title: Nuclear power and the greenhouse effect

authors: Smith, Ron C.

subjects: nuclear power

abstract: When the inter-governmental Panel on climate Change (IPCC) met in Auckland in early February this year, this group was widely reported as being ‘increasingly certain’ that the atmosphere was warming and that is was due  to the burning of fossil fuels. Individuals at the meeting talked of dramatic changes in climate around the globe, of ice-caps melting, of large-scale inundation of low-lying land and of catastrophic consequences for human populations. Recent official publications in New Zealand have confirmed these judgements, speaking of global temperature rises of between 1 and 3.5 percent and sea level rises of half a metre over the next century.

text: Nuclear power and the greenhouse effect When the inter-governmental Panel on climate Change (IPCC) met in Auckland in early February this year, this group was widely reported as being ‘increasingly certain’ that the atmosphere was warming and that is was due  to the burning of fossil fuels. Individuals at the meeting talked of dramatic changes in climate around the globe, of ice-caps melting, of large-scale inundation of low-lying land and of catastrophic consequences for human populations. Recent official publications in New Zealand have confirmed these judgements, speaking of global temperature rises of between 1 and 3.5 percent and sea level rises of half a metre over the next century.

year: 2000

title: Ozone Depletion and Global Warming

authors: Fow, Alista John

subjects: Ozone Depletion

abstract: Abstract
This thesis examines global warming and the possible contribution that ozone
depletion provides to this warming. An examination is performed to determine
the extent of any warming/cooling events within the Earth-atmosphere
system. The change in energy corresponding to this warning of the Earth-
atmosphere system is estimated as being equivilent to an increase of mean
solar input of 0.22W/m2. This is compared to the predicted changes of solar
input for the two most common global warming scenarios: greenhouse gases
and solar irradiance variance; and for a less well explored scenario, snow-ice
albedo change. Examination of ozone depletion data shows that an absence of
ozone in the stratosphere produces an increase in UV-B radiation at the surface
of the Earth. This increase in UV-B light has not previously been thourougly
examined in any of the global warming scenarios. This is presented as a fourth
scenario for global warming.
An analytical three layer model of the Earth-atmosphere, based on an earlier
two layer model, is developed. Using this model it is determined that
greenhouse gases, solar irradiance, snow-ice albedo feedback and ozone depletion
can cause warming of the Earth's atmosphere. After comparison with
other models, a snow-ice albedo mechanism is incorporated into the three layer
model. This produces an amplification effect of any warming that occurs.
Compared to the observed increase of surface temperature between 1975-2000
of 0.55 K, the model using a snow-ice albedo feedback, produced an increase
of temperature of 1.4 K for greenhouse gases, 0.294 K for a solar irradiance increase
and 0.119 K caused by a decrease in the ozone layer. Of the greenhouse
gas, solar irradiance and ozone depletion scenarios, ozone depletion demonstrates
the most realistic relative changes with a cooling of the stratosphere
and a warming of the troposphere and Earth's surface as has been observed.
It is concluded that ozone depletion is likely for a reasonable part of observed
global warming.

text: Ozone Depletion and Global Warming Abstract
This thesis examines global warming and the possible contribution that ozone
depletion provides to this warming. An examination is performed to determine
the extent of any warming/cooling events within the Earth-atmosphere
system. The change in energy corresponding to this warning of the Earth-
atmosphere system is estimated as being equivilent to an increase of mean
solar input of 0.22W/m2. This is compared to the predicted changes of solar
input for the two most common global warming scenarios: greenhouse gases
and solar irradiance variance; and for a less well explored scenario, snow-ice
albedo change. Examination of ozone depletion data shows that an absence of
ozone in the stratosphere produces an increase in UV-B radiation at the surface
of the Earth. This increase in UV-B light has not previously been thourougly
examined in any of the global warming scenarios. This is presented as a fourth
scenario for global warming.
An analytical three layer model of the Earth-atmosphere, based on an earlier
two layer model, is developed. Using this model it is determined that
greenhouse gases, solar irradiance, snow-ice albedo feedback and ozone depletion
can cause warming of the Earth's atmosphere. After comparison with
other models, a snow-ice albedo mechanism is incorporated into the three layer
model. This produces an amplification effect of any warming that occurs.
Compared to the observed increase of surface temperature between 1975-2000
of 0.55 K, the model using a snow-ice albedo feedback, produced an increase
of temperature of 1.4 K for greenhouse gases, 0.294 K for a solar irradiance increase
and 0.119 K caused by a decrease in the ozone layer. Of the greenhouse
gas, solar irradiance and ozone depletion scenarios, ozone depletion demonstrates
the most realistic relative changes with a cooling of the stratosphere
and a warming of the troposphere and Earth's surface as has been observed.
It is concluded that ozone depletion is likely for a reasonable part of observed
global warming.

year: 2006

title: Teaching Māori in English-medium schools in New Zealand: Teacher responses to aspects of the curriculum guidelines for te reo Māori in English-medium school settings

authors: Takurua, Nātana

subjects: New Zealand

abstract: Opinions are divided about how the content of language courses should be specified and whether educational authorities should include specifications/ suggestions about language content in national curriculum documents. Issues associated with language content are, however, not ones that can be avoided, particularly as teachers are expected to prepare students for national examinations at the upper levels of schooling and these examinations are necessarily predicated on general expectations about proficiency achievements and more specific expectations about the types of language with which students will be familiar. In this article, we explore the complex nature of some of the issues involved and the ways in which the New Zealand Ministry of Education has sought/ is seeking to resolve them in the case of the curriculum for Māori in English-medium schools. We also report on the responses of a sample of teachers of Māori in secondary schools in New Zealand to the omission of language examples from the final version of the curriculum guidelines document.

text: Teaching Māori in English-medium schools in New Zealand: Teacher responses to aspects of the curriculum guidelines for te reo Māori in English-medium school settings Opinions are divided about how the content of language courses should be specified and whether educational authorities should include specifications/ suggestions about language content in national curriculum documents. Issues associated with language content are, however, not ones that can be avoided, particularly as teachers are expected to prepare students for national examinations at the upper levels of schooling and these examinations are necessarily predicated on general expectations about proficiency achievements and more specific expectations about the types of language with which students will be familiar. In this article, we explore the complex nature of some of the issues involved and the ways in which the New Zealand Ministry of Education has sought/ is seeking to resolve them in the case of the curriculum for Māori in English-medium schools. We also report on the responses of a sample of teachers of Māori in secondary schools in New Zealand to the omission of language examples from the final version of the curriculum guidelines document.

year: 2009-09