knowledge of the dominant forces constraining species ranges, because climatically controlled range boundaries will likely behave differently from biotically controlled range boundaries in a changing climate. Yet the roles of climatic constraints (due to species physiological tolerance) versus biotic constraints (caused by species interactions) on geographic ranges are largely unknown, infusing large uncertainty into projections of future range shifts. Plant species ranges across strong climatic gradients such as elevation gradients are often assumed to represent a tradeoff between climatic constraints on the harsh side of the range and biotic constraints (often competitive constraints) on the climatically benign side. To test this assumption, we collected tree cores from across the elevational range of the three dominant tree species inhabiting each of three climatically disparate mountain slopes and assessed climatic versus competitive constraints on growth at each species' range margins. Across all species and mountains, we found evidence for a tradeoff between climatic and competitve growth constraints. We also found that some individual species did show an apparent trade-off between a climatic constraint at one range margin and a competitive constraint at the other. However, even these simple elevation gradients resulted in complex interactions between temperature, moisture, and competitive constraints such that a climate-competition tradeoff did not explain range constraints for many species. Our results suggest that tree species can be constrained by a simple trade-off between climate and competition, but that the intricacies of real world climate gradients complicate the application of this theory even in apparently harsh environments, such as near high elevation tree line.
Soil carbon management in large-scale Earth system modelling: implications for crop yields and nitrogen leaching

NASA Astrophysics Data System (ADS)

Olin, S.; Lindeskog, M.; Pugh, T. A. M.; Schurgers, G.; Wårlind, D.; Mishurov, M.; Zaehle, S.; Stocker, B. D.; Smith, B.; Arneth, A.

2015-06-01

We explore cropland management alternatives and the effect these can have on future C and N pools and fluxes using the land use-enabled dynamic vegetation model LPJ-GUESS. Simulated crop production, cropland carbon storage, carbon sequestration and nitrogen leaching from croplands are evaluated and discussed. Compared to the version of LPJ-GUESS that does not include land use dynamics, estimates of soil carbon stocks and nitrogen leaching from terrestrial to aquatic ecosystems were improved. We explore trade-offs between important ecosystem services that can be provided from agricultural fields such as crop yields, retention of nitrogen and carbon storage. These trade-offs are evaluated for current land use and climate and further explored for future conditions within the two future climate change scenarios, RCP 2.6 and 8.5. Our results show that the potential for carbon sequestration due to typical cropland management practices such as no-till and cover-crops proposed in literature is not realised, globally or over larger climatic regions. Our results highlight important considerations to be made when modelling C-N interactions in agricultural ecosystems under future environmental change, and the effects these have on terrestrial biogeochemical cycles.

Using Climate Change for Teaching Experimental Sciences in Teacher Education through Research Projects on Recycling at the University of Lleida (Western Catalonia)

NASA Astrophysics Data System (ADS)

Sebastia, M. T.; Verdú, N.

2016-12-01

Although climate change is one of the most pressing challenges faced by humankind, climate change illiteracy is frequent among primary school teacher college students reaching the second school year at the University of Lleida (UdL). Climate change was chosen to structure the course on Experimental Sciences of the bilingual group because this topic involves all sciences, and because of the importance of the subject for future educators. In the bilingual group of the Education Faculty, Experimental Sciences is taught in English, and there are usually 1-2 international students in addition to around 20 local students. To increase the awareness about climate change and make this topic closer to the students' daily experience, a research project on recycling at the University of Lleida was assigned per groups of 4 students. The assignment was semi-structured, the students received a reduced set of instructions and large freedom to focus their particular projects. Additional instructions were provided along the way. We present results from the comparisons among faculties at UdL, and among the different users: students, professors and researchers, and administration staff. We also discuss the impact that this project had in the learning ability of the students and their awareness about climate change.
Fluctuations in the East Asian monsoon recorded by pollen assemblages in sediments from the Japan Sea off the southwestern coast of Hokkaido, Japan, from 4.3 Ma to the present

NASA Astrophysics Data System (ADS)

Igarashi, Yaeko; Irino, Tomohisa; Sawada, Ken; Song, Lu; Furota, Satoshi

2018-04-01

We reconstructed fluctuations in the East Asian monsoon and vegetation in the Japan Sea region since the middle Pliocene based on pollen data obtained from sediments collected by the Integrated Ocean Drilling Program off the southwestern coast of northern Japan. Taxodiaceae conifers Metasequoia and Cryptomeria and Sciadopityacere conifer Sciadopitys are excellent indicators of a humid climate during the monsoon. The pollen temperature index (Tp) can be used as a proxy for relative air temperature. Based on changes in vegetation and reconstructed climate over a period of 4.3 Ma, we classified the sediment sequence into six pollen zones. From 4.3 to 3.8 Ma (Zone 1), the climate fluctuated between cool/moist and warm/moist climatic conditions. Vegetation changed between warm temperate mixed forest and cool temperate conifer forest. The Neogene type tree Carya recovered under a warm/moist climate. The period from 3.8 to 2.5 Ma (Zone 2) was characterized by increased Metasequoia pollen concentration. Warm temperate mixed forest vegetation developed under a cool/moist climate. The period from 2.5 to 2.2 Ma (Zone 3) was characterized by an abrupt increase in Metasequoia and/or Cryptomeria pollen and a decrease in warm broadleaf tree pollen, indicating a cool/humid climate. The Zone 4 period (2.2-1.7 Ma) was characterized by a decrease in Metasequoia and/or Cryptomeria pollen and an increase in cool temperate conifer Picea and Tsuga pollen, indicating a cool/moist climate. The period from 1.7 to 0.3 Ma (Zone 5) was characterized by orbital-scale climate fluctuations. Cycles of abrupt increases and decreases in Cryptomeria and Picea pollen and in Tp values indicated changes between warm/humid and cold/dry climates. The alpine fern Selaginella selaginoides appeared as of 1.6 Ma. Vegetation alternated among warm mixed, cool mixed, and cool temperate conifer forests. Zone 6 (0.3 Ma to present) was characterized by a decrease in Cryptomeria pollen. The warm temperate broadleaf forest and cool temperate conifer forest developed alternately under warm/moist and cold/dry climate. Zone 2 corresponded to a weak Tsushima Current breaking through the Tsushima Strait, and the beginning of orbital-scale climatic changes at 1.7 Ma during Zone 5 corresponded to the strong inflow of the Tsushima Current into the Japan Sea during interglacial periods (Gallagher et al., 2015).
Environmental and economic risks assessment under climate changes for three land uses scenarios analysis across Teshio watershed, northernmost of Japan.

PubMed

Fan, Min; Shibata, Hideaki; Chen, Li

2017-12-01

Land use and climate changes affect on the economy and environment with different patterns and magnitudes in the watershed. This study used risk analysis model stochastic efficiency with respect to a function (SERF) to evaluate economic and environmental risks caused by four climate change scenarios (baseline, small-, mid- and large changes) and three land uses (paddy dominated, paddy-farmland mixture and farmland dominated for agriculture) in Teshio watershed in northern Hokkaido, Japan. Under the baseline climate conditions, the lower ranking of economic income of crop yield and higher ranking of pollutant load from agricultural land were both predicted in paddy dominated for agriculture, suggesting that the paddy dominated system caused higher risks of economic and environmental variables compared to other two land uses. Increase of temperature and precipitation increased crop yields under all three climate changes which resulted in increase of the ranking of economic income, indicating that those climate changes could reduce economic risk. The increased temperature and precipitation also accelerated mineralization of organic nutrient and nutrient leaching to river course of Teshio which resulted in increase of the ranking of pollutant load, suggesting that those climate changes could lead to more environmental risk. The rankings of economic income in mid- and large changes of climate were lower than that in small change of climate under paddy-farmland mixture and farmland dominated systems due to decrease of crop yield, suggesting that climate change led to more economic risk. In summary, the results suggested that increase in temperature and precipitation caused higher risks of both economic and environmental perspectives, and the impacts was higher than those of land use changes in the studied watershed. Those findings would help producers and watershed managers to measure the tradeoffs between environmental protection and agricultural economic development for making decision under land use and climate changes. Copyright © 2017 Elsevier B.V. All rights reserved.
Impacts of Climate Change on Biofuels Production

DOE Office of Scientific and Technical Information (OSTI.GOV)

Melillo, Jerry M.

2014-04-30

The overall goal of this research project was to improve and use our biogeochemistry model, TEM, to simulate the effects of climate change and other environmental changes on the production of biofuel feedstocks. We used the improved version of TEM that is coupled with the economic model, EPPA, a part of MIT’s Earth System Model, to explore how alternative uses of land, including land for biofuels production, can help society meet proposed climate targets. During the course of this project, we have made refinements to TEM that include development of a more mechanistic plant module, with improved ecohydrology and considerationmore » of plant-water relations, and a more detailed treatment of soil nitrogen dynamics, especially processes that add or remove nitrogen from ecosystems. We have documented our changes to TEM and used the model to explore the effects on production in land ecosystems, including changes in biofuels production.« less
Predicting future coexistence in a North American ant community

PubMed Central

Bewick, Sharon; Stuble, Katharine L; Lessard, Jean-Phillipe; Dunn, Robert R; Adler, Frederick R; Sanders, Nathan J

2014-01-01

Global climate change will remodel ecological communities worldwide. However, as a consequence of biotic interactions, communities may respond to climate change in idiosyncratic ways. This makes predictive models that incorporate biotic interactions necessary. We show how such models can be constructed based on empirical studies in combination with predictions or assumptions regarding the abiotic consequences of climate change. Specifically, we consider a well-studied ant community in North America. First, we use historical data to parameterize a basic model for species coexistence. Using this model, we determine the importance of various factors, including thermal niches, food discovery rates, and food removal rates, to historical species coexistence. We then extend the model to predict how the community will restructure in response to several climate-related changes, such as increased temperature, shifts in species phenology, and altered resource availability. Interestingly, our mechanistic model suggests that increased temperature and shifts in species phenology can have contrasting effects. Nevertheless, for almost all scenarios considered, we find that the most subordinate ant species suffers most as a result of climate change. More generally, our analysis shows that community composition can respond to climate warming in nonintuitive ways. For example, in the context of a community, it is not necessarily the most heat-sensitive species that are most at risk. Our results demonstrate how models that account for niche partitioning and interspecific trade-offs among species can be used to predict the likely idiosyncratic responses of local communities to climate change. PMID:24963378
A 12,000-Yr Pollen Record off Cape Hatteras: Pollen Sources and Mechanisms of Pollen Dispersion

NASA Technical Reports Server (NTRS)

Naughton, F.; Keigwin, L.; Peteet, D.; Costas, S.; Desprat, S.; Oliveira, D.; de Vernal, A.; Voelker, A.; Abrantes, F.

2015-01-01

Integrating both marine and terrestrial signals from the same sediment core is one of the primary challenges for understanding the role of ocean-atmosphere coupling throughout past climate changes. It is therefore vital to understand how the pollen signal of a given marine record reflects the vegetation changes of the neighboring continent. The comparison between the pollen record of marine core JPC32 (KNR178JPC32) and available terrestrial pollen sequences from eastern North America over the last 12,170 years indicates that the pollen signature off Cape Hatteras gives an integrated image of the regional vegetation encompassing the Pee Dee river, Chesapeake and Delaware hydrographic basins and is reliable in reconstructing the past climate of the adjacent continent. Extremely high quantities of pollen grains included in the marine sediments off Cape Hatteras were transferred from the continent to the sea, at intervals 10,100-8800 cal yr BP, 8300-7500 cal yr BP, 5800- 4300 cal yr BP and 2100-730 cal yr BP, during storm events favored by episodes of rapid sea-level rise in the eastern coast of US. In contrast, pollen grains export was reduced during 12,170-10,150 cal yr BP and 4200- 2200 cal yr BP, during episodes of intense continental dryness and slow sea level rise episodes or lowstands in the eastern coast of US. The near absence of reworked pollen grains in core JPC32 contrasts with the high quantity of reworked material in nearby but deeper located marine sites, suggesting that the JPC32 recordwas not affected by the DeepWestern Boundary Current (DWBC) since the end of the Younger Dryas and should be considered a key site for studying past climate changes in the western North Atlantic.
Communicating for Climate Change Adaptation: Lessons from a Case Study with Nature-Based Tour Operators

NASA Astrophysics Data System (ADS)

Timm, K.; Sparrow, E. B.; Pettit, E. C.; Trainor, S. F.; Taylor, K.

2014-12-01

Increasing temperatures are projected to have a positive effect on the length of Alaska's tourism season, but the natural attractions that tourism relies on, such as glaciers, wildlife, fish, or other natural resources, may change. In order to continue to derive benefits from these resources, nature-based tour operators may have to adapt to these changes, and communication is an essential, but poorly understood, component of the climate change adaptation process. The goal of this study was to determine how to provide useful climate change information to nature-based tour operators by answering the following questions: 1. What environmental changes do nature-based tour operators perceive? 2. How are nature-based tour operators responding to climate and environmental change? 3. What climate change information do nature-based tour operators need? To answer these questions, twenty-four nature-based tour operators representing 20 different small and medium sized businesses in Juneau, Alaska were interviewed. The results show that many of Juneau's nature-based tour operators are observing, responding to, and in some cases, actively planning for further changes in the environment. The types of responses tended to vary depending on the participants' certainty in climate change and the perceived risks to their organization. Using these two factors, this study proposes a framework to classify climate change responses for the purpose of generating meaningful information and communication processes that promote adaptation and build adaptive capacity. During the course of the study, several other valuable lessons were learned about communicating about adaptation. The results of this study demonstrate that science communication research has an important place in the practice of promoting and fostering climate change adaptation. While the focus of this study was tour operators, the lessons learned may be valuable to other organizations striving to engage unique groups in climate change adaptation planning efforts and to social scientists trying to understanding of the role of communication in climate change adaptation.
High-resolution dynamic downscaling of CMIP5 output over the Tropical Andes

NASA Astrophysics Data System (ADS)

Reichler, Thomas; Andrade, Marcos; Ohara, Noriaki

2015-04-01

Our project is targeted towards making robust predictions of future changes in climate over the tropical part of the South American Andes. This goal is challenging, since tropical lowlands, steep mountains, and snow covered subarctic surfaces meet over relatively short distances, leading to distinct climate regimes within the same domain and pronounced spatial gradients in virtually every climate quantity. We use an innovative approach to solve this problem, including several quadruple nested versions of WRF, a systematic validation strategy to find the version of WRF that best fits our study region, spatial resolutions at the kilometer scale, 20-year-long simulation periods, and bias-corrected output from various CMIP5 simulations that also include the multi-model mean of all CMIP5 models. We show that the simulated changes in climate are consistent with the results from the global climate models and also consistent with two different versions of WRF. We also discuss the expected changes in snow and ice, derived from off-line coupling the regional simulations to a carefully calibrated snow and ice model.
Life-history correlations with seasonal cold hardiness in maritime pine.

PubMed

Prada, Eva; Climent, José; Alía, Ricardo; Díaz, Raquel

2016-12-01

Plants have developed mechanisms to withstand stressful environmental conditions, but the high energetic cost of these mechanisms may involve exchanges with other key functions. While trade-offs between cold hardiness and growth rates are a general assumption, we lack information regarding genetically based trade-offs between cold hardiness and other life-history traits. Such information has strong implications for tree conservation and breeding, especially in the context of ongoing climate change. We used a common garden progeny test to examine the relationships between seasonal cold hardiness and life-history traits of growth, reproduction, juvenile ontogeny, and phenology in 75 families of six maritime pine (Pinus pinaster Ait.) populations, three of continental and three of coastal origins. We found a clear differentiation among populations with regard to cold hardiness and life-history traits. Two continental Iberian populations showed high cold tolerance and slower growth, but faster ontogenetic development in relation to both vegetative heteroblastic change in juveniles and the onset of female reproduction. The coastal populations displayed the opposite behavior, while the continental Moroccan population presented a unique combination of traits. We confirmed trade-offs between cold-hardiness and growth at the population level, but not within populations. There were no trade-offs with other life-history traits at either level. Relevant local adaptation syndromes were identified in the relationship between cold hardiness and life-history traits. These should be considered in developing tree management guidelines aimed at increasing productivity or adaptability under the expected conditions of climate change. © 2016 Botanical Society of America.
The Fate of the World is in your hands: computer gaming for multi-faceted climate change education

NASA Astrophysics Data System (ADS)

Bedford, D. P.

2015-12-01

Climate change is a multi-faceted (or 'wicked') problem. True climate literacy therefore requires understanding not only the workings of the climate system, but also the current and potential future impacts of climate change and sea level rise on individuals, communities and countries around the world, as noted in the US Global Change Research Program's (2009) Climate Literacy: The Essential Principles of Climate Sciences. The asymmetric nature of climate change impacts, whereby the world's poorest countries have done the least to cause the problem but will suffer disproportionate consequences, has also been widely noted. Education in climate literacy therefore requires an element of ethics in addition to physical and social sciences. As if addressing these multiple aspects of climate change were not challenging enough, polling data has repeatedly shown that many members of the public tend to see climate change as a far away problem affecting people remote from them at a point in the future, but not themselves. This perspective is likely shared by many students. Computer gaming provides a possible solution to the combined problems of, on the one hand, addressing the multi-faceted nature of climate change, and, on the other hand, making the issue real to students. Fate of the World, a game produced by the company Red Redemption, has been used on several occasions in a small (20-30 students) introductory level general education course on global warming at Weber State University. Players are required to balance difficult decisions about energy investment while managing regional political disputes and attempting to maintain minimum levels of development in the world's poorer countries. By providing a realistic "total immersion" experience, the game has the potential to make climate change issues more immediate to players, and presents them with the ethical dilemmas inherent in climate change. This presentation reports on the use of Fate of the World in an educational setting, highlighting student experiences and lessons learned from two attempts to use the game as a tool for teaching the multi-faceted nature of climate change.
From Classroom to Computer Terminal.

ERIC Educational Resources Information Center

Bumstead, Richard

1981-01-01

Describes a Massachusetts pilot project which matches the state's need for trained technicians with the needs of teachers laid off or dismissed. The computer programer training course and job placement service illustrate a school-business partnership that eases the transition for teachers forced to change careers. (SK)
For Me It Was When I Saw a Simple Chart: Former Climate Contrarians Recount What Changed Their Minds

NASA Astrophysics Data System (ADS)

Kirk, K. B.

2017-12-01

Efforts to advance climate policy in the US have been hindered by a sector of the public that is reluctant to accept the science of anthropogenic climate change. Climate educators, advocates, and policymakers seek to resolve this roadblock through educational efforts and strategic messaging, while social science research strives to understand the causes of resistance on climate change. A discussion on the social media platform, AskReddit, offered a surprising source of insight when a tantalizing question was posed, "Former climate deniers, what changed your mind?" Responses to the query offered a rare glimpse into the process of how people switched camps, outgrew their parents' values, had transformative experiences, or were worn down by mounting scientific evidence. The posts contained 66 examples of people who were initially uncertain or dismissive of climate change, but came to accept the mainstream science. The commenters provided insightful narratives describing the origins of their skeptical beliefs, the rationales for their changing opinions, and the events that caused them to reverse course. Analysis of the comments revealed the primary reasons that influenced people to change their minds. Those were: science and evidence (cited as a factor in 47% of the comments); stewardship for the Earth and concerns about pollution (29%); unusual weather events (21%); and the untrustworthiness of the messengers who claim that climate change is false (17%). Note that several commenters pointed to more than one factor that contributed to their evolving views. While neither the setting nor the sample size allow a robust scientific analysis, these anecdotal accounts offer useful insights on a vexing problem. Learning about the circumstances that lead people to update their thinking can help us improve efforts to communicate the science and policy around climate change. This work is the topic of an article at Yale Climate Connections, https://www.yaleclimateconnections.org/2017/04/changing-minds-on-a-changing-climate/.
Sustainable biochar to mitigate global climate change

PubMed Central

Woolf, Dominic; Amonette, James E.; Street-Perrott, F. Alayne; Lehmann, Johannes; Joseph, Stephen

2010-01-01

Production of biochar (the carbon (C)-rich solid formed by pyrolysis of biomass) and its storage in soils have been suggested as a means of abating climate change by sequestering carbon, while simultaneously providing energy and increasing crop yields. Substantial uncertainties exist, however, regarding the impact, capacity and sustainability of biochar at the global level. In this paper we estimate the maximum sustainable technical potential of biochar to mitigate climate change. Annual net emissions of carbon dioxide (CO2), methane and nitrous oxide could be reduced by a maximum of 1.8 Pg CO2-C equivalent (CO2-Ce) per year (12% of current anthropogenic CO2-Ce emissions; 1 Pg=1 Gt), and total net emissions over the course of a century by 130 Pg CO2-Ce, without endangering food security, habitat or soil conservation. Biochar has a larger climate-change mitigation potential than combustion of the same sustainably procured biomass for bioenergy, except when fertile soils are amended while coal is the fuel being offset. PMID:20975722
Reservoir operations under climate change: Storage capacity options to mitigate risk

NASA Astrophysics Data System (ADS)

Ehsani, Nima; Vörösmarty, Charles J.; Fekete, Balázs M.; Stakhiv, Eugene Z.

