Compatible Fossil Fuel CO<SUB>2</SUB> Emissions in the CMIP6 Earth System Models' Historical and Shared Socioeconomic Pathway Experiments of the Twenty-First Century

International audienceWe present the compatible CO2 emissions from fossil fuel (FF) burning and industry, calculated from the historical and Shared Socioeconomic Pathway (SSP) experiments of nine Earth system models (ESMs) participating in phase 6 of the Coupled Model Intercomparison Project (CMIP6). The multimodel mean FF emissions match the historical record well and are close to the data-based estimate of cumulative emissions (394 ± 59 GtC vs 400 ± 20 GtC, respectively). Only two models fall inside the observed uncertainty range; while two exceed the upper bound, five fall slightly below the lower bound, due primarily to the plateau in CO2 concentration in the 1940s. The ESMs' diagnosed FF emission rates are consistent with those generated by the integrated assessment models (IAMs) from which the SSPs' CO2 concentration pathways were constructed; the simpler IAMs' emissions lie within the ESMs' spread for seven of the eight SSP experiments, the other being only marginally lower, providing confidence in the relationship between the IAMs' FF emission rates and concentration pathways. The ESMs require fossil fuel emissions to reduce to zero and subsequently become negative in SSP1-1.9, SSP1-2.6, SSP4-3.4, and SSP5-3.4over. We also present the ocean and land carbon cycle responses of the ESMs in the historical and SSP scenarios. The models' ocean carbon cycle responses are in close agreement, but there is considerable spread in their land carbon cycle responses. Land-use and land-cover change emissions have a strong influence over the magnitude of diagnosed fossil fuel emissions, with the suggestion of an inverse relationship between the two

Can teachers know learners' minds? Teacher empathy and learner body language in English language teaching

Empathy has often been associated with how people come to know the minds of others. Theory of mind (ToM) proposes that through social cognition people make unique inferences about unobservable mental states such as intentions, goals and beliefs. This chapter explores the association between teacher empathy, ToM and interculturality, and the expression and interpretation of emotion in intercultural educational settings. The chapter raises questions about the universality of non-verbal emotional expression and interpretation of emotion across cultures, and suggests that teachers may not always be accurate in their interpretations of learners' emotional cues in intercultural encounters. The chapter concludes that reflexivity and empathy are essential elements of being in interculturally effective educator

Global Carbon and other Biogeochemical Cycles and Feedbacks

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