title: Changes to population-based emergence of climate change from CMIP5 to CMIP6

authors: Douglas, Hunter C.

abstract: Abstract The Coupled Model Intercomparison Project Phase 6 (CMIP6) model ensemble projects climate change emerging soonest and most strongly at low latitudes, regardless of the emissions pathway taken. In terms of signal-to-noise (S/N) ratios of average annual temperatures, these models project earlier and stronger emergence under the Shared Socio-economic Pathways than the previous generation did under corresponding Representative Concentration Pathways. Spatial patterns of emergence also change between generations of models; under a high emissions scenario, mid-century S/N is lower than previous studies indicated in Central Africa, South Asia, and parts of South America, West Africa, East Asia, and Western Europe, but higher in most other populated areas. We show that these global and regional changes are caused by a combination of higher effective climate sensitivity in the CMIP6 ensemble, as well as changes to emissions pathways, component-wise effective radiative forcing, and region-scale climate responses between model generations. We also present the first population-weighted calculation of climate change emergence for the CMIP6 ensemble, quantifying the number of people exposed to increasing degrees of abnormal temperatures now and into the future. Our results confirm the expected inequity of climate change-related impacts in the decades between now and the 2050 target for net-zero emissions held by many countries. These findings underscore the importance of concurrent investments in both mitigation and adaptation.

text: Changes to population-based emergence of climate change from CMIP5 to CMIP6 Abstract The Coupled Model Intercomparison Project Phase 6 (CMIP6) model ensemble projects climate change emerging soonest and most strongly at low latitudes, regardless of the emissions pathway taken. In terms of signal-to-noise (S/N) ratios of average annual temperatures, these models project earlier and stronger emergence under the Shared Socio-economic Pathways than the previous generation did under corresponding Representative Concentration Pathways. Spatial patterns of emergence also change between generations of models; under a high emissions scenario, mid-century S/N is lower than previous studies indicated in Central Africa, South Asia, and parts of South America, West Africa, East Asia, and Western Europe, but higher in most other populated areas. We show that these global and regional changes are caused by a combination of higher effective climate sensitivity in the CMIP6 ensemble, as well as changes to emissions pathways, component-wise effective radiative forcing, and region-scale climate responses between model generations. We also present the first population-weighted calculation of climate change emergence for the CMIP6 ensemble, quantifying the number of people exposed to increasing degrees of abnormal temperatures now and into the future. Our results confirm the expected inequity of climate change-related impacts in the decades between now and the 2050 target for net-zero emissions held by many countries. These findings underscore the importance of concurrent investments in both mitigation and adaptation.

year: 2023-01-01

title: Keeping it together: A comparative analysis of four long-established intentional communities in New Zealand

authors: Jones, Olive

subjects: intentional communities

abstract: Through a comparative analysis of four long-lived intentional communities in New Zealand, this thesis examines the extent to which each one has sustained, adapted or abandoned its original ideals and aspirations over time. An analysis of in-depth interviews with current and former participants from each community reveals ways that ideological beliefs, organisational processes, and foundation structures have shaped the distinctive cultures that have developed. The relevance of the assertion that long-lived intentional communities share a common purpose and a desire to live beyond mainstream society, and the assumption that longevity and survival can be considered to be the same thing, are challenged. It is concluded that ownership structures for holding land are significant to the longevity of intentional communities, and that the distinctions that once existed between alternative-orientated communities and the larger society that they are situated within have become less clear over time.

text: Keeping it together: A comparative analysis of four long-established intentional communities in New Zealand Through a comparative analysis of four long-lived intentional communities in New Zealand, this thesis examines the extent to which each one has sustained, adapted or abandoned its original ideals and aspirations over time. An analysis of in-depth interviews with current and former participants from each community reveals ways that ideological beliefs, organisational processes, and foundation structures have shaped the distinctive cultures that have developed. The relevance of the assertion that long-lived intentional communities share a common purpose and a desire to live beyond mainstream society, and the assumption that longevity and survival can be considered to be the same thing, are challenged. It is concluded that ownership structures for holding land are significant to the longevity of intentional communities, and that the distinctions that once existed between alternative-orientated communities and the larger society that they are situated within have become less clear over time.

year: 2011

title: Angitūtanga o ngā tauira Māori:  Supporting Māori students to succeed in psychology

authors: Martin, Dionne

subjects: Psychology

abstract: Many Māori seek out university degrees to make a meaningful impact on the health of their community. Psychology, is one avenue that attracts Māori to do so. Psychology training has often failed to meet the needs of Māori students, often creating barriers to Māori student success. This thesis will explore barriers and support mechanisms that Māori students experience while attending university in pursuit of psychology degrees. This study will focus on experiences had by those enrolled in The School of Psychology at The Univeristy of Waikato, on the Hamilton campus. Informed by kaupapa Māori guidelines and analysed though the use of pūrākau this thesis highlights some key experiences shared by Māori psychology students. Three key experiences were identified. First, the prominence of Western culture in The School of psychology and the impact that has on Māori sense of belonging and whanaungatanga. Second, support system realities for Māori, identifying key university supports systems and realities associated with ones home environment. Third, the transitional journey to becoming a psychologist and what impact that has on the university journey. With this in mind, some recommendations are made to support Māori student success in psychology. These recommendations advocate for the provision of a more bicultural learning experience, creation of a culturally affirming environment, recruitment and retention of culturally capable staff, appropriate resourcing, funding and training for support services, better support for Māori realities and pathway navigation support.

text: Angitūtanga o ngā tauira Māori:  Supporting Māori students to succeed in psychology Many Māori seek out university degrees to make a meaningful impact on the health of their community. Psychology, is one avenue that attracts Māori to do so. Psychology training has often failed to meet the needs of Māori students, often creating barriers to Māori student success. This thesis will explore barriers and support mechanisms that Māori students experience while attending university in pursuit of psychology degrees. This study will focus on experiences had by those enrolled in The School of Psychology at The Univeristy of Waikato, on the Hamilton campus. Informed by kaupapa Māori guidelines and analysed though the use of pūrākau this thesis highlights some key experiences shared by Māori psychology students. Three key experiences were identified. First, the prominence of Western culture in The School of psychology and the impact that has on Māori sense of belonging and whanaungatanga. Second, support system realities for Māori, identifying key university supports systems and realities associated with ones home environment. Third, the transitional journey to becoming a psychologist and what impact that has on the university journey. With this in mind, some recommendations are made to support Māori student success in psychology. These recommendations advocate for the provision of a more bicultural learning experience, creation of a culturally affirming environment, recruitment and retention of culturally capable staff, appropriate resourcing, funding and training for support services, better support for Māori realities and pathway navigation support.

year: 2025