Lecture on greenhouse gas emission scenarios and technical options for emission reduction to postgraduate students of economics. Covers Chapter 2 of Climate Economics textbook.
A comparison of greenhouse gases emmisions from dairy farms using four system...Daniel Sandars
Given on the 16th June at FACCE-JPI Macsur LiveM conference "Modelling Grassland-Livestock Systems under Climate Change" 15-16th June, Potsdam, Germany
Farm systems modelling is an important tool to quantify and understanding the impacts of management decisions on farm productivity and environmental burdens, such as greenhouse gas emissions.
Predicted emission intensity varied little between models, from 0.98 to 1.02 carbon dioxide equivalents (kg milk)-1, corresponding to a variation of about ±5%. This similarity disguised much larger variations in the underlying sources. For the two largest sources (enteric methane and soil nitrous oxide), which accounted for on average 55% and 26% of the total GHG emissions respectively. The differences and limitations of the inter-comparison are discussed and ways forward are suggested.
Lecture on greenhouse gas emission scenarios and technical options for emission reduction to postgraduate students of economics. Covers Chapter 2 of Climate Economics textbook.
A comparison of greenhouse gases emmisions from dairy farms using four system...Daniel Sandars
Given on the 16th June at FACCE-JPI Macsur LiveM conference "Modelling Grassland-Livestock Systems under Climate Change" 15-16th June, Potsdam, Germany
Farm systems modelling is an important tool to quantify and understanding the impacts of management decisions on farm productivity and environmental burdens, such as greenhouse gas emissions.
Predicted emission intensity varied little between models, from 0.98 to 1.02 carbon dioxide equivalents (kg milk)-1, corresponding to a variation of about ±5%. This similarity disguised much larger variations in the underlying sources. For the two largest sources (enteric methane and soil nitrous oxide), which accounted for on average 55% and 26% of the total GHG emissions respectively. The differences and limitations of the inter-comparison are discussed and ways forward are suggested.
This document discusses using emission scenarios to teach about global climate change. It focuses on the A1F1 scenario, which predicts rapid economic growth fueled by fossil fuels. Evidence that supports and contradicts this scenario is provided. Resources for teaching about scenarios include the IPCC reports and NASA materials. STEM lessons and tools like the Climate Time Machine can engage students in learning about causes, effects, and solutions to climate change.
The Intergovernmental Panel on Climate Change has issued its special report, Managing the Risks
of Extreme Events and Disasters to Advance
Climate Change Adaptation.
More info at http://ipcc.ch and http://www.nytimes.com/dotearth