Relevant bibliographies by topics / Climate Change Science

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Climate Change Science'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 January 2023

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Journal articles on the topic "Climate Change Science"

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Watson, Robert. "On Climate Change: Climate Change: the Science." Ecology, Economy and Society–the INSEE Journal 1, no. 1 (April 3, 2018): 69–71. http://dx.doi.org/10.37773/ees.v1i1.16.

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Kennedy, D. "Climate Change and Climate Science." Science 304, no. 5677 (June 11, 2004): 1565. http://dx.doi.org/10.1126/science.304.5677.1565.

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Wratt, Mullan, Clarkson, and Salinger. "CLIMATE-CHANGE SCIENCE." Weather and Climate 11, no. 2 (1991): 95. http://dx.doi.org/10.2307/44279805.

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Reilly, J. "CLIMATE CHANGE: Uncertainty and Climate Change Assessments." Science 293, no. 5529 (July 20, 2001): 430a—433. http://dx.doi.org/10.1126/science.1062001.

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Clark, William, and Jill Jager. "Climate Change 1995: The Science of Climate Change." Environment: Science and Policy for Sustainable Development 39, no. 9 (November 1, 1997): 23–28. http://dx.doi.org/10.1080/00139159709604766.

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Unwin, David. "Climate change 1995: The Science of Climate Change." Applied Geography 17, no. 2 (April 1997): 163. http://dx.doi.org/10.1016/s0143-6228(97)83235-3.

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Bradshaw, W. E. "CLIMATE CHANGE: Evolutionary Response to Rapid Climate Change." Science 312, no. 5779 (June 9, 2006): 1477–78. http://dx.doi.org/10.1126/science.1127000.

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Conrad, Jobst. "Climate Research and Climate Change: Reconsidering Social Science Perspectives." Nature and Culture 4, no. 2 (June 1, 2009): 113–22. http://dx.doi.org/10.3167/nc.2009.040201.

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The article provides a general overview of social sciences perspectives to analyze and theorize climate research, climate discourse, and climate policy. First, referring to the basic paradigm of sociology, it points out the feasible scope and necessary methodology of environmental sociology as a social science concerning the analysis of physical nature. Second, it illustrates this epistemological conception by few examples, summarizing main results of corresponding climate-related social science investigations dealing with the development dynamics of climate research, the role of scientific (climate impact) assessments in politics, varying features and changes of climate discourses, climate policy formation, and knowledge diffusion from climate science. The receptivity of climate discourse and climate policy to the results of problem-oriented climate research is strongly shaped and limited by its multifarious character as well as by their own (internal) logics. The article shows that social sciences contribute their specific (conceptual) competences to problem-oriented research by addressing climate change and corresponding adaptation and mitigation strategies.
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Shindell, D. "CLIMATE CHANGE: Whither Arctic Climate?" Science 299, no. 5604 (January 10, 2003): 215–16. http://dx.doi.org/10.1126/science.1080855.

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Pickrell, J. "CLIMATE CHANGE: Scientists Shower Climate Change Delegates With Paper." Science 293, no. 5528 (July 13, 2001): 200. http://dx.doi.org/10.1126/science.293.5528.200.

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Dissertations / Theses on the topic "Climate Change Science"

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Evans, Christopher A. "Rural Western Australians attitudes to climate change, climate change science and governance." Thesis, Curtin University, 2012. http://hdl.handle.net/20.500.11937/2535.

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Researching southwest WA farming communities attitudes to climate change (n=411) identified three typologies of ‘Acceptors’, ‘Uncertains’ and ‘Sceptics’ underpinned by extent of experience. ‘Acceptors’ valued science’s knowledge and believed climate change was a human induced threat. ‘Uncertains’ were unsure of science’s knowledge and if climate change was human induced and a threat. ‘Sceptics’ with more experience than the other two clusters did not value science’s knowledge; believed climate change was natural and not a threat.
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Passmore, Phillip Scott. "Consequences of communicating climate science online : the effects on young people's reactions to climate science." Thesis, University of Exeter, 2017. http://hdl.handle.net/10871/30021.