2017-12-01

Observed changes in precipitation patterns, rising surface temperature, increases in frequency and intensity of floods and droughts, widespread melting of ice, and reduced snow cover are some of the documented hydrologic changes associated with global climate change. Climate change is therefore expected to affect the water supply-demand balance in the Northeast United States and challenge existing water management strategies. The hydrological implications of future climate will affect the design capacity and operating characteristics of dams. The vulnerability of water resources systems to floods and droughts will increase, and the trade-offs between reservoir releases to maintain flood control storage, drought resilience, ecological flow, human water demand, and energy production should be reconsidered. We used a Neural Networks based General Reservoir Operation Scheme to estimate the implications of climate change for dams on a regional scale. This dynamic daily reservoir module automatically adapts to changes in climate and re-adjusts the operation of dams based on water storage level, timing, and magnitude of incoming flows. Our findings suggest that the importance of dams in providing water security in the region will increase. We create an indicator of the Effective Degree of Regulation (EDR) by dams on water resources and show that it is expected to increase, particularly during drier months of year, simply as a consequence of projected climate change. The results also indicate that increasing the size and number of dams, in addition to modifying their operations, may become necessary to offset the vulnerabilities of water resources systems to future climate uncertainties. This is the case even without considering the likely increase in future water demand, especially in the most densely populated regions of the Northeast.
Driver detection of water availability changes in a large Alpine river basin

NASA Astrophysics Data System (ADS)

Mallucci, Stefano; Majone, Bruno; Bellin, Alberto

2017-04-01

The Alpine region is widely recognised as an area with a particularly sensitive environment, where climate change is expected to modify the river flow regime, which effects on freshwater ecosystems and water resources have not been explored at depth. In the middle of the last century the Alpine region has been characterised by an intensive exploitation of water resources for hydropower production and irrigated agriculture that, in combination with climate change, induced significant and spatially uneven alterations in the flow regime. Disentangling the effects of human activities from climate change is a difficult task, which only recently attracted the interest of scientists and stakeholders. In this study historical time series of hydro-climatic data (i.e. streamflow, precipitation and temperature) recorded since 1920 in the Adige river basin, located in the southeastern part of the Alps, were analysed in order to quantify alterations of the main hydrological fluxes due to climate change and water uses and separate their reciprocal contribution. Spatial and temporal patterns of change are identified by comparing the water budget performed in 4 representative sub-basins of the Adige river basin: Adige at Trento (9852 km2) and Bronzolo (6891 km2), Gadera at Mantana (394 km2) and Avisio at Soraga (207 km2). These sub-catchments are characterised by different climatic and water uses conditions. Disentangling the effects of water uses from climate change is difficult because none are known through measurements, such that the water balance equation contains two unknowns. We overcome this difficulty by calibrating a real evapotranspiration model in the period 1920-1950, when the effects of both climate change and water uses are deemed small to negligible. This model is then included into the water balance equation, to obtain water uses in the following period, under the usual hypothesis of no significant interannual accumulation. The effect of climate change is therefore included in the external drivers (precipitation and temperature) and manifests itself through changes in precipitation and evapotranspiration, besides possible changes in runoff due to seasonal shifts in the precipitation. The northern part of the catchment (Adige at Bronzolo) does not show significant alterations of the hydrological balance, due to water uses, whereas a significant reducing trend of streamflow volumes is found in the middle course of the Adige (at Trento) since the '70s, which can be attributed to the intense development of irrigation agriculture in the drainage area of the Noce river, one of the main tributaries of the middle course of the Adige river. Conversely, Gadera at Mantana shows a significant positive trend in streamflow as a result of the complex interplay between shifts in the seasonal distribution of precipitation and rise of the temperature. This study shows that climate change is the main driver only in headwater basins, while water uses overcome its effect in the lower part of the catchment.
A synthesis of current knowledge on forests and carbon storage in the United States

Treesearch

Duncan C. McKinley; Michael G. Ryan; Richard A. Birdsey; Christian P. Giardina; Mark E. Harmon; Linda S. Heath; Richard A. Houghton; Robert B. Jackson; James F. Morrison; Brian C. Murray; Diane E. Pataki; Kenneth E. Skog

2011-01-01

Using forests to mitigate climate change has gained much interest in science and policy discussions. We examine the evidence for carbon benefits, environmental and monetary costs, risks and trade-offs for a variety of activities in three general strategies: (1) land use change to increase forest area (afforestation) and avoid deforestation; (2) carbon management in...
Using Social Media to Expand Peer-to-Peer Discussion in an Online Course about Regional Climate Modeling

NASA Astrophysics Data System (ADS)

Yarker, M. B.; Mesquita, M. D. S.

2015-12-01

The goal of this project is to make knowledge about regional climate modeling accessible to anyone in any location, regardless of their resources. We accomplish this through the development of a free online course, which introduces novice model users to an educational version of the Weather Research and Forecasting model (e-WRF). These courses are grounded in education theory and have been described in detail at prior AGU meetings (Kelsey et al. 2014, Walton et al. 2014, Yarker & Mesquita 2013). Research indicates that effective dialogue is an important component for successful learning to occur and displays the following elements: asking complex questions, deep discussion, and use of evidence to construct arguments (Benus et al. 2013). These can happen between the student and tutor, but peer-to-peer interaction is especially important as well as the most difficult aspect of social constructivism to meet, especially in an online setting. In our online courses, standard course forums were underutilized and generally only used to ask the tutor clarifying questions or troubleshoot error messages. To rectify this problem, we began using social media to facilitate conversation and notice vast improvement in peer-to-peer communication. Moreover, we created a community of over 700 regional climate modelers from around the world, sharing information, asking questions, and creating research projects relating to climate change. Data was gathered by qualitatively analyzing forum and Facebook posts and quantitatively analyzing survey data from participants in both courses. Facebook participants posted on the group more often about a wider variety of topics than the forum participants. Additionally, there were statistically significant increase ('student' t test and Mann-Whitney test) in the elements of effective dialogue. We conclude that social media can serve as a possible tool in the development of online learning, especially for difficult concepts like regional climate modeling. Not only are participants more active on social media than forums, it can provide a community that supports participants; not only as they take the course, but after it is over and they are working on their own individual research projects as well.
Using Eight Key Questions as an Inquiry-Based Framework for Ethical Reasoning Issues in a General Education Earth Systems and Climate Change Course

NASA Astrophysics Data System (ADS)

Johnson, E. A.; Ball, T. C.

2014-12-01

An important objective in general education geoscience courses is to help students evaluate social and ethical issues based upon scientific knowledge. It can be difficult for instructors trained in the physical sciences to design effective ways of including ethical issues in large lecture courses where whole-class discussions are not practical. The Quality Enhancement Plan for James Madison University, "The Madison Collaborative: Ethical Reasoning in Action," (http://www.jmu.edu/mc/index.shtml) has identified eight key questions to be used as a framework for developing ethical reasoning exercises and evaluating student learning. These eight questions are represented by the acronym FOR CLEAR and are represented by the concepts of Fairness, Outcomes, Responsibilities, Character, Liberty, Empathy, Authority, and Rights. In this study, we use the eight key questions as an inquiry-based framework for addressing ethical issues in a 100-student general education Earth systems and climate change course. Ethical reasoning exercises are presented throughout the course and range from questions of personal behavior to issues regarding potential future generations and global natural resources. In the first few exercises, key questions are identified for the students and calibrated responses are provided as examples. By the end of the semester, students are expected to identify key questions themselves and justify their own ethical and scientific reasoning. Evaluation rubrics are customized to this scaffolding approach to the exercises. Student feedback and course data will be presented to encourage discussion of this and other approaches to explicitly incorporating ethical reasoning in general education geoscience courses.
Raising Climate Literacy of K-12 Teachers with Datastreme Earth's Climate System

NASA Astrophysics Data System (ADS)

Brey, J. A.; Geer, I.; Weinbeck, R. S.; Mills, E. W.; Nugnes, K. A.

2014-12-01

The American Meteorological Society (AMS) DataStreme Project is a free professional development program for in-service K-12 teachers, in which they gain considerable subject matter content and confidence in Earth science instruction. DataStreme Atmosphere, Ocean, and Earth's Climate System (ECS) are offered each fall and spring semester by Local Implementation Teams (LITs) across the country in coordination with a team of AMS Education Program scientists and educators who develop instructional materials, provide logistical support to the LITs, and administer the project. The 3-member LITs mentor about 8 teachers and in some instances an emergency manager, per semester through a given DataStreme course. Teachers may receive 3 tuition-free graduate credits through State University of New York's The College at Brockport upon completion of each DataStreme course. DataStreme is in close alignment with A Framework for K-12 Science Education and the Next Generation Science Standards (NGSS). Investigating the scientific basis of the workings of Earth's atmosphere, ocean, and climate system follows the cross-cutting theme of the Framework and the NGSS and is the cornerstone of the DataStreme courses. In particular, DataStreme ECS explores the fundamental science of Earth's climate system and addresses the societal impacts relevant to today's teachers and students. The course utilizes resources from respected organizations, such as the IPCC and U.S. Global Change Research Program. Key to the NGSS is that students learn disciplinary core ideas in the context of science and engineering practices. In order for the students to learn in this way, the AMS believes that it is important to train the teachers in this context. DataStreme ECS emphasizes investigation of real-word and current NASA and NOAA data. Participants also are made aware of NASA's EdGCM, a research-grade Global Climate Model where they can explore various future climate scenarios in the same way that actual research scientists do. The AMS DataStreme Project has received support from the National Science Foundation, NASA, and NOAA. Since 1996, more than 18,000 teachers have completed a DataStreme course, directly impacting hundreds of thousands of additional teachers and more than 1 million students.
Local farmers' perceptions of climate change and local adaptive strategies: a case study from the Middle Yarlung Zangbo River Valley, Tibet, China.

PubMed

Li, Chunyan; Tang, Ya; Luo, Han; Di, Baofeng; Zhang, Liyun

2013-10-01

Climate change affects the productivity of agricultural ecosystems. Farmers cope with climate change based on their perceptions of changing climate patterns. Using a case study from the Middle Yarlung Zangbo River Valley, we present a new research framework that uses questionnaire and interview methods to compare local farmers' perceptions of climate change with the adaptive farming strategies they adopt. Most farmers in the valley believed that temperatures had increased in the last 30 years but did not note any changes in precipitation. Most farmers also reported sowing and harvesting hulless barley 10-15 days earlier than they were 20 years ago. In addition, farmers observed that plants were flowering and river ice was melting earlier in the season, but they did not perceive changes in plant germination, herbaceous vegetation growth, or other spring seasonal events. Most farmers noticed an extended fall season signified by delays in the freezing of rivers and an extended growing season for grassland vegetation. The study results showed that agricultural practices in the study area are still traditional; that is, local farmers' perceptions of climate change and their strategies to mitigate its impacts were based on indigenous knowledge and their own experiences. Adaptive strategies included adjusting planting and harvesting dates, changing crop species, and improving irrigation infrastructure. However, the farmers' decisions could not be fully attributed to their concerns about climate change. Local farming systems exhibit high adaptability to climate variability. Additionally, off-farm income has reduced the dependence of the farmers on agriculture, and an agricultural subsidy from the Chinese Central Government has mitigated the farmers' vulnerability. Nevertheless, it remains necessary for local farmers to build a system of adaptive climate change strategies that combines traditional experience and indigenous knowledge with scientific research and government polices as key factors.

Local Farmers' Perceptions of Climate Change and Local Adaptive Strategies: A Case Study from the Middle Yarlung Zangbo River Valley, Tibet, China

NASA Astrophysics Data System (ADS)

Li, Chunyan; Tang, Ya; Luo, Han; Di, Baofeng; Zhang, Liyun

2013-10-01

Climate change affects the productivity of agricultural ecosystems. Farmers cope with climate change based on their perceptions of changing climate patterns. Using a case study from the Middle Yarlung Zangbo River Valley, we present a new research framework that uses questionnaire and interview methods to compare local farmers' perceptions of climate change with the adaptive farming strategies they adopt. Most farmers in the valley believed that temperatures had increased in the last 30 years but did not note any changes in precipitation. Most farmers also reported sowing and harvesting hulless barley 10-15 days earlier than they were 20 years ago. In addition, farmers observed that plants were flowering and river ice was melting earlier in the season, but they did not perceive changes in plant germination, herbaceous vegetation growth, or other spring seasonal events. Most farmers noticed an extended fall season signified by delays in the freezing of rivers and an extended growing season for grassland vegetation. The study results showed that agricultural practices in the study area are still traditional; that is, local farmers' perceptions of climate change and their strategies to mitigate its impacts were based on indigenous knowledge and their own experiences. Adaptive strategies included adjusting planting and harvesting dates, changing crop species, and improving irrigation infrastructure. However, the farmers' decisions could not be fully attributed to their concerns about climate change. Local farming systems exhibit high adaptability to climate variability. Additionally, off-farm income has reduced the dependence of the farmers on agriculture, and an agricultural subsidy from the Chinese Central Government has mitigated the farmers' vulnerability. Nevertheless, it remains necessary for local farmers to build a system of adaptive climate change strategies that combines traditional experience and indigenous knowledge with scientific research and government polices as key factors.
Effects of biotic feedback and harvest management on boreal forest fire activity under climate change.

PubMed

Krawchuk, Meg A; Cumming, Steve G

2011-01-01

Predictions of future fire activity over Canada's boreal forests have primarily been generated from climate data following assumptions that direct effects of weather will stand alone in contributing to changes in burning. However, this assumption needs explicit testing. First, areas recently burned can be less likely to burn again in the near term, and this endogenous regulation suggests the potential for self-limiting, negative biotic feedback to regional climate-driven increases in fire. Second, forest harvest is ongoing, and resulting changes in vegetation structure have been shown to affect fire activity. Consequently, we tested the assumption that fire activity will be driven by changes in fire weather without regulation by biotic feedback or regional harvest-driven changes in vegetation structure in the mixedwood boreal forest of Alberta, Canada, using a simulation experiment that includes the interaction of fire, stand dynamics, climate change, and clear cut harvest management. We found that climate change projected with fire weather indices calculated from the Canadian Regional Climate Model increased fire activity, as expected, and our simulations established evidence that the magnitude of regional increase in fire was sufficient to generate negative feedback to subsequent fire activity. We illustrate a 39% (1.39-fold) increase in fire initiation and 47% (1.47-fold) increase in area burned when climate and stand dynamics were included in simulations, yet 48% (1.48-fold) and 61% (1.61-fold) increases, respectively, when climate was considered alone. Thus, although biotic feedbacks reduced burned area estimates in important ways, they were secondary to the direct effect of climate on fire. We then show that ongoing harvest management in this region changed landscape composition in a way that led to reduced fire activity, even in the context of climate change. Although forest harvesting resulted in decreased regional fire activity when compared to unharvested conditions, forest composition and age structure was shifted substantially, illustrating a trade-off between management goals to minimize fire and conservation goals to emulate natural disturbance.
Designing and Evaluating a Climate Change Course for Upper-Division Engineers and Scientists

NASA Astrophysics Data System (ADS)

Samson, P. J.

2002-12-01

AOSS 300, GLOBAL ENVIRONMENTAL IMPACT OF TECHNOLOGICAL CHANGE, was created to provide a mechanism for scientific exploration of the unexpected global environmental side effects of technological innovation with emphasis on issues of the atmosphere and oceans. The course is specifically designed to contribute to the desired Accreditation Board for Engineering and Technology (ABET) outcomes that engineering and science graduates possess "the broad education necessary to understand the impact of solutions in a global and societal context." To facilitate this new course a new suite of coupled Flash/PHP/MySQL tools have been created that allow personalization of the students' learning space and interaction with faculty. Using these tools students are challenged to actively participate in the construction of knowledge through development of on-line portfolios that influence course content. This paper reports on lessons learned in the first semester that will guide further course development.
Substituting HCFC-22 for HFC-410A: an environmental impact trade-off between the ozone depletion and climate change regimes

NASA Astrophysics Data System (ADS)

Wang, Z.; Fang, X.; Zhang, J.

2015-12-01

After the phase-out of hydrochlorofluorocarbons (HCFCs) as ozone-depleting substances pursuant to the requirements of the Montreal Protocol, hydrofluorocarbons (HFCs) are worldwide used as substitutes although the bulk of them are potent greenhouse gases (GHGs). Therefore, the alternation may bring side effect on global climate change. The trade-off of its environmental impacts between the ozone depletion and climate change regimes necessitates a quantification of the past and future consumption and emissions of both the original HCFCs and their alternative HFCs. Now a dilemma arise in China's RAC industry that HCFC-22, which has an ozone-depleting potential (ODP) of 0.055, has been replaced by HFC-410A, which is a blended potent GHG from respective 50% HFC-32 and HFC-125 with a global warming potential (GWP) of 1923.5. Here, we present our results of estimates of consumption and emissions of HCFC-22 and HFC-410A from 1994 to 2050. Historic emissions of HCFC-22 contributed to global total HCFCs by 4.0% (3.0%-5.6%) ODP-weighted. Projection under a baseline scenario shows future accumulative emissions of HFC-410A make up 5.9%-11.0% of global GWP-weighted HFCs emissions, and its annual contribution to national overall CO2 emissions can be 5.5% in 2050. This makes HCFC-22 and HFC-410A emissions of significant importance in ozone depletion and climate change regimes. Two mitigation scenarios were set to assess the mitigation performance under the North America Proposal and an accelerated schedule. In practice of international environmental agreement, "alternative to alternative" should be developed to avoid regrettable alternations.
Climate change impacts on marine biodiversity, fisheries and society in the Arabian Gulf.

PubMed

Wabnitz, Colette C C; Lam, Vicky W Y; Reygondeau, Gabriel; Teh, Lydia C L; Al-Abdulrazzak, Dalal; Khalfallah, Myriam; Pauly, Daniel; Palomares, Maria L Deng; Zeller, Dirk; Cheung, William W L

2018-01-01

Climate change-reflected in significant environmental changes such as warming, sea level rise, shifts in salinity, oxygen and other ocean conditions-is expected to impact marine organisms and associated fisheries. This study provides an assessment of the potential impacts on, and the vulnerability of, marine biodiversity and fisheries catches in the Arabian Gulf under climate change. To this end, using three separate niche modelling approaches under a 'business-as-usual' climate change scenario, we projected the future habitat suitability of the Arabian Gulf (also known as the Persian Gulf) for 55 expert-identified priority species, including charismatic and non-fish species. Second, we conducted a vulnerability assessment of national economies to climate change impacts on fisheries. The modelling outputs suggested a high rate of local extinction (up to 35% of initial species richness) by 2090 relative to 2010. Spatially, projected local extinctions are highest in the southwestern part of the Gulf, off the coast of Saudi Arabia, Qatar and the United Arab Emirates (UAE). While the projected patterns provided useful indicators of potential climate change impacts on the region's diversity, the magnitude of changes in habitat suitability are more uncertain. Fisheries-specific results suggested reduced future catch potential for several countries on the western side of the Gulf, with projections differing only slightly among models. Qatar and the UAE were particularly affected, with more than a 26% drop in future fish catch potential. Integrating changes in catch potential with socio-economic indicators suggested the fisheries of Bahrain and Iran may be most vulnerable to climate change. We discuss limitations of the indicators and the methods used, as well as the implications of our overall findings for conservation and fisheries management policies in the region.
A global overview of drought and heat-induced tree mortality reveals emerging climate change risks for forests

USGS Publications Warehouse

Allen, Craig D.; Macalady, A.K.; Chenchouni, H.; Bachelet, D.; McDowell, N.; Vennetier, Michel; Kitzberger, T.; Rigling, A.; Breshears, D.D.; Hogg, E.H.(T.); Gonzalez, P.; Fensham, R.; Zhang, Z.; Castro, J.; Demidova, N.; Lim, J.-H.; Allard, G.; Running, S.W.; Semerci, A.; Cobb, N.

2010-01-01

Greenhouse gas emissions have significantly altered global climate, and will continue to do so in the future. Increases in the frequency, duration, and/or severity of drought and heat stress associated with climate change could fundamentally alter the composition, structure, and biogeography of forests in many regions. Of particular concern are potential increases in tree mortality associated with climate-induced physiological stress and interactions with other climate-mediated processes such as insect outbreaks and wildfire. Despite this risk, existing projections of tree mortality are based on models that lack functionally realistic mortality mechanisms, and there has been no attempt to track observations of climate-driven tree mortality globally. Here we present the first global assessment of recent tree mortality attributed to drought and heat stress. Although episodic mortality occurs in the absence of climate change, studies compiled here suggest that at least some of the world's forested ecosystems already may be responding to climate change and raise concern that forests may become increasingly vulnerable to higher background tree mortality rates and die-off in response to future warming and drought, even in environments that are not normally considered water-limited. This further suggests risks to ecosystem services, including the loss of sequestered forest carbon and associated atmospheric feedbacks. Our review also identifies key information gaps and scientific uncertainties that currently hinder our ability to predict tree mortality in response to climate change and emphasizes the need for a globally coordinated observation system. Overall, our review reveals the potential for amplified tree mortality due to drought and heat in forests worldwide.
Long-term resistance to simulated climate change in an infertile grassland.

PubMed

Grime, J Philip; Fridley, Jason D; Askew, Andrew P; Thompson, Ken; Hodgson, John G; Bennett, Chris R

2008-07-22

Climate shifts over this century are widely expected to alter the structure and functioning of temperate plant communities. However, long-term climate experiments in natural vegetation are rare and largely confined to systems with the capacity for rapid compositional change. In unproductive, grazed grassland at Buxton in northern England (U.K.), one of the longest running experimental manipulations of temperature and rainfall reveals vegetation highly resistant to climate shifts maintained over 13 yr. Here we document this resistance in the form of: (i) constancy in the relative abundance of growth forms and maintained dominance by long-lived, slow-growing grasses, sedges, and small forbs; (ii) immediate but minor shifts in the abundance of several species that have remained stable over the course of the experiment; (iii) no change in productivity in response to climate treatments with the exception of reduction from chronic summer drought; and (iv) only minor species losses in response to drought and winter heating. Overall, compositional changes induced by 13-yr exposure to climate regime change were less than short-term fluctuations in species abundances driven by interannual climate fluctuations. The lack of progressive compositional change, coupled with the long-term historical persistence of unproductive grasslands in northern England, suggests the community at Buxton possesses a stabilizing capacity that leads to long-term persistence of dominant species. Unproductive ecosystems provide a refuge for many threatened plants and animals and perform a diversity of ecosystem services. Our results support the view that changing land use and overexploitation rather than climate change per se constitute the primary threats to these fragile ecosystems.
Evolutionary responses to climate change in parasitic systems.

