The predictive state: Science, territory and the future of the Indian climate.

PubMed

Mahony, Martin

2014-02-01

Acts of scientific calculation have long been considered central to the formation of the modern nation state, yet the transnational spaces of knowledge generation and political action associated with climate change seem to challenge territorial modes of political order. This article explores the changing geographies of climate prediction through a study of the ways in which climate change is rendered knowable at the national scale in India. The recent controversy surrounding an erroneous prediction of melting Himalayan glaciers by the Intergovernmental Panel on Climate Change provides a window onto the complex and, at times, antagonistic relationship between the Panel and Indian political and scientific communities. The Indian reaction to the error, made public in 2009, drew upon a national history of contestation around climate change science and corresponded with the establishment of a scientific assessment network, the Indian Network for Climate Change Assessment, which has given the state a new platform on which to bring together knowledge about the future climate. I argue that the Indian Network for Climate Change Assessment is indicative of the growing use of regional climate models within longer traditions of national territorial knowledge-making, allowing a rescaling of climate change according to local norms and practices of linking scientific knowledge to political action. I illustrate the complex co-production of the epistemic and the normative in climate politics, but also seek to show how co-productionist understandings of science and politics can function as strategic resources in the ongoing negotiation of social order. In this case, scientific rationalities and modes of environmental governance contribute to the contested epistemic construction of territory and the evolving spatiality of the modern nation state under a changing climate.

Perception, experience, and indigenous knowledge of climate change and variability: the case of Accra, a sub-Saharan African city

USGS Publications Warehouse

Codjoe, Samuel N.A.; Owusu, George; Burkett, Virginia

2014-01-01

Several recent international assessments have concluded that climate change has the potential to reverse the modest economic gains achieved in many developing countries over the past decade. The phenomenon of climate change threatens to worsen poverty or burden populations with additional hardships, especially in poor societies with weak infrastructure and economic well-being. The importance of the perceptions, experiences, and knowledge of indigenous peoples has gained prominence in discussions of climate change and adaptation in developing countries and among international development organizations. Efforts to evaluate the role of indigenous knowledge in adaptation planning, however, have largely focused on rural people and their agricultural livelihoods. This paper presents the results of a study that examines perceptions, experiences, and indigenous knowledge relating to climate change and variability in three communities of metropolitan Accra, which is the capital of Ghana. The study design is based on a three-part conceptual framework and interview process involving risk mapping, mental models, and individual stressor cognition. Most of the residents interviewed in the three communities of urban Accra attributed climate change to the combination of deforestation and the burning of firewood and rubbish. None of the residents associated climate change with fossil fuel emissions from developed countries. Numerous potential adaptation strategies were suggested by the residents, many of which have been used effectively during past drought and flood events. Results suggest that ethnic residential clustering as well as strong community bonds in metropolitan Accra have allowed various groups and long-settled communities to engage in the sharing and transmission of knowledge of weather patterns and trends. Understanding and building upon indigenous knowledge may enhance the design, acceptance, and implementation of climate change adaptation strategies in Accra and urban regions of other developing nations.

Climate change portal established

NASA Astrophysics Data System (ADS)

Showstack, Randy

2011-12-01

The World Bank has developed a Climate Change Knowledge Portal as a kind of “onestop shop” for climate-related information, data, and tools. The portal provides access to global, regional, and national data and reports with an aim to providing a resource for learning about climate information and increasing knowledge on climate change—related actions. For more information, see http://sdwebx.worldbank.org/climateportal/.

Knowledge and perceptions about the health impact of climate change among health sciences students in Ethiopia: a cross-sectional study.

PubMed

Nigatu, Andualem S; Asamoah, Benedict O; Kloos, Helmut

2014-06-11

Climate change affects human health in various ways. Health planners and policy makers are increasingly addressing potential health impacts of climate change. Ethiopia is vulnerable to these impacts. Assessing students' knowledge, understanding and perception about the health impact of climate change may promote educational endeavors to increase awareness of health impacts linked to climate change and to facilitate interventions. A cross-sectional study using a questionnaire was carried out among the health science students at Haramaya University. Quantitative methods were used to analyze the results. Over three quarters of the students were aware of health consequences of climate change, with slightly higher rates in females than males and a range from 60.7% (pharmacy students) to 100% (environmental health and post-graduate public health students). Electronic mass media was reportedly the major source of information but almost all (87.7%) students stated that their knowledge was insufficient to fully understand the public health impacts of climate change. Students who knew about climate change were more likely to perceive it as a serious health threat than those who were unaware of these impacts [OR: 17.8, 95% CI: 8.8-32.1] and also considered their departments to be concerned about climate change (OR: 7.3, 95% CI: 2.8-18.8), a perception that was also significantly more common among students who obtained their information from the electronic mass media and schools (p < 0.05). Using electronic mass media was also significantly associated with knowledge about the health impacts of climate change. Health sciences students at Haramaya University may benefit from a more comprehensive curriculum on climate change and its impacts on health.

Knowledge and perceptions about the health impact of climate change among health sciences students in Ethiopia: a cross-sectional study

PubMed Central

2014-01-01

Background Climate change affects human health in various ways. Health planners and policy makers are increasingly addressing potential health impacts of climate change. Ethiopia is vulnerable to these impacts. Assessing students’ knowledge, understanding and perception about the health impact of climate change may promote educational endeavors to increase awareness of health impacts linked to climate change and to facilitate interventions. Methods A cross-sectional study using a questionnaire was carried out among the health science students at Haramaya University. Quantitative methods were used to analyze the results. Result Over three quarters of the students were aware of health consequences of climate change, with slightly higher rates in females than males and a range from 60.7% (pharmacy students) to 100% (environmental health and post-graduate public health students). Electronic mass media was reportedly the major source of information but almost all (87.7%) students stated that their knowledge was insufficient to fully understand the public health impacts of climate change. Students who knew about climate change were more likely to perceive it as a serious health threat than those who were unaware of these impacts [OR: 17.8, 95% CI: 8.8-32.1] and also considered their departments to be concerned about climate change (OR: 7.3, 95% CI: 2.8-18.8), a perception that was also significantly more common among students who obtained their information from the electronic mass media and schools (p < 0.05). Using electronic mass media was also significantly associated with knowledge about the health impacts of climate change. Conclusion Health sciences students at Haramaya University may benefit from a more comprehensive curriculum on climate change and its impacts on health. PMID:24916631

Saving Grace - A Climate Change Documentary Education Program

NASA Astrophysics Data System (ADS)

Byrne, J. M.; McDaniel, S.; Graham, J.; Little, L.; Hoggan, J. C.

2012-12-01

Saving Grace conveys climate change knowledge from the best international scientists and social scientists using a series of new media formats. An Education and Communication Plan (ECP) has been developed to disseminate climate change knowledge on impacts, mitigation and adaptation for individuals, and for all sectors of society. The research team is seeking contacts with science and social science colleagues around the world to provide the knowledge base for the ECP. Poverty enslaves…and climate change has, and will, spread and deepen poverty to hundreds of millions of people, primarily in the developing world. And make no mistake; we are enslaving hundreds of millions of people in a depressing and debilitating poverty that in numbers will far surpass the horrors of the slave trade of past centuries. Saving Grace is the story of that poverty - and minimizing that poverty. Saving Grace stars the best of the world's climate researchers. Saving Grace presents the science; who, where and why of greenhouse gases that drive climate change; current and projected impacts of a changing climate around the world; and most important, solutions to the climate change challenges we face.

Exploring the role of traditional ecological knowledge in climate change initiatives

Treesearch

Kirsten Vinyeta; Kathy Lynn

2013-01-01

Indigenous populations are projected to face disproportionate impacts as a result of climate change in comparison to nonindigenous populations. For this reason, many American Indian and Alaska Native tribes are identifying and implementing culturally appropriate strategies to assess climate impacts and adapt to projected changes. Traditional ecological knowledge (TEK...

Investigating the Climate Change Beliefs, Knowledge, Behaviors, and Cultural Worldviews of Rural Middle School Students and Their Families during an Out-of-School Intervention: A Mixed-Methods Study

ERIC Educational Resources Information Center

Gutierrez, Kristie Susan

2016-01-01

In a recent nationwide survey, 63% of American adults believe that there is global warming, yet 52% received a "grade" of "F" on climate change knowledge and beliefs. Climate change is a politically-charged topic in the 21st century. Even for those who support the 97% of scientists who assert that climate change is occurring,…

The Role of Social Influences on Pro-Environment Behaviors in the San Diego Region.

PubMed

Estrada, Mica; Schultz, P Wesley; Silva-Send, Nilmini; Boudrias, Michel A

2017-04-01

From a social psychological perspective, addressing the threats of climate change involves not only education, which imparts objective facts upon a passive individual, but also a socializing process. The Tripartite Integration Model of Social Influence (TIMSI) provides a theoretical framework that connects acquiring climate change knowledge with integration into a community, which results in greater engagement in climate friendly behaviors. Survey data were collected from 1000 residents in San Diego County. Measures included (a) knowledge about climate change; (b) self-efficacy, what pro-environmental actions they felt they could do; (c) identity, to what extent they identified as part of a community that is concerned about climate change; (d) values, endorsement of values of the community that is concerned about climate change; and (e) pro-environmental behavior, engagement in conservation behaviors. Results indicated that self-efficacy and values mediated the relationship between knowledge and pro-environmental behavior.

Atmospheric Aerosol Properties and Climate Impacts

NASA Technical Reports Server (NTRS)

Chin, Mian; Kahn, Ralph A.; Remer, Lorraine A.; Yu, Hongbin; Rind, David; Feingold, Graham; Quinn, Patricia K.; Schwartz, Stephen E.; Streets, David G.; DeCola, Phillip;

Development and Validation of an Instrument for Assessing Climate Change Knowledge and Perceptions: The Climate Stewardship Survey (CSS)

ERIC Educational Resources Information Center

Walker, Scott L.; McNeal, Karen S.