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This thesis reveals the potential pitfalls of relying on the Internet to communicate serious environmental issues. This exploratory research examines the consequences of aspects of the information society focusing on the effects of the Internet upon three reactions to climate communication: public understanding, perception of risk and support for climate change mitigation. It examines the implications of the rise of the information society on young people’s (18-25 year olds) consumption of media and climate science information. The information society literature emerged before the Internet, but predicted the increasing access to information that has arisen in the past two decades and its significant impacts on society and communication. An analytical framework is developed focusing on the sharing of information and the consequences of both misleading information and competition for the user’s attention. To explore the impact of the Internet upon public perception of risks posed by and their understanding of climate change, this research uses a mixed methodological approach. The qualitative approach of focus groups has been selected to establish how young people use the Internet and whether they share and actively engage with climate change information online. A quantitative approach of the experimental method has critically examined the impact of junk information (climate sceptic material) and information overload (competition for users’ attention) on reactions to climate science. The original contribution to knowledge of this thesis was the key finding that the lack of engagement with climate science online poses a more serious issue than the risk of climate sceptic information being virally shared. Simply having the information accessible is not enough when there is so much competition for users’ attention and the ease with which they can filter out climate change information.
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Padolsky, Miriam Elana. "Bringing climate change down to earth science and participation in Canadian and Australian climate change campaigns /." Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2006. http://wwwlib.umi.com/cr/ucsd/fullcit?p3214881.

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Thesis (Ph. D.)--University of California, San Diego, 2006.
Title from first page of PDF file (viewed July 21, 2006). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 253-284).
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de, Groot Caroline Sofie. "Security risks of climate change : Climate change induced conflicts in western Kenya." Thesis, Uppsala universitet, Statsvetenskapliga institutionen, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-364947.

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The purpose of this paper is to examine links between climate change and conflicts. The report aims to produce relevant insights on the security risks posed by climate change in the rural pastoral area Sarambei in western Kenya. The research was conducted in spring 2018 and founded by an MFS-scholarship from Swedish International Development Cooperation Agency (SIDA). The research examines the hypothesis that climate change is increasing the risk of insecurity. Through qualitative methods twenty respondents living in Sarambei and five experts were interviewed. The main finding of the study is that climate change is happening, affecting the people in Sarambei and are creating conflicts through water scarcity. However, it is difficult to say that climate change is the only source for these conflicts, but instead emerges from the interaction of multiple factors.
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Abdullahi, Tassallah Amina. "Predicting diarrhoea outbreak with climate change." Master's thesis, Faculty of Science, 2021. http://hdl.handle.net/11427/33615.

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Climate change is expected to exacerbate diarrhoea outbreak in South Africa, a leading cause of morbidity and mortality in the region. In this study, we modelled the impacts of climate change on diarrhoea with machine learning methods. We applied two deep learning techniques, convolutional neural networks (CNNs) and long-short term memory networks (LSTMs); and a support vector machine to predict daily diarrhoea cases over the different South African provinces by incorporating climate information. Generative Adversarial Networks (GANs) was used to generate synthetic data which was used to augment the available dataset. Furthermore, relevance estimation and value calibration (REVAC) was used to tune the parameters of the machine learning algorithms to optimize the accuracy of their predictions. Sensitivity analysis was also performed to investigate the contribution of the different climate factors to the diarrhoea prediction model. The results of the study showed that all three ML methods were appropriate for predicting daily diarrhoea cases with respect to the selected climate variables in each South African province. The ML methods were all able to yield low and similar RMSE. However, the level of accuracy for each model varied across different experiments, with the deep learning models outperforming the SVM model. Among the deep learning techniques, the CNN model performed best when only real-world dataset was used, while the LSTM model outperformed the other models when the real dataset was augmented with synthetic data. Across the provinces, the accuracy of all three ML algorithms improved by at least 30% when data augmentation was implemented. In addition, REVAC improved the accuracy of the CNN model by more than 12% in KwaZulu Natal province. However, the percentage increase in accuracy of the LSTM model was less than 4% in Western Cape province when REVAC was used. Our sensitivity analysis revealed that the most influential climate variables to be considered when predicting outbreak of diarrhoea in South Africa are precipitation, humidity, evaporation and temperature conditions. The result of this study is important for the development of an early warning system for diarrhoea outbreak over South Africa.
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Bray, Jamieson. "Cultural Cognition and Climate Change: Communicating climate science across potential divides in Sweden." Thesis, Uppsala universitet, Institutionen för geovetenskaper, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-254959.

