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Climate change has emerged across many regions. Some observed regional climate changes, such as amplified Arctic warming and land-sea warming contrasts have been predicted by climate models. However, many other observed regional changes, such as changes in tropical sea surface temperature and monsoon rainfall are not well simulated by climate model ensembles even when taking into account natural internal variability and structural uncertainties in the response of models to anthropogenic radiative forcing. This suggests climate model predictions may not fully reflect what our future will look like. The discrepancies between models and observations are not well understood due to several real and apparent puzzles and limitations such as the "signal-tonoise paradox" and real-world record-shattering extremes falling outside of the possible range predicted by models. Addressing these discrepancies, puzzles and limitations is essential, because understanding and reliably predicting regional climate change is necessary in order to communicate effectively about the underlying drivers of change, provide reliable information to stakeholders, enable societies to adapt, and increase resilience and reduce vulnerability. The challenges of achieving this are greater in the Global South, especially because of the lack of observational data over long time periods and a lack of scientific focus on Global South climate change. To address discrepancies between observations and models, it is important to prioritize resources for understanding regional climate predictions and analyzing where and why models and observations disagree via testing hypotheses of drivers of biases using observations and models. Gaps in understanding can be discovered and filled by exploiting new tools, such as artificial intelligence/machine learning, high-resolution models, new modeling experiments in the model hierarchy, better quantification of forcing, and new observations. Conscious efforts are needed toward creating opportunities that allow regional experts, particularly those from the Global South, to take the lead in regional climate research. This includes co-learning in technical aspects of analyzing simulations and in the physics and dynamics of regional climate change. Finally, improved methods of regional climate communication are needed, which account for the underlying uncertainties, in order to provide reliable and actionable information to stakeholders and the media. [ABSTRACT FROM AUTHOR]

Purpose: Quality education can be provided to underprivileged section in developing economies by the collaborative effort of private-paid schools. The purpose of this paper is to explore and highlight the model which can be adopted by a private school in imparting education to girls coming from lower income strata. It also highlights how synergies could be attained by sharing of resources in terms of infrastructure and utilities. Design/methodology/approach: Data are gathered through multiple sources via literature and interviews with variety of people including CEO, principal and students. Data on profile of students were provided by the school. Findings: Achieving quality education for girls of low-income strata is possible by efficiently utilizing the resources of a private-paid school. The school operates in second shift when the infrastructure is lying idle without any use. The mammoth cost of building a school can be saved and funds can be diverted for running it. Successful experiments like Prerna shows very distinctively how well-defined intervention strategies and innovation to methodologies using existing infrastructure can provide meaningful access to education not only to girls but to all. Research limitations/implications: Can the model be adopted by government of developing economies by making it compulsory for every private-paid school. Practical implications: Findings confirm that quality education to underprivileged girls is a reality at a minimum possible cost. Social implications: A learned and well-informed girl is in a better position to take life decisions. In a country like India, where cost act as a deterrent to girl child education this model provides a solution to an extent, bringing relevance of education in their lives by right empowerment approach through focused discussions in the form of critical dialogues on sensitive issues related to marriage, sexual abuse, domestic violence, health and others. Originality/value: This paper provides case-based evidence of how a successful private-paid school can participate in bringing a paradigm shift in providing quality education to underprivileged girls. It helps in understanding dynamics of sustaining such project.