2013-01-01

The Climate Stewardship Survey (CSS) was developed to measure knowledge and perceptions of global climate change, while also considering information sources that respondents 'trust.' The CSS was drafted using a three-stage approach: development of salient scales, writing individual items, and field testing and analyses. Construct validity and…

Development and Validation of the ACSI: Measuring Students' Science Attitudes, Pro-Environmental Behaviour, Climate Change Attitudes and Knowledge

ERIC Educational Resources Information Center

Dijkstra, E. M.; Goedhart, M. J.

2012-01-01

This article describes the development and validation of the Attitudes towards Climate Change and Science Instrument. This 63-item questionnaire measures students' pro-environmental behaviour, their climate change knowledge and their attitudes towards school science, societal implications of science, scientists, a career in science and the urgency…

Traditional forest-related knowledge and climate change

Treesearch

John A. Parrotta; Mauro Agnoletti

2012-01-01

The holders and users of traditional forest-related knowledge are on the front lines of global efforts to deal with climate change and its impacts. Because of their close connection with, and high dependence on, forest ecosystems and landscapes, indigenous and local communities are among the fi rst to witness, understand, and experience the impacts of climate change on...

Tertiary Institutions in Ghana Curriculum Coverage on Climate Change: Implications for Climate Change Awareness

ERIC Educational Resources Information Center

Boateng, C. A.

2015-01-01

Global problems such as climate change, which have deeper implications for survival of mankind on this planet, needs to be given wider attention in the quest for knowledge. It is expected that, improved knowledge derived from curriculum coverage may promote greater public awareness of such important global issue. This research aims at examining…

Narratives of Dynamic Lands: Science Education, Indigenous Knowledge and Possible Futures

ERIC Educational Resources Information Center

McGinty, Megan; Bang, Megan

2016-01-01

We aim to share some of our work currently focused on understanding and unearthing the multiplicities of ways the denial of culture in relation to science and knowledge construction is embedded in issues of climate change and climate change education. The issues become more troubling when we consider how effects of climate change are manifesting…

Knowledge of and attitudes toward climate change and its effects on health among nursing students: A multi-Arab country study.

PubMed

Felicilda-Reynaldo, Rhea Faye D; Cruz, Jonas Preposi; Alshammari, Farhan; Obaid, Khamees B; Rady, Hanan Ebrahim Abd El Aziz; Qtait, Mohammad; Alquwez, Nahed; Colet, Paolo C

2018-04-01

Climate change and its impact on health continues to receive inadequate attention in the nursing literature, especially in the Arab region. This study explored the knowledge of and attitudes toward climate change and its effect on health among nursing students from four Arab countries. A cross-sectional study was conducted among a convenience sample of 1,059 baccalaureate nursing students from four Arab countries using the New Ecological Paradigm scale and an adapted questionnaire. The findings indicate an average range of attitude toward the environment, with country of residence, type of community, academic-year level, and climate change related variables as significant factors influencing students' attitudes. A moderate level of knowledge about the potential health related impacts of climate change was revealed. Students from Saudi Arabia and Palestinian Territory reported a significantly higher level of knowledge than Egyptian and Iraqi students. Most of the respondents reported that all identified health related effects of climate change have already increased, while more than two-thirds reported that each of the health-related impacts would increase within the next 20 years. The findings underscore the need for more coverage of topics related to climate change and its health-related impacts in nursing education curricula in Arab countries. © 2017 Wiley Periodicals, Inc.

The Influence of Causal Knowledge on the Willingness to Change Attitude towards Climate Change: Results from an Empirical Study

ERIC Educational Resources Information Center

Tasquier, Giulia; Pongiglione, Francesca

2017-01-01

Climate change is one of the significant global challenges currently facing humanity. Even though its seriousness seems to be common knowledge among the public, the reaction of individuals to it has been slow and uncertain. Many studies assert that simply knowing about climate change is not enough to generate people's behavioural response. They…

Climate change and forest diseases

Treesearch

R.N. Sturrock; Susan Frankel; A. V. Brown; Paul Hennon; J. T. Kliejunas; K. J. Lewis; J. J. Worrall; A. J. Woods

2011-01-01

As climate changes, the effects of forest diseases on forest ecosystems will change. We review knowledge of relationships between climate variables and several forest diseases, as well as current evidence of how climate, host and pathogen interactions are responding or might respond to climate change. Many forests can be managed to both adapt to climate change and...

Comparison of In-Person vs. Digital Climate Education Program

NASA Astrophysics Data System (ADS)

Anderson, R. K.; Flora, J. A.; Saphir, M.

2017-12-01

In 2014, ACE (Alliance for Climate Education) evaluated the impact of its 45-minute live climate edutainment education program on the knowledge, attitudes and behavior of high school students with respect to climate change. The results showed gains in knowledge, increased engagement, as well as increased communication about climate change with number of students reporting talking about climate change with friends and family more than doubling. In 2016, ACE launched a digital version of its in-person edutainment education program, a 40-minute video version of the live program. This digital version, Our Climate Our Future (OCOF), has now been used by nearly 4,000 teachers nationwide and viewed by over 150,000 students. We experimentally tested the impact of the digital program (OCOF) compared to the live program and a control group. The experiment was conducted with 709 students in 27 classes at two North Carolina public high schools. Classes were assigned to one of three conditions: digital, live and control. In the digital version, students watched the 40-minute OCOF video featuring the same educator that presented the live program. In the live version, students received an identical 40-minute live presentation by an ACE staff educator The control group received neither treatment. When compared to controls, both programs were effective in positively increasing climate change knowledge, climate justice knowledge, perceived self-efficacy to make climate-friendly behavior changes, and beliefs about climate change (all statistically significant at or above P<.01). In the areas of hope that people can solve climate change and intent to change behavior, only the live program showed significant increases. In these two areas, it may be that an in-person experience is key to affecting change. In light of these positive results, ACE plans to increase the use of OCOF in schools across the country to assist teachers in their efforts to teach about climate change.

Comparison of In-Person vs. Digital Climate Education Program

NASA Astrophysics Data System (ADS)

Anbar, A. D.; Elkins-Tanton, L. T.; Klug Boonstra, S.; Ben-Naim, D.

2016-12-01

In 2014, ACE (Alliance for Climate Education) evaluated the impact of its 45-minute live climate edutainment education program on the knowledge, attitudes and behavior of high school students with respect to climate change. The results showed gains in knowledge, increased engagement, as well as increased communication about climate change with number of students reporting talking about climate change with friends and family more than doubling. In 2016, ACE launched a digital version of its in-person edutainment education program, a 40-minute video version of the live program. This digital version, Our Climate Our Future (OCOF), has now been used by nearly 4,000 teachers nationwide and viewed by over 150,000 students. We experimentally tested the impact of the digital program (OCOF) compared to the live program and a control group. The experiment was conducted with 709 students in 27 classes at two North Carolina public high schools. Classes were assigned to one of three conditions: digital, live and control. In the digital version, students watched the 40-minute OCOF video featuring the same educator that presented the live program. In the live version, students received an identical 40-minute live presentation by an ACE staff educator The control group received neither treatment. When compared to controls, both programs were effective in positively increasing climate change knowledge, climate justice knowledge, perceived self-efficacy to make climate-friendly behavior changes, and beliefs about climate change (all statistically significant at or above P<.01). In the areas of hope that people can solve climate change and intent to change behavior, only the live program showed significant increases. In these two areas, it may be that an in-person experience is key to affecting change. In light of these positive results, ACE plans to increase the use of OCOF in schools across the country to assist teachers in their efforts to teach about climate change.

Beyond Knowledge: Service Learning and Local Climate Change Research Engagement Activities that Foster Action and Behavior Change

NASA Astrophysics Data System (ADS)

Low, R.; Mandryk, C.; Gosselin, D. C.; Haney, C.

2013-12-01

Climate change engagement requires individuals to understand an abstract and complex topic and realize the profound implications of climate change for their families and local community. In recent years federal agencies have spent millions of dollars on climate change education to prepare a nation for a warming future. The majority of these education efforts are based on a knowledge deficit model. In this view 'educate' means 'provide information'. However cognitive and behavioral research and current action demonstrate that information alone is not enough; knowledge does not necessarily lead to action. Educators are speaking to deaf ears if we rely on passive and abstract information transfer and neglect more persuasive and affective approaches to communication. When climate change is presented abstractly as something that happens in the future to people, environments, animals somewhere else it is easy to discount. People employ two separate systems for information processing: analytical-rational and intuitive-experiential Authentic local research experiences that engage both analytical and experiential information processing systems not only help individuals understand the abstraction of climate change in a concrete and personally experienced manner, but are more likely to influence behavior. Two on-line, graduate-level courses offered within University of Nebraska's Masters of Applied Science program provide opportunities for participants to engage in authentic inquiry based studies climate change's local impacts, and work with K-12 learners in promoting the scientific awareness and behavioral changes that mitigate against the negative impacts of a changing climate. The courses are specifically designed to improve middle and high school (grades 6-12) teachers' content knowledge of climate processes and climate change science in the context of their own community. Both courses provide data-rich, investigative science experiences in a distributed digital environment and support teachers in the creation of lessons and units that promote both inquiry science and service learning in the community. Course participants connect the dots from their newly acquired theoretical science knowledge to concrete examples of change taking place locally, and see the value of promoting awareness as well as behavioral changes that contribute to adaptation and mitigation of local climate change impacts. We describe the assessments used and the research outcomes associated with NRES 832, Human Dimensions of Climate Change, where participants conduct archival research to create a climate change chronicle for their community, and NRES 830 Climate Research Applications, where teachers lead and evaluate the impacts of student-designed service learning activities as a capstone project for a unit on climate change. We also showcase community-based initiatives resulting from this work that seed the behavioral changes we need to live sustainably in our communities and on our planet.