PubMed

Chaianunporn, Thotsapol; Hovestadt, Thomas

2015-08-01

Species may respond to climate change in many ecological and evolutionary ways. In this simulation study, we focus on the concurrent evolution of three traits in response to climate change, namely dispersal probability, temperature tolerance (or niche width), and temperature preference (optimal habitat). More specifically, we consider evolutionary responses in host species involved in different types of interaction, that is parasitism or commensalism, and for low or high costs of a temperature tolerance-fertility trade-off (cost of generalization). We find that host species potentially evolve all three traits simultaneously in response to increasing temperature but that the evolutionary response interacts and may be compensatory depending on the conditions. The evolutionary adjustment of temperature preference is slower in the parasitism than in commensalism scenario. Parasitism, in turn, selects for higher temperature tolerance and increased dispersal. High costs for temperature tolerance (i.e. generalization) restrict evolution of tolerance and thus lead to a faster response in temperature preference than that observed under low costs. These results emphasize the possible role of biotic interactions and the importance of 'multidimensional' evolutionary responses to climate change. © 2015 John Wiley & Sons Ltd.
Health and climate benefits of offshore wind facilities in the Mid-Atlantic United States

DOE PAGES

Buonocore, Jonathan J.; Luckow, Patrick; Fisher, Jeremy; ...

2016-07-14

Electricity from fossil fuels contributes substantially to both climate change and the health burden of air pollution. Renewable energy sources are capable of displacing electricity from fossil fuels, but the quantity of health and climate benefits depend on site-specific attributes that are not often included in quantitative models. Here, we link an electrical grid simulation model to an air pollution health impact assessment model and US regulatory estimates of the impacts of carbon to estimate the health and climate benefits of offshore wind facilities of different sizes in two different locations. We find that offshore wind in the Mid-Atlantic ismore » capable of producing health and climate benefits of between $54 and $120 per MWh of generation, with the largest simulated facility (3000 MW off the coast of New Jersey) producing approximately $690 million in benefits in 2017. The variability in benefits per unit generation is a function of differences in locations (Maryland versus New Jersey), simulated years (2012 versus 2017), and facility generation capacity, given complexities of the electrical grid and differences in which power plants are offset. In the end, this work demonstrates health and climate benefits of off shore wind, provides further evidence of the utility of geographically-refined modeling frameworks, and yields quantitative insights that would allow for inclusion of both climate and public health in benefits assessments of renewable energy.« less
Health and climate benefits of offshore wind facilities in the Mid-Atlantic United States

DOE Office of Scientific and Technical Information (OSTI.GOV)

Buonocore, Jonathan J.; Luckow, Patrick; Fisher, Jeremy

Electricity from fossil fuels contributes substantially to both climate change and the health burden of air pollution. Renewable energy sources are capable of displacing electricity from fossil fuels, but the quantity of health and climate benefits depend on site-specific attributes that are not often included in quantitative models. Here, we link an electrical grid simulation model to an air pollution health impact assessment model and US regulatory estimates of the impacts of carbon to estimate the health and climate benefits of offshore wind facilities of different sizes in two different locations. We find that offshore wind in the Mid-Atlantic ismore » capable of producing health and climate benefits of between $54 and $120 per MWh of generation, with the largest simulated facility (3000 MW off the coast of New Jersey) producing approximately $690 million in benefits in 2017. The variability in benefits per unit generation is a function of differences in locations (Maryland versus New Jersey), simulated years (2012 versus 2017), and facility generation capacity, given complexities of the electrical grid and differences in which power plants are offset. In the end, this work demonstrates health and climate benefits of off shore wind, provides further evidence of the utility of geographically-refined modeling frameworks, and yields quantitative insights that would allow for inclusion of both climate and public health in benefits assessments of renewable energy.« less
Invasive range expansion by the Humboldt squid, Dosidicus gigas, in the eastern North Pacific.

PubMed

Zeidberg, Louis D; Robison, Bruce H

2007-07-31

A unique 16-year time series of deep video surveys in Monterey Bay reveals that the Humboldt squid, Dosidicus gigas, has substantially expanded its perennial geographic range in the eastern North Pacific by invading the waters off central California. This sustained range expansion coincides with changes in climate-linked oceanographic conditions and a reduction in competing top predators. It is also coincident with a decline in the abundance of Pacific hake, the most important commercial groundfish species off western North America. Recognizing the interactive effects of multiple changes in the environment is an issue of growing concern in ocean conservation and sustainability research.
Invasive range expansion by the Humboldt squid, Dosidicus gigas, in the eastern North Pacific

PubMed Central

Zeidberg, Louis D.; Robison, Bruce H.

2007-01-01

A unique 16-year time series of deep video surveys in Monterey Bay reveals that the Humboldt squid, Dosidicus gigas, has substantially expanded its perennial geographic range in the eastern North Pacific by invading the waters off central California. This sustained range expansion coincides with changes in climate-linked oceanographic conditions and a reduction in competing top predators. It is also coincident with a decline in the abundance of Pacific hake, the most important commercial groundfish species off western North America. Recognizing the interactive effects of multiple changes in the environment is an issue of growing concern in ocean conservation and sustainability research. PMID:17646649
Tinkering With AGCMs To Investigate Atmospheric Behavior

NASA Astrophysics Data System (ADS)

Bitz, C. M.

2014-12-01

My experience teaching a course in global climate modeling has proven that students (and instructors) with wide-ranging backgrounds in earth-science learn effectively about the complexity of climate by tinker with model components. As an example, I will present a series of experiments in an AGCM with highly simplified geometries for ocean and land to test the response of the atmosphere to variations in basic parameters. The figure below shows an example of how the zonal wind changes with surface roughness and orography. The pinnacle of experiments explored in my course was the outcome of a homework assignment where students reduced the cloud droplet radius by 40% over ocean, and the results surprised students and instructor alike.
Climate change and fishing: a century of shifting distribution in North Sea cod

PubMed Central

Engelhard, Georg H; Righton, David A; Pinnegar, John K

2014-01-01

Globally, spatial distributions of fish stocks are shifting but although the role of climate change in range shifts is increasingly appreciated, little remains known of the likely additional impact that high levels of fishing pressure might have on distribution. For North Sea cod, we show for the first time and in great spatial detail how the stock has shifted its distribution over the past 100 years. We digitized extensive historical fisheries data from paper charts in UK government archives and combined these with contemporary data to a time-series spanning 1913–2012 (excluding both World Wars). New analysis of old data revealed that the current distribution pattern of cod – mostly in the deeper, northern- and north-easternmost parts of the North Sea – is almost opposite to that during most of the Twentieth Century – mainly concentrated in the west, off England and Scotland. Statistical analysis revealed that the deepening, northward shift is likely attributable to warming; however, the eastward shift is best explained by fishing pressure, suggestive of significant depletion of the stock from its previous stronghold, off the coasts of England and Scotland. These spatial patterns were confirmed for the most recent 3½ decades by data from fisheries-independent surveys, which go back to the 1970s. Our results demonstrate the fundamental importance of both climate change and fishing pressure for our understanding of changing distributions of commercially exploited fish. PMID:24375860
A Sustainable Early Warning System for Climate Change Impacts on Water Quality Management

NASA Astrophysics Data System (ADS)

Lee, T.; Tung, C.; Chung, N.

2007-12-01

In this era of rapid social and technological change leading to interesting life complexity and environmental displacement, both positive and negative effects among ecosystems call for a balance in which there are impacts by climate changes. Early warning systems for climate change impacts are necessary in order to allow society as a whole to properly and usefully assimilate the masses of new information and knowledge. Therefore, our research addresses to build up a sustainable early warning mechanism. The main goal is to mitigate the cumulative impacts on the environment of climate change and enhance adaptive capacities. An effective early warning system has been proven for protection. However, there is a problem that estimate future climate changes would be faced with high uncertainty. In general, take estimations for climate change impacts would use the data from General Circulation Models and take the analysis as the Intergovernmental Panel on Climate Change declared. We follow the course of the method for analyzing climate change impacts and attempt to accomplish the sustainable early warning system for water quality management. Climate changes impact not only on individual situation but on short-term variation and long-term gradually changes. This kind characteristic should adopt the suitable warning system for long-term formulation and short- term operation. To continue the on-going research of the long-term early warning system for climate change impacts on water quality management, the short-term early warning system is established by using local observation data for reappraising the warning issue. The combination of long-term and short-term system can provide more circumstantial details. In Taiwan, a number of studies have revealed that climate change impacts on water quality, especially in arid period, the concentration of biological oxygen demand may turn into worse. Rapid population growth would also inflict injury on its assimilative capacity to degenerate. To concern about those items, the sustainable early warning system is established and the initiative fall into the following categories: considering the implications for policies, applying adaptive strategies and informing the new climate changes. By setting up the framework of early warning system expectantly can defend stream area from impacts damaging and in sure the sustainable development.
Climate sensitivity of DSSAT under different agriculture practice scenarios in China

NASA Astrophysics Data System (ADS)

Xia, L.; Robock, A.

2014-12-01

Crop yields are sensitive to both agricultural practice and climate changes. Under different agricultural practice scenarios, crop yield may have different climate sensitivities. Since it is important to understand how future climate changes affect agriculture productivity and what the potential adaptation strategies would be to compensate for possible negative impacts on crop production, we performed experiments to study climate sensitivity under different agricultural practice scenarios for rice, maize and wheat in the top four production provinces in China using the Decision Support System for Agrotechnology Transfer (DSSAT) crop model. The agricultural practice scenarios include four categories: different amounts of nitrogen fertilizer or no nitrogen stress; irrigation turned on or off, or no water stress; all possible seeds in the DSSAT cultivar data base; and different planting dates. For the climate sensitivity test, the control climate is from 1998 to 2007, and we individually modify four climate variables: daily maximum and minimum temperature by +2 °C and -2 °C, daily precipitation by +20% and -20%, and daily solar radiation by + 20% and -20%. With more nitrogen fertilizer applied, crops are more sensitive to temperature changes as well as precipitation changes because of their release from nitrogen limitation. With irrigation turned on, crop yield sensitivity to temperature decreases in most of the regions depending on the amount of the local precipitation, since more water is available and soil temperature varies less with higher soil moisture. Those results indicate that there could be possible agriculture adaptation strategies under certain future climate scenarios. For example, increasing nitrogen fertilizer usage by a certain amount might compensate for the negative impact on crop yield from climate changes. However, since crops are more sensitive to climate changes when there is more nitrogen fertilizer applied, if the climate changes are unfavorable to crop yields, increasing nitrogen fertilizer usage at certain levels might enhance the negative climate change impact. Enhanced nitrogen fertilizer use might have additional negative impacts on climate because of nitrogen emissions to the atmosphere, but those effects were not studied here.
Extreme warming challenges sentinel status of kelp forests as indicators of climate change.

PubMed

Reed, Daniel; Washburn, Libe; Rassweiler, Andrew; Miller, Robert; Bell, Tom; Harrer, Shannon

2016-12-13

The desire to use sentinel species as early warning indicators of impending climate change effects on entire ecosystems is attractive, but we need to verify that such approaches have sound biological foundations. A recent large-scale warming event in the North Pacific Ocean of unprecedented magnitude and duration allowed us to evaluate the sentinel status of giant kelp, a coastal foundation species that thrives in cold, nutrient-rich waters and is considered sensitive to warming. Here, we show that giant kelp and the majority of species that associate with it did not presage ecosystem effects of extreme warming off southern California despite giant kelp's expected vulnerability. Our results challenge the general perception that kelp-dominated systems are highly vulnerable to extreme warming events and expose the more general risk of relying on supposed sentinel species that are assumed to be very sensitive to climate change.
Extreme warming challenges sentinel status of kelp forests as indicators of climate change

NASA Astrophysics Data System (ADS)

Reed, Daniel; Washburn, Libe; Rassweiler, Andrew; Miller, Robert; Bell, Tom; Harrer, Shannon

2016-12-01

The desire to use sentinel species as early warning indicators of impending climate change effects on entire ecosystems is attractive, but we need to verify that such approaches have sound biological foundations. A recent large-scale warming event in the North Pacific Ocean of unprecedented magnitude and duration allowed us to evaluate the sentinel status of giant kelp, a coastal foundation species that thrives in cold, nutrient-rich waters and is considered sensitive to warming. Here, we show that giant kelp and the majority of species that associate with it did not presage ecosystem effects of extreme warming off southern California despite giant kelp's expected vulnerability. Our results challenge the general perception that kelp-dominated systems are highly vulnerable to extreme warming events and expose the more general risk of relying on supposed sentinel species that are assumed to be very sensitive to climate change.
Effective and responsible teaching of climate change in Earth Science-related disciplines

NASA Astrophysics Data System (ADS)

Robinson, Z. P.; Greenhough, B. J.

2009-04-01

Climate change is a core topic within Earth Science-related courses. This vast topic covers a wide array of different aspects that could be covered, from past climatic change across a vast range of scales to environmental (and social and economic) impacts of future climatic change and strategies for reducing anthropogenic climate change. The Earth Science disciplines play a crucial role in our understanding of past, present and future climate change and the Earth system in addition to understanding leading to development of strategies and technological solutions to achieve sustainability. However, an increased knowledge of the occurrence and causes of past (natural) climate changes can lead to a lessened concern and sense of urgency and responsibility amongst students in relation to anthropogenic causes of climatic change. Two concepts integral to the teaching of climate change are those of scientific uncertainty and complexity, yet an emphasis on these concepts can lead to scepticism about future predictions and a further loss of sense of urgency. The requirement to understand the nature of scientific uncertainty and think and move between different scales in particular relating an increased knowledge of longer timescale climatic change to recent (industrialised) climate change, are clearly areas of troublesome knowledge that affect students' sense of responsibility towards their role in achieving a sustainable society. Study of the attitudes of university students in a UK HE institution on a range of Earth Science-related programmes highlights a range of different attitudes in the student body towards the subject of climate change. Students express varied amounts of ‘climate change saturation' resulting from both media and curriculum coverage, a range of views relating to the significance of humans to the global climate and a range of opinions about the relevance of environmental citizenship to their degree programme. Climate change is therefore a challenging topic to cover within the Earth Science-related curricula due to wide-ranging, and sometimes polarised, existing attitudes of students and levels of existing partial and sometimes flawed knowledge in addition to the troublesome concepts that need to be grasped. These issues highlight the responsibility and challenge inherent in teaching the subject of climate change and the importance of consideration of integrating sustainability issues with the core science of climate change. The talk will include a discussion of strategies and resources for the effective teaching of climate change topics for a range of levels and discipline backgrounds.
The sociological imagination in a time of climate change

NASA Astrophysics Data System (ADS)

Norgaard, Kari Marie

2018-04-01

Despite rising calls for social science knowledge in the face of climate change, too few sociologists have been engaged in the conversations about how we have arrived at such perilous climatic circumstances, or how society can change course. With its attention to the interactive dimensions of social order between individuals, social norms, cultural systems and political economy, the discipline of sociology is uniquely positioned to be an important leader in this conversation. In this paper I suggest that in order to understand and respond to climate change we need two kinds of imagination: 1) to see the relationships between human actions and their impacts on earth's biophysical system (ecological imagination) and 2) to see the relationships within society that make up this environmentally damaging social structure (sociological imagination). The scientific community has made good progress in developing our ecological imagination but still need to develop a sociological imagination. The application of a sociological imagination allows for a powerfully reframing of four key problems in the current interdisciplinary conversation on climate change: why climate change is happening, how we are being impacted, why we have failed to successfully respond so far, and how we might be able to effectively do so. I visit each of these four questions describing the current understanding and show the importance of the sociological imagination and other insights from the field of sociology. I close with reflections on current limitations in sociology's potential to engage climate change and the Anthropocene.

Advancements in the use of speleothems as climate archives

NASA Astrophysics Data System (ADS)

Wong, Corinne I.; Breecker, Daniel O.

2015-11-01

Speleothems have become a cornerstone of the approach to better understanding Earth's climatic teleconnections due to their precise absolute chronologies, their continuous or semicontinuous deposition and their global terrestrial distribution. We review the last decade of speleothem-related research, building off a similar review by McDermott (2004), in three themes - i) investigation of global teleconnections using speleothem-based climate reconstructions, ii) refinement of climate interpretations from speleothem proxies through cave monitoring, and iii) novel, technical methods of speleothem-based climate reconstructions. Speleothem records have enabled critical insight into the response of global hydroclimate to large climate changes. This includes the relevant forcings and sequence of climatic responses involved in glacial terminations and recognition of a global monsoon response to climate changes on orbital and millennial time scales. We review advancements in understanding of the processes that control speleothem δ13C values and introduce the idea of a direct atmospheric pCO2 influence. We discuss progress in understanding kinetic isotope fractionation, which, with further advances, may help quantify paleoclimate changes despite non-equilibrium formation of speleothems. This feeds into the potential of proxy system modeling to consider climatic, hydrological and biogeochemical processes with the objective of quantitatively interpreting speleothem proxies. Finally, we provide an overview of emerging speleothem proxies and novel approaches using existing proxies. Most recently, technical advancements made in the measurement of fluid inclusions are now yielding reliable determinations of paleotemperatures.
A synthesis of current knowledge on forests and carbon storage in the United States.

PubMed

McKinley, Duncan C; Ryan, Michael G; Birdsey, Richard A; Giardina, Christian P; Harmon, Mark E; Heath, Linda S; Houghton, Richard A; Jackson, Robert B; Morrison, James F; Murray, Brian C; Patakl, Diane E; Skog, Kenneth E

2011-09-01

Using forests to mitigate climate change has gained much interest in science and policy discussions. We examine the evidence for carbon benefits, environmental and monetary costs, risks and trade-offs for a variety of activities in three general strategies: (1) land use change to increase forest area (afforestation) and avoid deforestation; (2) carbon management in existing forests; and (3) the use of wood as biomass energy, in place of other building materials, or in wood products for carbon storage. We found that many strategies can increase forest sector carbon mitigation above the current 162-256 Tg C/yr, and that many strategies have co-benefits such as biodiversity, water, and economic opportunities. Each strategy also has trade-offs, risks, and uncertainties including possible leakage, permanence, disturbances, and climate change effects. Because approximately 60% of the carbon lost through deforestation and harvesting from 1700 to 1935 has not yet been recovered and because some strategies store carbon in forest products or use biomass energy, the biological potential for forest sector carbon mitigation is large. Several studies suggest that using these strategies could offset as much as 10-20% of current U.S. fossil fuel emissions. To obtain such large offsets in the United States would require a combination of afforesting up to one-third of cropland or pastureland, using the equivalent of about one-half of the gross annual forest growth for biomass energy, or implementing more intensive management to increase forest growth on one-third of forestland. Such large offsets would require substantial trade-offs, such as lower agricultural production and non-carbon ecosystem services from forests. The effectiveness of activities could be diluted by negative leakage effects and increasing disturbance regimes. Because forest carbon loss contributes to increasing climate risk and because climate change may impede regeneration following disturbance, avoiding deforestation and promoting regeneration after disturbance should receive high priority as policy considerations. Policies to encourage programs or projects that influence forest carbon sequestration and offset fossil fuel emissions should also consider major items such as leakage, the cyclical nature of forest growth and regrowth, and the extensive demand for and movement of forest products globally, and other greenhouse gas effects, such as methane and nitrous oxide emissions, and recognize other environmental benefits of forests, such as biodiversity, nutrient management, and watershed protection. Activities that contribute to helping forests adapt to the effects of climate change, and which also complement forest carbon storage strategies, would be prudent.
Trapped between two tails: trading off scientific uncertainties via climate targets

NASA Astrophysics Data System (ADS)

Lemoine, Derek; McJeon, Haewon C.

2013-09-01

Climate change policies must trade off uncertainties about future warming, about the social and ecological impacts of warming, and about the cost of reducing greenhouse gas emissions. We show that laxer carbon targets produce broader distributions for climate damages, skewed towards severe outcomes. However, if potential low-carbon technologies fill overlapping niches, then more stringent carbon targets produce broader distributions for the cost of reducing emissions, skewed towards high-cost outcomes. We use the technology-rich GCAM integrated assessment model to assess the robustness of 450 and 500 ppm carbon targets to each uncertain factor. The 500 ppm target provides net benefits across a broad range of futures. The 450 ppm target provides net benefits only when impacts are greater than conventionally assumed, when multiple technological breakthroughs lower the cost of abatement, or when evaluated with a low discount rate. Policy evaluations are more sensitive to uncertainty about abatement technology and impacts than to uncertainty about warming.
Trapped Between Two Tails: Trading Off Scientific Uncertainties via Climate Targets

DOE Office of Scientific and Technical Information (OSTI.GOV)

Lemoine, Derek M.; McJeon, Haewon C.