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Human civilization is failing in the fight to reduce carbon dioxide emissions and limit the impact of anthropogenic climate change. Whilst there are likely numerous reasons for this inertia, societal risk perception plays a fundamental role in influencing the speed and effectiveness of political and social action to address climate change. This study presents the psychological, sociological and cultural reasons for variations in the perceptions of risk amongst a group of climate change sceptics in Sweden. Highlighting cognitive barriers and characteristics associated with different ideological biases and worldviews. The paper concludes that people become more or less sceptical to climate change based on a variety of potentially intersectional issues. Whilst gender, age and wisdom all play a role, the social groups with which people identify, as well as individuals’ values and ideas of what constitutes an ideal society ultimately shape ones perception of risk in relation to climate change. The implications for the communication of climate science are discussed, revealing that any inclusive communication strategy will fail unless it is presented in a way that affirms rather than challenges one’s cultural identity.
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Anyanwu, Raymond Ndubisi. "An assessment of climate change science literacy and climate change pedagogical literacy of geography teachers in the Western Cape." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96831.

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Thesis (PhD)--Stellenbosch University 2015.
ENGLISH ABSTRACT: This survey research employed a criterion-referenced multiple-choice questionnaire to collect data from 194 FET Geography teachers in the Western Cape province to assess their level of literacy in both climate change science and climate change pedagogy, and to determine the influence of gender, age, qualification, specialisation, experience, grade mostly taught, their experience in providing instruction on climate change and the location of their school. Aspects of climate change science assessed include: climate processes and probable causes of climate change; climate change impacts; and climate change responses. Aspects of climate change pedagogy assessed include: the aims and significance of climate change education; and constructivist teaching principles and practice. The collected data was analysed using percentage frequencies to determine the teachers‟ level of literacy in climate change science and climate change pedagogy; the Mann-Whitney and Kruskal-Wallis tests were used to determine the influence of the mediating variables on climate change science literacy and climate change pedagogical literacy, respectively. The results indicate that Geography teachers in the Western Cape Province demonstrated „High‟ literacy in climate change science and „Low‟ literacy in climate change pedagogy. Factors such as school location, gender, age and teaching experience were found to have a significant influence on climate change science literacy; whereas qualification, specialisation, grade mostly taught and experience in providing instruction on climate change did not. Conversely, teaching experience and grade mostly taught had a significant influence on climate change pedagogical literacy; whereas school location, gender, age, qualification, specialisation and experience in providing instruction on climate change did not. Based on these findings, it is recommended that professional development interventions in climate change pedagogy are required in order to expose Geography teachers to the aims and significance of climate change education and methods of facilitating problem-based, learner-centred instruction on climate change.