Effective and responsible teaching of climate change in Earth Science-related disciplines

NASA Astrophysics Data System (ADS)

Robinson, Z. P.; Greenhough, B. J.

2009-04-01

Climate change is a core topic within Earth Science-related courses. This vast topic covers a wide array of different aspects that could be covered, from past climatic change across a vast range of scales to environmental (and social and economic) impacts of future climatic change and strategies for reducing anthropogenic climate change. The Earth Science disciplines play a crucial role in our understanding of past, present and future climate change and the Earth system in addition to understanding leading to development of strategies and technological solutions to achieve sustainability. However, an increased knowledge of the occurrence and causes of past (natural) climate changes can lead to a lessened concern and sense of urgency and responsibility amongst students in relation to anthropogenic causes of climatic change. Two concepts integral to the teaching of climate change are those of scientific uncertainty and complexity, yet an emphasis on these concepts can lead to scepticism about future predictions and a further loss of sense of urgency. The requirement to understand the nature of scientific uncertainty and think and move between different scales in particular relating an increased knowledge of longer timescale climatic change to recent (industrialised) climate change, are clearly areas of troublesome knowledge that affect students' sense of responsibility towards their role in achieving a sustainable society. Study of the attitudes of university students in a UK HE institution on a range of Earth Science-related programmes highlights a range of different attitudes in the student body towards the subject of climate change. Students express varied amounts of ‘climate change saturation' resulting from both media and curriculum coverage, a range of views relating to the significance of humans to the global climate and a range of opinions about the relevance of environmental citizenship to their degree programme. Climate change is therefore a challenging topic to cover within the Earth Science-related curricula due to wide-ranging, and sometimes polarised, existing attitudes of students and levels of existing partial and sometimes flawed knowledge in addition to the troublesome concepts that need to be grasped. These issues highlight the responsibility and challenge inherent in teaching the subject of climate change and the importance of consideration of integrating sustainability issues with the core science of climate change. The talk will include a discussion of strategies and resources for the effective teaching of climate change topics for a range of levels and discipline backgrounds.

Interdisciplinarity and Knowledge Networking: Co-Production of Climate-Authoritative Knowledge in Southern South America

ERIC Educational Resources Information Center

Hidalgo, Cecilia

2016-01-01

Interdisciplinarity and knowledge networking are at the core of current global, regional, and national initiatives concerning climate. Both scientifc knowledge and public participation are essential to enhance the capacity of different sectors and governments to respond to challenges posed by climate variability and change. Exchange and bridge…

Why We Don't Collaborate in Response to Climate Change: The Knowledge Deficit, Co-Production, and the Future of the IPCC.

NASA Astrophysics Data System (ADS)

Cook, B. R.; Overpeck, J. T.

2014-12-01

Scientific knowledge production is based on recognizing and filling knowledge deficits or 'gaps' in understanding, but for climate adaptation and mitigation, the applicability of this approach is questionable. The Intergovernmental Panel on Climate Change (IPCC) mandate is an example of this type of 'gap filling,' in which the elimination of uncertainties is presumed to enable rational decision making for individuals and rational governance for societies. Presumed knowledge deficits, though, are unsuited to controversial problems with social, cultural, and economic dimensions; likewise, communication to educate is an ineffective means of inciting behavioural change. An alternative is needed, particularly given the economic, social, and political scale that action on climate change requires. We review the 'deficit-education framing' and show how it maintains a wedge between those affected and those whose knowledge is required. We then review co-production to show how natural and social scientists, as well as the IPCC, might more effectively proceed.

Local perceptions of climate change validated by scientific evidence in the Himalayas.

PubMed

Chaudhary, Pashupati; Bawa, Kamaljit S

2011-10-23

The Himalayas are assumed to be undergoing rapid climate change, with serious environmental, social and economic consequences for more than two billion people. However, data on the extent of climate change or its impact on the region are meagre. Based on local knowledge, we report perceived changes in climate and consequences of such changes for biodiversity and agriculture. Our analyses are based on 250 household interviews administered in 18 villages, and focused group discussions conducted in 10 additional villages in Darjeeling Hills, West Bengal, India and Ilam district of Nepal. There is a widespread feeling that weather is getting warmer, the water sources are drying up, the onset of summer and monsoon has advanced during last 10 years and there is less snow on mountains than before. Local perceptions of the impact of climate change on biodiversity included early budburst and flowering, new agricultural pests and weeds and appearance of mosquitoes. People at high altitudes appear more sensitive to climate change than those at low altitudes. Most local perceptions conform to scientific data. Local knowledge can be rapidly and efficiently gathered using systematic tools. Such knowledge can allow scientists to test specific hypotheses, and policy makers to design mitigation and adaptation strategies for climate change, especially in an extraordinarily important part of our world that is experiencing considerable change.

Developing effective communication materials on the health effects of climate change for vulnerable groups: a mixed methods study.

PubMed

Kreslake, Jennifer M; Price, Katherine M; Sarfaty, Mona

2016-09-07

Individuals with chronic health conditions or low socioeconomic status (SES) are more vulnerable to the health impacts of climate change. Health communication can provide information on the management of these impacts. This study tested, among vulnerable audiences, whether viewing targeted materials increases knowledge about the health impacts of climate change and strength of climate change beliefs, and whether each are associated with stronger intentions to practice recommended behaviors. Low-SES respondents with chronic conditions were recruited for an online survey in six cities. Respondents were shown targeted materials illustrating the relationship between climate change and chronic conditions. Changes in knowledge and climate change beliefs (pre- and post-test) and behavioral intentions (post-test only) were tested using McNemar tests of marginal frequencies of two binary outcomes or paired t-tests, and multivariable linear regression. Qualitative interviews were conducted among target audiences to triangulate survey findings and make recommendations on the design of messages. Respondents (N = 122) reflected the target population regarding income, educational level and prevalence of household health conditions. (1) Knowledge. Significant increases in knowledge were found regarding: groups that are most vulnerable to heat (children [p < 0.001], individuals with heart disease [p < 0.001], or lung disease [p = 0.019]); and environmental conditions that increase allergy-producing pollen (increased heat [p = 0.003], increased carbon dioxide [p < 0.001]). (2) Strength of certainty that climate change is happening increased significantly between pre- and post-test (p < 0.001), as did belief that climate change affected respondents' health (p < 0.001). (3) Behavioral intention. At post-test, higher knowledge of heat vulnerabilities and environmental conditions that trigger pollen allergies were associated with greater behavioral intention scores (p = 0.001 and p = 0.002, respectively). In-depth interviews (N = 15) revealed that vulnerable audiences are interested in immediate-term advice on health management and protective behaviors related to their chronic conditions, but took less notice of messages about collective action to slow or stop climate change. Respondents identified both appealing and less favorable design elements in the materials. Individuals who are vulnerable to the health effects of climate change benefit from communication materials that explain, using graphics and concise language, how climate change affects health conditions and how to engage in protective adaptation behaviors.

Comprehension of climate change and environmental attitudes across the lifespan.

PubMed

Degen, C; Kettner, S E; Fischer, H; Lohse, J; Funke, J; Schwieren, C; Goeschl, T; Schröder, J

2014-08-01

Given the coincidence of the demographic change and climate change in the upcoming decades the aging voter gains increasing importance in climate change mitigation and adaptation processes. It is generally assumed that information status and comprehension of complex processes underlying climate change are prerequisites for adopting pro-environmental attitudes and taking pro-environmental actions. In a cross-sectional study, we investigated in how far (1) environmental knowledge and comprehension of feedback processes underlying climate change and (2) pro-environmental attitudes change as a function of age. Our sample consisted of 92 participants aged 25-75 years (mean age 49.4 years, SD 17.0). Age was negatively related to comprehension of system structures inherent to climate change, but positively associated with level of fear of consequences and anxiousness towards climate change. No significant relations were found between environmental knowledge and pro-environmental attitude. These results indicate that, albeit understanding of relevant structures of the climate system is less present in older age, age is not a limiting factor for being engaged in the complex dilemma of climate change. Results bear implications for the communication of climate change and pro-environmental actions in aging societies.

Improving the role of vulnerability assessments In decision support for effective climate adaptation

Treesearch

Linda A. Joyce; Constance I. Millar

2014-01-01

Vulnerability assessments (VA) have been proposed as an initial step in a process to develop and implement adaptation management for climate change in forest ecosystems. Scientific understanding of the effects of climate change is an ever-accumulating knowledge base. Synthesizing information from this knowledge base in the context of our understanding of ecosystem...

The Effectiveness of a Geospatial Technologies-Integrated Curriculum to Promote Climate Literacy

NASA Astrophysics Data System (ADS)

Anastasio, D. J.; Bodzin, A. M.; Peffer, T.; Sahagian, D. L.; Cirucci, L.

2011-12-01

This study examined the effectiveness of a geospatial technologies - integrated climate change curriculum (http://www.ei.lehigh.edu/eli/cc/) to promote climate literacy in an urban school district. Five 8th grade Earth and Space Science classes in an urban middle school (Bethlehem, Pennsylvania) consisting of three different ability level tracks participated in the study. Data gathering methods included pre/posttest assessments, daily classroom observations, daily teacher meetings, and examination of student produced artifacts. Data was gathered using a climate change literacy assessment instrument designed to measure students' climate change content knowledge. The items included distractors that address misunderstandings and knowledge deficits about climate change from the existing literature. Paired-sample t-test analyses were conducted to compare the pre- and post-test assessment results. The results of these analyses were used to compare overall gains as well as ability level track groups. Overall results regarding the use of the climate change curriculum showed significant improvement in urban middle school students' understanding of climate change concepts. Effect sizes were large (ES>0.8) and significant (p<0.001) for the entire assessment and for each ability level subgroup. Findings from classroom observations, assessments embedded in the curriculum, and the examination of all student artifacts revealed that the use of geospatial technologies enable middle school students to improve their knowledge of climate change and improve their spatial thinking and reasoning skills.