2013-08-20

Climate change policies must trade off uncertainties about future warming, about the social and ecological impacts of warming, and about the cost of reducing greenhouse gas emissions. We show that laxer carbon targets produce broader distributions for climate damages, skewed towards severe outcomes. However, if potential low-carbon technologies fill overlapping niches, then more stringent carbon targets produce broader distributions for the cost of reducing emissions, skewed towards high-cost outcomes. We use the technology- rich GCAM integrated assessment model to assess the robustness of 450 ppm and 500 ppm carbon targets to each uncertain factor. The 500 ppm target provides netmore » benefits across a broad range of futures. The 450 ppm target provides net benefits only when impacts are greater than conventionally assumed, when multiple technological breakthroughs lower the cost of abatement, or when evaluated with a low discount rate. Policy evaluations are more sensitive to uncertainty about abatement technology and impacts than to uncertainty about warming.« less
Climate change impacts on marine biodiversity, fisheries and society in the Arabian Gulf

PubMed Central

Lam, Vicky W. Y.; Reygondeau, Gabriel; Teh, Lydia C. L.; Al-Abdulrazzak, Dalal; Khalfallah, Myriam; Pauly, Daniel; Palomares, Maria L. Deng; Zeller, Dirk; Cheung, William W. L.

2018-01-01

Climate change–reflected in significant environmental changes such as warming, sea level rise, shifts in salinity, oxygen and other ocean conditions–is expected to impact marine organisms and associated fisheries. This study provides an assessment of the potential impacts on, and the vulnerability of, marine biodiversity and fisheries catches in the Arabian Gulf under climate change. To this end, using three separate niche modelling approaches under a ‘business-as-usual’ climate change scenario, we projected the future habitat suitability of the Arabian Gulf (also known as the Persian Gulf) for 55 expert-identified priority species, including charismatic and non-fish species. Second, we conducted a vulnerability assessment of national economies to climate change impacts on fisheries. The modelling outputs suggested a high rate of local extinction (up to 35% of initial species richness) by 2090 relative to 2010. Spatially, projected local extinctions are highest in the southwestern part of the Gulf, off the coast of Saudi Arabia, Qatar and the United Arab Emirates (UAE). While the projected patterns provided useful indicators of potential climate change impacts on the region’s diversity, the magnitude of changes in habitat suitability are more uncertain. Fisheries-specific results suggested reduced future catch potential for several countries on the western side of the Gulf, with projections differing only slightly among models. Qatar and the UAE were particularly affected, with more than a 26% drop in future fish catch potential. Integrating changes in catch potential with socio-economic indicators suggested the fisheries of Bahrain and Iran may be most vulnerable to climate change. We discuss limitations of the indicators and the methods used, as well as the implications of our overall findings for conservation and fisheries management policies in the region. PMID:29718919
Environmental Change Science Literacy Through Writing: Successes in an Undergraduate Writing and Composition Course

NASA Astrophysics Data System (ADS)

Small, J. D.

2007-12-01

Basic science literacy, especially with regards to environmental change science, is often lacking in traditional K- 12 and undergraduate education. This generally leads to broad misconceptions based on distorted presentations of science in the media. Current educational research suggests that the teaching and learning of science can happen in many ways, whether it is through lectures, labs, research, inquiry or informal learning activities. This study was motivated by the desire to investigate the ability to teach environmental change science content in the non-traditional mode of an undergraduate composition and writing course. This technique offers educators another option for the integration of climate and environmental change material into their curriculum. The study incorporates the assessment and evaluation of student writing, in-class participation and student self- evaluations from "Writing about Change: Global Environmental Change and Society" a writing course that fulfils a requirement to graduate from the University of California - Santa Cruz. The course was taught Winter Quarter 2007 with a total of 28 days of instruction and the participation of 20 undergraduate students. The overarching goals of this study can be broadly classified as attitudinal, skills development and content retention. This study was designed to address three broad questions related to the above broad goals: i) Did students leave the class more comfortable and confident with environmental change issues and content? ii) Did students develop skills that are useful for reading and writing about scientific material? iii) What did students learn (retain): more general concepts or specific facts regarding climate and environmental change? Preliminary analysis and coding of student work clearly show that students were successful in developing skills for understanding and utilizing scientific information via writing and making thoughtful judgments regarding the reliability of environmental change science in various media. More detailed analysis of student work and responses are necessary in order to fully evaluate the depth and breadth of student understanding and retention of scientific content and concepts.
Media discourses of low carbon housing: The marginalisation of social and behavioural dimensions within the British broadsheet press.

PubMed

Cherry, Catherine; Hopfe, Christina; MacGillivray, Brian; Pidgeon, Nick

2015-04-01

Decarbonising housing is a key UK government policy to mitigate climate change. Using discourse analysis, we assess how low carbon housing is portrayed within British broadsheet media. Three distinct storylines were identified. Dominating the discourse, Zero carbon housing promotes new-build, low carbon houses as offering high technology solutions to the climate problem. Retrofitting homes emphasises the need to reduce emissions within existing housing, tackling both climate change and rising fuel prices. A more marginal discourse, Sustainable living, frames low carbon houses as related to individual identities and 'off-grid' or greener lifestyles. Our analysis demonstrates that technical and economic paradigms dominate media discourse on low carbon housing, marginalising social and behavioural aspects. © The Author(s) 2013.
Providing Geospatial Education and Real World Applications of Data across the Climate Initiative Themes

NASA Astrophysics Data System (ADS)

Weigel, A. M.; Griffin, R.; Bugbee, K.

2015-12-01

Various organizations such as the Group on Earth Observations (GEO) have developed a structure for general thematic areas in Earth science research, however the Climate Data Initiative (CDI) is addressing the challenging goal of organizing such datasets around core themes specifically related to climate change impacts. These thematic areas, which currently include coastal flooding, food resilience, ecosystem vulnerability, water, transportation, energy infrastructure, and human health, form the core of a new college course at the University of Alabama in Huntsville developed around real-world applications in the Earth sciences. The goal of this course is to educate students on the data available and scope of GIS applications in Earth science across the CDI climate themes. Real world applications and datasets serve as a pedagogical tool that provide a useful medium for instruction in scientific geospatial analysis and GIS software. With a wide range of potential research areas that fall under the rubric of "Earth science", thematic foci can help to structure a student's understanding of the potential uses of GIS across sub-disciplines, while communicating core data processing concepts. The learning modules and use-case scenarios for this course demonstrate the potential applications of CDI data to undergraduate and graduate Earth science students.
What is the importance of climate model bias when projecting the impacts of climate change on land surface processes?

DOE Office of Scientific and Technical Information (OSTI.GOV)

Liu, M. L.; Rajagopalan, K.; Chung, S. H.

2014-05-16

Regional climate change impact (CCI) studies have widely involved downscaling and bias-correcting (BC) Global Climate Model (GCM)-projected climate for driving land surface models. However, BC may cause uncertainties in projecting hydrologic and biogeochemical responses to future climate due to the impaired spatiotemporal covariance of climate variables and a breakdown of physical conservation principles. Here we quantify the impact of BC on simulated climate-driven changes in water variables(evapotranspiration, ET; runoff; snow water equivalent, SWE; and water demand for irrigation), crop yield, biogenic volatile organic compounds (BVOC), nitric oxide (NO) emissions, and dissolved inorganic nitrogen (DIN) export over the Pacific Northwest (PNW)more » Region. We also quantify the impacts on net primary production (NPP) over a small watershed in the region (HJ Andrews). Simulation results from the coupled ECHAM5/MPI-OM model with A1B emission scenario were firstly dynamically downscaled to 12 km resolutions with WRF model. Then a quantile mapping based statistical downscaling model was used to downscale them into 1/16th degree resolution daily climate data over historical and future periods. Two series climate data were generated according to the option of bias-correction (i.e. with bias-correction (BC) and without bias-correction, NBC). Impact models were then applied to estimate hydrologic and biogeochemical responses to both BC and NBC meteorological datasets. These im20 pact models include a macro-scale hydrologic model (VIC), a coupled cropping system model (VIC-CropSyst), an ecohydrologic model (RHESSys), a biogenic emissions model (MEGAN), and a nutrient export model (Global-NEWS). Results demonstrate that the BC and NBC climate data provide consistent estimates of the climate-driven changes in water fluxes (ET, runoff, and water demand), VOCs (isoprene and monoterpenes) and NO emissions, mean crop yield, and river DIN export over the PNW domain. However, significant differences rise from projected SWE, crop yield from dry lands, and HJ Andrews’s ET between BC and NBC data. Even though BC post-processing has no significant impacts on most of the studied variables when taking PNW as a whole, their effects have large spatial variations and some local areas are substantially influenced. In addition, there are months during which BC and NBC post-processing produces significant differences in projected changes, such as summer runoff. Factor-controlled simulations indicate that BC post-processing of precipitation and temperature both substantially contribute to these differences at region scales. We conclude that there are trade-offs between using BC climate data for offline CCI studies vs. direct modeled climate data. These trade-offs should be considered when designing integrated modeling frameworks for specific applications; e.g., BC may be more important when considering impacts on reservoir operations in mountainous watersheds than when investigating impacts on biogenic emissions and air quality (where VOCs are a primary indicator).« less
Climate change and fishing: a century of shifting distribution in North Sea cod.

PubMed

Engelhard, Georg H; Righton, David A; Pinnegar, John K

2014-08-01

Globally, spatial distributions of fish stocks are shifting but although the role of climate change in range shifts is increasingly appreciated, little remains known of the likely additional impact that high levels of fishing pressure might have on distribution. For North Sea cod, we show for the first time and in great spatial detail how the stock has shifted its distribution over the past 100 years. We digitized extensive historical fisheries data from paper charts in UK government archives and combined these with contemporary data to a time-series spanning 1913-2012 (excluding both World Wars). New analysis of old data revealed that the current distribution pattern of cod - mostly in the deeper, northern- and north-easternmost parts of the North Sea - is almost opposite to that during most of the Twentieth Century - mainly concentrated in the west, off England and Scotland. Statistical analysis revealed that the deepening, northward shift is likely attributable to warming; however, the eastward shift is best explained by fishing pressure, suggestive of significant depletion of the stock from its previous stronghold, off the coasts of England and Scotland. These spatial patterns were confirmed for the most recent 3 1/2 decades by data from fisheries-independent surveys, which go back to the 1970s. Our results demonstrate the fundamental importance of both climate change and fishing pressure for our understanding of changing distributions of commercially exploited fish. © 2013 Crown copyright. Global Change Biology published by John Wiley & Sons Ltd. This article is published with the permission of the Controller of HMSO and the Queen's Printer for Scotland.
Projected 21st century coastal flooding in the Southern California Bight. Part 1: Development of the third generation CoSMoS model

USGS Publications Warehouse

O'Neill, Andrea; Erikson, Li; Barnard, Patrick; Limber, Patrick; Vitousek, Sean; Warrick, Jonathan; Foxgrover, Amy C.; Lovering, Jessica

2018-01-01

Due to the effects of climate change over the course of the next century, the combination of rising sea levels, severe storms, and coastal change will threaten the sustainability of coastal communities, development, and ecosystems as we know them today. To clearly identify coastal vulnerabilities and develop appropriate adaptation strategies due to projected increased levels of coastal flooding and erosion, coastal managers need local-scale hazards projections using the best available climate and coastal science. In collaboration with leading scientists world-wide, the USGS designed the Coastal Storm Modeling System (CoSMoS) to assess the coastal impacts of climate change for the California coast, including the combination of sea-level rise, storms, and coastal change. In this project, we directly address the needs of coastal resource managers in Southern California by integrating a vast range of global climate change projections in a thorough and comprehensive numerical modeling framework. In Part 1 of a two-part submission on CoSMoS, methods and the latest improvements are discussed, and an example of hazard projections is presented.
Is there a Marine Biotic Imprint of Periodic Climate Oscillations During the Holocene? The Message of Calcareous Phytoplankton

NASA Astrophysics Data System (ADS)

Giraudeau, J.

2004-05-01

Rapidly deposited sediments and strong environmental gradients make the oceanic realms in the vicinities of Iceland and Norway, very sensitive areas to Holocene hydrological and climate changes. Of additional interest is that recent anomalies in oceanic circulation may manifest themselves by an advection of Arctic waters and drifting ice along eastern Greenland and western Iceland, through the Denmark strait, to as far south as the latitude of Britain. This specific pathway for hydrographic anomalies is thought to characterize both present (Great Salinity Anomaly of the last 1960's; Dickson et al., 1988), historical (e.g. Little Ice Age; Lamb, 1979), and ancient Holocene hydrographic anomalies (Bond et al., 1997). Their interplay with the main core of Atlantic drift water along western Europe is still a matter of debate. The manifestations and pace of these hydrographic instabilities are investigated using high resolution sediment cores collected off both northern (MD99-2269) and southern (MD95-2015) Iceland, below the present path of the Arctic and Subarctic fronts, respectively, as well as off Norway (MD95-2011) under the influence of the Norwegian Current. Coccolith species diversity and concentrations are used as proxies of surface water circulation changes. Millenial-scale oscillations linked with periodic advection of cool ice-bearing polar waters are particularly well depicted by the inferred productivity changes of the dominant and opportunistic species Emiliania huxleyi, as well as of specific North Atlantic Drift index species. These rapid, almost periodic changes call for a common origin and forcing mechanism. The frequent lack of synchronism of these oscillations in the studied sedimentary archives however suggests a complex pattern of transmission of these anomalies to remote areas of the boreal North Atlantic. The manifestation of the 8.2 cal. ka event around Iceland and off Scandinavia will be given a special attention, and will be compared with the impact of the other Holocene climate oscillations.
Changes in the Dynamics of Foliar N Metabolites in Oak Saplings by Drought and Air Warming Depend on Species and Soil Type

PubMed Central

Hu, Bin; Simon, Judy; Günthardt-Goerg, Madeleine S.; Arend, Matthias; Kuster, Thomas M.; Rennenberg, Heinz

2015-01-01

Climate change poses direct or indirect influences on physiological mechanisms in plants. In particular, long living plants like trees have to cope with the predicted climate changes (i.e. drought and air warming) during their life span. The present study aimed to quantify the consequences of simulated climate change for foliar N metabolites over a drought-rewetting-drought course. Saplings of three Central European oak species (i.e. Quercus robur, Q. petraea, Q. pubescens) were tested on two different soil types (i.e. acidic and calcareous). Consecutive drought periods increased foliar amino acid-N and soluble protein-N concentrations at the expense of structural N in all three oak species. In addition, transient effects on foliar metabolite dynamics were observed over the drought-rewetting-drought course. The lowest levels of foliar soluble protein-N, amino acid-N and potassium cation with a minor response to drought and air warming were found in the oak species originating from the driest/warmest habitat (Q. pubescens) compared to Q. robur and Q. petraea. Higher foliar osmolyte-N and potassium under drought and air warming were observed in all oak species when grown on calcareous versus acidic soil. These results indicate that species-specific differences in physiological mechanisms to compensate drought and elevated temperature are modified by soil acidity. PMID:25961713
Tests of species-specific models reveal the importance of drought in postglacial range shifts of a Mediterranean-climate tree: insights from integrative distributional, demographic and coalescent modelling and ABC model selection.

PubMed

Bemmels, Jordan B; Title, Pascal O; Ortego, Joaquín; Knowles, L Lacey

2016-10-01

Past climate change has caused shifts in species distributions and undoubtedly impacted patterns of genetic variation, but the biological processes mediating responses to climate change, and their genetic signatures, are often poorly understood. We test six species-specific biologically informed hypotheses about such processes in canyon live oak (Quercus chrysolepis) from the California Floristic Province. These hypotheses encompass the potential roles of climatic niche, niche multidimensionality, physiological trade-offs in functional traits, and local-scale factors (microsites and local adaptation within ecoregions) in structuring genetic variation. Specifically, we use ecological niche models (ENMs) to construct temporally dynamic landscapes where the processes invoked by each hypothesis are reflected by differences in local habitat suitabilities. These landscapes are used to simulate expected patterns of genetic variation under each model and evaluate the fit of empirical data from 13 microsatellite loci genotyped in 226 individuals from across the species range. Using approximate Bayesian computation (ABC), we obtain very strong support for two statistically indistinguishable models: a trade-off model in which growth rate and drought tolerance drive habitat suitability and genetic structure, and a model based on the climatic niche estimated from a generic ENM, in which the variables found to make the most important contribution to the ENM have strong conceptual links to drought stress. The two most probable models for explaining the patterns of genetic variation thus share a common component, highlighting the potential importance of seasonal drought in driving historical range shifts in a temperate tree from a Mediterranean climate where summer drought is common. © 2016 John Wiley & Sons Ltd.
Does an intensive self-management structured education course improve outcomes for children and young people with type 1 diabetes? The Kids In Control OF Food (KICk-OFF) cluster-randomised controlled trial protocol

PubMed Central

Price, Katherine J; Wales, Jerry; Eiser, Christine; Knowles, Julie; Heller, Simon; Freeman, Jenny; Brennan, Alan; McPherson, Amy; Wellington, Jerry

2013-01-01

Introduction The Kids In Control OF Food (KICk-OFF) is a cluster-randomised controlled trial, which aims to determine the efficacy of a 5 day structured education course for 11-year-olds to 16-year-olds with type 1 diabetes (T1DM) when compared with standard care, and its cost effectiveness. Less than 15% of children and young people with T1DM in the UK meet the recommended glycaemic target. Self-management education programmes for adults with T1DM improve clinical and psychological outcomes, but none have been evaluated in the paediatric population. KICk-OFF is a 5-day structured education course for 11-year-olds to 16- year-olds with T1DM. It was developed with input from young people, parents, teachers and educationalists. Methods and analysis 36 paediatric diabetes centres across the UK randomised into intervention and control arms. Up to 560 participants were recruited prior to centre randomisation. KICk-OFF courses are delivered in the intervention centres, with standard care continued in the control arm. Primary outcomes are change in glycaemic control (HbA1c) and quality of life between baseline and 6 months postintervention, and the incidence of severe hypoglycaemia. Sustained change in self-management behaviour is assessed by follow-up at 12 and 24 months. Health economic analysis will be undertaken. Data will be reported according to the CONSORT statement for cluster-randomised clinical trials. All analyses will be by intention-to-treat with a two-sided p value of <0.05 being regarded as statistically significant. The study commenced in 2008. Data collection from participants is ongoing and the study will be completed in 2013. Ethics The study has been approved by the Sheffield Research Ethics Committee. Dissemination Results will be reported in peer reviewed journals and conferences. Trial registration Current Controlled Trials ISRCTN37042683. PMID:23355675
Contemplating the Future: Building Student Resilience in Climate Change Education

NASA Astrophysics Data System (ADS)

Allison, E.

2015-12-01

Climate change research has largely focused on the biophysical, economic, and political aspects of the phenomenon, its projected impacts, and the possibilities for adaptation (Carey et al. 2014; Castree et al. 2014). In the classroom, too, climate change is generally presented as a scientific, technological, political, and economic challenge. However, defining climate change as physical challenge, divorced from its cultural causes and responses, forecloses some pathways of inquiry and limits the possibilities for adaptation (Adger et al. 2013). Recent perspectives by the environmental historian Mark Carey and colleagues (2014) and by the geographer Noel Castree and colleagues (2014) contend that ethnographic, narrative, social scientific, and humanistic insights are necessary additions to the climate change policy process and can contribute to deliberate, resilient responses to climate change. Among the humanistic insights needed are strategies and practices to maintain fortitude and persistence in the midst of dispiriting ecological trends. Students facing the "gloom and doom" of climate change data in environmental studies courses can experience negative states of mind such as denial, despair, burnout, and grief. Emerging research, however, demonstrates how contemplative practice can shift consciousness and promote resilience. Contemplative practices are those that consciously direct calm, focused attention. Such practices can build internal resilience, by promoting a greater sense of calm and well-being, decreasing stress, and sharpening focus and concentration. In addition, contemplative practices improve relationships with other people, through increasing compassion and flexibility in thinking. They also strengthen relationships with the surrounding world by increasing our ability to question, explore, and cope with rapid change and complexity. This presentation provides a context for incorporating contemplative practices, including mindfulness exercises, creative expression, and meditation, into the environmental studies classroom, and discusses how these practices can cultivate well-being and resilience in the face of climate change.
The Dynamics of Vulnerability and Implications for Climate Change Adaptation: Lessons from Urban Water Management

NASA Astrophysics Data System (ADS)

Dilling, L.; Daly, M.; Travis, W.; Wilhelmi, O.; Klein, R.; Kenney, D.; Ray, A. J.; Miller, K.

2013-12-01

Recent reports and scholarship have suggested that adapting to current climate variability may represent a "no regrets" strategy for adapting to climate change. Filling "adaptation deficits" and other approaches that rely on addressing current vulnerabilities are of course helpful for responding to current climate variability, but we find here that they are not sufficient for adapting to climate change. First, following a comprehensive review and unique synthesis of the natural hazards and climate adaptation literatures, we advance six reasons why adapting to climate variability is not sufficient for adapting to climate change: 1) Vulnerability is different at different levels of exposure; 2) Coping with climate variability is not equivalent to adaptation to longer term change; 3) The socioeconomic context for vulnerability is constantly changing; 4) The perception of risk associated with climate variability does not necessarily promote adaptive behavior in the face of climate change; 5) Adaptations made to short term climate variability may reduce the flexibility of the system in the long term; and 6) Adaptive actions may shift vulnerabilities to other parts of the system or to other people. Instead we suggest that decision makers faced with choices to adapt to climate change must consider the dynamics of vulnerability in a connected system-- how choices made in one part of the system might impact other valued outcomes or even create new vulnerabilities. Furthermore we suggest that rather than expressing climate change adaptation as an extension of adaptation to climate variability, the research and practice communities would do well to articulate adaptation as an imperfect policy, with tradeoffs and consequences and that decisions be prioritized to preserve flexibility be revisited often as climate change unfolds. We then present the results of a number of empirical studies of decision making for drought in urban water systems in the United States to understand: a) the variety of actions taken; b) the limitations of actions available to water managers; and c) the effectiveness of actions taken to date. Time permitting, we briefly present the results of 3 in-depth case studies of drought response and current perception of preparedness with respect to future drought and climate change among urban water system managers. We examine the role of governance, system connectivity, public perceptions and other factors in driving decision making and outcomes.
Simulation and Optimization Methods for Assessing the Impact of Aviation Operations on the Environment

NASA Technical Reports Server (NTRS)

Sridhar, Banavar; Chen, Neil; Ng, Hok K.

