Arctic Climate Feedbacks: Global Implications
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Thesis Paleo-Feedbacks in the Hydrological And
THESIS PALEO-FEEDBACKS IN THE HYDROLOGICAL AND ENERGY CYCLES IN THE COMMUNITY CLIMATE SYSTEM MODEL 3 Submitted by Melissa A. Burt Department of Atmospheric Science In partial fulfillment of the requirements for the Degree of Master of Science Colorado State University Fort Collins, Colorado Summer 2008 COLORADO STATE UNIVERSITY April 29, 2008 WE HEREBY RECOMMEND THAT THE THESIS PREPARED UNDER OUR SUPERVISION BY MELISSA A. BURT ENTITLED PALEO-FEEDBACKS IN THE HYDROLOGICAL AND ENERGY CYCLES IN THE COMMUNITY CLIMATE SYSTEM MODEL 3 BE ACCEPTED AS FULFILLING IN PART REQUIREMENTS FOR THE DEGREE OF MASTER OF SCIENCE. Committee on Graduate work ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ Adviser ________________________________________ Department Head ii ABSTRACT OF THESIS PALEO FEEDBACKS IN THE HYDROLOGICAL AND ENERGY CYCLES IN THE COMMUNITY CLIMATE SYSTEM MODEL 3 The hydrological and energy cycles are examined using the Community Climate System Model version 3 (CCSM3) for two climates, the Last Glacial Maximum (LGM) and Present Day. CCSM3, developed at the National Center for Atmospheric Research, is a coupled global climate model that simulates the atmosphere, ocean, sea ice, and land surface interactions. The Last Glacial Maximum occurred 21 ka (21,000 yrs before present) and was the cold extreme of the last glacial period with maximum extent of ice in the Northern Hemisphere. During this period, external forcings (i.e. solar variations, greenhouse gases, etc.) were significantly different in comparison to present. The “Present Day” simulation discussed in this study uses forcings appropriate for conditions before industrialization (Pre-Industrial 1750 A.D.). This research focuses on the joint variability of the hydrological and energy cycles for the atmosphere and lower boundary and climate feedbacks associated with these changes at the Last Glacial Maximum. -
Recent Declines in Warming and Vegetation Greening Trends Over Pan-Arctic Tundra
Remote Sens. 2013, 5, 4229-4254; doi:10.3390/rs5094229 OPEN ACCESS Remote Sensing ISSN 2072-4292 www.mdpi.com/journal/remotesensing Article Recent Declines in Warming and Vegetation Greening Trends over Pan-Arctic Tundra Uma S. Bhatt 1,*, Donald A. Walker 2, Martha K. Raynolds 2, Peter A. Bieniek 1,3, Howard E. Epstein 4, Josefino C. Comiso 5, Jorge E. Pinzon 6, Compton J. Tucker 6 and Igor V. Polyakov 3 1 Geophysical Institute, Department of Atmospheric Sciences, College of Natural Science and Mathematics, University of Alaska Fairbanks, 903 Koyukuk Dr., Fairbanks, AK 99775, USA; E-Mail: [email protected] 2 Institute of Arctic Biology, Department of Biology and Wildlife, College of Natural Science and Mathematics, University of Alaska, Fairbanks, P.O. Box 757000, Fairbanks, AK 99775, USA; E-Mails: [email protected] (D.A.W.); [email protected] (M.K.R.) 3 International Arctic Research Center, Department of Atmospheric Sciences, College of Natural Science and Mathematics, 930 Koyukuk Dr., Fairbanks, AK 99775, USA; E-Mail: [email protected] 4 Department of Environmental Sciences, University of Virginia, 291 McCormick Rd., Charlottesville, VA 22904, USA; E-Mail: [email protected] 5 Cryospheric Sciences Branch, NASA Goddard Space Flight Center, Code 614.1, Greenbelt, MD 20771, USA; E-Mail: [email protected] 6 Biospheric Science Branch, NASA Goddard Space Flight Center, Code 614.1, Greenbelt, MD 20771, USA; E-Mails: [email protected] (J.E.P.); [email protected] (C.J.T.) * Author to whom correspondence should be addressed; E-Mail: [email protected]; Tel.: +1-907-474-2662; Fax: +1-907-474-2473. -
Beyond Storms & Droughts