Climate Change Education for Mitigation and Adaptation

ERIC Educational Resources Information Center

Anderson, Allison

2012-01-01

This article makes the case for the education sector an untapped opportunity to combat climate change. It sets forth a definition of Climate Change Education for Sustainable Development that is comprehensive and multidisciplinary and asserts that it must not only include relevant content knowledge on climate change, environmental and social…

Climate Change Ignorance: An Unacceptable Legacy

ERIC Educational Resources Information Center

Boon, Helen J.

2015-01-01

Climate change effects will be most acutely felt by future generations. Recent prior research has shown that school students' knowledge of climate change science is very limited in rural Australia. The purpose of this study was to assess the capacity of preservice teachers and parents to transmit climate change information and understanding to…

Investigating the Human Dimension of Unprecedented Global Climate Change in northeastern Siberia, Russia: Understandings, Perceptions and Responses

NASA Astrophysics Data System (ADS)

Crate, S.

2009-12-01

An urgent challenge of the 21st century is to investigate understandings, perceptions and responses of populations confronting the local effects of global climate change. This paper describes the most recent results of one such project working with rural native Viliui Sakha communities, Turkic-speaking horse & cattle breeders in northeastern Siberia, Russia. The research questions are: 1) What local effects of global climate change are Viliui Sakha communities observing, how are Viliui Sakha perceiving these changes and how are the changes affecting both their subsistence survival and their cultural orientations? 2) What local knowledge exists about past climate perturbations and how does that knowledge influence contemporary adaptation to global climate change? 3) How can anecdotal (local) knowledge and regional scientific knowledge about the local effects of global climate change be integrated to enhance both local adaptive responses and policy efforts? The four-village, three-year study is a collaborative effort involving the active participation of the targeted communities, field assistants, native specialists, an in-country research team and an international collaborator. The project is founded on the PI’s 20 years of ongoing research and work with rural Viliui Sakha communities and on her fluency in both the Sakha and Russian languages. A central focus of this project is the integration of local and scientific knowledges. We are documenting local knowledge on the community, elder and archival levels. We are collaborating with scientists in Yakutsk for regional scientific data. Our project team has just returned from the second summer of field work and this presentation will cover the project results to date. Hayfields are inundated with water.

Public Perception of Uncertainties Within Climate Change Science.

PubMed

Visschers, Vivianne H M

2018-01-01

Climate change is a complex, multifaceted problem involving various interacting systems and actors. Therefore, the intensities, locations, and timeframes of the consequences of climate change are hard to predict and cause uncertainties. Relatively little is known about how the public perceives this scientific uncertainty and how this relates to their concern about climate change. In this article, an online survey among 306 Swiss people is reported that investigated whether people differentiate between different types of uncertainty in climate change research. Also examined was the way in which the perception of uncertainty is related to people's concern about climate change, their trust in science, their knowledge about climate change, and their political attitude. The results of a principal component analysis showed that respondents differentiated between perceived ambiguity in climate research, measurement uncertainty, and uncertainty about the future impact of climate change. Using structural equation modeling, it was found that only perceived ambiguity was directly related to concern about climate change, whereas measurement uncertainty and future uncertainty were not. Trust in climate science was strongly associated with each type of uncertainty perception and was indirectly associated with concern about climate change. Also, more knowledge about climate change was related to less strong perceptions of each type of climate science uncertainty. Hence, it is suggested that to increase public concern about climate change, it may be especially important to consider the perceived ambiguity about climate research. Efforts that foster trust in climate science also appear highly worthwhile. © 2017 Society for Risk Analysis.

Linking Student Achievement and Teacher Science Content Knowledge about Climate Change: Ensuring the Nations 3 Million Teachers Understand the Science through an Electronic Professional Development System

NASA Astrophysics Data System (ADS)

Niepold, F.; Byers, A.

2009-12-01

The scientific complexities of global climate change, with wide-ranging economic and social significance, create an intellectual challenge that mandates greater public understanding of climate change research and the concurrent ability to make informed decisions. The critical need for an engaged, science literate public has been repeatedly emphasized by multi-disciplinary entities like the Intergovernmental Panel on Climate Change (IPCC), the National Academies (Rising Above the Gathering Storm report), and the interagency group responsible for the recently updated Climate Literacy: The Essential Principles of Climate Science. There is a clear need for an American public that is climate literate and for K-12 teachers confident in teaching relevant science content. A key goal in the creation of a climate literate society is to enhance teachers’ knowledge of global climate change through a national, scalable, and sustainable professional development system, using compelling climate science data and resources to stimulate inquiry-based student interest in science, technology, engineering, and mathematics (STEM). This session will explore innovative e-learning technologies to address the limitations of one-time, face-to-face workshops, thereby adding significant sustainability and scalability. The resources developed will help teachers sift through the vast volume of global climate change information and provide research-based, high-quality science content and pedagogical information to help teachers effectively teach their students about the complex issues surrounding global climate change. The Learning Center is NSTA's e-professional development portal to help the nations teachers and informal educators learn about the scientific complexities of global climate change through research-based techniques and is proven to significantly improve teacher science content knowledge.

The Practical Integration of Action Research into Building Climate Literacy and Partnership with Key Influentials

NASA Astrophysics Data System (ADS)

Estrada, M.

2015-12-01

Climate Education Partners (CEP) has been using an action research approach to build climate literacy and partnership with key influential (KI) leaders in the San Diego community. After identifying 6 key sectors that either (a) could reduce green house gas emissions and adapt to impacts, or (b) would be highly vulnerable to the impacts of climate change, we conducted 89 interviews with KIs from the San Diego region -- including elected officials, academics, laborers, and representatives from local businesses, non-profits, ethnic and cultural communities, faith-based groups, and special interest groups -- to assess their science knowledge and opinions about climate change and the impacts of climate change. Other questions asked were about KIs' personal efficacy, identity, values and engagement in pro-environmental behaviors related to climate change. The results of the interviews contributed to CEP's action research approach in two ways: 1) it provided critical data regarding which leaders wanted further engagement with CEP and what that engagement should entail (e.g., being a connector to other leaders, a spokesperson, or a participant in future educational activities), and 2) it provided key information about the extent to which "knowledge deficit" is related to use of climate change knowledge to inform engagement in mitigation and adaptive behaviors. Practically, the results were used to create a database that is being used to inform the contact and education of KIs. We were able to show, consistent with previous research and identity theory, that liberal leaders were more likely than conservatives to believe in, feel concern for, and be knowledgeable about climate change. However, engagement in mitigation behaviors- specifically making decisions that would reduce electricity, gas, or water use- were similar for both groups. These results are being used to create resources and direct climate education activities going forward.

Connecting Spatial Literacy and Climate Literacy Using a Place-Based GIS Approach in a Collaborative Online Educational Setting

NASA Astrophysics Data System (ADS)

Low, R.; Boger, R. A.; Mandryk, C. A.

2014-12-01

On-line learning is already revolutionizing higher education, and emerging cloud-based Geographic Information System (GIS) capabilities are poised to revolutionize the acquisition and sharing of spatial knowledge in a variety of fields. In this project, we deployed ESRI's ArcGIS Online in an on-line course environment to provide a place-based quantitative exploration of the impacts of environmental changes specifically related to climate change. As spatial thinking is not necessarily transferrable from one domain to another, we hypothesized that combining spatial literacy and climate change domain knowledge would transform student conceptions and mental models of climate change in measurable ways. To this end, we adapted and employed existing instruments for pre- post testing of general pattern recognition, interpretation, and spatial transformational skills, as well as climate system content knowledge and attitudes. A collaborative on-line course platform offered to students from University of Nebraska, Lincoln and from City College of New York (CUNY) colleges, Brooklyn and Lehman, brought to the discussion distinct urban and rural perspectives, which were the basis of place-based climate, water and food explorations in the course. The course has been offered 3 times in a shared LMS over the past 3 years. Participants in the most recent iteration of the course demonstrated statistically significant improvements in spatial skills, but they did not show the expected statistically significant improvement overall in climate knowledge that we see in other online courses where climate change literacy is the sole focus of the course. Ongoing research by our team shows strong correlation between active peer engagement in online discussions and student learning outcomes. Student-initiated discussions in the GIS-based climate change courses revealed a shift away from discussing the climate change science and a focus on technology and analyzing the spatial products created using GIS. As we improve the effectiveness of this course, we will be developing interventions in the discussion board activities that we hypothesize will increase the effectiveness of climate knowledge construction in future iterations.

Increasing Teachers' Confidence and Pedagogical Content Knowledge through a Workshop and Follow-Up Program on Climate Change

ERIC Educational Resources Information Center

Teed, Rebecca; Franco, Suzanne

2014-01-01

An Earth science professional-development program for in-service middle- and high-school teachers increased participants' content knowledge about weather, climate, and climate change in addition to increasing their confidence in their assessment and teaching skills. The curriculum and funding gave them time, funding, and the help of content and…

Challenges and Opportunities for Integrating Social Science Perspectives into Climate and Global Change Assessments

NASA Astrophysics Data System (ADS)

Larson, E. K.; Li, J.; Zycherman, A.

2017-12-01

Integration of social science into climate and global change assessments is fundamental for improving understanding of the drivers, impacts and vulnerability of climate change, and the social, cultural and behavioral challenges related to climate change responses. This requires disciplinary and interdisciplinary knowledge as well as integrational and translational tools for linking this knowledge with the natural and physical sciences. The USGCRP's Social Science Coordinating Committee (SSCC) is tasked with this challenge and is working to integrate relevant social, economic and behavioral knowledge into processes like sustained assessments. This presentation will discuss outcomes from a recent SSCC workshop, "Social Science Perspectives on Climate Change" and their applications to sustained assessments. The workshop brought academic social scientists from four disciplines - anthropology, sociology, geography and archaeology - together with federal scientists and program managers to discuss three major research areas relevant to the USGCRP and climate assessments: (1) innovative tools, methods, and analyses to clarify the interactions of human and natural systems under climate change, (2) understanding of factors contributing to differences in social vulnerability between and within communities under climate change, and (3) social science perspectives on drivers of global climate change. These disciplines, collectively, emphasize the need to consider socio-cultural, political, economic, geographic, and historic factors, and their dynamic interactions, to understand climate change drivers, social vulnerability, and mitigation and adaptation responses. They also highlight the importance of mixed quantitative and qualitative methods to explain impacts, vulnerability, and responses at different time and spatial scales. This presentation will focus on major contributions of the social sciences to climate and global change research. We will discuss future directions for sustained assessments that integrate and reflect the social science understanding of the complex relationships between social and natural worlds in a changing climate, and factors that impact effective mitigation and adaptation strategies that address risks and vulnerabilities of climate change.