2010-01-01

There is increased awareness of anthropogenic factors affecting climate change and urgency to slow the negative impact. Greenhouse gases, oxides of Nitrogen and contrails resulting from aviation affect the climate in different and uncertain ways. This paper develops a flexible simulation and optimization software architecture to study the trade-offs involved in reducing emissions. The software environment is used to conduct analysis of two approaches for avoiding contrails using the concepts of contrail frequency index and optimal avoidance trajectories.
European Synergies for Soil-Related Training Provisions

NASA Astrophysics Data System (ADS)

Arnoult, Matthieu; Reynders, Suzanne; Dittmann, Marie; Lukac, Martin

2017-04-01

The University of Reading (UK) has created an original massive online open course (MOOC) the concepts and practices of Climate Smart Agriculture (CSA), a new approach to agriculture based on three principles: mitigation of climate change, adaptation to climate change, stable or increased productivity, and sustainable food security. Through 2 case studies (dairy farming and wine production) this MOOC is an opportunity to highlight the importance of soil conditions for farmers (e.g., organic matter content, erosion, leaching), an issue which had been overlooked but is now seen as an essential part of integrated farm management or techniques such as no-till farming. Furthermore, this 3-week course launching in January 2017 will be translated in several European languages in order to foster international interest in CSA from students across Europe, but also to create collaborative synergies with research partners. To that effect, collaborative work is under way between the University of Reading, INRA, and Agreenium to develop a soil-oriented MOOC, around the 4‰ Initiative to be launched by France in 2017/18. This session will present the existing MOOC material developed at Reading in the context of British and French farming, the current issues facing farmers with respect to soil, and how these will be addressed in the forthcoming MOOC to be developed in partnership with INRA and Agreenium. The use of online training provision to elicit interest in climate change in general and soil topics in particular will also be outlined.
Sensitivity of ocean oxygenation to variations in tropical zonal wind stress magnitude

NASA Astrophysics Data System (ADS)

Ridder, Nina N.; England, Matthew H.

2014-09-01

Ocean oxygenation has been observed to have changed over the past few decades and is projected to change further under global climate change due to an interplay of several mechanisms. In this study we isolate the effect of modified tropical surface wind stress conditions on the evolution of ocean oxygenation in a numerical climate model. We find that ocean oxygenation varies inversely with low-latitude surface wind stress. Approximately one third of this response is driven by sea surface temperature anomalies; the remaining two thirds result from changes in ocean circulation and marine biology. Global mean O2 concentration changes reach maximum values of +4 μM and -3.6 μM in the two most extreme perturbation cases of -30% and +30% wind change, respectively. Localized changes lie between +92 μM under 30% reduced winds and -56 μM for 30% increased winds. Overall, we find that the extent of the global low-oxygen volume varies with the same sign as the wind perturbation; namely, weaker winds reduce the low-oxygen volume on the global scale and vice versa for increased trade winds. We identify two regions, one in the Pacific Ocean off Chile and the other in the Indian Ocean off Somalia, that are of particular importance for the evolution of oxygen minimum zones in the global ocean.

Status and changing patterns on coral reefs in Thailand during the last two decades

NASA Astrophysics Data System (ADS)

Phongsuwan, Niphon; Chankong, Anchalee; Yamarunpatthana, Chaimongkol; Chansang, Hansa; Boonprakob, Ronnawon; Petchkumnerd, Padorn; Thongtham, Nalinee; Paokantha, Sathika; Chanmethakul, Thanongsak; Panchaiyapoom, Paitoon; Bundit, On-Anong

2013-11-01

A long-term survey on monitoring coral reef status using the Manta-tow technique has been carried out over approximately two decades in Thailand. This paper presents results of the survey from three off-shore areas (north, central and south) in the Andaman Sea (since 1988) and from the two near-shore areas and one off-shore area in the Gulf of Thailand (GoT, since 1995). The results revealed variations in the change of live coral cover over time between different locations. Natural and direct/indirect man-made disturbances have influenced these changes. Until early 2010, reefs in the Andaman Sea were in better condition than those in the Gulf of Thailand. The coral bleaching in mid-2010, however, greatly impacted many reefs both seas. The northern off-shore area in the Andaman Sea showed the most damage, while reefs in the lower west of the Gulf of Thailand were least affected. Long-term monitoring of changes on reefs subjected to different environmental factors and human pressures is essential for the understanding and prediction of reef recovery in the face of climate change.
Lens on Climate Change (LOCC) - Engaging Secondary Students in Climate Science through Videography

NASA Astrophysics Data System (ADS)

Gold, A. U.; Oonk, D. J.; Smith, L. K.; Sullivan, S. B.; Boykoff, M.; Osnes, B.

2014-12-01

The impact of climate change is often discussed using examples from Polar Regions such as decreasing polar bear populations but significant changes are happening to local climates around the world. Climate change is often perceived as happening elsewhere, evoking a sense that others have to take action to mitigate climate change. Learning about climate change is very tangible for students when it addresses impacts they can observe close to their home. The Lens on Climate Change (LOCC) program engaged Colorado middle and high school students in producing short videos about climate change topics in Colorado, specifically ones that are impacting students' lives and their local community. Participating schools were located in rural, suburban and urban Colorado many of which have diverse student populations and high Free and Reduced Lunch rates. Project staff recruited university graduate and undergraduate student to mentor the students in their research and video production. With the help of these mentors, ten student groups selected and researched climate topics, interviewed science experts from local research institutes and produced short videos. The program aimed at engaging students in self-motivated researching and learning about a climate topic. Furthermore, it served as a way to spark students' interest in a career in science by matching them with college students for the program duration and bringing them to the University of Colorado campus for a final screening event, for many of students their first visit to a college campus. The LOCC middle and high school student groups were in addition paired with undergraduate student groups enrolled in a college course that explores climate change through artistic compositions. The undergraduate students were tasked to develop a companion video based only on a brief prompt from the secondary students. Both student videos were screened back-to-back at a final screening. The LOCC project's goal was to connect secondary students, who would otherwise not have the opportunity, with college life and the scientific community. Our evaluation results showed that the process of video production was a powerful tool for the students to explore and learn about climate change topics. Students and teachers appreciated the unique approach to learning.
The importance of an underestimated grazer under climate change: how crab density, consumer competition, and physical stress affect salt marsh resilience.

PubMed

Angelini, Christine; van Montfrans, Schuyler G; Hensel, Marc J S; He, Qiang; Silliman, Brian R

2018-05-01

Climate change and consumer outbreaks are driving ecosystem collapse worldwide. Although much research has demonstrated that these factors can interact, how heterogeneity in top-down control intensity and physical forcing modulates ecosystem resilience to climate stress remains poorly understood. Here, we explore whether the nocturnal herbivorous crab Sesarma reticulatum can control spatially dominant cordgrass (Spartina alterniflora) growth and how its top-down effects vary with crab density, drought stress, and large-scale disturbance in southeastern US salt marshes. In multiple field experiments and surveys, we show that Sesarma depresses cordgrass growth and that its effects increase in a saturating manner with increasing crab density, such that the highest naturally occurring densities of this consumer can trigger local cordgrass die-off. This top-down effect of Sesarma is similar in magnitude to what is thought to be the dominant grazer in the system, the marsh periwinkle snail Littoraria irrorata. In a drought stress by Sesarma density experiment, we further show that salinity stress and intensive crab herbivory additively suppress cordgrass drought resistance. After drought subsides, surveys and experiments reveal that Sesarma also stifles cordgrass re-growth into existing die-off areas. Together, these results show that multiple grazers powerfully regulate the productivity and drought resilience of these intertidal grasslands and that heterogeneity in physical stress and consumer density can dictate when and where top-down forcing is important. More generally, this work provides a rare, experimental demonstration of the critical role top-down control can play across the initiation and recovery stages of ecosystem die-off.
A Non-Traditional Natural Science Course for Off-Campus Locations.

ERIC Educational Resources Information Center

Payez, Joseph

Science faculty at small community colleges often face the problem of teaching courses at off-campus locations without laboratory facilities or equipment. An introductory physical science course offered at Southampton Correctional Center in Capron, Virginia, illustrates one approach to this problem. First, the instructor met with students prior to…
Reservoir adaptive operating rules based on both of historical streamflow and future projections

NASA Astrophysics Data System (ADS)

Zhang, Wei; Liu, Pan; Wang, Hao; Chen, Jie; Lei, Xiaohui; Feng, Maoyuan

2017-10-01

Climate change is affecting hydrological variables and consequently is impacting water resources management. Historical strategies are no longer applicable under climate change. Therefore, adaptive management, especially adaptive operating rules for reservoirs, has been developed to mitigate the possible adverse effects of climate change. However, to date, adaptive operating rules are generally based on future projections involving uncertainties under climate change, yet ignoring historical information. To address this, we propose an approach for deriving adaptive operating rules considering both historical information and future projections, namely historical and future operating rules (HAFOR). A robustness index was developed by comparing benefits from HAFOR with benefits from conventional operating rules (COR). For both historical and future streamflow series, maximizations of both average benefits and the robustness index were employed as objectives, and four trade-offs were implemented to solve the multi-objective problem. Based on the integrated objective, the simulation-based optimization method was used to optimize the parameters of HAFOR. Using the Dongwushi Reservoir in China as a case study, HAFOR was demonstrated to be an effective and robust method for developing adaptive operating rules under the uncertain changing environment. Compared with historical or projected future operating rules (HOR or FPOR), HAFOR can reduce the uncertainty and increase the robustness for future projections, especially regarding results of reservoir releases and volumes. HAFOR, therefore, facilitates adaptive management in the context that climate change is difficult to predict accurately.
Is there a need for government interventions to adapt energy infrastructures to climate change? A German case study

NASA Astrophysics Data System (ADS)

Groth, Markus; Cortekar, Jörg

2015-04-01

The option of adapting to climate change is becoming more and more important in climate change policy. Hence, responding to climate change now involves both mitigation to address the cause and adaptation as a response to already ongoing and expected changes. These changes also have relevance for the current and future energy sector in Germany. An energy sector that in the course of the German Energiewende also has to deal with a fundamental shift in energy supply from fossil fuel to renewable energies in the next decades. Thereby it needs to be considered that the energy sector is one critical infrastructure in the European Union that needs to be protected. Critical infrastructures can be defined as organisations or facilities of special importance for the country and its people where failure or functional impairment would lead to severe supply bottlenecks, significant disturbance of public order or other dramatic consequences. Regarding the adaptation to climate change, the main question is, whether adaptation options will be implemented voluntarily by companies or not. This will be the case, when the measure is considered a private good and is economically beneficial. If, on the contrary, the measure is considered a public good, additional incentives are needed. Based on a synthesis of the current knowledge regarding the possible impacts of climate change on the German energy sector along its value-added chain, the paper points out, that the power distribution and the grid infrastructure is consistently attributed the highest vulnerability. Direct physical impacts and damages to the transmission and distribution grids, utility poles, power transformers, and relay stations are expected due to more intense extreme weather events like storms, floods or thunderstorms. Furthermore fundaments of utility poles can be eroded and relay stations or power transformers can be flooded, which might cause short circuits etc. Besides these impacts causing damage to the physical infrastructure, there might also occur efficiency losses in electricity transmission due to very high or very low temperatures. While vulnerabilities in power generation primarily result in efficiency losses, interferences on the grid level could cause power outages with cascade effects influencing other sectors of society and economy. The paper argues that these possible impacts of a changing climate should be taken into account in the upcoming infrastructure projects in the course of the Energiewende. Therefore governmental intervention - like legal obligations or incentives by the use of economic instruments - are for example justifiable regarding measures to adapt the grid infrastructure as a critical infrastructure that needs to be protected against current and future impacts of climate change.
Strategies for Teaching Regional Climate Modeling: Online Professional Development for Scientists and Decision Makers

NASA Astrophysics Data System (ADS)

Walton, P.; Yarker, M. B.; Mesquita, M. D. S.; Otto, F. E. L.

2014-12-01

There is a clear role for climate science in supporting decision making at a range of scales and in a range of contexts: from Global to local, from Policy to Industry. However, clear a role climate science can play, there is also a clear discrepancy in the understanding of how to use the science and associated tools (such as climate models). Despite there being a large body of literature on the science there is clearly a need to provide greater support in how to apply appropriately. However, access to high quality professional development courses can be problematic, due to geographic, financial and time constraints. In attempt to address this gap we independently developed two online professional courses that focused on helping participants use and apply two regional climate models, WRF and PRECIS. Both courses were designed to support participants' learning through tutor led programs that covered the basic climate scientific principles of regional climate modeling and how to apply model outputs. The fundamental differences between the two courses are: 1) the WRF modeling course expected participants to design their own research question that was then run on a version of the model, whereas 2) the PRECIS course concentrated on the principles of regional modeling and how the climate science informed the modeling process. The two courses were developed to utilise the cost and time management benefits associated with eLearning, with the recognition that this mode of teaching can also be accessed internationally, providing professional development courses in countries that may not be able to provide their own. The development teams saw it as critical that the courses reflected sound educational theory, to ensure that participants had the maximum opportunity to learn successfully. In particular, the role of reflection is central to both course structures to help participants make sense of the science in relation to their own situation. This paper details the different structures of both courses, evaluating the advantages and disadvantages of each, along with the educational approaches used. We conclude by proposing a framework for the develop of educationally robust online professional development programs that actively supports decision makers in understanding, developing and applying regional climate models.
Coalitions to engineer the climate

NASA Astrophysics Data System (ADS)

Moreno-Cruz, J. B.; Ricke, K.; Caldeira, K.

2012-12-01

Solar geoengineering is the deliberate reduction of the amount of incoming solar radiation absorbed by Earth's climate system with the aim of reducing impacts of anthropogenic climate change. The international politics of solar geoengineering differ markedly from those of greenhouse-gas emissions reductions. A central question is who will decide whether and how much solar geoengineering will be deployed. It is unlikely that a single small actor could implement and sustain global-scale geoengineering that harms much of the world without intervention from harmed world powers. Thus, in practice, some minimum amount of aggregate power would be needed to successfully impose will upon the rest of the world. Here we formulate a series of games, calibrated with physical and economic models of climate change, to evaluate how international coalitions to implement geoengineering may form. In the scenarios examined, climate models are assumed to correctly predict the future and damage is parameterized in terms of regional temperature and precipitation changes only, and do not consider other, possibly formidable, risks. The coalitions set the "global thermostat" to maximize benefit to coalition members. As a result, non-members would be better off under a global optimum solution, but would be worse off with no geoengineering at all. Nonetheless, it appears unlikely that solar geoengineering could be implemented by actors who are perceived in advance to be harming the interests of a majority of the world's powers.; Comparison of results under a globally optimal versus >50% military-spending power coalition over 6 decades of solar geoengineering implementation. (a) shows how the amount of solar geoengineering (in units of stratospheric aerosol optical depth, AOD) implemented by a Power Proportionate Distribution coalition under a military-spending-weighted power scheme (dotted), compared to the amount that minimizes net global damages (thick grey) (the population and GDP-weighted results from Figure 2 in the Main Text shown in grey, solid and dashed); (b) shows how the coalition members (in green) and non-members (in red) reduce their damages from climate change using solar geoengineering compared to reductions at the global optimum (thick grey). (c) shows the regional membership of the winning coalition in each decade.
Defense Coastal/Estuarine Research Program 2 (DCERP2)

DTIC Science & Technology

2013-05-01

6 2.3 Adapting the Monitoring Plan...magnitude of storms). In addition, installation managers need to understand the trade-offs between carbon management and other adaptive management...respond to climate change to understand the resiliency and adaptive capacity of these ecosystems 2. Building on DCERP1 findings to identify
Trade-offs between agricultural production and biodiversity for biofuel production

USDA-ARS?s Scientific Manuscript database

Growing energy demands and concerns for climate change have pushed forward the time line for biofuel production. However, the effect of large-scale biofuel production in the U.S. on the agricultural industry, primarily responsible for food production and livestock feed, and biodiversity levels of ma...
Examining Social Climate and Youth Social Goals on Extended Wilderness Courses: A Path toward Improving Participant Experiences

ERIC Educational Resources Information Center

Mirkin, Benjamin J.

2013-01-01

This dissertation examined participants' expectations of the social climate on extended wilderness courses, how students' actually experienced the social climate during their course, and how these expectations, perceptions and the influence of environmental characteristics, impacted their goals for peer interactions. Pre and posttest surveys were…
The Social Climate and Peer Interaction on Outdoor Courses

ERIC Educational Resources Information Center

Mirkin, Benjamin J.; Middleton, Michael J.

2014-01-01

This two-study report investigates achievement goal theory in the social domain to gain greater understanding of how the social climate of outdoor courses relates to peer interactions. In Study 1, we used mixed methods to examine how adolescents experienced the social climate of weeklong outdoor courses and how those perceptions related to peer…
Modeling the effects of weather and climate change on malaria transmission.

PubMed

Parham, Paul Edward; Michael, Edwin

2010-05-01

In recent years, the impact of climate change on human health has attracted considerable attention; the effects on malaria have been of particular interest because of its disease burden and its transmission sensitivity to environmental conditions. We investigated and illustrated the role that dynamic process-based mathematical models can play in providing strategic insights into the effects of climate change on malaria transmission. We evaluated a relatively simple model that permitted valuable and novel insights into the simultaneous effects of rainfall and temperature on mosquito population dynamics, malaria invasion, persistence and local seasonal extinction, and the impact of seasonality on transmission. We illustrated how large-scale climate simulations and infectious disease systems may be modeled and analyzed and how these methods may be applied to predicting changes in the basic reproduction number of malaria across Tanzania. We found extinction to be more strongly dependent on rainfall than on temperature and identified a temperature window of around 32-33 degrees C where endemic transmission and the rate of spread in disease-free regions is optimized. This window was the same for Plasmodium falciparum and P. vivax, but mosquito density played a stronger role in driving the rate of malaria spread than did the Plasmodium species. The results improved our understanding of how temperature shifts affect the global distribution of at-risk regions, as well as how rapidly malaria outbreaks take off within vulnerable populations. Disease emergence, extinction, and transmission all depend strongly on climate. Mathematical models offer powerful tools for understanding geographic shifts in incidence as climate changes. Nonlinear dependences of transmission on climate necessitates consideration of both changing climate trends and variability across time scales of interest.
Use of NARCCAP data to characterize regional climate uncertainty in the impact of global climate change on large river fish population: Missouri River sturgeon example

NASA Astrophysics Data System (ADS)

Anderson, C. J.; Wildhaber, M. L.; Wikle, C. K.; Moran, E. H.; Franz, K. J.; Dey, R.

2012-12-01

Climate change operates over a broad range of spatial and temporal scales. Understanding the effects of change on ecosystems requires accounting for the propagation of information and uncertainty across these scales. For example, to understand potential climate change effects on fish populations in riverine ecosystems, climate conditions predicted by course-resolution atmosphere-ocean global climate models must first be translated to the regional climate scale. In turn, this regional information is used to force watershed models, which are used to force river condition models, which impact the population response. A critical challenge in such a multiscale modeling environment is to quantify sources of uncertainty given the highly nonlinear nature of interactions between climate variables and the individual organism. We use a hierarchical modeling approach for accommodating uncertainty in multiscale ecological impact studies. This framework allows for uncertainty due to system models, model parameter settings, and stochastic parameterizations. This approach is a hybrid between physical (deterministic) downscaling and statistical downscaling, recognizing that there is uncertainty in both. We use NARCCAP data to determine confidence the capability of climate models to simulate relevant processes and to quantify regional climate variability within the context of the hierarchical model of uncertainty quantification. By confidence, we mean the ability of the regional climate model to replicate observed mechanisms. We use the NCEP-driven simulations for this analysis. This provides a base from which regional change can be categorized as either a modification of previously observed mechanisms or emergence of new processes. The management implications for these categories of change are significantly different in that procedures to address impacts from existing processes may already be known and need adjustment; whereas, an emergent processes may require new management strategies. The results from hierarchical analysis of uncertainty are used to study the relative change in weights of the endangered Missouri River pallid sturgeon (Scaphirhynchus albus) under a 21st century climate scenario.
Using Web 2.0 Techniques To Bring Global Climate Modeling To More Users

NASA Astrophysics Data System (ADS)

Chandler, M. A.; Sohl, L. E.; Tortorici, S.

2012-12-01

The Educational Global Climate Model has been used for many years in undergraduate courses and professional development settings to teach the fundamentals of global climate modeling and climate change simulation to students and teachers. While course participants have reported a high level of satisfaction in these courses and overwhelmingly claim that EdGCM projects are worth the effort, there is often a high level of frustration during the initial learning stages. Many of the problems stem from issues related to installation of the software suite and to the length of time it can take to run initial experiments. Two or more days of continuous run time may be required before enough data has been gathered to begin analyses. Asking users to download existing simulation data has not been a solution because the GCM data sets are several gigabytes in size, requiring substantial bandwidth and stable dedicated internet connections. As a means of getting around these problems we have been developing a Web 2.0 utility called EzGCM (Easy G-G-M) which emphasizes that participants learn the steps involved in climate modeling research: constructing a hypothesis, designing an experiment, running a computer model and assessing when an experiment has finished (reached equilibrium), using scientific visualization to support analysis, and finally communicating the results through social networking methods. We use classic climate experiments that can be "rediscovered" through exercises with EzGCM and are attempting to make this Web 2.0 tool an entry point into climate modeling for teachers with little time to cover the subject, users with limited computer skills, and for those who want an introduction to the process before tackling more complex projects with EdGCM.
Modern maize hybrids in Northeast China exhibit increased yield potential and resource use efficiency despite adverse climate change.

