title: Integrated Model Development for the Assessment of Food Security in China Related to Climate Change and Adaptation

authors: Wang, Meng

subjects: Climate Change

abstract: This thesis developed a practical methodological framework, which integrated the bio-physical and socio-economic processes within the food system across different scales. The framework provides a useful tool for the assessment of food security and possible adaptation related to climate change. It was applied in China, a country with rapid economic growth and a large population, in order to evaluate multiple dimensions of food security related to climate change and socio-economic development in the future. 

In the framework, an improved bio-physical crop model was coupled with an improved food economic model by scaling up from the farm level to the national level. The bio-physical crop model was developed from the site-based Decision Support System for Agrotechnology Transfer (DSSAT) model in order to investigate the impacts of climate change on physical production of a crop only related to environmental factors. The food economic model was developed from a partial equilibrium economic model, China's Agricultural Policy Simulation Model (CAPSiM). This was done in order to simulate the response of a socio-economic system to the negative consequences on a food economic system from the bio-physical change in crop production due to climate change.

Case studies of China and the Jilin province were investigated by applying the framework. The impacts of climate change on yield and phenology of maize under multiple greenhouse gas emission scenarios were studied at provincial and national levels in three time periods, 2020s, 2050s, 2070s, using the improved bio-physical crop model. In general, maize yield reduction due to climate change ranges from -3% in 2020 to -14% in 2070. The worst yield is -20.5% in 2070 produced under the A1FI scenario. Food security for China until 2050 was projected under multiple climate change and socio-economic scenarios by using the food economic model, and analyzed with respect to food availability, food price and the system resilience to sudden disasters. Modelled climate change impacts on food availability in this study are minimal, producing only a 23 Mt (~8%) gap between supply and demand for maize by 2050. The socio-economic system will compensate for the impacts of climate change on the self-sufficiency of grains by about 8% of total production for the whole country. The impacts on single grain would cause the prices of other grains to rise in future. The effectiveness of potential adaptation measures was assessed quantitatively at both farm and national levels. Uncertainties among different scenarios are discussed for China and the Jilin province.

text: Integrated Model Development for the Assessment of Food Security in China Related to Climate Change and Adaptation This thesis developed a practical methodological framework, which integrated the bio-physical and socio-economic processes within the food system across different scales. The framework provides a useful tool for the assessment of food security and possible adaptation related to climate change. It was applied in China, a country with rapid economic growth and a large population, in order to evaluate multiple dimensions of food security related to climate change and socio-economic development in the future. 

In the framework, an improved bio-physical crop model was coupled with an improved food economic model by scaling up from the farm level to the national level. The bio-physical crop model was developed from the site-based Decision Support System for Agrotechnology Transfer (DSSAT) model in order to investigate the impacts of climate change on physical production of a crop only related to environmental factors. The food economic model was developed from a partial equilibrium economic model, China's Agricultural Policy Simulation Model (CAPSiM). This was done in order to simulate the response of a socio-economic system to the negative consequences on a food economic system from the bio-physical change in crop production due to climate change.

Case studies of China and the Jilin province were investigated by applying the framework. The impacts of climate change on yield and phenology of maize under multiple greenhouse gas emission scenarios were studied at provincial and national levels in three time periods, 2020s, 2050s, 2070s, using the improved bio-physical crop model. In general, maize yield reduction due to climate change ranges from -3% in 2020 to -14% in 2070. The worst yield is -20.5% in 2070 produced under the A1FI scenario. Food security for China until 2050 was projected under multiple climate change and socio-economic scenarios by using the food economic model, and analyzed with respect to food availability, food price and the system resilience to sudden disasters. Modelled climate change impacts on food availability in this study are minimal, producing only a 23 Mt (~8%) gap between supply and demand for maize by 2050. The socio-economic system will compensate for the impacts of climate change on the self-sufficiency of grains by about 8% of total production for the whole country. The impacts on single grain would cause the prices of other grains to rise in future. The effectiveness of potential adaptation measures was assessed quantitatively at both farm and national levels. Uncertainties among different scenarios are discussed for China and the Jilin province.