AFRIKAANSE OPSOMMING: Hierdie opnamenavorsing het gebruik gemaak van ‟n kriteriumverwysing- meerkeusige vraelys om data by 194 VOO Aardrykskunde onderwysers in die Wes-Kaap provinsie te versamel om hulle vlak van geletterdheid in beide die wetenskap en pedagogie van klimaatsverandering te bepaal en om die invloed van geslag, ouderdom, kwalifikasie, spesialisasie, ervaring, graad wat die meeste onderrig is, hulle ervaring van onderrig oor klimaatsverandering en die ligging van hulle skool te bepaal. Aspekte van klimaatsverandering wat geassesseer is, het klimaatsprosesse en moontlike oorsake van klimaatsverandering, impakte van klimaatsverandering en reaksies op klimaatsverandering ingesluit. Aspekte van die pedagogie van klimaatsverandering wat geassesseer is, het die doelwitte en betekenisvolheid van opvoeding oor klimaatsverandering en konstruktivistiese onderrigbeginsels en -praktyk ingesluit. Die versamelde data is met persentasiefrekwensie geanaliseer om die onderwysers se vlak van geletterdheid in die wetenskap en pedagogie van klimaatsverandering te bepaal; die Mann-Whitney en Kruskal-Wallis toetse is gebruik om die invloed van bemiddelende veranderlikes op geletterdheid met betrekking tot die wetenskap en pedagogie van klimaatsverandering onderskeidelik te bepaal. Die resultate dui aan dat Aardrykskunde-onderwysers in die Wes-Kaap „Hoë‟ geletterdheid in die wetenskap van klimaatsverandering en „Lae‟ geletterdheid in die pedagogie van klimaatsverandering getoon het. Faktore soos ligging van die skool, geslag, ouderdom en onderrigervaring het ‟n betekenisvolle invloed op geletterdheid in klimaatsverandering gehad, terwyl kwalifikasie, spesialisasie, graad wat die meeste onderrig is en ervaring van onderrig oor klimaatsverandering nie so ‟n invloed gehad het nie. In teenstelling het onderrigervaring en graad wat die meeste onderrig is, ‟n betekenisvolle invloed op geletterdheid in klimaatsverandering gehad, terwyl ligging van die skool, geslag, ouderdom, kwalifikasie, spesialisasie en ervaring van onderrig oor klimaatsverandering nie so ‟n invloed gehad het nie. Op grond van hierdie resultate kan gesê word dat professionele ontwikkelingsingrypings in die pedagogie van klimaatsverandering nodig is om Aardrykskunde-onderwysers bloot te stel aan die doelwitte en belangrikheid van onderwys oor klimaatsverandering en metodes om probleemgebaseerde, leerdergesentreerde onderrig oor klimaatsverandering te fasiliteer.
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Laohawiriyanon, Chonlada. "From climate change to deforestation a genre of popularised science /." Phd thesis, Australia : Macquarie University, 1999. http://hdl.handle.net/1959.14/22696.

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Thesis (PhD)--Macquarie University, School of English, Linguistics and Media, 1999.
Bibliography: p. 299-305.
Introduction -- Theoretical background -- The structure of popular scientific writing on 'climate change' -- Findings of analysis of texts on population growth and deforestation -- Interaction between verbal and visuals representations -- Conclusion.
The topics of climate change, population growth, and deforestation, as discussed in publications such as New Scientist, Discover, Time, and Our Planet, exemplify contemporary writing on science for the general community. As such, it is assumed that they are presented in an objective, scientific, informative way. Furthermore, these topics illustrate what it means to write complex issues in a popular manner. Consequently, they provide an opportunity for examining at least one area of popular science as a generic phenomenon.-- Through an investigation of thirty texts (ten on each of the three topics mentioned), the consistencies and distinctive features of writing on these environmental issues are investigated, in particular using discourse tools drawn from Systemic Functional linguistics. The foremost tools are the proposals concerning GSP (Generic Structure Potential) put forward by Hasan, which provide an outline of the syntagmatic unfolding of a text ("logogenetic perspective") and the four stratal perspective that is illustrated in the work by Halliday and Hasan, in particular as such work relates wording to culture. By assessing the degree to which the thirty texts constitute a genre, and the degree to which they exhibit their own internal variations, it is also possible to clarify Halliday's notion of the 'cline of instantiation' between, at one end, the 'potential/system' and, at the other end, the instance of 'text as process'.-- The investigation reveals that the assumption of an informative, objective style in popular science journal articles actually obscures a deeper underlying activism about the future, but an activism strongly based on only Western perceptions of environmental crisis.
Mode of access: World Wide Web.
ix, 305, 217 p. ill. (some col.)
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Mukheibir, Pierre. "Water, climate change and small towns." Doctoral thesis, University of Cape Town, 2007. http://hdl.handle.net/11427/4785.