PubMed

Chen, Xiaochao; Chen, Fanjun; Chen, Yanling; Gao, Qiang; Yang, Xiaoli; Yuan, Lixing; Zhang, Fusuo; Mi, Guohua

2013-03-01

The impact of global changes on food security is of serious concern. Breeding novel crop cultivars adaptable to climate change is one potential solution, but this approach requires an understanding of complex adaptive traits for climate-change conditions. In this study, plant growth, nitrogen (N) uptake, and yield in relation to climatic resource use efficiency of nine representative maize cultivars released between 1973 and 2000 in China were investigated in a 2-year field experiment under three N applications. The Hybrid-Maize model was used to simulate maize yield potential in the period from 1973 to 2011. During the past four decades, the total thermal time (growing degree days) increased whereas the total precipitation and sunshine hours decreased. This climate change led to a reduction of maize potential yield by an average of 12.9% across different hybrids. However, the potential yield of individual hybrids increased by 118.5 kg ha(-1) yr(-1) with increasing year of release. From 1973 to 2000, the use efficiency of sunshine hours, thermal time, and precipitation resources increased by 37%, 40%, and 41%, respectively. The late developed hybrids showed less reduction in yield potential in current climate conditions than old cultivars, indicating some adaptation to new conditions. Since the mid-1990s, however, the yield impact of climate change exhibited little change, and even a slight worsening for new cultivars. Modern breeding increased ear fertility and grain-filling rate, and delayed leaf senescence without modification in net photosynthetic rate. The trade-off associated with delayed leaf senescence was decreased grain N concentration rather than increased plant N uptake, therefore N agronomic efficiency increased simultaneously. It is concluded that modern maize hybrids tolerate the climatic changes mainly by constitutively optimizing plant productivity. Maize breeding programs in the future should pay more attention to cope with the limiting climate factors specifically. © 2012 Blackwell Publishing Ltd.
Both life-history plasticity and local adaptation will shape range-wide responses to climate warming in the tundra plant Silene acaulis.

PubMed

Peterson, Megan L; Doak, Daniel F; Morris, William F

2018-04-01

Many predictions of how climate change will impact biodiversity have focused on range shifts using species-wide climate tolerances, an approach that ignores the demographic mechanisms that enable species to attain broad geographic distributions. But these mechanisms matter, as responses to climate change could fundamentally differ depending on the contributions of life-history plasticity vs. local adaptation to species-wide climate tolerances. In particular, if local adaptation to climate is strong, populations across a species' range-not only those at the trailing range edge-could decline sharply with global climate change. Indeed, faster rates of climate change in many high latitude regions could combine with local adaptation to generate sharper declines well away from trailing edges. Combining 15 years of demographic data from field populations across North America with growth chamber warming experiments, we show that growth and survival in a widespread tundra plant show compensatory responses to warming throughout the species' latitudinal range, buffering overall performance across a range of temperatures. However, populations also differ in their temperature responses, consistent with adaptation to local climate, especially growing season temperature. In particular, warming begins to negatively impact plant growth at cooler temperatures for plants from colder, northern populations than for those from warmer, southern populations, both in the field and in growth chambers. Furthermore, the individuals and maternal families with the fastest growth also have the lowest water use efficiency at all temperatures, suggesting that a trade-off between growth and water use efficiency could further constrain responses to forecasted warming and drying. Taken together, these results suggest that populations throughout species' ranges could be at risk of decline with continued climate change, and that the focus on trailing edge populations risks overlooking the largest potential impacts of climate change on species' abundance and distribution. © 2017 John Wiley & Sons Ltd.
Water management in Angkor: human impacts on hydrology and sediment transportation.

PubMed

Kummu, Matti

2009-03-01

The city of Angkor, capital of the Khmer empire from the 9th to 15th century CE, is well known for its impressive temples, but recent research has uncovered an extensive channel network stretching across over 1000 km2. The channel network with large reservoirs (termed baray) formed the structure of the city and was the basis for its water management. The annual long dry season associated with the monsoon climate has challenged water management for centuries, and the extensive water management system must have played an important role in the mitigation of such marked seasonality. However, by changing the natural water courses with off-take channels the original catchments were also reshaped. Moreover, severe problems of erosion and sedimentation in human built channels evolved and impacted on the whole water management system. This paper describes the present hydrology of the area and discusses the impacts of water management on hydrology during the Angkor era. The paper, moreover, attempts to summarise lessons that could be learnt from Angkorian water management that might apply to present challenges within the field.
Twitter Analytics: Are the U.S. Coastal Regions Prepared for Climate Change in 2017?

NASA Astrophysics Data System (ADS)

Singleton, S. L.; Kumar, S.

2017-12-01

According to the U.S. National Climate Assessment, the Southeast Coast and Gulf Coast of the United States are particularly susceptible to sea level rise, heat waves, hurricanes and less accessibility to clean water due to climate change. This is because of the extreme variation of topography in these two regions. Preparation for climate change consequences can only occur with conversation, which is a method of bringing awareness to the issue. Over the past decade, social media has taken over the spectrum of information exchange in the United States. Social Network Analysis (SNA) is a field that is emerging with the growth in popularity of social media. SNA is the practice of analyzing trends in volume and opinion of a population of social media users. Twitter, one popular social media platform, is one of the largest microblogging sites in the world, and it provides an abundance of data related to the trending topics such as climate change. Twitter analytics is a type of SNA performed on data from the tweets of Twitter users. In this work, Twitter analytics is performed on the data generated from the Twitter users in the United States, who were talking about climate change, global warming and/or CO2, over the course of one year (July 2016 - June 2017). Specifically, a regional comparative analysis on the coastal U.S. regions was conducted to recognize which region(s) is/are falling behind on the conversation about climate change. Sentiment analysis was also performed to understand the trends in opinion about climate change that vary over time. Experimental results determined that the southeast coast of the United States is deficient in their discussion about climate change compared to the other coastal regions. Igniting the conversation about this issue in these regions will mitigate the disasters due to climate change by increasing awareness in the people of these regions so they can properly prepare.
Influence of urban land cover changes and climate change for the exposure of European cities to flooding during high-intensity precipitation

NASA Astrophysics Data System (ADS)

Skougaard Kaspersen, P.; Høegh Ravn, N.; Arnbjerg-Nielsen, K.; Madsen, H.; Drews, M.

2015-06-01

The extent and location of impervious surfaces within urban areas due to past and present city development strongly affects the amount and velocity of run-off during high-intensity rainfall and consequently influences the exposure of cities towards flooding. The frequency and intensity of extreme rainfall are expected to increase in many places due to climate change and thus further exacerbate the risk of pluvial flooding. This paper presents a combined hydrological-hydrodynamic modelling and remote sensing approach suitable for examining the susceptibility of European cities to pluvial flooding owing to recent changes in urban land cover, under present and future climatic conditions. Estimated changes in impervious urban surfaces based on Landsat satellite imagery covering the period 1984-2014 are combined with regionally downscaled estimates of current and expected future rainfall extremes to enable 2-D overland flow simulations and flood hazard assessments. The methodology is evaluated for the Danish city of Odense. Results suggest that the past 30 years of urban development alone has increased the city's exposure to pluvial flooding by 6% for 10-year rainfall up to 26% for 100-year rainfall. Corresponding estimates for RCP4.5 and RCP8.5 climate change scenarios (2071-2100) are in the order of 40 and 100%, indicating that land cover changes within cities can play a central role for the cities' exposure to flooding and conversely also for their adaptation to a changed climate.

Temperature sensitivity of drought-induced tree mortality portends increased regional die-off under global-change-type drought

PubMed Central

Adams, Henry D.; Guardiola-Claramonte, Maite; Barron-Gafford, Greg A.; Villegas, Juan Camilo; Breshears, David D.; Zou, Chris B.; Troch, Peter A.; Huxman, Travis E.

2009-01-01

Large-scale biogeographical shifts in vegetation are predicted in response to the altered precipitation and temperature regimes associated with global climate change. Vegetation shifts have profound ecological impacts and are an important climate-ecosystem feedback through their alteration of carbon, water, and energy exchanges of the land surface. Of particular concern is the potential for warmer temperatures to compound the effects of increasingly severe droughts by triggering widespread vegetation shifts via woody plant mortality. The sensitivity of tree mortality to temperature is dependent on which of 2 non-mutually-exclusive mechanisms predominates—temperature-sensitive carbon starvation in response to a period of protracted water stress or temperature-insensitive sudden hydraulic failure under extreme water stress (cavitation). Here we show that experimentally induced warmer temperatures (≈4 °C) shortened the time to drought-induced mortality in Pinus edulis (piñon shortened pine) trees by nearly a third, with temperature-dependent differences in cumulative respiration costs implicating carbon starvation as the primary mechanism of mortality. Extrapolating this temperature effect to the historic frequency of water deficit in the southwestern United States predicts a 5-fold increase in the frequency of regional-scale tree die-off events for this species due to temperature alone. Projected increases in drought frequency due to changes in precipitation and increases in stress from biotic agents (e.g., bark beetles) would further exacerbate mortality. Our results demonstrate the mechanism by which warmer temperatures have exacerbated recent regional die-off events and background mortality rates. Because of pervasive projected increases in temperature, our results portend widespread increases in the extent and frequency of vegetation die-off. PMID:19365070
Climate change science education across schools, campuses, and centers: strategies and successes

NASA Astrophysics Data System (ADS)

Merrill, J.; Harcourt, P.; Rogers, M.; Buttram, J.; Petrone, C.; Veron, D. E.; Sezen-Barrie, A.; Stylinski, C.; Ozbay, G.

2016-02-01

With established partnerships in higher education, K-12, and informal science education communities across Delaware and Maryland, the NSF-funded MADE CLEAR project (Maryland Delaware Climate Change Education, Assessment, and Research) has instituted a suite of professional development strategies to bring climate change science into science education methods courses, K-12 classrooms, university lecture halls, and public park facilities. MADE CLEAR partners have provided consistent climate literacy topics (mechanisms, human contributions, local and global impacts, mitigation and adaptation) while meeting the unique needs of each professional community. In-person topical lectures, hands-on work with classroom materials, seed funding for development of new education kits, and on-line live and recorded sessions are some of the tools employed by the team to meet those needs and build enduring capacity for climate change science education. The scope of expertise of the MADE CLEAR team, with climate scientists, educators, learning scientists, and managers has provided not only PD tailored for each education audience, but has also created, fostered, and strengthened relationships across those audiences for long-term sustainability of the newly-built capacity. Specific examples include new climate change programs planned for implementation across Delaware State Parks that will be consistent with middle school curriculum; integration of climate change topics into science methods classes for pre-service teachers at four universities; and active K-12 and informal science education teams working to cooperatively develop lessons that apply informal science education techniques and formal education pedagogy. Evaluations by participants highlight the utility of personal connections, access to experts, mentoring and models for developing implementation plans.
Mind the gap in SEA: An institutional perspective on why assessment of synergies amongst climate change mitigation, adaptation and other policy areas are missing

DOE Office of Scientific and Technical Information (OSTI.GOV)

Vammen Larsen, Sanne, E-mail: sannevl@plan.aau.dk; Kornov, Lone, E-mail: lonek@plan.aau.dk; Wejs, Anja, E-mail: wejs@plan.aau.dk

2012-02-15

This article takes its point of departure in two approaches to integrating climate change into Strategic Environmental Assessment (SEA): Mitigation and adaptation, and in the fact that these, as well as the synergies between them and other policy areas, are needed as part of an integrated assessment and policy response. First, the article makes a review of how positive and negative synergies between a) climate change mitigation and adaptation and b) climate change and other environmental concerns are integrated into Danish SEA practice. Then, the article discusses the implications of not addressing synergies. Finally, the article explores institutional explanations asmore » to why synergies are not addressed in SEA practice. A document analysis of 149 Danish SEA reports shows that only one report comprises the assessment of synergies between mitigation and adaptation, whilst 9,4% of the reports assess the synergies between climate change and other environmental concerns. The consequences of separation are both the risk of trade-offs and missed opportunities for enhancing positive synergies. In order to propose explanations for the lacking integration, the institutional background is analysed and discussed, mainly based on Scott's theory of institutions. The institutional analysis highlights a regulatory element, since the assessment of climate change synergies is underpinned by legislation, but not by guidance. This means that great focus is on normative elements such as the local interpretation of legislation and of climate change mitigation and adaptation. The analysis also focuses on how the fragmentation of the organisation in which climate change and SEA are embedded has bearings on both normative and cultural-cognitive elements. This makes the assessment of synergies challenging. The evidence gathered and presented in the article points to a need for developing the SEA process and methodology in Denmark with the aim to include climate change in the assessments in a more systematic and integrated manner. - Highlights: Black-Right-Pointing-Pointer Synergies between climate change mitigation, adaptation and other environmental concerns are not addressed in Danish SEA. Black-Right-Pointing-Pointer Institutional explanations relate to organisational set-ups and understandings of climate change as a new planning issue. Black-Right-Pointing-Pointer The paper points to a need for developing SEA to include climate change in a more systematic and integrated manner.« less
A grounded theory of faculty's use of humanization to create online course climate.

PubMed

Cox-Davenport, Rebecca A

2014-03-01

The purpose of this research was to study the way faculty establish course social presence in an online course. The community of inquiry model by Garrison, Anderson, and Archer distinguished the area of social presence as an important component of online learning, and this study sought to understand how faculty perceive and create social presence in their online classroom. By employing a grounded theory approach, a substantive theory was developed to explain the way in which faculty create and maintain an online course climate. The sample consisted of 10 nursing faculty teaching various master's in nursing courses. Through a rigorous qualitative process using nursing faculty interviews and online course analysis, humanization was found to be the core category in setting online course climate. Faculty's efforts to humanize the climate lead each member of the community to view the other members as real, thereby enabling the establishment of online social presence.
Sea Ice, Climate and Fram Strait

NASA Technical Reports Server (NTRS)

Hunkins, K.

1984-01-01

When sea ice is formed the albedo of the ocean surface increases from its open water value of about 0.1 to a value as high as 0.8. This albedo change effects the radiation balance and thus has the potential to alter climate. Sea ice also partially seals off the ocean from the atmosphere, reducing the exchange of gases such as carbon dioxide. This is another possible mechanism by which climate might be affected. The Marginal Ice Zone Experiment (MIZEX 83 to 84) is an international, multidisciplinary study of processes controlling the edge of the ice pack in that area including the interactions between sea, air and ice.
Built Expansion and Global Climate Change Drive Projected Urban Heat: Relative Magnitudes, Interactions, and Mitigation

NASA Astrophysics Data System (ADS)

Krayenhoff, E. S.; Georgescu, M.; Moustaoui, M.

2016-12-01

Surface climates are projected to warm due to global climate change over the course of the 21st century, and demographic projections suggest urban areas in the United States will continue to expand and develop, with associated local climate outcomes. Interactions between these two drivers of urban heat have not been robustly quantified to date. Here, simulations with the Weather Research and Forecasting model (coupled to a Single-Layer Urban Canopy Model) are performed at 20 km resolution over the continental U.S. for two 10-year periods: contemporary (2000-2009) and end-of-century (2090-2099). Present and end of century urban land use are derived from the Environmental Protection Agency's Integrated Climate and Land-Use Scenarios. Modelled effects on urban climates are evaluated regionally. Sensitivity to climate projection (Community Climate System Model 4.0, RCP 4.5 vs. RCP 8.5) and associated urban development scenarios are assessed. Effects on near-surface urban air temperature of RCP8.5 climate change are greater than those attributable to the corresponding urban development in many regions. Interaction effects vary by region, and while of lesser magnitude, are not negligible. Moreover, urban development and its interactions with RCP8.5 climate change modify the distribution of convective precipitation over the eastern US. Interaction effects result from the different meteorological effects of urban areas under current and future climate. Finally, the potential for design implementations such as green roofs and high albedo roofs to offset the projected warming is considered. Impacts of these implementations on precipitation are also assessed.
The PICS Climate Insights 101 Courses: A Visual Approach to Learning About Climate Science, Mitigation and Adaptation

NASA Astrophysics Data System (ADS)

Pedersen, T. F.; Zwiers, F. W.; Breen, C.; Murdock, T. Q.

2014-12-01

The Pacific Institute for Climate Solutions (PICS) has now made available online three free, peer-reviewed, unique animated short courses in a series entitled "Climate Insights 101" that respectively address basic climate science, carbon-emissions mitigation approaches and opportunities, and adaptation. The courses are suitable for students of all ages, and use professionally narrated animations designed to hold a viewer's attention. Multiple issues are covered, including complex concerns like the construction of general circulation models, carbon pricing schemes in various countries, and adaptation approaches in the face of extreme weather events. Clips will be shown in the presentation. The first course (Climate Science Basics) has now been seen by over two hundred thousand individuals in over 80 countries, despite being offered in English only. Each course takes about two hours to work through, and in recognizing that that duration might pose an attention barrier to some students, PICS selected a number of short clips from the climate-science course and posted them as independent snippets on YouTube. A companion series of YouTube videos entitled, "Clear The Air", was created to confront the major global-warming denier myths. But a major challenge remains: despite numerous efforts to promote the availability of the free courses and the shorter YouTube pieces, they have yet to become widely known. Strategies to overcome that constraint will be discussed.
Land use allocation model considering climate change impact

NASA Astrophysics Data System (ADS)

Lee, D. K.; Yoon, E. J.; Song, Y. I.

2017-12-01

In Korea, climate change adaptation plans are being developed for each administrative district based on impact assessments constructed in various fields. This climate change impact assessments are superimposed on the actual space, which causes problems in land use allocation because the spatial distribution of individual impacts may be different each other. This implies that trade-offs between climate change impacts can occur depending on the composition of land use. Moreover, the actual space is complexly intertwined with various factors such as required area, legal regulations, and socioeconomic values, so land use allocation in consideration of climate change can be very difficult problem to solve (Liu et al. 2012; Porta et al. 2013).Optimization techniques can generate a sufficiently good alternatives for land use allocation at the strategic level if only the fitness function of relationship between impact and land use composition are derived. It has also been noted that land use optimization model is more effective than the scenario-based prediction model in achieving the objectives for problem solving (Zhang et al. 2014). Therefore in this study, we developed a quantitative tool, MOGA (Multi Objective Genetic Algorithm), which can generate a comprehensive land use allocations considering various climate change impacts, and apply it to the Gangwon-do in Korea. Genetic Algorithms (GAs) are the most popular optimization technique to address multi-objective in land use allocation. Also, it allows for immediate feedback to stake holders because it can run a number of experiments with different parameter values. And it is expected that land use decision makers and planners can formulate a detailed spatial plan or perform additional analysis based on the result of optimization model. Acknowledgments: This work was supported by the Korea Ministry of Environment (MOE) as "Climate Change Correspondence Program (Project number: 2014001310006)"
Successfully Integrating Climate Change Education into School System Curriculum

NASA Astrophysics Data System (ADS)

Scallion, M.

2017-12-01

Maryland's Eastern Shore is threatened by climate change driven sea level rise. By working with school systems, rather than just with individual teachers, educators can gain access to an entire grade level of students, assuring that all students, regardless of socioeconomic background or prior coursework have an opportunity to explore the climate issue and be part of crafting community level solutions for their communities. We will address the benefits of working with school system partners to achieve a successful integration of in-school and outdoor learning by making teachers and administrators part of the process. We will explore how, through the Maryland and Delaware Climate Change Education, Assessment, and Research Project, teachers, content supervisors and informal educators worked together to create a climate curriculum with local context that effectively meets Common Core and Next Generation Science Standards. Over the course of several weeks during the year, students engage in a series of in-class and field activities directly correlated with their science curriculum. Wetlands and birds are used as examples of the local wildlife and habitat being impacted by climate change. Through these lessons led by Pickering Creek Audubon Center educators and strengthened by material covered by classroom teachers, students get a thorough introduction to the mechanism of climate change, local impacts of climate change on habitats and wildlife, and actions they can take as a community to mitigate the effects of climate change. The project concludes with a habitat and carbon stewardship project that gives students and teachers a sense of hope as they tackle this big issue on a local scale. We'll explore how the MADE-CLEAR Informal Climate Change Education (ICCE) Community of Practice supports Delaware and Maryland environmental educators in collaboratively learning and expanding their programming on the complex issue of climate change. Participants will learn how to include climate change education as part of a larger ecological exploration, giving students and teachers local context to this global issue and memorable outdoor hands-on experiences and student driven adaptation projects.
Training a Green Workforce With Stem Initiatives at the Alamo Colleges District

NASA Astrophysics Data System (ADS)

Reyes, R.; Strybos, J.