Mainstreaming Climate Change Into Geosciences Curriculum of Tertiary Educational Systems in Ghana

NASA Astrophysics Data System (ADS)

Nyarko, B. K.

2015-12-01

The impact of Climate Change has a far-reaching implication for economies and people living in the fragile Regions of Africa analysts project that by 2020, between 75 million and 250 million people will be exposed various forms of Climate Change Stresses. Education as a key strategy identified under Agenda 21 has been incorporated into the efforts of various educational institutions as a means of mitigating climate change and enhancing sustainability. Climate Change education offers many opportunities and benefits for educators, researchers, learners, and for wider society, but there are also many challenges, which can hinder the successful mainstreaming of climate change education. The study aims at understanding barriers for Climate Change Education in selected tertiary institutions in Ghana. The study was conducted among Geoscience Departments of the 7 main public universities of Ghana and also juxtapose with the WASCAL graduate school curriculum. The transcript analysis identified issues that hinders the mainstreaming of Climate Change, these includes existing levels of knowledge and understanding of the concept of climate change, appreciating the threshold concepts, ineffective teaching of Climate Change and some Departments are slow in embracing Climate Change as a discipline. Hence to develop strategies to mainstream climate change education it is important to recognize that increasing the efficiency and delivery of Climate Change education requires greater attention and coordination of activities and updating the educators knowledge and skill's. Institutions and Educator should be encouraged to undertake co-curricula activities and finding ways to make Climate Change education practical.

A conceptual model of plant responses to climate with implications for monitoring ecosystem change

Treesearch

C. David Bertelsen

2013-01-01

Climate change is affecting natural systems on a global scale and is particularly rapid in the Southwest. It is important to identify impacts of a changing climate before ecosystems become unstable. Recognizing plant responses to climate change requires knowledge of both species present and plant responses to variable climatic conditions. A conceptual model derived...

Development of an Empirically-Based Conditional Learning Progression for Climate Change

ERIC Educational Resources Information Center

Breslyn, Wayne; Drewes, Andrea; McGinnis, J. Randy; Hestness, Emily; Mouza, Chrystalla

2017-01-01

Climate change encompasses a broad and complex set of concepts that is often challenging for students and educators. Using a learning progressions (LPs) knowledge system, we developed a LP that described student learning of climate change. In this exploratory study, we present findings from written assessments of climate change (n = 294) and…

Assessing Elementary Science Methods Students' Understanding about Global Climate Change

ERIC Educational Resources Information Center

Lambert, Julie L.; Lindgren, Joan; Bleicher, Robert

2012-01-01

Global climate change, referred to as climate change in this paper, has become an important planetary issue, and given that K-12 students have numerous alternative conceptions or lack of prior knowledge, it is critical that teachers have an understanding of the fundamental science underlying climate change. Teachers need to understand the natural…

Managing climate change risks in rangeland systems [Chapter 15

Treesearch

Linda A. Joyce; Nadine A. Marshall

2017-01-01

The management of rangelands has long involved adapting to climate variability to ensure that economic enterprises remain viable and ecosystems sustainable; climate change brings the potential for change that surpasses the experience of humans within rangeland systems. Adaptation will require an intentionality to address the effects of climate change. Knowledge of...

Increasing the Chances of Implementing NGSS by Bolstering High School Teacher Knowledge and Views about Climate Change, a NICE NASA Example

NASA Astrophysics Data System (ADS)

Bleicher, R. E.

2013-12-01

Purpose of Presentation This paper will highlight how the results of this initial study foreshadow possibilities of NGSS (NGSS, 2013) playing out in high school classrooms in the near future. Research findings from a three-year NASA-funded project, Promoting Educational Leadership in Climate Science (PEL) will be presented. Objectives and Research Questions PEL aims to increase climate science literacy in high school teachers and students through scientific argumentation using authentic NASA data. This initial study focuses on the following questions: 1. Are teachers increasing their climate science knowledge? 2. Are there changes in teachers' views about climate change? 3. What resources and are provided to assist teachers to develop their students' scientific argumentation skills? Theoretical Framework Because of the changing nature of climate science knowledge and its relevance to societal issues, teachers must be able to understand the basic concepts and remain up-to-date on scientific issues. The need for a more thorough understanding of the concepts of climate change are highlighted by recent studies on the public perceptions and attitudes on the subject (Leiserowitz et al., 2013). Teachers need to understand the difference between skepticism as a characteristic of the nature of science and denial of climate change (Sommervillle & Hasol, 2011). Teachers need to understand the natural and human-induced factors affecting climate, and the potential consequences, and ways to mitigate and adapt to climate change. Generally, when teachers learn about a subject, they demonstrate more self-efficacy to teach about it (Bleicher & Lindgren, 2005). Analytic Strategy Data were analyzed using paired-samples t-tests, independent t -tests, and ANOVA. Latent class analysis was employed to analyze the Six America's Survey data. Correlational studies were conducted to examine possible relationships among variables. Findings in Brief Teachers' content knowledge increased significantly and teachers were more concerned about climate change after participation in PEL. Teachers with higher self-efficacy demonstrated higher climate change science knowledge. Teachers indicated that they felt more confident and were motivated to implement classroom lessons with their students that employed resources rich in NASA climate data and focused on scientific argumentation. References Bleicher, R.E., & Lindgren, J. (2005). Success in learning science and preservice science teaching self-efficacy. Journal of Science Teacher Education. 16, 205-225. Leiserowitz, A., Maibach, E., Roser-Renouf, C., Feinberg, G., & Howe, P.(2013) Climate change in the American mind: Americans' global warming beliefs and attitudes in April, 2013 Yale University and George Mason University. New Haven, CT: Yale Project on Climate Change Communication. Retrieved 7/26/13 from: http://climatechangecommunication.org/sites/default/files/reports/Climate-Beliefs-April-2013.pdf Next Generation Science Standards (NGSS). (2013). Available at http://www.nextgenscience.org/print/121. Somerville, R. C. J. & Hassol, S. J. (2011). Communicating the science of climate change. Physics Today, 64(10), 48-53.

Why do some people do "more" to mitigate climate change than others? Exploring heterogeneity in psycho-social associations.

PubMed

Ortega-Egea, José Manuel; García-de-Frutos, Nieves; Antolín-López, Raquel

2014-01-01

The urgency of climate change mitigation calls for a profound shift in personal behavior. This paper investigates psycho-social correlates of extra mitigation behavior in response to climate change, while also testing for potential (unobserved) heterogeneity in European citizens' decision-making. A person's extra mitigation behavior in response to climate change is conceptualized--and differentiated from common mitigation behavior--as some people's broader and greater levels of behavioral engagement (compared to others) across specific self-reported mitigation actions and behavioral domains. Regression analyses highlight the importance of environmental psychographics (i.e., attitudes, motivations, and knowledge about climate change) and socio-demographics (especially country-level variables) in understanding extra mitigation behavior. By looking at the data through the lens of segmentation, significant heterogeneity is uncovered in the associations of attitudes and knowledge about climate change--but not in motivational or socio-demographic links--with extra mitigation behavior in response to climate change, across two groups of environmentally active respondents. The study has implications for promoting more ambitious behavioral responses to climate change, both at the individual level and across countries.

Disturbance and climate change in United States/Mexico borderland plant communities: a state-of-the-knowledge review

Treesearch

Guy R. McPherson; Jake F. Weltzin

2000-01-01

This review evaluates the effects and importance of disturbance and climate change on plant community dynamics in the United States/Mexico borderlands region. Our primary focus is on knowledge of physiognomic-level change in grasslands and woodlands of southeastern Arizona and southwestern New Mexico. Changes in vegetation physiognomy have broad implications for...

A Curriculum Experiment in Climate Change Education Using an Integrated Approach of Content Knowledge Instruction and Student-Driven Research, Year 2

NASA Astrophysics Data System (ADS)

Adams, P. E.; Heinrichs, J. F.

2010-12-01

One of the greatest challenges facing the world is climate change. Coupled with this challenge is an under-informed population that has not received a rigorous education about climate change other than what is available through the media. Fort Hays State University is in a second year of piloting a course on climate change targeted to students early in their academic careers. The course is modeled after our past work (NSF DUE-0088818) of integrating content knowledge instruction and student-driven research where there was a positive correlation between student research engagement and student knowledge gains. The second pilot offering utilizes a mix of inquiry-based instruction, problem-based learning, and student-driven research to educate and engage the students in understanding climate change. The course was collaboratively developed by a geoscientist and science educator both of whom are active in citizen science programs. The course model is unique in that 50% of the course is dedicated to developing core knowledge and technical skills (e.g. global climate change, critical analysis, writing, data acquisition, data representation, and research design), and 50% to conducting a research project using available data sets from federal agencies and research groups. A key element of the course is a focus on data sets to make climate change relevant to the students. The research serves as a means of civic engagement by the students as they are tasked to understand their role in communicating their research findings to the community and coping with the local and regional changes they find through their research. The impacts of course changes from the first offering to the second offering of the course will be reported, as well as the structure of the course.

Analysis of Swedish Forest Owners' Information and Knowledge-Sharing Networks for Decision-Making: Insights for Climate Change Communication and Adaptation.