BEYOND STORMS & DROUGHTS: The Psychological Impacts of Climate Change JUNE 2014 2 Beyond Storms & Droughts: The Psychological Impacts of Climate Change ACKNOWLEDGMENTS Authors Susan Clayton Whitmore-Williams Professor of Psychology College of Wooster Christie Manning Visiting Assistant Professor, Environmental Studies Macalester College Caroline Hodge Associate Manager, Communications & Research ecoAmerica Reviewers ecoAmerica & the American Psychological Association thank the following reviewers who provided valuable feedback on drafts of this report: Elke Weber, Janet Swim, & Sascha Petersen. Partners The American Psychological Association, in Washington, D.C., is the largest scientific and professional organization representing psychology in the United States. APA's membership includes more than 130,000 researchers, educators, clinicians, consultants and students. Through its divisions in 54 subfields of psychology and affiliations with 60 state, territorial and Canadian provincial associations, APA works to advance the creation, communication and application of psychological knowl- edge to benefit society and improve people's lives. ecoAmerica grows the base of popular support for climate solutions in America with research-driven marketing, partnerships, and national programs that connect with Americans' core values to shift personal and civic choices and behaviors. MomentUs is ecoAmerica's newest initiative. MomentUs is a strategic organizing initiative designed to build a critical mass of institutional leadership, public support, political will, and collective action for climate solutions in the United States. MomentUs is working to develop and support a network of trusted leaders and institutions who will lead by example and engage their stakeholders to do the same, leading to a shift in society that will put America on an irrefutable path to a clean energy, ultimately leading toward a more sustainable and just future. -
Amplified Arctic Warming by Phytoplankton Under Greenhouse Warming
Amplified Arctic warming by phytoplankton under greenhouse warming Jong-Yeon Parka, Jong-Seong Kugb,1, Jürgen Badera,c, Rebecca Rolpha,d, and Minho Kwone aMax Planck Institute for Meteorology, D-20146 Hamburg, Germany; bSchool of Environmental Science and Engineering, Pohang University of Science and Technology, Pohang 790-784, South Korea; cUni Climate, Uni Research & Bjerknes Centre for Climate Research, NO-5007 Bergen, Norway; dSchool of Integrated Climate system sciences, University of Hamburg, D-20146 Hamburg, Germany; and eKorea Institute of Ocean Science and Technology, Ansan 426-744, South Korea Edited by Christopher J. R. Garrett, University of Victoria, Victoria, BC, Canada, and approved March 27, 2015 (received for review September 1, 2014) Phytoplankton have attracted increasing attention in climate suggested substantial future changes in global phytoplankton, with science due to their impacts on climate systems. A new generation the opposite sign of their trends in different regions (15–17). Such of climate models can now provide estimates of future climate climate change-induced phytoplankton response would impact cli- change, considering the biological feedbacks through the development mate systems, given the aforementioned biological feedbacks. of the coupled physical–ecosystem model. Here we present the geo- Previous studies discovered an increase in the annual area- physical impact of phytoplankton, which is often overlooked in future integrated primary production in the Arctic, which is caused by the climate projections. A suite of future warming experiments using a fully thinning and melting of sea ice and the corresponding increase in coupled ocean−atmosphere model that interacts with a marine ecosys- the phytoplankton growing area (18, 19). -
Let's Talk Health & Climate
LET’S TALK HEALTH & CLIMATE COMMUNICATION GUIDANCE FOR HEALTH PROFESSIONALS building climate leadership 2 Let’s Talk Health & Climate: Communication Guidance for Health Professionals ACKNOWLEDGEMENTS THIS GUIDE IS BROUGHT TO YOU BY AUTHORS ABOUT THIS GUIDE Kirra Krygsman Let’s Talk Health and Climate: Communication Guidance for Health Meighen Speiser Professionals is designed to be useful for experienced and novice climate change and health communicators alike. This guide synthesizes the latest academic research and message testing on CONTRIBUTORS climate communications from across the social sciences into a Cyndy Merse practical guide to support meaningful discussion of climate change and health with individuals and groups. More than 20 Sabine Marx sources went into this project. Jennifer Tabola REVIEWERS SPECIAL THANKS Laura Anderko, PhD, RN, Professor and Endowed Chair, ecoAmerica is grateful to Georgetown University the John D. and Catherine T. MacArthur Foundation for David T. Dyjack, DrPH, CIH, Executive Director, National its generous support. Environmental Health Association We would also like to Howard Frumkin, MD, DrPH, Dean, University of Washington