2017-12-01

The Alamo Colleges District (ACD) includes minority serving institutions successfully incorporating climate science and sustainability-related projects to engage students in STEM courses. This network of five community colleges is based around San Antonio, Texas, and has a student population of approximately 60,000 that reflects the diversity of the community. San Antonio residents are familiar with recent extreme weather conditions, such as extreme droughts and intensified annual rainfalls, and the colleges understand the importance of education about climate science, climate change and sustainable solutions. This presentation will discuss initiatives to engage students in STEMS program while providing them with tools to solve climate change problems at a local level. ACD's innovative tools to train a green workforce is focused on engaging students in courses provided toward accredited certificates and degrees. Example of these courses include Wind Power Generation, Wind Turbine Troubleshooting, Solar Photovoltaics Systems, Wastewater Minimization and Waste Water Treatment. Students have access to a 400-kW PV system installed at the Center for Excellence that is used as a training tool in solar panel installation and maintenance. Also, solar panels on the rooftop of the Scobee Education Center and adjacent bus stops are connected to an eGauge system and used as simulation training about energy and space science. At Eco Centro, students have worked on solar hydroponic projects, the refurbishment of a shipping container for food production in a controlled atmosphere, and the installation of a shipping container home that will be used as a teaching facility about sustainable design and construction. Finally, a recent project to convert an old trailer into a Mobile Weather Station will be used as a STEM classroom to prepare students to understand weather data and its local applicability.
Vulnerability and Tradeoffs of Dairy Farmers to the Impacts of Climate Variability and Change in India

NASA Astrophysics Data System (ADS)

Radhakrishnan, A.; Gupta, J.; R, D.

2016-12-01

In recent years climate variability has threatened the sustainability of dairy animals and dairy farming in India. The study aims at assessing the vulnerability and tradeoffs of Dairy Based Livelihoods to Climate Variability and Change in the Western Ghat ecosystem and for this purpose; data were aggregated to an overall Livelihood Vulnerability Index (LVI) to Climate Change underlying the principles of IPCC, using 28 indicators and trade-off between vulnerability and milk production was calculated. Data were collected through Participatory Rural Appraisal and personal interviews from 360 randomly selected dairy farmers of three states of Western Ghat region, complemented by thirty years of gridded weather data and livestock data. The index score of dairy based livelihoods of many regions were negative. Lanja taluka of Maharashtra has highest level of vulnerability with overall LVI value -4.17 with 48% farmers falling in highly vulnerable category. There is also significant tradeoff between milk production and components of LVI. Thus our research will provide an important basis for policy makers to develop appropriate adaptation strategies for alarming situation and decision making for farmers to minimize the risk of dairy sector to climate variability.
The impact of climate change on air conditioning requirements in Andalusia at a detailed scale

NASA Astrophysics Data System (ADS)

Limones-Rodríguez, Natalia; Marzo-Artigas, Javier; Pita-López, María Fernanda; Díaz-Cuevas, María Pilar

2017-11-01

This work calculates the current heating and cooling degree days and also examines heating and cooling degree days in relation to three subdivisions of the twenty-first century. On the basis of these data, we were able to calculate the heating and cooling degree months and degree years. After examining both sets of data, we studied the total needs of air conditioning—also referred to in the current paper as climatization needs——for Andalusia as a whole. The results indicate an increase in air conditioning needs, and we also noted that the areas adversely affected by this increase were more numerous than those which benefited, at the end of the century. It should be noted that climate change will also necessitate the gradual replacement of heating with cooling, which will require profound changes in the energy, land planning, and housing policies of the region. The true magnitude of the challenge becomes clear when the climatization degree days are related to the population which they affect; the majority of the population is located in areas where the climatization needs will increase over the course of the century. Undoubtedly, this issue is a major protagonist in the climate change adaptation process in Andalusia.
Projected increase in El Niño-driven tropical cyclone frequency in the Pacific

NASA Astrophysics Data System (ADS)

Chand, Savin S.; Tory, Kevin J.; Ye, Hua; Walsh, Kevin J. E.

2017-02-01

The El Niño/Southern Oscillation (ENSO) drives substantial variability in tropical cyclone (TC) activity around the world. However, it remains uncertain how the projected future changes in ENSO under greenhouse warming will affect TC activity, apart from an expectation that the overall frequency of TCs is likely to decrease for most ocean basins. Here we show robust changes in ENSO-driven variability in TC occurrence by the late twenty-first century. In particular, we show that TCs become more frequent (~20-40%) during future-climate El Niño events compared with present-climate El Niño events--and less frequent during future-climate La Niña events--around a group of small island nations (for example, Fiji, Vanuatu, Marshall Islands and Hawaii) in the Pacific. We examine TCs across 20 models from the Coupled Model Intercomparison Project phase 5 database, forced under historical and greenhouse warming conditions. The 12 most realistic models identified show a strong consensus on El Niño-driven changes in future-climate large-scale environmental conditions that modulate development of TCs over the off-equatorial western Pacific and the central North Pacific regions. These results have important implications for climate change and adaptation pathways for the vulnerable Pacific island nations.
Reframing nuclear power in the UK energy debate: nuclear power, climate change mitigation and radioactive waste.

PubMed

Bickerstaff, K; Lorenzoni, I; Pidgeon, N F; Poortinga, W; Simmons, P

2008-04-01

In the past decade, human influence on the climate through increased use of fossil fuels has become widely acknowledged as one of the most pressing issues for the global community. For the United Kingdom, we suggest that these concerns have increasingly become manifest in a new strand of political debate around energy policy, which reframes nuclear power as part of the solution to the need for low-carbon energy options. A mixed-methods analysis of citizen views of climate change and radioactive waste is presented, integrating focus group data and a nationally representative survey. The data allow us to explore how UK citizens might now and in the future interpret and make sense of this new framing of nuclear power--which ultimately centers on a risk-risk trade-off scenario. We use the term "reluctant acceptance" to describe how, in complex ways, many focus group participants discursively re-negotiated their position on nuclear energy when it was positioned alongside climate change. In the concluding section of the paper, we reflect on the societal implications of the emerging discourse of new nuclear build as a means of delivering climate change mitigation and set an agenda for future research regarding the (re)framing of the nuclear energy debate in the UK and beyond.
Modelling and interpreting fish bioenergetics: a role for behaviour, life-history traits and survival trade-offs

PubMed Central

Jørgensen, C; Enberg, K; Mangel, M

2016-01-01

Bioenergetics is used as the mechanistic foundation of many models of fishes. As the context of a model gradually extends beyond pure bioenergetics to include behaviour, life-history traits and function and performance of the entire organism, so does the need for complementing bioenergetic measurements with trade-offs, particularly those dealing with survival. Such a broadening of focus revitalized and expanded the domain of behavioural ecology in the 1980s. This review makes the case that a similar change of perspective is required for physiology to contribute to the types of predictions society currently demands, e.g. regarding climate change and other anthropogenic stressors. PMID:26768979
Climate and Land Use Controls on Soil Organic Carbon in the Loess Plateau Region of China

PubMed Central

Tao, Bo; Chen, Guangsheng; Lu, Chaoqun; Yang, Jia; Pan, Shufen; Wang, Guodong; Li, Shiqing; Tian, Hanqin

2014-01-01

The Loess Plateau of China has the highest soil erosion rate in the world where billion tons of soil is annually washed into Yellow River. In recent decades this region has experienced significant climate change and policy-driven land conversion. However, it has not yet been well investigated how these changes in climate and land use have affected soil organic carbon (SOC) storage on the Loess Plateau. By using the Dynamic Land Ecosystem Model (DLEM), we quantified the effects of climate and land use on SOC storage on the Loess Plateau in the context of multiple environmental factors during the period of 1961–2005. Our results show that SOC storage increased by 0.27 Pg C on the Loess Plateau as a result of multiple environmental factors during the study period. About 55% (0.14 Pg C) of the SOC increase was caused by land conversion from cropland to grassland/forest owing to the government efforts to reduce soil erosion and improve the ecological conditions in the region. Historical climate change reduced SOC by 0.05 Pg C (approximately 19% of the total change) primarily due to a significant climate warming and a slight reduction in precipitation. Our results imply that the implementation of “Grain for Green” policy may effectively enhance regional soil carbon storage and hence starve off further soil erosion on the Loess Plateau. PMID:24788559
Climate and land use controls on soil organic carbon in the loess plateau region of China.

PubMed

Dang, Yaai; Ren, Wei; Tao, Bo; Chen, Guangsheng; Lu, Chaoqun; Yang, Jia; Pan, Shufen; Wang, Guodong; Li, Shiqing; Tian, Hanqin

2014-01-01

The Loess Plateau of China has the highest soil erosion rate in the world where billion tons of soil is annually washed into Yellow River. In recent decades this region has experienced significant climate change and policy-driven land conversion. However, it has not yet been well investigated how these changes in climate and land use have affected soil organic carbon (SOC) storage on the Loess Plateau. By using the Dynamic Land Ecosystem Model (DLEM), we quantified the effects of climate and land use on SOC storage on the Loess Plateau in the context of multiple environmental factors during the period of 1961-2005. Our results show that SOC storage increased by 0.27 Pg C on the Loess Plateau as a result of multiple environmental factors during the study period. About 55% (0.14 Pg C) of the SOC increase was caused by land conversion from cropland to grassland/forest owing to the government efforts to reduce soil erosion and improve the ecological conditions in the region. Historical climate change reduced SOC by 0.05 Pg C (approximately 19% of the total change) primarily due to a significant climate warming and a slight reduction in precipitation. Our results imply that the implementation of "Grain for Green" policy may effectively enhance regional soil carbon storage and hence starve off further soil erosion on the Loess Plateau.
Impacts of traffic and rainfall characteristics on heavy metals build-up and wash-off from urban roads.

PubMed

Mahbub, Parvez; Ayoko, Godwin A; Goonetilleke, Ashantha; Egodawatta, Prasanna; Kokot, Serge

2010-12-01

An investigation into the effects of changes in urban traffic characteristics due to rapid urbanisation and the predicted changes in rainfall characteristics due to climate change on the build-up and wash-off of heavy metals was carried out in Gold Coast, Australia. The study sites encompassed three different urban land uses. Nine heavy metals commonly associated with traffic emissions were selected. The results were interpreted using multivariate data analysis and decision making tools, such as principal component analysis (PCA), fuzzy clustering (FC), PROMETHEE, and GAIA. Initial analyses established high, low, and moderate traffic scenarios as well as low, low to moderate, moderate, high, and extreme rainfall scenarios for build-up and wash-off investigations. GAIA analyses established that moderate to high traffic scenarios could affect the build-up, while moderate to high rainfall scenarios could affect the wash-off of heavy metals under changed conditions. However, in wash-off, metal concentrations in 1-75 μm fraction were found to be independent of the changes to rainfall characteristics. In build-up, high traffic activities in commercial and industrial areas influenced the accumulation of heavy metal concentrations in particulate size range from 75 - >300 μm, whereas metal concentrations in finer size range of <1-75 μm were not affected. As practical implications, solids <1 μm and organic matter from 1 - >300 μm can be targeted for removal of Ni, Cu, Pb, Cd, Cr, and Zn from build-up, while organic matter from <1 - >300 μm can be targeted for removal of Cd, Cr, Pb, and Ni from wash-off. Cu and Zn need to be removed as free ions from most fractions in wash-off.
Building Your Own Web Course: The Case for Off-the-Shelf Component Software.

ERIC Educational Resources Information Center

Kaplan, Howard

1998-01-01

Compares the features, advantages, and disadvantages of two major software options available for designing web courses: (1) component, off-the shelf software that allows for creation of audio slide lectures, course materials, discussion forums, animations, synchronous chat groups, quiz creators, and electronic mail, and (2) integrated packages…
New use of global warming potentials to compare cumulative and short-lived climate pollutants

NASA Astrophysics Data System (ADS)

Allen, Myles R.; Fuglestvedt, Jan S.; Shine, Keith P.; Reisinger, Andy; Pierrehumbert, Raymond T.; Forster, Piers M.

2016-08-01

Parties to the United Nations Framework Convention on Climate Change (UNFCCC) have requested guidance on common greenhouse gas metrics in accounting for Nationally determined contributions (NDCs) to emission reductions. Metric choice can affect the relative emphasis placed on reductions of `cumulative climate pollutants' such as carbon dioxide versus `short-lived climate pollutants' (SLCPs), including methane and black carbon. Here we show that the widely used 100-year global warming potential (GWP100) effectively measures the relative impact of both cumulative pollutants and SLCPs on realized warming 20-40 years after the time of emission. If the overall goal of climate policy is to limit peak warming, GWP100 therefore overstates the importance of current SLCP emissions unless stringent and immediate reductions of all climate pollutants result in temperatures nearing their peak soon after mid-century, which may be necessary to limit warming to ``well below 2 °C'' (ref. ). The GWP100 can be used to approximately equate a one-off pulse emission of a cumulative pollutant and an indefinitely sustained change in the rate of emission of an SLCP. The climate implications of traditional CO2-equivalent targets are ambiguous unless contributions from cumulative pollutants and SLCPs are specified separately.

Plant responses, climate pivot points, and trade-offs in water-limited ecosystems

NASA Astrophysics Data System (ADS)

Munson, S. M.; Bunting, E.

2017-12-01

Ecosystem transitions and thresholds are conceptually well-defined and have become a framework to address vegetation response to climate change and land-use intensification, yet there are few approaches to define the environmental conditions which can lead to them. We demonstrate a novel climate pivot point approach using long-term monitoring data from a broad network of permanent plots, satellite imagery, and experimental treatments across the southwestern U.S. The climate pivot point identifies conditions that lead to decreased plant performance and serves as an early warning sign of increased vulnerability of crossing a threshold into an altered ecosystem state. Plant responses and climate pivot points aligned with the lifespan and structural characteristics of species, were modified by soil and landscape attributes of a site, and had non-linear dynamics in some cases. Species with strong increases in abundance when water was available were most susceptible to losses during water shortages, reinforcing plant energetic and physiological tradeoffs. Future research to uncover the heterogeneity of plant responses and climate pivot points at multiple scales can lead to greater understanding of shifts in ecosystem productivity and vulnerability to climate change.
The Girls on Ice program: Improving perceptions of climate change and environmental stewardship by exploring a glacier landscape

NASA Astrophysics Data System (ADS)

Young, J. C.; Conner, L.; Pettit, E. C.

2017-12-01

Girls on Ice is a unique, free, science and mountaineering experience for underserved girls aged 16 to 18. Each year, two teams of nine girls spend eight days on a remote Alaska or Washington glacier to learn about glaciology, climate change, and alpine ecology (as well as mountaineering, art and leadership). During the program, the girls live on, explore and study a glacier and the visibly climate change-altered landscape that surrounds it, through both instructor-led modules and scientific field studies the girls design themselves. Time spent on the glacier means witnessing rivers of meltwater running off the surface, climbing 300 m uphill to where the glacier last sat 150 years ago, and learning how scientists monitor the glacier's retreat. Previous studies have shown that pro-environmental behavior in youth is strongly influenced by having significant life experiences outdoors, and that engagement of citizens in a climate change-impacted landscape is emerging as a powerful way to connect people to environment and to motivate environmental action. Given the significant life experience provided by our unique wilderness format, and the interactions with a rapidly changing glacier landscape, this study examines how participation in Girls on Ice impacts the 16 to 18 year-old participants' perceptions of climate change, as well as their sense of environmental identity. We use mixed qualitative and quantitative methods, including pre- and post-program questionnaires, an in-program focus group discussion, end-of-program interviews, and early and late in-program concept (node-link) mapping exercises. Preliminary results from qualitative data show a shift in many girls' perceptions of climate change towards being motivated to act to combat it, with particular reference to glaciers as a key component prompting that shift. Ultimately, this study aims to demonstrate the value of tenets of environmental and outdoor education theory, namely significant life experiences and interactions with climate change-impacted landscapes, for motivating greater climate change awareness and mitigation behavior in youth.
An effective online data monitoring and saving strategy for large-scale climate simulations

DOE Office of Scientific and Technical Information (OSTI.GOV)

Xian, Xiaochen; Archibald, Rick; Mayer, Benjamin

Large-scale climate simulation models have been developed and widely used to generate historical data and study future climate scenarios. These simulation models often have to run for a couple of months to understand the changes in the global climate over the course of decades. This long-duration simulation process creates a huge amount of data with both high temporal and spatial resolution information; however, how to effectively monitor and record the climate changes based on these large-scale simulation results that are continuously produced in real time still remains to be resolved. Due to the slow process of writing data to disk,more » the current practice is to save a snapshot of the simulation results at a constant, slow rate although the data generation process runs at a very high speed. This study proposes an effective online data monitoring and saving strategy over the temporal and spatial domains with the consideration of practical storage and memory capacity constraints. Finally, our proposed method is able to intelligently select and record the most informative extreme values in the raw data generated from real-time simulations in the context of better monitoring climate changes.« less
An effective online data monitoring and saving strategy for large-scale climate simulations

DOE PAGES

Xian, Xiaochen; Archibald, Rick; Mayer, Benjamin; ...

2018-01-22

Large-scale climate simulation models have been developed and widely used to generate historical data and study future climate scenarios. These simulation models often have to run for a couple of months to understand the changes in the global climate over the course of decades. This long-duration simulation process creates a huge amount of data with both high temporal and spatial resolution information; however, how to effectively monitor and record the climate changes based on these large-scale simulation results that are continuously produced in real time still remains to be resolved. Due to the slow process of writing data to disk,more » the current practice is to save a snapshot of the simulation results at a constant, slow rate although the data generation process runs at a very high speed. This study proposes an effective online data monitoring and saving strategy over the temporal and spatial domains with the consideration of practical storage and memory capacity constraints. Finally, our proposed method is able to intelligently select and record the most informative extreme values in the raw data generated from real-time simulations in the context of better monitoring climate changes.« less
Experimental Climate Change Modifies Degradative Succession in Boreal Peatland Fungal Communities.

PubMed

Asemaninejad, Asma; Thorn, R Greg; Lindo, Zoë

2017-04-01

Peatlands play an important role in global climate change through sequestration of atmospheric CO 2 . Climate-driven changes in the structure of fungal communities in boreal peatlands that favor saprotrophic fungi can substantially impact carbon dynamics and nutrient cycling in these crucial ecosystems. In a mesocosm study using a full factorial design, 100 intact peat monoliths, complete with living Sphagnum and above-ground vascular vegetation, were subjected to three climate change variables (increased temperature, reduced water table, and elevated CO 2 concentrations). Peat litterbags were placed in mesocosms, and fungal communities in litterbags were monitored over 12 months to assess the impacts of climate change variables on peat-inhabiting fungi. Changes in fungal richness, diversity, and community composition were assessed using Illumina MiSeq sequencing of ribosomal DNA (rDNA). While general fungal richness reduced under warming conditions, Ascomycota exhibited higher diversity under increased temperature treatments over the course of the experiment. Both increased temperature and lowered water table position drove shifts in fungal community composition with a strong positive effect on endophytic and mycorrhizal fungi (including one operational taxonomic unit (OTU) tentatively identified as Barrenia panicia) and different groups of saprotrophs identified as Mortierella, Galerina, and Mycena. These shifts were observed during a predicted degradative succession in the decomposer community as different carbon substrates became available. Since fungi play a central role in peatland communities, increased abundances of saprotrophic fungi under warming conditions, at the expense of reduced fungal richness overall, may increase decomposition rates under future climate scenarios and could potentially aggravate the impacts of climate change.
Modelling climate impacts on the aviation sector

NASA Astrophysics Data System (ADS)

Williams, Paul

2017-04-01

The climate is changing, not just where we live at ground level, but also where we fly at 35,000 feet. We have long known that air travel contributes to climate change through its emissions. However, we have only recently become aware that climate change could have significant consequences for air travel. This presentation will give an overview of the possible impacts of climate change on the aviation sector. The presentation will describe how the impacts are modelled and how their social and economic costs are estimated. The impacts are discussed in the International Civil Aviation Organization's (ICAO's) latest Environmental Report (Puempel and Williams 2016). Some of the possible impacts are as follows. Rising sea levels and storm surges threaten coastal airports, such as La Guardia in New York, which was flooded by the remnants of Hurricane Sandy in 2012. Warmer air at ground level reduces the lift force and makes it more difficult for planes to take-off (Coffel and Horton 2015). More extreme weather may cause flight disruptions and delays. Clear-air turbulence is expected to become up to 40% stronger and twice as common (Williams and Joshi 2013). Transatlantic flights may collectively be airborne for an extra 2,000 hours each year because of changes to the jet stream, burning an extra 7.2 million gallons of jet fuel at a cost of US 22 million, and emitting an extra 70 million kg of carbon dioxide (Williams 2016). These modelled impacts provide further evidence of the two-way interaction between aviation and climate change. References Coffel E and Horton R (2015) Climate change and the impact of extreme temperatures on aviation. Weather, Climate, and Society, 7, 94-102. http://dx.doi.org/10.1175/WCAS-D-14-00026.1 Puempel H and Williams PD (2016) The impacts of climate change on aviation: Scientific challenges and adaptation pathways. ICAO Environmental Report 2016: On Board A Sustainable Future, pp 205-207. http://www.icao.int/environmental-protection/Pages/ENV2016.aspx Williams PD and Joshi MM (2013) Intensification of winter transatlantic aviation turbulence in response to climate change. Nature Climate Change, 3(7), pp 644-648. http://dx.doi.org/10.1038/nclimate1866 Williams PD (2016) Transatlantic flight times and climate change. Environmental Research Letters, 11(2), 024008. http://dx.doi.org/10.1088/1748-9326/11/2/024008
Uncertainty in Climate Change Research: An Integrated Approach

NASA Astrophysics Data System (ADS)

Mearns, L.