PubMed

André, Karin; Baird, Julia; Gerger Swartling, Åsa; Vulturius, Gregor; Plummer, Ryan

2017-06-01

To further the understanding of climate change adaptation processes, more attention needs to be paid to the various contextual factors that shape whether and how climate-related knowledge and information is received and acted upon by actors involved. This study sets out to examine the characteristics of forest owners' in Sweden, the information and knowledge-sharing networks they draw upon for decision-making, and their perceptions of climate risks, their forests' resilience, the need for adaptation, and perceived adaptive capacity. By applying the concept of ego-network analysis, the empirical data was generated by a quantitative survey distributed to 3000 private forest owners' in Sweden in 2014 with a response rate of 31%. The results show that there is a positive correlation, even though it is generally weak, between forest owner climate perceptions and (i) network features, i.e. network size and heterogeneity, and (ii) presence of certain alter groups (i.e. network members or actors). Results indicate that forest owners' social networks currently serve only a minimal function of sharing knowledge of climate change and adaptation. Moreover, considering the fairly infrequent contact between respondents and alter groups, the timing of knowledge sharing is important. In conclusion we suggest those actors that forest owners' most frequently communicate with, especially forestry experts providing advisory services (e.g. forest owner associations, companies, and authorities) have a clear role to communicate both the risks of climate change and opportunities for adaptation. Peers are valuable in connecting information about climate risks and adaptation to the actual forest property.

Analysis of Swedish Forest Owners' Information and Knowledge-Sharing Networks for Decision-Making: Insights for Climate Change Communication and Adaptation

NASA Astrophysics Data System (ADS)

André, Karin; Baird, Julia; Gerger Swartling, Åsa; Vulturius, Gregor; Plummer, Ryan

2017-06-01

To further the understanding of climate change adaptation processes, more attention needs to be paid to the various contextual factors that shape whether and how climate-related knowledge and information is received and acted upon by actors involved. This study sets out to examine the characteristics of forest owners' in Sweden, the information and knowledge-sharing networks they draw upon for decision-making, and their perceptions of climate risks, their forests' resilience, the need for adaptation, and perceived adaptive capacity. By applying the concept of ego-network analysis, the empirical data was generated by a quantitative survey distributed to 3000 private forest owners' in Sweden in 2014 with a response rate of 31%. The results show that there is a positive correlation, even though it is generally weak, between forest owner climate perceptions and (i) network features, i.e. network size and heterogeneity, and (ii) presence of certain alter groups (i.e. network members or actors). Results indicate that forest owners' social networks currently serve only a minimal function of sharing knowledge of climate change and adaptation. Moreover, considering the fairly infrequent contact between respondents and alter groups, the timing of knowledge sharing is important. In conclusion we suggest those actors that forest owners' most frequently communicate with, especially forestry experts providing advisory services (e.g. forest owner associations, companies, and authorities) have a clear role to communicate both the risks of climate change and opportunities for adaptation. Peers are valuable in connecting information about climate risks and adaptation to the actual forest property.

Assessing Climate Change Education on a Midwestern College Campus

ERIC Educational Resources Information Center

Wodika, Alicia; Schoof, Justin

2017-01-01

Multiple disciplines address climate change; however, despite statements of consensus from professional societies, it is unclear whether the correct information is being conveyed to students. The purpose of this study was to survey student's (n = 264) knowledge, attitudes, and behaviors behind climate science and climate change related principles.…

Southern Foresters' Perceptions of Climate Change: Implications for Educational Program Development

ERIC Educational Resources Information Center

Boby, Leslie; Hubbard, William; Megalos, Mark; Morris, Hilary L. C.

2016-01-01

An understanding of foresters' perceptions of climate change is important for developing effective educational programs on adaptive forest management. We surveyed 1,398 foresters in the southern United States regarding their perceptions of climate change, observations and concerns about climatic and forest conditions, and knowledge of and interest…

Enhancing Primary School Students' Knowledge about Global Warming and Environmental Attitude Using Climate Change Activities

NASA Astrophysics Data System (ADS)

Karpudewan, Mageswary; Roth, Wolff-Michael; Abdullah, Mohd Nor Syahrir Bin

2015-01-01

Climate change generally and global warming specifically have become a common feature of the daily news. Due to widespread recognition of the adverse consequences of climate change on human lives, concerted societal effort has been taken to address it (e.g. by means of the science curriculum). This study was designed to test the effect that child-centred, 5E learning cycle-based climate change activities would have over more traditional teacher-centred activities on Malaysian Year 5 primary students (11 years). A quasi-experimental design involving a treatment (n = 55) and a group representing typical teaching method (n = 60) was used to measure the effectiveness of these activities on (a) increasing children's knowledge about global warming; (b) changing their attitudes to be more favourable towards the environment and (c) identify the relationship between knowledge and attitude that exist in this study. Statistically significant differences in favour of the treatment group were detected for both knowledge and environmental attitudes. Non-significant relationship was identified between knowledge and attitude in this study. Interviews with randomly selected students from treatment and comparison groups further underscore these findings. Implications are discussed.

Enabling Responsible Energy Decisions: What People Know, Want to Know, and Need to Know about Climate Change

NASA Astrophysics Data System (ADS)

PytlikZillig, L. M.; Tomkins, A. J.; Harrington, J. A.

2012-12-01

As part of a broader regional effort focused on climate change education and rural communities, this paper focuses on a specific effort to understand effective approaches to two presumably complementary goals: The goal of increasing knowledge about climate change and climate science in a community, and the goal of having communities use climate change and climate science information when making decisions. In this paper, we explore the argument that people do not need or want to know about climate change, in order to make responsible and sustainable energy decisions. Furthermore, we hypothesize that involvement in making responsible and sustainable energy decisions will increase openness and readiness to process climate science information, and thus increase learning about climate change in subsequent exposures to such information. Support for these hypotheses would suggest that rather than encouraging education to enable action (including engagement in attempts to make responsible decisions), efforts should focus on encouraging actions first and education second. To investigate our hypotheses, we will analyze and report results from efforts to engage residents from a medium-sized Midwestern city to give input on future programs involving sustainable energy use. The engagement process (which will not be complete until after the AGU deadline) involves an online survey and an optional face-to-face discussion with city officials and experts in energy-related areas. The online survey includes brief information about current local energy programs, questions assessing knowledge of climate change, and an open-ended question asking what additional information residents need in order to make good decisions and recommendations concerning the energy programs. To examine support for our hypotheses, we will report (1) relationships between subjective and objective knowledge of climate science and willingness to attend the face-to-face discussion about the city's energy decisions and actual attendance at the event, (2) a content analysis of what residents say they want and need to know in order to make decisions and recommendations about the city's energy programs, and (3) pilot results from a comparison of learning from a reading about climate change presented prior to the event, after the event, or presented to those who were willing to attend the face-to-face event but did not attend. We will discuss the results in terms of their implications for the relationship between knowledge and behavior, versus change in knowledge and change in behavior.

Climate change in grasslands, shrublands, and deserts of the interior American West: a review and needs assessment

Treesearch

Deborah M. Finch

2012-01-01

Recent research and species distribution modeling predict large changes in the distributions of species and vegetation types in the western interior of the United States in response to climate change. This volume reviews existing climate models that predict species and vegetation changes in the western United States, and it synthesizes knowledge about climate change...

Losing the Lake: Simulations to Promote Gains in Student Knowledge and Interest about Climate Change

ERIC Educational Resources Information Center

Nussbaum, E. Michael; Owens, Marissa C.; Sinatra, Gale M.; Rehmat, Abeera P.; Cordova, Jacqueline R.; Ahmad, Sajjad; Harris, Fred C., Jr.; Dascalu, Sergiu M.

2015-01-01

Climate change literacy plays a key role in promoting sound political decisions and promoting sustainable consumption patterns. Based on evidence suggesting that student understanding and interest in climate change is best accomplished through studying local effects, we developed a simulation/game exploring the impact of climate change on the…

Disciplinary Boundaries and Climate Change Education: Teachers' Conceptions of Climate Change Education in the Philippines and Singapore

ERIC Educational Resources Information Center

Ho, Li-Ching; Seow, Tricia

2017-01-01

This qualitative study examines how climate change scientific knowledge is framed and positioned within the Singapore and Philippines school curricula in relation to broader citizenship concepts and ideas. The findings reveal that climate change is taught in very different ways within both education systems. The Singapore case demonstrates the…

Teaching about Climate Change in the Business Curriculum: An Introductory Module and Resource List

ERIC Educational Resources Information Center

Takacs, C. Helen

2013-01-01

Business managers are increasingly engaged with climate change issues, but pedagogy on climate change in the business curriculum is in its infancy. The author addresses the need for greater integration of climate change knowledge in the business curriculum by describing a teaching module for an undergraduate introductory business course and…

More harmful climate change impacts in polluted forests – a review

Treesearch

E Paoletti; NE Grulke; A Bytnerowicz

2009-01-01

Forests are facing significant pressures from climate change and air pollution. Air pollution is the main driver of the ongoing climate change. Current knowledge suggests that climate change may become more harmful to pollution-affected forests, although the magnitude of these feedbacks is still to be determined. At present, the air pollutants of most concern to...

Can role-play with interactive simulations enhance climate change knowledge, affect and intent to act?

NASA Astrophysics Data System (ADS)

Rooney-varga, J. N.; Sterman, J.; Fracassi, E. P.; Franck, T.; Kapmeier, F.; Kurker, V.; Jones, A.; Rath, K.