extend our thanks to the School of Public Health entire Climate for Health Leadership Circle for their Tracy Kolian, MPH contribution to the work of Jay Lemery, MD, Associate Professor of Emergency Medicine, engaging their peers and the University of Colorado School of Medicine public to elevate climate solutions as a health priority. Frank Loy, Former Under Secretary of State for Global Affairs Edward Maibach, MPH, PhD, Director, Center for Climate Change, Communication George Mason University Leyla Erk McCurdy, PHD Phil., Consultant, Health and Environment Jerome A. Paulson, MD, FAAP Mona Sarfaty, MD, MPH, Director, Climate and Health Program, George Mason University, Center for Climate Change Comm. -
Climate Change Communication Guide
1 e Contents Executive Summary ........................................................................................................................... 1 Purpose and Goal .............................................................................................................................. 2 Background ......................................................................................................................................... 2 Who Can Use This Guide? ................................................................................................................ 3 Who Does Caltrans Communicate With? ..................................................................................... 4 How to Use This Guide ....................................................................................................................... 5 Best Practices for Communicating with Caltrans Staff and Partners ...................................... 6 Clearly define your goals. ............................................................................................................. 6 Develop and align your messages with your goals. ............................................................... 6 Be consistent with your message. ............................................................................................... 7 Understand your unique audiences. .......................................................................................... 8 Conduct frequent, two-way engagement. ............................................................................ -
Toward an Effective Pedagogy of Climate Change: Lessons from a Physics Classroom
Toward an Effective Pedagogy of Climate Change: Lessons from a Physics Classroom Vandana Singh, Department of Physics and Earth Sciences, Framingham State University Introduction The crisis of climate change has been widely recognized by international organizations such as the Intergovernmental Panel on Climate Change and the World Economic Forum (IPCC, 2014; WEF Global Risks Report, 2017), as a significant threat to humankind and the biosphere, with some impacts already being felt and likely to worsen (IPCC 2014, 2018) in ways that we may not be able to entirely predict (Lenton et al., 2008b). Additionally, climate change has been described (Levy & Patz, 2015; Weston, 2008) as a multifaceted justice issue, including intergenerational justice, since it disproportionately affects those who have contributed least to the creation of the problem, such as people of color, the economically disadvantaged, indigenous people, the rural poor, especially in the Global South, immigrants, including ‘climate refugees,’ and the young. Young people, despite not having lived long enough to contribute significantly to climate change, are expected to bear a disproportionate share of the consequences, especially if they also belong to marginalized groups. Unfortunately their education in high school and college is unlikely to have prepared them for the changes that are underway, in part because of systemic roadblocks in mainstream education (Kwauk, C., 2020). If climate change is offered at all, it is either through specialized optional courses, or presented in various courses in a disjointed or piecemeal fashion, and, additionally, there is lack of adequate teacher training on the pedagogy of climate change (Plutzer et al., 2016). -
Communicating CC