2017-12-01

Uncertainty has been a major theme in research regarding climate change from virtually the very beginning. And appropriately characterizing and quantifying uncertainty has been an important aspect of this work. Initially, uncertainties were explored regarding the climate system and how it would react to future forcing. A concomitant area of concern was viewed in the future emissions and concentrations of important forcing agents such as greenhouse gases and aerosols. But, of course we know there are important uncertainties in all aspects of climate change research, not just that of the climate system and emissions. And as climate change research has become more important and of pragmatic concern as possible solutions to the climate change problem are addressed, exploring all the relevant uncertainties has become more relevant and urgent. More recently, over the past five years or so, uncertainties in impacts models, such as agricultural and hydrological models, have received much more attention, through programs such as AgMIP, and some research in this arena has indicated that the uncertainty in the impacts models can be as great or greater than that in the climate system. Still there remains other areas of uncertainty that remain underexplored and/or undervalued. This includes uncertainty in vulnerability and governance. Without more thoroughly exploring these last uncertainties, we likely will underestimate important uncertainties particularly regarding how different systems can successfully adapt to climate change . In this talk I will discuss these different uncertainties and how to combine them to give a complete picture of the total uncertainty individual systems are facing. And as part of this, I will discuss how the uncertainty can be successfully managed even if it is fairly large and deep. Part of my argument will be that large uncertainty is not the enemy, but rather false certainty is the true danger.
Novel Tools for Climate Change Learning and Responding in Earth Science Education

NASA Astrophysics Data System (ADS)

Sparrow, Elena; Brunacini, Jessica; Pfirman, Stephanie

2015-04-01

Several innovative, polar focused activities and tools including a polar hub website (http://thepolarhub.org) have been developed for use in formal and informal earth science or STEM education by the Polar Learning and Responding (PoLAR) Climate Change Education Partnership (consisting of climate scientists, experts in the learning sciences and education practitioners). In seeking to inform understanding of and response to climate change, these tools and activities range from increasing awareness to informing decisions about climate change, from being used in classrooms (by undergraduate students as well as by pre-college students or by teachers taking online climate graduate courses) to being used in the public arena (by stakeholders, community members and the general public), and from using low technology (card games such as EcoChains- Arctic Crisis, a food web game or SMARTIC - Strategic Management of Resources in Times of Change, an Arctic marine spatial planning game) to high technology (Greenify Network - a mobile real world action game that fosters sustainability and allows players to meaningfully address climate change in their daily lives, or the Polar Explorer Data Visualization Tablet App that allows individuals to explore data collected by scientists and presented for the everyday user through interactive maps and visualizations, to ask questions and go on an individualized tour of polar regions and their connections to the rest of the world). Games are useful tools in integrative and applied learning, in gaining practical and intellectual skills, and in systems thinking. Also, as part of the PoLAR Partnership, a Signs of the Land Climate Change Camp was collaboratively developed and conducted, that can be used as a model for engaging and representing indigenous communities in the co-production of climate change knowledge, communication tools and solutions building. Future camps are planned with Alaska Native Elders, educators including classroom teachers, natural resource managers, community members, leaders, and climate scientists as participants.
Hydrological study of climate change impact on the Llobregat basin

NASA Astrophysics Data System (ADS)

Versini, Pierre-Antoine; Ballinas-Gonzáles, Romeo; Sempere-Torres, Daniel; Escaler, Isabel

2010-05-01

Climate change may cause a progressive increase of atmospheric temperature and consequently may change the amount, frequency and intensity of precipitation. All these changes of meteorological variables may modify the water cycle: run-off, infiltration, aquifer recharge, etc… In Spain, climate change scenarios describe a general trend to increase temperature and reduced precipitation. This would result in a reduction of available water between 5 and 14% that can rise to 20-22% for the scenarios of the XXI century (AEMET, 2008). This work has focused on studying the impacts of climate change in one of the most important basins in Catalonia (Spain), the Llobregat river basin. It is a highly populated and urbanized catchment, where water resources are used for different purposes, such as drinking water production, agriculture irrigation, industry and hydro-electric energy production. This work is part of the European project "Water Change" (included in the LIFE + Environment Policy and Governance program) which deals with medium and long-term water resources modelling as a tool for planning and global change adaptation. Usually, to study the impact of climate change, future climate scenarios produced by general circulation models (GCMs) are used. To adapt the large-scale information provided by GCMs to a finer spatial scale required for regional and environmental impact studies, downscaling techniques have been developed. Here, an analogues downscaling method has been applied to simulate daily precipitation projections at rain gauge locations. The HBV hydrological model has been chosen to evaluate the discharges for strategic points (dam, channel and water extractions) in different areas within the watershed. The first results have shown that the water available for supply has a tendency to decrease, implying that measures have to be taken to face the future miss.
Teaching the relationship between health and climate change: a systematic scoping review protocol.

PubMed

Osama, Tasnime; Brindley, David; Majeed, Azeem; Murray, Kris A; Shah, Hiral; Toumazos, Mel; Van Velthoven, Michelle; Car, Josip; Wells, Glenn; Meinert, Edward

2018-05-20

The observed and projected impacts of climate change on human health are significant. While climate change has gathered global momentum and is taught frequently, the extent to which the relationships between climate change and health are taught remains uncertain. Education provides an opportunity to create public engagement on these issues, but the extent to which historical implementation of climate health education could be leveraged is not well understood. To address this gap, we propose to conduct a scoping review of all forms of teaching that have been used to illustrate the health effects of climate change between 2005 and 2017, coinciding with a turning point in the public health and climate change agendas following the 2005 Group of 7/8 (G7/8) Summit. Using Arksey/O'Malley's and Levac's methodological framework, MEDLINE/PubMed, Embase, Scopus, Education Resource Information Centre, Web of Science, Global Health, Health Management Information Consortium, Georef, Ebsco and PROSPERO will be systematically searched. Predetermined inclusion and exclusion criteria will be applied by two independent reviewers to determine study eligibility. Studies published in English and after 2005 only will be examined. Following selection of studies, data will be extracted and analysed. No ethical approval is required as exclusively secondary data will be used. Our findings will be communicated to the European Institute of Innovation & Technology Health-Knowledge and Innovation Communities to assist in the development of a FutureLearn Massive Open Online Course on the health effects of climate change. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2018. All rights reserved. No commercial use is permitted unless otherwise expressly granted.
Connecting K-12 Educators with Current Scientific Research Through the DataStreme Project

NASA Astrophysics Data System (ADS)

Brey, J. A.; Geer, I. W.; Mills, E. W.; Nugnes, K. A.; Stimach, A. E.

2016-02-01

One of the greatest challenges in scientific education is finding ways to incorporate recent discoveries into a classroom setting to help students engage in the subject. The American Meteorological Society (AMS) responds to this challenge by connecting K-12 teachers to current Earth science research through the DataStreme Project. The DataStreme Project is a free professional development program for in-service K-12 teachers. DataStreme Atmosphere, Ocean, and Earth's Climate System are offered each fall and spring semester by Local Implementation Teams (LITs) across the country in coordination with AMS Education Program scientists and educators who develop instructional materials, provide logistical support to the LITs, and administer the project. Teachers may receive 3 tuition-free graduate credits through State University of New York's The College at Brockport upon completion of each DataStreme course and construction of a Plan of Action for educational peer-training. This plan is the first step for participants to become an Earth system science education resource teacher for their students, peers, and community. While each DataStreme course focuses on its respective topic, there are many sections that accentuate the many ways that atmosphere, ocean, and climate science interact; for example, the effects of climate change on the ocean system are covered at the end of the DataStreme Ocean course. DataStreme emphasizes investigation of real-word and current NASA and NOAA data and utilizes resources from respected organizations in activities and assignments for participants, such as the IPCC and U.S. Global Change Research Program. Since 1996, more than 19,000 teachers have completed a DataStreme course, directly impacting hundreds of thousands of additional teachers and more than 1 million students. As more extensive research is done in the field of environmental science, DataStreme courses will continue to be an excellent resource for teacher professional development.
Using Just in Time Teaching in a Global Climate Change Course to Address Misconceptions

NASA Astrophysics Data System (ADS)

Schuenemann, K. C.

2013-12-01

Just in Time Teaching (JiTT) is employed in an introductory Global Climate Change college course with the intention of addressing common misconceptions and climate myths. Students enter the course with a variety of prior knowledge and opinions on global warming, and JiTT can be used as a constructivist pedagogical approach to make use of this prior knowledge. Students are asked to watch a short video or do a reading, sometimes screen capture videos created by the professor as review of material from the previous class, a video available on the web from NASA or NOAA, for example, or a reading from an online article or their textbook. After the video or reading, students answer a question carefully designed to pry at a common misconception, or simply are asked for the 'muddiest point' that remains on the concept. This assignment is done the night before class using a web program. The program aggregates the answers in an organized way so the professor can use the answers to design the day's lesson to address common misconceptions or concerns students displayed in their answers, as well as quickly assign participation credit to students who completed the assignment. On the other hand, if students display that they have already mastered the material, the professor can confidently move on to the next concept. The JiTT pedagogical method personalizes each lecture period to the students in that particular class for maximum efficiency while catching and fixing misconceptions in a timely manner. This technique requires students to spend time with the material outside of class, acts as review of important concepts, and increases engagement in class due to the personalization of the course. Evaluation results from use of this technique will be presented. Examples of successful JiTT videos, questions, student answers, and techniques for addressing misconceptions during lecture will also be presented with the intention that instructors can easily apply this technique to their next course.
iSeeChange: Crowdsourced Climate Change Reporting

NASA Astrophysics Data System (ADS)

Drapkin, J. K.

2012-12-01

Directly engaging local communities about their climate change experiences has never been more important. As weather and climate become more unpredictable, these experiences provide a baseline for community decisions, developing adaptation strategies, and planning for the future. Typically, climate change is documented in a top-down fashion: a scientist has a question, makes observations, and publishes a study; in the best case scenario, a journalist reports on the results; if there's time, a local anecdote is sought to put the results in a familiar context. iSeeChange, a public media project funded by the Corporation for Public Broadcasting, reports local environmental change in reverse and turns community questions and conversations with scientists into reported stories that promote opportunities to learn about climate change's affects on the environment and daily life. iSeeChange engages residents of the North Fork Valley region of western Colorado in a multiplatform conversation with scientists about how they perceive their environment is changing through the course of a year - season to season. By bringing together public radio, a mobile reporting and cellular engagement strategy, and a custom crowdsourcing multimedia platform, iSeeChange provides a central access point to collect observations (texts, photographs, voice recordings, and video), organize conversations and interviews with scientists, and report stories online and on air. In this way, iSeeChange is building a dynamic crowdsourced reservoir of information that can increase awareness of environmental problems and potentially disseminate useful information about climate change and successful adaptation strategies. Ultimately, by understanding the community's information needs in a localized question-driven context, the iSeeChange platform presents opportunities for the science community to better understand the value of information and develop better ways to tailor information for communities to use in the future.t;
Future Water Scarcity and Potential Effects on Food Production under Climate Change in the Yellow River Basin

NASA Astrophysics Data System (ADS)

Tang, Q.; Yin, Y. Y.; Liu, X.; Zhang, X.

2016-12-01

Increasing population and socio-economic development have put great pressure on water resources of the Yellow River Basin. The anticipated climate and socio-economic changes may further increase water stress. In this study, we assess water scarcity under climate change and various socio-economic pathways with an emphasis on the impact of water shortages on food production. The water demands in the 21st century are projected under the new developed Shared Socio-economic Pathways (SSPs). The renewable water supply is estimated from the climate projections under the Representative Concentration Pathways (RCP) 8.5. The agricultural water use is assumed to have the lowest priority of all water consumers when water shortage occurs. The results show that the water demands in domestic and industrial sectors would grow rapidly. As more water resources would be occupied by domestic and industrial sectors, a portion of irrigated land would have to be converted to rain-fed agriculture which would lead to more than a reduction in food production under various socio-economic pathways. This study highlights the links between water, food and ecosystems in a changing environment and suggests that trade-offs should be considered when developing regional adaptation strategies.
Contrasting responses of leaf stomatal characteristics to climate change: a considerable challenge to predict carbon and water cycles.

PubMed

Yan, Weiming; Zhong, Yangquanwei; Shangguan, Zhouping

2017-09-01

Stomata control the cycling of water and carbon between plants and the atmosphere; however, no consistent conclusions have been drawn regarding the response of stomatal frequency to climate change. Here, we conducted a meta-analysis of 1854 globally obtained data series to determine the response of stomatal frequency to climate change, which including four plant life forms (over 900 species), at altitudes ranging from 0 to 4500 m and over a time span of more than one hundred thousand years. Stomatal frequency decreased with increasing CO 2 concentration and increased with elevated temperature and drought stress; it was also dependent on the species and experimental conditions. The response of stomatal frequency to climate change showed a trade-off between stomatal control strategies and environmental factors, such as the CO 2 concentration, temperature, and soil water availability. Moreover, threshold effects of elevated CO 2 and temperature on stomatal frequency were detected, indicating that the response of stomatal density to increasing CO 2 concentration will decrease over the next few years. The results also suggested that the stomatal index may be more reliable than stomatal density for determination of the historic CO 2 concentration. Our findings indicate that the contrasting responses of stomata to climate change bring a considerable challenge in predicting future water and carbon cycles. © 2017 John Wiley & Sons Ltd.
Climate uncertainty and implications for U.S. state-level risk assessment through 2050.

DOE Office of Scientific and Technical Information (OSTI.GOV)

Loose, Verne W.; Lowry, Thomas Stephen; Malczynski, Leonard A.

2009-10-01

Decisions for climate policy will need to take place in advance of climate science resolving all relevant uncertainties. Further, if the concern of policy is to reduce risk, then the best-estimate of climate change impacts may not be so important as the currently understood uncertainty associated with realizable conditions having high consequence. This study focuses on one of the most uncertain aspects of future climate change - precipitation - to understand the implications of uncertainty on risk and the near-term justification for interventions to mitigate the course of climate change. We show that the mean risk of damage to themore » economy from climate change, at the national level, is on the order of one trillion dollars over the next 40 years, with employment impacts of nearly 7 million labor-years. At a 1% exceedance-probability, the impact is over twice the mean-risk value. Impacts at the level of individual U.S. states are then typically in the multiple tens of billions dollar range with employment losses exceeding hundreds of thousands of labor-years. We used results of the Intergovernmental Panel on Climate Change's (IPCC) Fourth Assessment Report 4 (AR4) climate-model ensemble as the referent for climate uncertainty over the next 40 years, mapped the simulated weather hydrologically to the county level for determining the physical consequence to economic activity at the state level, and then performed a detailed, seventy-industry, analysis of economic impact among the interacting lower-48 states. We determined industry GDP and employment impacts at the state level, as well as interstate population migration, effect on personal income, and the consequences for the U.S. trade balance.« less
Effects of Climate Change on Sardine Productivity in the California Current System

NASA Astrophysics Data System (ADS)

Baumgartner, T. R.; Auad, G.; Miller, A. J.

2007-05-01

The Pacific sardine (Sardinops sagax caeruleus) is one of several coastal pelagic, planktivorous species of fish that provide important trophic links within the ecosystems of the major eastern and western boundary currents. Significant and persistent change in sardine productivity has occurred in the California Current over interdecadal periods in response to reorganization of basin-wide, ocean-atmosphere circulation. Less extreme, but still significant changes in sardine productivity are associated with interannual to decadal-scale climate variability. A precipitous decline of the sardine population began in the mid-1940s with a shift in climate leading to cooling of the California Current system. While the decline, and ultimately the collapse of the population, was exacerbated by intensive fishing, the sardine also suffered a severe reduction in productivity with the southward contraction of favorable thermal habitat that led to restriction of the population to the waters off Southern California and Baja California. This southward displacement resulted in geographic separation of the population from the region off central and northern California that is characterized by significantly higher concentrations of zooplankton that supported the previous levels of success in spawning and larval development. The climate shift in 1976-77 led to the recovery of the population and extension of its range of distribution northwards into the waters off British Columbia. The relation of reproductive success of the sardine population to interannual and decadal climate change was examined for the period 1982-2005 using a suite of seasonal indices representing climate processes and habitat conditions (including zooplankton food levels) occurring through the different stages in the sardine life cycle. We used both stepwise regression and EOF analyses to determine the association between levels of recruitment success and seasonal indices of the Pacific Decadal Oscillation, Ekman pumping (measured at 35°N, 122.5°W), coastal upwelling (at 36°N, 122°W) and zooplankton biomass (represented by values from the center of sardine spawning). The seasonal indices of the PDO are positively correlated with reproductive success, while an inverse relationship between the PDO indices and coastal upwelling is consistent with reduced equatorward flow during coastal warming that favors sardine reproduction. Results also show an unambiguous inverse relationship between Ekman pumping and sardine recruitment success indicating the negative influence of increased offshore transport on the survival of eggs and larvae. There is a surprising lack of association between recruitment success and zooplankton biomass, interpreted to mean that food was not limiting for sardine reproduction during the period analyzed (in the warm regime after 1977). Based on the results of this study, we anticipate that global warming will favor the maintenance of the sardine population over its present range from the Gulf of California into the waters of British Columbia throughout the current century.
Community-level phenological response to climate change

PubMed Central

Ovaskainen, Otso; Skorokhodova, Svetlana; Yakovleva, Marina; Sukhov, Alexander; Kutenkov, Anatoliy; Kutenkova, Nadezhda; Shcherbakov, Anatoliy; Meyke, Evegeniy; Delgado, Maria del Mar

2013-01-01

Climate change may disrupt interspecies phenological synchrony, with adverse consequences to ecosystem functioning. We present here a 40-y-long time series on 10,425 dates that were systematically collected in a single Russian locality for 97 plant, 78 bird, 10 herptile, 19 insect, and 9 fungal phenological events, as well as for 77 climatic events related to temperature, precipitation, snow, ice, and frost. We show that species are shifting their phenologies at dissimilar rates, partly because they respond to different climatic factors, which in turn are shifting at dissimilar rates. Plants have advanced their spring phenology even faster than average temperature has increased, whereas migratory birds have shown more divergent responses and shifted, on average, less than plants. Phenological events of birds and insects were mainly triggered by climate cues (variation in temperature and snow and ice cover) occurring over the course of short periods, whereas many plants, herptiles, and fungi were affected by long-term climatic averages. Year-to-year variation in plants, herptiles, and insects showed a high degree of synchrony, whereas the phenological timing of fungi did not correlate with any other taxonomic group. In many cases, species that are synchronous in their year-to-year dynamics have also shifted in congruence, suggesting that climate change may have disrupted phenological synchrony less than has been previously assumed. Our results illustrate how a multidimensional change in the physical environment has translated into a community-level change in phenology. PMID:23901098
The value of superpower-submitted INDCs in cooperative and non-cooperative action scenarios: economic impact, dynamic risk, and temperature rise

NASA Astrophysics Data System (ADS)

Augustin, C. M.

2015-12-01

As the 2015 Paris climate talks near, policy discussions are focused on "intended nationally determined contributions" (INDCs) submitted in advance of the discussions. As the major global emitters - specifically the United States and China - have already submitted their INDCs, we have a point of comparison for evaluating the relative potential impacts of the proposed targets. By applying integrated assessment models to robust, publicly available data sets,we aim to evaluate the interplay between climate change and economic development, comment on emissions reduction scenarios in cooperative and non-cooperative situations, and assess the dynamic risks of multiple regional emissions scenarios. We use both the RICE model and the C-ROADS model to examine alternative regional outcomes for emissions, climate change, and damages,under different reduction scenarios, including a scenario where geo-engineering plays a prominent role. These simulators allow us to vary emissions, population, and economic levels in China and the United States specifically to comment on the international climate risk impact of actors working jointly - or not - toward a global climate goal. In a complementary piece of analysis we seek to understand the value judgments, trade-offs, and regional policies that would lead to favorable climate finance flows. To reach an international sample of industry decision-makers, we propose a novel application of a standard discrete-choice survey methodology. A conjoint analysis requires a participant to chose between combinations of attributes and identify trade-offs while allowing the researcher to determine the relative importance of each individual attribute by mathematically assessing the impact each attribute could have on total item utility. As climate policy negotiations will consist of allocation of scarce resources and rejection of certain attributes, a conjoint analysis is an ideal tool for evaluating policy outcomes. This research program seeks to provide a commentary useful to policy makers on the most desirable outcomes of the negotiations and other international cooperation.
Research Activity and Infrastructure of Korea Polar Research Institute: Current and Future Perspectives

NASA Astrophysics Data System (ADS)

Jin, D.; Kim, S.; Lee, H.

2011-12-01

The Korea Polar Research Institute (KOPRI) opened the Antarctic King Sejong research station in 1988 at the King George Island off the Antarctic Peninsula and started the polar research mainly in the fields of biology and geology with some atmosphere observations. To extend the view of polar research, the KOPRI opened the Arctic Dasan research station at Ny-Alesund, Spitsbergen Island in 2002 and has studied the rapid climate change diagnostics and some microbiological observation. The KOPRI is now expanding the Arctic research into Alaska and Canada under the international collaboration, and planning to outreach to Russia to monitor the change in permafrost and to understand its impact on global warming. To deepen the views of polar research including the ice covered oceans in both poles, the ice-breaking vessel, the ARAON of about 7000 ton, was launched recently and successfully finished the Arctic and Antarctic cruises for research activity on all perspectives of ocean sciences and support for the King Sejong station. The KOPRI is now building another Antarctic research station, called Jangbogo, at the Terra Nova Bay off the Ross Sea and plan to open the station at the March of 2014. By building the second Antarctic station together with the ARAON, the KOPRI will focus its research on understanding the rapid climate change in west Antarctica such as to monitor the calving of the Larsen Ice shelf, rapid melting of Pine Island Glacier, and upper atmosphere, to study the sea ice and ecosystem change in the Amundsen Sea and the role of the southern annular mode in the west Antarctic warming, upper atmosphere and climate change, to reconstruct paleoclimate records from ice and sediment cores.

Some links on this page may take you to non-federal websites. Their policies may differ from this site.