2017-12-01

The strong scientific consensus about the reality and risks of anthropogenic climate change stands in stark contrast to widespread confusion and complacency among the public. Many efforts to close that gap, grounded in the information deficit model of risk communication, provide scientific information on climate change through reports and presentations. However, research shows that showing people research does not work: the gap between scientific and public understanding of climate change remains wide. Tools that are rigorously grounded in the science and motivate action on climate change are urgently needed. Here we assess the impact of one such tool, an interactive, role-play simulation, World Climate. Participants take the roles of delegates to the UN climate negotiations and are challenged to create an agreement limiting warming to no more than 2°C. The C-ROADS climate simulation model then provides participants with immediate feedback about the expected impacts of their decisions. Participants use C-ROADS to explore the climate system and use the results to refine their negotiating positions, learning about climate change while experiencing the social dynamics of negotiations and decision-making. Pre- and post-survey results from 21 sessions in eight nations showed significant gains in participants' climate change knowledge, affective engagement, intent to take action, and desire to learn. Contrary to the deficit model, gains in participants' desire to learn more and intention to act were associated with gains in affective engagement, particularly feelings of urgency and hope, but not climate knowledge. Gains were just as strong among participants who oppose government regulation, suggesting the simulation's potential to reach across political divides. Results indicate that simulations like World Climate offer a climate change communication tool that enables people to learn and feel for themselves, which together have the potential to motivate action informed by science.

Undergraduate Understanding of Climate Change: The Influences of College Major and Environmental Group Membership on Survey Knowledge Scores

ERIC Educational Resources Information Center

Huxster, Joanna K.; Uribe-Zarain, Ximena; Kempton, Willett

2015-01-01

A survey covering the scientific and social aspects of climate change was administered to examine U.S. undergraduate student mental models, and compare knowledge between groups based on major and environmental group membership. A Knowledge Score (scale 0-35, mean score = 17.84) was generated for respondents at two, central East Coast, U.S.…

Understanding and managing trust at the climate science-policy interface

NASA Astrophysics Data System (ADS)

Lacey, Justine; Howden, Mark; Cvitanovic, Christopher; Colvin, R. M.

2018-01-01

Climate change effects are accelerating, making the need for appropriate actions informed by sound climate knowledge ever more pressing. A strong climate science-policy relationship facilitates the effective integration of climate knowledge into local, national and global policy processes, increases society's responsiveness to a changing climate, and aligns research activity to policy needs. This complex science-policy relationship requires trust between climate science `producers' and `users', but our understanding of trust at this interface remains largely uncritical. To assist climate scientists and policymakers, this Perspective provides insights into how trust develops and operates at the interface of climate science and policy, and examines the extent to which trust can manage — or even create — risk at this interface.

Life on thin ice: Insights from Uummannaq, Greenland for connecting climate science with Arctic communities

NASA Astrophysics Data System (ADS)

Baztan, Juan; Cordier, Mateo; Huctin, Jean-Michel; Zhu, Zhiwei; Vanderlinden, Jean-Paul

2017-09-01

What are the links between mainstream climate science and local community knowledge? This study takes the example of Greenland, considered one of the regions most impacted by climate change, and Inuit people, characterized as being highly adaptive to environmental change, to explore this question. The study is based on 10 years of anthropological participatory research in Uummannaq, Northwest Greenland, along with two fieldwork periods in October 2014 and April 2015, and a quantitative bibliometric analysis of the international literature on sea ice - a central subject of concern identified by Uummannaq community members during the fieldwork periods. Community members' perceptions of currently available scientific climate knowledge were also collected during the fieldwork. This was done to determine if community members consider available scientific knowledge salient and if it covers issues they consider relevant. The bibliometric analysis of the sea ice literature provided additional insight into the degree to which scientific knowledge about climate change provides information relevant for the community. Our results contribute to the ongoing debate on the missing connections between community worldviews, cultural values, livelihood needs, interests and climate science. Our results show that more scientific research efforts should consider local-level needs in order to produce local-scale knowledge that is more salient, credible and legitimate for communities experiencing climate change. In Uummannaq, as in many Inuit communities with similar conditions, more research should be done on sea ice thickness in winter and in areas through which local populations travel. This paper supports the growing evidence that whenever possible, climate change research should focus on environmental features that matter to communities, at temporal and spatial scales relevant to them, in order to foster community adaptations to change. We recommend such research be connected to and co-constructed with local communities to ensure their needs and values are integrated into the research process and outputs.

Bahamians and Climate Change: An Analysis of Risk Perception and Climate Change Literacy

NASA Astrophysics Data System (ADS)

Neely, R.; Owens, M. A.

2011-12-01

The Commonwealth of the Bahamas is forecasted to be adversely impacted by the effects of climate change. This presentation will present the results of an assessment of the risk perception toward climate change and climate change literacy among Bahamians. 499 Bahamians from the health care and hospitality industries participated in surveys and/or focus groups and three (3) areas of climate change literacy (attitude, behavior and knowledge) were analyzed as well as risk perception. In general, 1) Bahamians demonstrated an elementary understanding of the underlying causes of climate change, 2) possessed positive attitudes toward adopting new climate change policies, and 3) are already adjusting their behaviors in light of the current predictions. This research also resulted in the development of a model of the relationships between the climate literacy subscales (attitude, behavior and knowledge) and risk perception. This study also examined information sources and their impacts on climate change literacy. As the source of information is important in assessing the quality of the information, participants also identified the source(s) of most of their climate change information. The TV news was cited as the most common source for climate change information among Bahamians. As there is limited active research generating specific climate change information in the Bahamas, all the information Bahamians receive as it pertains to climate change is generated abroad. As a result, Bahamians must decipher through to make sense of it on an individual level. From the focus groups, many of the participants have been able to view possible changes through a cultural lens and are willing to make adjustments to maintain the uniqueness and viability of the Bahamas and to preserve it for generations. Continued study of Bahamians' climate change literacy will inform adaption and mitigation policy as well as individual action.

Tourism and climate change: two-way street, or vicious/virtuous circle?

Treesearch

T.M. Patterson; S. Bastianoni; M. Simpson

2006-01-01

This paper presents a knowledge management diagram designed to reconcile two conceptual approaches relating tourism and climatic change. A knowledge management framework is proposed to counter the tendency of scientists, policymakers, the tourism industry and nongovernmental organizations to polarize two conceptual approaches. Using the diagram, tourism researchers can...

Distinguishing Complex Ideas about Climate Change: Knowledge Integration vs. Specific Guidance

ERIC Educational Resources Information Center

Vitale, Jonathan M.; McBride, Elizabeth; Linn, Marcia C.

2016-01-01

We compared two forms of automated guidance to support students' understanding of climate change in an online inquiry science unit. For "specific" guidance, we directly communicated ideas that were missing or misrepresented in student responses. For "knowledge integration" guidance, we provided hints or suggestions to motivate…

In-Service Teachers' Attitudes, Knowledge and Classroom Teaching of Global Climate Change

ERIC Educational Resources Information Center

Liu, Shiyu; Roehrig, Gillian; Bhattacharya, Devarati; Varma, Keisha

2015-01-01

This study explores in-service teachers' attitudes and knowledge about a pressing environmental issue, "global climate change" (GCC), and how these may relate to their classroom teaching. In this work, nineteen teachers from Native American communities attended a professional development workshop that focused on enhancing their…

Changes in potential habitat of 147 North American breeding bird species in response to redistribution of trees and climate following predicted climate change

Treesearch

Stephen N. Matthews; Louis R. Iverson; Anantha M. Prasad; Matthew P. Peters

2011-01-01

Mounting evidence shows that organisms have already begun to respond to global climate change. Advances in our knowledge of how climate shapes species distributional patterns has helped us better understand the response of birds to climate change. However, the distribution of birds across the landscape is also driven by biotic and abiotic components, including habitat...

Climate change in the Pacific - is it real or not?

NASA Astrophysics Data System (ADS)

Kuleshov, Yuriy

2013-04-01

In this presentation, novel approaches and new ideas for students and young researchers to appreciate the importance of climate science are discussed. These approaches have been applied through conducting a number of training workshops in the Pacific Island Countries and teaching a course on climate change international law and climate change science at the University of the South Pacific (USP) - the first course on this type in the Pacific. Particular focus of this presentation is on broadening students' experience with application of web-based information tools for analysis of climatic extremes and natural hazards such as tropical cyclones. Over the past few years, significant efforts of Australian climate scientists have been dedicated to improving understanding of climate in the Pacific through the International Climate Change Adaptation Initiative (the Australian Government Initiative to assist with high priority climate adaptation needs in vulnerable countries in the Asia-Pacific region). The first comprehensive scientific report about the Pacific climate has been published in 2011, as an outcome of the Pacific Climate Change Science Program (PCCSP). A range of web-based information tools such as the Pacific Tropical Cyclone Data Portal, the Pacific Climate Change Data Portal and the Pacific Seasonal Climate Prediction Portal has been also developed through the PCCSP and the Pacific Adaptation Strategy Assistance Program. Currently, further advancement in seasonal climate prediction science and developing enhanced software tools for the Pacific is undertaken through the Theme 1 of the Pacific Australia Climate Change Science and Adaptation Planning (PACCSAP) Program. This new scientific knowledge needs to be transferred to students to provide them with true information about climate change and its impact on the Pacific Island Countries. Teachers and educators need their knowledge-base regularly updated and tools that will help their students critically evaluate information transmitted via the mass media. This is particularly important when educators present to students cutting edge science knowledge on climate change. Climate change skeptics through mass media attack climate scientists and dismiss their findings about magnitude of climate change. A novel approach implemented in our training workshops and teaching courses gives students practical hands on experience in examining climate data using the developed web-based information tools. Using the tools, students can examine climate of the Pacific Island Countries, derive trends in climate variables such as temperature and rainfall and make their own conclusions. An open forum "Is climate change real or not?" has also been included as an integral part of these workshops and teaching, giving an opportunity for students to present their findings. They have also been asked to provide examples of observed change in the environment in their countries which may be related to climate change. Tropical cyclones are the most destructive severe weather events in the Pacific which regularly affect countries in the region. Understanding importance of updating knowledge about cyclones, extensive training in using the Pacific Tropical Cyclone Data Portal (http://www.bom.gov.au/cyclone/history/tracks/) has also been provided. Using this sophisticated web-based tool, students can learn about occurrences of cyclones in waters around their countries and over the whole Pacific. Positive feedback from university students and participants of training workshops has been obtained and this approach may be recommended for educators to include in their courses. Acknowledgement The research discussed in this paper was conducted through the PASAP, PCCSP and PACCSAP supported by the AusAID and Department of Climate Change and Energy Efficiency and delivered by the Bureau of Meteorology and CSIRO.