Knowledge Building Series: Communicating Climate Change Part 2 of 3 2011 U.S. ENVIRONMENTAL PROTECTION AGENCY REGION 8 Part 2 of the Climate Change Knowledge Building Series includes tips for communicating climate change to others. Understanding climate change can be a challenge because it is complex and technical, but not intuitive. Because climate change is a global phenomenon, people may not necessarily see changes where they live. The key is to learn how to communicate this complex issue to various stakeholders in ways that are understandable and translate into action. First, you must know your audience. Knowing Your Audience Regardless of your audience, you might start by explaining basic terminol- ogy like climate change, global warming, greenhouse gases and the Green- house Gas Effect, as well as the difference between weather and climate. These terms are often used interchangeably and incorrectly when talking about climate change. Part 1 of this series, “Climate Change 101” includes some definitions and there are other good resources listed on the last page. Sample Messages Elementary & Middle School Students: Climate change may be a big problem, but there are many little things we can do to make a difference. High School, College Students and Adults: Many greenhouse gases come from things we do everyday, like drive cars and use electricity. These things are not wrong, we just have to be smart about it and take actions to offset our emissions of carbon dioxide. Community Leaders: You can show leadership by doing a greenhouse gas inventory, developing a climate change action plan, and considering how your community can adapt to a changing climate. -
Arctic Climate Connections Curriculum: a Model for Bringing Authentic Data Into the Classroom Anne U
JOURNAL OF GEOSCIENCE EDUCATION 63, 185–197 (2015) Arctic Climate Connections Curriculum: A Model for Bringing Authentic Data Into the Classroom Anne U. Gold,1,a Karin Kirk,2 Deb Morrison,3 Susan Lynds,1 Susan Buhr Sullivan,1 Andrey Grachev,1,4 and Ola Persson1,4 ABSTRACT Science education can build a bridge between research carried out by scientists and relevant learning opportunities for students. The Broader Impact requirements for scientists by funding agencies facilitate this connection. We propose and test a model curriculum development process in which scientists, curriculum developers, and classroom educators work together to scaffold the use of authentic, unprocessed scientific data for high school students. We outline a three-module curriculum structure that facilitates these goals. This curriculum engages students in the collection, description, visualization, and interpretation of data; develops understanding of the nature of science; includes prompts to develop higher-order thinking skills; builds knowledge of regional relevance of climate change in students; uses active learning techniques; and can be easily integrated with the Next Generation Science Standards. The curriculum was reviewed and tested in the classroom. To shed further light on the curriculum development process, we gathered reflection data from the scientists, curriculum developers, and educators. Scientists appreciated the collaborative process in which they contributed their expertise without requiring a large time commitment or strong expertise in science education. The curriculum developers viewed the modular structure as helpful in breaking complicated scientific concepts into teachable steps. Classroom educators appreciated the detailed description and step-by-step instructions to navigate data analysis tools like Excel or Google Earth. -
Communicating Environmental and Sustainability Science
Communicating Environmental and Sustainability Science Challenges, opportunities, and the changing political context C L I M A T E outreach A Knowledge Report for Mistra formerly COIN Climate Outreach Climate Outreach is Europe's leading specialist in climate change communication, bridging the gap between research and practice. Our charity is focused on building cross-societal acceptance of the need to tackle climate change. We have over 12 years of experience helping organisations communicate about climate change in ways that resonate with the values, sense of identity and worldview of their audiences. We work with a wide range of partners including central, regional and local governments, charities, business, faith organisations and youth groups. The Old Music Hall, 106-108 Cowley Road, Oxford OX4 1JE, UK +44 (0) 1865 403 334 @ClimateOutreach @ [email protected] f Climate Outreach www.climateoutreach.org