Based on the Coupled Model Intercomparison Project Phase 5(CMIP5) daily dataset, we investigate changes of the terrestrial extreme climates given that the global mean temperature increases persistently under the Repre...Based on the Coupled Model Intercomparison Project Phase 5(CMIP5) daily dataset, we investigate changes of the terrestrial extreme climates given that the global mean temperature increases persistently under the Representative Concentration Pathways 8.5(RCP8.5) scenario. Compared to preindustrial conditions, more statistically significant extreme temperatures, precipitations, and dry spells are expected in the 21 st century. Cold extremes decrease and warm extremes increase in a warmer world, and cold extremes tend to be more sensitive to global warming than the warm ones. When the global mean temperature increases, cold nights, cold days, and warm nights all display nonlinear relationships with it,such as the weakening of the link projected after 3 °C global warming, while the other indices generally exhibit differently, with linear relationships. Additionally, the relative changes in the indices related to extreme precipitation show significantly consistent linear changes with the global warming magnitude.Compared with the precipitation extremes, changes in temperature extremes are more strongly related to the global mean temperature changes. For the projection of the extreme precipitation changes, models show higher uncertainty than that in extreme temperature changes, and the uncertainty for the precipitation extremes becomes more remarkable when the global warming exceeds 5 °C.展开更多
The global COVID-19 pandemic has challenged different development sectors,including education.In this article,two main analyses are provided:one on the biological hazards of the pandemic in the context of the Sendai F...The global COVID-19 pandemic has challenged different development sectors,including education.In this article,two main analyses are provided:one on the biological hazards of the pandemic in the context of the Sendai Framework for Disaster Risk Reduction 2015−2030,which analyzes the overall impacts on the education sector.Then we discuss the overall impact on education sectors,with specific focus on disaster risk reduction(DRR)education and education for sustainable development(ESD).Disaster risk reduction education and ESD are analyzed from the perspective of school-community-family linkages.Specific case analysis of COVID-19 response in the education sector is presented from Omuta City,Japan,which is considered as a champion city for ESD.Four phases of response in Omuta City are characterized with three specific foci:(1)mitigating covid impacts on educational program and participants;(2)preventing exacerbation of covid transmission within and outside schools;and(3)maintaining educational program integrity despite covid.Key lessons are summarized in the concluding section,which explore the importance of(1)educational governance(on critical decision making)during the pandemic as well as with cascading risks;(2)enhancement of school-community-family linkages as pandemic response commonalities between ESD and DRR education;(3)risk communication and citizen behavior;and(4)use of technology.We argue that integration of health and DRR education is important,that resilience needs to be redefined in terms of sustainable development goals(SDGs),and that education plays a vital role in achieving these ends.展开更多
基金supported by the National Key R&D Program of China (2016YFA0602401)the National Natural Science Foundation of China (41375084 and 41421004)
文摘Based on the Coupled Model Intercomparison Project Phase 5(CMIP5) daily dataset, we investigate changes of the terrestrial extreme climates given that the global mean temperature increases persistently under the Representative Concentration Pathways 8.5(RCP8.5) scenario. Compared to preindustrial conditions, more statistically significant extreme temperatures, precipitations, and dry spells are expected in the 21 st century. Cold extremes decrease and warm extremes increase in a warmer world, and cold extremes tend to be more sensitive to global warming than the warm ones. When the global mean temperature increases, cold nights, cold days, and warm nights all display nonlinear relationships with it,such as the weakening of the link projected after 3 °C global warming, while the other indices generally exhibit differently, with linear relationships. Additionally, the relative changes in the indices related to extreme precipitation show significantly consistent linear changes with the global warming magnitude.Compared with the precipitation extremes, changes in temperature extremes are more strongly related to the global mean temperature changes. For the projection of the extreme precipitation changes, models show higher uncertainty than that in extreme temperature changes, and the uncertainty for the precipitation extremes becomes more remarkable when the global warming exceeds 5 °C.
文摘The global COVID-19 pandemic has challenged different development sectors,including education.In this article,two main analyses are provided:one on the biological hazards of the pandemic in the context of the Sendai Framework for Disaster Risk Reduction 2015−2030,which analyzes the overall impacts on the education sector.Then we discuss the overall impact on education sectors,with specific focus on disaster risk reduction(DRR)education and education for sustainable development(ESD).Disaster risk reduction education and ESD are analyzed from the perspective of school-community-family linkages.Specific case analysis of COVID-19 response in the education sector is presented from Omuta City,Japan,which is considered as a champion city for ESD.Four phases of response in Omuta City are characterized with three specific foci:(1)mitigating covid impacts on educational program and participants;(2)preventing exacerbation of covid transmission within and outside schools;and(3)maintaining educational program integrity despite covid.Key lessons are summarized in the concluding section,which explore the importance of(1)educational governance(on critical decision making)during the pandemic as well as with cascading risks;(2)enhancement of school-community-family linkages as pandemic response commonalities between ESD and DRR education;(3)risk communication and citizen behavior;and(4)use of technology.We argue that integration of health and DRR education is important,that resilience needs to be redefined in terms of sustainable development goals(SDGs),and that education plays a vital role in achieving these ends.
