A sensitivity study for water availability in the Northern Caucasus based on climate projections

A strong climatic warming is currently observed in the Caucasus mountains, which has profound impact on runoff generation in the glaciated Glavny (Main) Range and on water availability in the whole region. To assess future changes in the hydrological cycle, the output of a general circulation model was downscaled statistically. For the 21st century, a further warming by 4–7 °C and a slight precipitation increase is predicted. Measured and simulated meteorological variables were used as input into a runoff model to transfer climate signals into a hydrological response under both present and future climate forcings. Runoff scenarios for the mid and the end of the 21st century were generated for different steps of deglaciation. The results show a satisfactory model performance for periods with observed runoff. Future water availability strongly depends on the velocity of glacier retreat. In a first phase, a surplus of water will increase flood risk in hot years and after continuing glacier reduction, annual runoff will again approximate current values. However, the seasonal distribution of streamflow will change towards runoff increase in spring and lower flows in summer.

Methodologies for the generation of design summer years for building energy simulation using UKCP09 probabilitic climate projections

Design summer years representing near-extreme hot summers have been used in the United Kingdom for the evaluation of thermal comfort and overheating risk. The years have been selected from measured weather data basically representative of an assumed stationary climate. Recent developments have made available ‘morphed’ equivalents of these years by shifting and stretching the measured variables using change factors produced by the UKCIP02 climate projections. The release of the latest, probabilistic, climate projections of UKCP09 together with the availability of a weather generator that can produce plausible daily or hourly sequences of weather variables has opened up the opportunity for generating new design summer years which can be used in risk-based decision-making. There are many possible methods for the production of design summer years from UKCP09 output: in this article, the original concept of the design summer year is largely retained, but a number of alternative methodologies for generating the years are explored. An alternative, more robust measure of warmth (weighted cooling degree hours) is also employed. It is demonstrated that the UKCP09 weather generator is capable of producing years for the baseline period, which are comparable with those in current use. Four methodologies for the generation of future years are described, and their output related to the future (deterministic) years that are currently available. It is concluded that, in general, years produced from the UKCP09 projections are warmer than those generated previously. Practical applications: The methodologies described in this article will facilitate designers who have access to the output of the UKCP09 weather generator (WG) to generate Design Summer Year hourly files tailored to their needs. The files produced will differ according to the methodology selected, in addition to location, emissions scenario and timeslice.

Using drama techniques for the teaching of early years science : a case study

This paper investigates the effect of drama techniques when employed to facilitate teaching and learning early years science. The focus is a lesson intervention designed for a group of children aged between four and five years old. A number of different drama techniques, such as teacher in role, hot seating and miming, were employed for the teaching of the water cycle. The techniques were implemented based on their nature and on what they can offer to young children considering their previous experiences. Before the beginning of the intervention, six children were randomly selected from the whole class, who were interviewed, aiming to identify their initial ideas in regards to the water cycle. The same children were interviewed after the end of the intervention in an attempt to identify the ways in which their initial ideas were changed. The results appear to be promising in terms of facilitating children’s scientific understanding and show an improvement in the children’s use of vocabulary in relation to the specific topic.