in Climate Outreach Project team Authors Dr Adam Corner, Research Director, Climate Outreach Dr Chris Shaw, Senior Researcher, Climate Outreach Jamie Clarke, Executive Director, Climate Outreach Editing & Production Anna Stone, Research Coordinator, Climate Outreach Léane de Laigue, Head of Communications, Climate Outreach Elise de Laigue, Designer, Explore Communications - www.explorecommunications.ca Acknowledgements We gratefully acknowledge the support and input of Kjell Asplund, Maria Gunther, Brigitte Nerlich, Matthew Nisbet, Robert Watt and Victoria Wibeck. This report was commissioned by Mistra ahead of a possible research initiative on Science Communication. It was written by Dr Adam Corner, Dr Chris Shaw and Jamie Clarke, who are responsible for the content. Cite as: Corner, A., Shaw, C. and Clarke, J. (2017). Communicating Environmental and Sustainability Science - Challenges, opportunities, and the changing political context. -
Cold Season Emissions Dominate the Arctic Tundra Methane Budget
Cold season emissions dominate the Arctic tundra methane budget Donatella Zonaa,b,1,2, Beniamino Giolic,2, Róisín Commaned, Jakob Lindaasd, Steven C. Wofsyd, Charles E. Millere, Steven J. Dinardoe, Sigrid Dengelf, Colm Sweeneyg,h, Anna Kariong, Rachel Y.-W. Changd,i, John M. Hendersonj, Patrick C. Murphya, Jordan P. Goodricha, Virginie Moreauxa, Anna Liljedahlk,l, Jennifer D. Wattsm, John S. Kimballm, David A. Lipsona, and Walter C. Oechela,n aDepartment of Biology, San Diego State University, San Diego, CA 92182; bDepartment of Animal and Plant Sciences, University of Sheffield, Sheffield S10 2TN, United Kingdom; cInstitute of Biometeorology, National Research Council, Firenze, 50145, Italy; dSchool of Engineering and Applied Sciences, Harvard University, Cambridge, MA 02138; eJet Propulsion Laboratory, California Institute of Technology, Pasadena, CA 91109-8099; fDepartment of Physics, University of Helsinki, FI-00014 Helsinki, Finland; gCooperative Institute for Research in Environmental Sciences, University of Colorado, Boulder, CO 80304; hEarth System Research Laboratory, National Oceanic and Atmospheric Administration, Boulder, CO 80305; iDepartment of Physics and Atmospheric Science, Dalhousie University, Halifax, Nova Scotia, Canada B3H 4R2; jAtmospheric and Environmental Research, Inc., Lexington, MA 02421; kWater and Environmental Research Center, University of Alaska Fairbanks, Fairbanks, AK 99775-7340; lInternational Arctic Research Center, University of Alaska Fairbanks, Fairbanks, AK 99775-7340; mNumerical Terradynamic Simulation -
Downloaded 09/28/21 01:47 AM UTC 8414 JOURNAL of CLIMATE VOLUME 27
15 NOVEMBER 2014 Z H A N G A N D L I 8413 A Simple Analytical Model for Understanding the Formation of Sea Surface Temperature Patterns under Global Warming* LEI ZHANG Department of Atmospheric Sciences, University of Hawai‘i at Manoa, Honolulu, Hawaii TIM LI Department of Atmospheric Sciences, University of Hawai‘i at Manoa, Honolulu, Hawaii, and Climate Dynamics Research Center/Earth System Modeling Center, International Laboratory on Climate and Environment Change, Nanjing University of Information Science and Technology, Nanjing, China (Manuscript received 13 May 2014, in final form 12 August 2014) ABSTRACT How sea surface temperature (SST) changes under global warming is critical for future climate projection because SST change affects atmospheric circulation and rainfall. Robust features derived from 17 models of phase 5 of the Coupled Model Intercomparison Project (CMIP5) include a much greater warming in high latitudes than in the tropics, an El Niño–like warming over the tropical Pacific and Atlantic, and a dipole pattern in the Indian Ocean. However, the physical mechanism responsible for formation of such warming patterns remains open. A simple theoretical model is constructed to reveal the cause of the future warming patterns. The result shows that a much greater polar, rather than tropical, warming depends primarily on present-day mean SST and surface latent heat flux fields, and atmospheric longwave radiation feedback associated with cloud change further enhances this warming contrast. In the tropics, an El Niño–like warming over the Pacific and Atlantic arises from a similar process, while cloud feedback resulting from different cloud regimes between east and west ocean basins also plays a role.