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Includes abstract.
Includes bibliographical references (leaves 205-223).
This thesis examines the interrelationship between “water, climate change and small towns”. The research question is framed in three parts: 1) can climate change be integrated into existing planning frameworks? 2) can small towns build resilient strategies against projected climate change impacts? and, 3) is adaptation to climate change an economic issue? It is evident that very little synergy exists between the different sectors dealing with water access. A holistic view of access and the impact of climate change does not exist in the sustainable development, urban planning and water resources management sectors. It is therefore proposed that the successful delivery of accessible water services lies with the integration of the urban planning, water resources management and climate change adaptation responses. In order to achieve this, a planning framework is introduced.
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Vandeweerdt, Clara. "Identities and issue opinions : learning from climate change." Thesis, Massachusetts Institute of Technology, 2020. https://hdl.handle.net/1721.1/128631.

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Thesis: Ph. D., Massachusetts Institute of Technology, Department of Political Science, May, 2020
Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references (pages 115-128).
In this dissertation, I explore the formation of issue-specific opinions, in particular public opinion about climate change in the United States. More specifically, I analyze whether people use social groups and identities as mental "shortcuts" in order to form an opinion about complicated political topics such as climate change. I study three identity-related factors that may drive people's opinions about particular issues: partisan media content; the interests of social in-groups; and opinion cues from fellow partisans. Overall, I find that partisan identities are likely to have important effects through the media content that they expose Americans to. Other, more direct pathways for the opinion effects of identity, however, turn out to be surprisingly weak. I find no evidence that Americans' opinions are motivated by the material interests of their in-groups; nor that Americans change their opinions to align with the consensus among their in-party members.
In chapter 2, I ask what strategies partisan media use to fit real-world events into ideological narratives. I look at whether or not they connect events to related political issues (e.g. hurricanes and climate change), and whether each side is able to fit events into its existing set of issue positions. Using natural language processing and crowd-sourcing, I analyze almost 2 million hours of radio from hundreds of talk shows. I find that in the aftermath of an event, both ideological sides give far more attention to related political issues. At the same time, there are huge gaps between the positions that liberal and conservative shows tend to take on those issues, and events they do very little to close those gaps. Events turn up the volume of the discussion, without changing its ideological tune. This way, shared experiences could be turned into polarizing factors.
Next, in chapter 3, I investigate whether people change their attitudes about societal issues when they learn that those issues affect others like them. In three pre-registered survey experiments, I find that these in-group interest cues have little to no effect on issue-specific attitudes. This is true for social groups based on gender, race/ethnicity, and sexual orientation. People who closely identify with an in-group do not react more strongly to the group interest information. The findings raise new questions about exactly when and why people's group memberships in uence their political attitudes. Finally, in chapter 4, I ask whether people change their opinion when they learn the distribution of opinions among members of their own party (or of the out-party). I also compare the effect of these "mass cues" to the effect of elite cues information about politicians and their stances on an issue.
I run two preregistered survey experiments one national, and one on an Amazon Mechanical Turk convenience sample and draw two unexpected conclusions. First, I find that mass cues have no noticeable effect on opinions. When participants learn that a stance is shared by almost all members of their in-party, they do not move their own opinion closer that stance. Neither are they affected by learning about consensus among the out-party. Second, I am unable to replicate the well-established effect of elite cues. Combined with a closer inspection of the literature on cues, these findings suggests that cueing effects might be quite context-dependent
by Clara Vandeweerdt.
Ph. D.
Ph.D. Massachusetts Institute of Technology, Department of Political Science
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Books on the topic "Climate Change Science"

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Climate and climate change. New York: Rosen Educational Services, 2011.