year: 2014

title: Student perceptions of higher education science and engineering learning communities

authors: Cronje, Tom

subjects: higher education

abstract: This paper presents student perceptions of higher education science and engineering learning communities derived from a cross-case analysis of four case studies across the New Zealand university and polytechnic sectors. Here we explore student expectations and experiences of the higher education sector and canvas their views as to the infrastructure and resources in their institutions of study, and how they see their learning serves their careers' aims. Student perceptions of pedagogies employed in their institutions along with their preferred pedagogies follows, including staff-student interactions and consideration of the importance of practical skill development. The paper finishes by considering student perceptions of support structures and an analysis of their understanding of aspects of the nature of science (NoS) and engineering. The research findings suggest the students feel they become more independent and responsible for their own learning, enjoy smaller class sizes and interactive learning activities such as practical work and tutorials, and they stressed the importance of establishing good relationships with their teachers. Polytechnic students were more positive about their learning and felt the practice features of their learning led to enhanced career prospects. Students from university and polytechnic sectors were aware of formal learning support structures but only used them as a last resort, instead they first worked with peers and teachers.

text: Student perceptions of higher education science and engineering learning communities This paper presents student perceptions of higher education science and engineering learning communities derived from a cross-case analysis of four case studies across the New Zealand university and polytechnic sectors. Here we explore student expectations and experiences of the higher education sector and canvas their views as to the infrastructure and resources in their institutions of study, and how they see their learning serves their careers' aims. Student perceptions of pedagogies employed in their institutions along with their preferred pedagogies follows, including staff-student interactions and consideration of the importance of practical skill development. The paper finishes by considering student perceptions of support structures and an analysis of their understanding of aspects of the nature of science (NoS) and engineering. The research findings suggest the students feel they become more independent and responsible for their own learning, enjoy smaller class sizes and interactive learning activities such as practical work and tutorials, and they stressed the importance of establishing good relationships with their teachers. Polytechnic students were more positive about their learning and felt the practice features of their learning led to enhanced career prospects. Students from university and polytechnic sectors were aware of formal learning support structures but only used them as a last resort, instead they first worked with peers and teachers.

year: 2008

title: The Pirates of Parihaka: Parody as a Response to Violence

authors: Moffat, Kirstine

abstract: This paper originates from my archival exploration of Gilbert and Sullivan, specifically Frank Rolleston's adaptation of Pirates of Penzance, a discovery pivotal for my chapter on Gilbert and Sullivan in colonial New Zealand. This led to a broader investigation into literary and musical responses to Parihaka, contemplating the appropriateness of capturing its essence. In 2019, reflecting on our national journey, I align with Ihimaera's perspective, acknowledging the justified anger at injustice but also embracing the optimism and hope—a new dawn after the dark night, symbolizing death, resurrection, and new life. The Maori proverb "Ko te poo e teiwi te kai hari te raa" encapsulates this sentiment, emphasizing that the night brings the day, and "Ko te mate te kai hari i te orange e au" asserts that death brings life.

text: The Pirates of Parihaka: Parody as a Response to Violence This paper originates from my archival exploration of Gilbert and Sullivan, specifically Frank Rolleston's adaptation of Pirates of Penzance, a discovery pivotal for my chapter on Gilbert and Sullivan in colonial New Zealand. This led to a broader investigation into literary and musical responses to Parihaka, contemplating the appropriateness of capturing its essence. In 2019, reflecting on our national journey, I align with Ihimaera's perspective, acknowledging the justified anger at injustice but also embracing the optimism and hope—a new dawn after the dark night, symbolizing death, resurrection, and new life. The Maori proverb "Ko te poo e teiwi te kai hari te raa" encapsulates this sentiment, emphasizing that the night brings the day, and "Ko te mate te kai hari i te orange e au" asserts that death brings life.

year: 2019-11-26