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van Kooten, G. Cornelis. Climate Change, Climate Science and Economics. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-4988-7.

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Ollhoff, Jim. Climate change: The science. Edina, Minn: ABDO Pub. Company, 2011.

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Science vs. climate change. New York, NY: Gareth Stevens Publishing, 2013.

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Farmer, G. Thomas. Modern Climate Change Science. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-09222-5.

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Climate change and climate modeling. Cambridge: Cambridge University Press, 2010.

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Programme, United Nations Environment, ed. Climate change science compendium 2009. Nairobi, Kenya: UNEP, 2009.

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Climate change science and policy. Washington, D.C: Island Press, 2010.

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McMullen, Catherine P. Climate change science compendium 2009. Edited by United Nations Environment Programme. Nairobi, Kenya: UNEP, 2009.

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1983-, Wolfe Joshua, ed. Climate change: Picturing the science. New York: W.W. Norton, 2009.

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Book chapters on the topic "Climate Change Science"

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Gardiner, Stephen M. "Climate Change." In Life Science Ethics, 287–331. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-8792-8_13.

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Priest, Susanna. "Critical Science Literacy: Making Sense of Science." In Communicating Climate Change, 115–35. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-58579-0_6.

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Bauman, Yoram, and Grady Klein. "Climate Science." In The Cartoon Introduction to Climate Change, 63–74. Washington, DC: Island Press/Center for Resource Economics, 2014. http://dx.doi.org/10.5822/978-1-61091-570-0_6.

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Loxley, Peter. "Climate Change." In Big Ideas in Primary Science, 56–75. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003166276-5.

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Somerville, Richard C. J. "Science, Politics, and Public Perceptions of Climate Change." In Climate Change, 3–17. Vienna: Springer Vienna, 2012. http://dx.doi.org/10.1007/978-3-7091-0973-1_1.

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Coady, David, and Richard Corry. "Is Climate Science Really Science?" In The Climate Change Debate, 52–71. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137326287_5.

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Lenton, Timothy M., and Naomi E. Vaughan. "Climate Change Climate Change Remediation climate change remediation , Introduction to." In Encyclopedia of Sustainability Science and Technology, 2114–18. New York, NY: Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4419-0851-3_702.

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Diaz, Harry, and Margot Hurlbert. "Making Science Count: Climate Change and the Science/Practice Interface." In Climate Change Management, 203–15. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-04489-7_14.

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Priest, Susanna. "Science Communication: New Frontiers." In Communicating Climate Change, 89–113. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-58579-0_5.

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Sanderson, Ben, and Reto Knutti. "Climate Change climate change Projections climate change projections : Characterizing Uncertainty Using Climate Models." In Encyclopedia of Sustainability Science and Technology, 2097–114. New York, NY: Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4419-0851-3_369.

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Conference papers on the topic "Climate Change Science"

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De Lara, Kim Alvin. "Contextualization and Localization: Acceptability of the Developed Activity Sheets in Science 5 Integrating Climate Change Adaptation." In International Conference on Climate Change. The International Institute of Knowledge Management (TIIKM), 2017. http://dx.doi.org/10.17501/iccc.2017.1103.

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Ugrekhelidze, A. T. "COMBATING CLIMATE CHANGE." In INNOVATIVE TECHNOLOGIES IN SCIENCE AND EDUCATION. DSTU-Print, 2020. http://dx.doi.org/10.23947/itno.2020.285-288.

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This article examines the problem of the release of a large amount of carbon dioxide on the example of the territory of the European Union. In addition, examples of possible solutions to this problem are given due to a number of adopted laws in the field of additional taxes, as well as the prohibition of harmful emissions and subsidies to industries using harmless renewable energy.
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Bahramvash Shams, Shima, and Caspar M. Ammann. "FOCUS GROUP ON CLIMATE CHANGE SCIENCE." In GSA Annual Meeting in Phoenix, Arizona, USA - 2019. Geological Society of America, 2019. http://dx.doi.org/10.1130/abs/2019am-341216.

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Turnbull, Shann. "Managing the Complexity of Climate Change." In 8th International Conference on Computer Science and Information Technology (CoSIT 2021). AIRCC Publishing Corporation, 2021. http://dx.doi.org/10.5121/csit.2021.110402.

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This paper indicates how the knowledge of complex systems can be put into practice to counter climate change. A contribution of the paper is to show how individual behaviour, institutional analysis, political science and management can be grounded and integrated into the complexity of natural systems to introduce mutual sustainability. Bytes are used as the unit of analysis to explain how nature governs complexity on a more reliable and comprehensive basis than can be achieved by humans using markets and hierarchies. Tax incentives are described to increase revenues while encouraging organisations to adopt elements of ecological governance found in nature and in some social organisations identified by Ostrom and the author. Ecological corporations provide benefits for all stakeholders. This makes them a common good to promote global common goods like enriching democracy from the bottom up while countering: climate change, pollution, and inequalities in power, wealth and income.
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Banerjee, Arindam. "Financing the Climate Change through Green (Climate Sustainable) Bonds." In 2019 Advances in Science and Engineering Technology International Conferences (ASET). IEEE, 2019. http://dx.doi.org/10.1109/icaset.2019.8714408.

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Fernandez, Miriam, Lara S. G. Piccolo, Diana Maynard, Meia Wippoo, Christoph Meili, and Harith Alani. "Talking climate change via social media." In WebSci '16: ACM Web Science Conference. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2908131.2908167.

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Alcorn, J. M., C. E. Rosenzweig, R. M. Horton, and I. S. Higuchi, Jr. "U.S. Space Transportation and Climate Change: Potential Impacts of Climate Change on Access to Space." In 11th Biennial ASCE Aerospace Division International Conference on Engineering, Science, Construction, and Operations in Challenging Environments. Reston, VA: American Society of Civil Engineers, 2008. http://dx.doi.org/10.1061/40988(323)130.

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Lu, Junbo. "Impact of Climate Change on National Instability." In 4th International Symposium on Social Science (ISSS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/isss-18.2018.145.

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Leckey, Erin H., Anne Gold, Sarah Wise, Megan Littrell-Baez, Susan Lynds, David Oonk, Lesley Smith, et al. "LENS ON CLIMATE CHANGE (LOCC)—ENGAGING DIVERSE SECONDARY STUDENTS IN CLIMATE SCIENCE THROUGH FILMMAKING." In GSA Annual Meeting in Denver, Colorado, USA - 2016. Geological Society of America, 2016. http://dx.doi.org/10.1130/abs/2016am-285791.

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Hamilton, Jay, and Shapour Vossoughi. "Climate Change: Facts, Science & the Dispute Regarding the Environment." In SPE Middle East Oil and Gas Show and Conference. Society of Petroleum Engineers, 2009. http://dx.doi.org/10.2118/120445-ms.

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Reports on the topic "Climate Change Science"

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Hsiang, Solomon, and Robert Kopp. An Economist’s Guide to Climate Change Science. Cambridge, MA: National Bureau of Economic Research, October 2018. http://dx.doi.org/10.3386/w25189.

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Potter, Ross, and Gali Halevi. Insights: Climate change collaboration. Clarivate, May 2022. http://dx.doi.org/10.14322/isi.insight.2.

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Fleishman, Erica. Sixth Oregon climate assessment. Oregon Climate Change Research Institute, Oregon State University, 2023. http://dx.doi.org/10.5399/osu/1161.

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Consistent with its charge under Oregon House Bill 3543, the Oregon Climate Change Research Institute (OCCRI) conducts a biennial assessment of the state of climate change science, including biological, physical, and social science, as it relates to Oregon and the likely effects of climate change on Oregon. This sixth Oregon Climate Assessment builds on the previous assessments by continuing to evaluate past and projected future changes in Oregon’s climate and water supply. Like the fifth assessment, it is structured with the goal of supporting the state’s mitigation planning for natural hazards and implementation of the 2021 Oregon Climate Change Adaptation Framework.
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Mote, Philip W., John Abatzoglou, Kathie D. Dello, Katherine Hegewisch, and David E. Rupp. Fourth Oregon climate assessment report. State of climate science : 2019. Oregon Climate Change Research Institute, Oregon State University, 2019. http://dx.doi.org/10.5399/osu/1159.

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This report, required by state law under HB3543, provides a comprehensive assessment of the state of science of climate change as it pertains to Oregon, covering the physical, biological, and social dimensions. The first chapter summarizes the current state of knowledge of physical changes in climate and hydrology, focusing on the period since the previous Oregon Climate Assessment Report (OCAR3, Dalton et al. 2017); and the second chapter covers the impacts. The second chapter is, verbatim, the Northwest chapter of the Fourth National Climate Assessment (NCA4) which was released by the federal government November 23, 2018. It is available for download separately: https://nca2018.globalchange.gov/downloads/NCA4_Ch24_Northwest_Full.pdf
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Dalton, Meghan M., and Erica Fleishman. Fifth Oregon climate assessment. Oregon Climate Change Research Institute, Oregon State University, 2021. http://dx.doi.org/10.5399/osu/1160.

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Consistent with its charge under Oregon House Bill 3543, the Oregon Climate Change Research Institute (OCCRI) conducts a biennial assessment of the state of climate change science, including biological, physical, and social science, as it relates to Oregon and the likely effects of climate change on Oregon. This fifth Oregon Climate Assessment builds on previous assessments (Dello and Mote 2010; Dalton et al. 2013, 2017; Mote et al. 2019) by continuing to evaluate past and projected future changes in Oregon’s climate and hydrology. This Assessment is structured with the goal of serving as a resource for the state’s mitigation planning for natural hazards and implementation of the 2021 Oregon Climate Change Adaptation Framework.
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Fahey, D. W., S. J. Doherty, K. A. Hibbard, A. Romanou, and P. C. Taylor. Ch. 2: Physical Drivers of Climate Change. Climate Science Special Report: Fourth National Climate Assessment, Volume I. Edited by D. J. Wuebbles, D. W. Fahey, K. A. Hibbard, D. J. Dokken, B. C. Stewart, and T. K. Maycock. U.S. Global Change Research Program, 2017. http://dx.doi.org/10.7930/j0513wcr.

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Walsh, J., D. Wuebbles, K. Hayhoe, J. Kossin, K. Kunkel, G. Stephens, P. Thorne, et al. Appendix 3: Climate Science Supplement. Climate Change Impacts in the United States: The Third National Climate Assessment. U.S. Global Change Research Program, 2014. http://dx.doi.org/10.7930/j0ks6phh.

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DeAngelo, B., J. Edmonds, D. W. Fahey, and B. M. Sanderson. Ch. 14: Perspectives on Climate Change Mitigation. Climate Science Special Report: Fourth National Climate Assessment, Volume I. U.S. Global Change Research Program, 2017. http://dx.doi.org/10.7930/j0m32szg.

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White, Andrew, and Howard D. Passell. Climate Change Science Review 2018 and Associated Social and Economic Impacts. Office of Scientific and Technical Information (OSTI), April 2020. http://dx.doi.org/10.2172/1614962.

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Gent, Peter, Jean-Francois Lamarque, Andrew Conley, Mariana Vertenstein, and Anthony Craig. A Scalable and Extensible Earth System Model for Climate Change Science. Office of Scientific and Technical Information (OSTI), February 2013. http://dx.doi.org/10.2172/1063177.

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You might also be interested in the extended bibliographies on the topic 'Climate Change Science' for particular source types:
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