From WHAT We Know to HOW We Know It: Students Talk about Climate Change

NASA Astrophysics Data System (ADS)

Holthuis, N.; Lotan, R.; Saltzman, J.; Mastrandrea, M. D.

2012-12-01

The climate change community has begun to look carefully at how the public understands, or fails to understand, climate change data and the scientific claims made based on these data. Researchers (Bowen et al, 2008) have found that a deficit model of knowledge doesn't fully explain why people continue to disagree about climate change or are unwilling to change their behaviors. "Deniers" do not become "acceptors" simply by filling up their cognitive data banks with more information. This suggests that teachers need to provide scaffolding that supports not only students' understanding of how climate systems work or the causes and effects of climate change but includes how we know what we know. That is, instruction shifts from an exclusive focus on content knowledge to one that aims to develop critical analytic skills and scientific habits of mind. For example, students need to not only understand the effects of human activity on climate change, but also learn to identify and analyze the evidence for anthropogenic climate change and how that evidence has built over time. They can then evaluate the evidence as well as whether the claims made are justified given the data. Climate literacy then includes content knowledge as well as understanding of the scientific practices that lead to building that knowledge. In this study, we report on the research and evaluation of the NASA-funded Stanford Global Climate Change: Professional Development for K-12 Teachers. We focus on data from the last year of a three-year project in which climate scientists and science educators collaborated to develop curriculum and provide professional development for secondary school teachers on the science and the pedagogy of global climate change. As teachers implemented the curriculum in their classrooms, we collected pre- and post-tests, classroom observations, video recordings, and post-implementation interviews with the teachers. Our analyses serve to document: 1) how students talk about HOW we know about climate change, 2) in what ways the curriculum and the teaching practices support this type of student talk, 3) how the quantity and quality of student talk leads to a greater understanding of both WHAT we know about climate change and HOW we know it. Through systematic classroom observations, we documented student engagement and interactions. In-depth analysis of video recordings revealed more about the nature of these interactions and how students talk with each other and the teacher about how we know. From pre- and post-tests of 756 middle school and high school students in 30 classrooms, we found statistically significant differences (t=-19.78, p<0.001) between total scores on the pre-test (68.1 % correct) and post-test (79.1% correct). At the classroom level, these data served to create portraits of classrooms where "how do we know talk" was prevalent and where teaching practices supported such talk. In these classrooms, students showed significant gains in both content knowledge and analytic skills. We argue that these students became climate literate and thus better equipped to critically distinguish between climate science and non-science they might encounter via the internet, the media, or other sources.

Addressing Value and Belief Systems on Climate Literacy in the Southeastern United States

NASA Astrophysics Data System (ADS)

McNeal, K. S.

2012-12-01

The southeast (SEUS; AL, AR, GA, FL, KY, LA, NC, SC, TN, E. TX) faces the greatest impacts as a result of climate change of any region in the U.S. which presents considerable and costly adaptation challenges. Paradoxically, people in the SEUS hold attitudes and perceptions that are more dismissive of climate change than those of any other region. An additional mismatch exists between the manner in which climate science is generally communicated and the underlying core values and beliefs held by a large segment of people in the SEUS. As a result, people frequently misinterpret and/or distrust information sources, inhibiting efforts to productively discuss and consider climate change and related impacts on human and environmental systems, and possible solutions and outcomes. The Climate Literacy Partnership in the Southeast (CLiPSE) project includes an extensive network of partners throughout the SEUS from faith, agriculture, culturally diverse, leisure, and K-20 educator communities that aim to address this educational need through a shared vision. CLiPSE has conducted a Climate Stewardship Survey (CSS) to determine the knowledge and perceptions of individuals in and beyond the CLiPSE network. The descriptive results of the CSS indicate that religion, predominantly Protestantism, plays a minor role in climate knowledge and perceptions. Likewise, political affiliation plays a minimal role in climate knowledge and perceptions between religions. However, when Protestants were broken out by political affiliation, statistically significant differences (t(30)=2.44, p=0.02) in knowledge related to the causes of climate change exist. Those Protestants affiliated with the Democratic Party (n=206) tended to maintain a statistically significant stronger knowledge of the causes of global climate change than their Republican counterparts. When SEUS educator (n=277) group was only considered, similar trends were evidenced, indicating that strongly held beliefs potentially influence classroom climate instruction. In order to assist this educator group, CLiPSE has aligned a sub-set of the Climate and Energy Awareness Network (CLEAN) education resources to 11 SEUS state standards in order to better enable educators to implement climate topics in their classrooms. As a potential method to address the unique belief systems in the SEUS, CLiPSE has determined that the best way to engage individuals in the SEUS on the topic of climate change is to invite them into an honest dialogue surrounding climate. To facilitate these conversations effectively, CLiPSE utilizes a dialogical community model that values diversity, encourages respect for one another, recognizes and articulates viewpoints, and prioritizes understanding over resolution. CLiPSE emphasizes people's values and beliefs as they relate to climate change information. Results from pilot studies indicate that this is a promising method to bring together diverse individuals on the climate change topic and initiate the conversation about this very important issue that can often be considered "taboo" in the SEUS.

Climate change and indigenous peoples: A synthesis of current impacts and experiences

USGS Publications Warehouse

Norton-Smith, Kathryn; Lynn, Kathy; Chief, Karletta; Cozetto, Karen; Donatuto, Jamie; Hiza, Margaret; Kruger, Linda; Maldonado, Julie; Viles, Carson; Whyte, Kyle P.

2016-01-01

A growing body of literature examines the vulnerability, risk, resilience, and adaptation of indigenous peoples to climate change. This synthesis of literature brings together research pertaining to the impacts of climate change on sovereignty, culture, health, and economies that are currently being experienced by Alaska Native and American Indian tribes and other indigenous communities in the United States. The knowledge and science of how climate change impacts are affecting indigenous peoples contributes to the development of policies, plans, and programs for adapting to climate change and reducing greenhouse gas emissions. This report defines and describes the key frameworks that inform indigenous understandings of climate change impacts and pathways for adaptation and mitigation, namely, tribal sovereignty and self-determination, culture and cultural identity, and indigenous community health indicators. It also provides a comprehensive synthesis of climate knowledge, science, and strategies that indigenous communities are exploring, as well as an understanding of the gaps in research on these issues. This literature synthesis is intended to make a contribution to future efforts such as the 4th National Climate Assessment, while serving as a resource for future research, tribal and agency climate initiatives, and policy development.

Why Do Some People Do “More” to Mitigate Climate Change than Others? Exploring Heterogeneity in Psycho-Social Associations

PubMed Central

Ortega-Egea, José Manuel; García-de-Frutos, Nieves; Antolín-López, Raquel

2014-01-01

The urgency of climate change mitigation calls for a profound shift in personal behavior. This paper investigates psycho-social correlates of extra mitigation behavior in response to climate change, while also testing for potential (unobserved) heterogeneity in European citizens' decision-making. A person's extra mitigation behavior in response to climate change is conceptualized—and differentiated from common mitigation behavior—as some people's broader and greater levels of behavioral engagement (compared to others) across specific self-reported mitigation actions and behavioral domains. Regression analyses highlight the importance of environmental psychographics (i.e., attitudes, motivations, and knowledge about climate change) and socio-demographics (especially country-level variables) in understanding extra mitigation behavior. By looking at the data through the lens of segmentation, significant heterogeneity is uncovered in the associations of attitudes and knowledge about climate change—but not in motivational or socio-demographic links—with extra mitigation behavior in response to climate change, across two groups of environmentally active respondents. The study has implications for promoting more ambitious behavioral responses to climate change, both at the individual level and across countries. PMID:25191841

Engaging informal audiences in learning about and responding to climate change through a portfolio of innovative approaches

NASA Astrophysics Data System (ADS)

Pfirman, S. L.; Brunacini, J.; Orlove, B. S.; Bachrach, E.; Hamilton, L.

2017-12-01

Informal learners have many different backgrounds, experiences, and perspectives. How can informal educators effectively reach such diverse audiences, meeting people where they are with regard to climate change? The Polar Learning and Responding: PoLAR Climate Change Education Partnership, supported by NSF, employs surveys, resource development, and research to develop innovative, evidence-based approaches that engage lifelong learners. General-public surveys on climate change yield insights on the knowledge and perceptions that informal learners bring to the table. That helps guide the creation of new tools for effective communication. For example, many people are unsure what causes sea level to rise. The Polar Explorer: Sea Level app uses a data and question-based approach guiding people through interactive maps to learn about melting land ice. In addition, people also tend to believe that climate impacts will happen in the future. Polar Voices podcasts feature Arctic Indigenous communities sharing first-hand experiences with climate change. Prior knowledge can be harnessed to enhance learning. Arctic SMARTIC engages people in role-playing negotiations with others to create a marine management plan. Climate game jams provide collaborative, creative spaces where participants learn as they interact with others. In each case participants, with all their knowledge and experience, are brought into group problem-solving. Understanding whom people trust for climate-change information offers insights that help them become climate communicators. Even those who are concerned about climate often do not discuss it with family and friends (Maibach et al. 2016), yet our research shows that family and friends are second only to scientists as trusted sources of climate information (Hamilton 2016). Fun and novel educational tools such as the EcoChains card game and the EcoKoin social networking app serve as conversation starters.

Knowledge of Global Climate Change: View of Iranian University Students

ERIC Educational Resources Information Center

Salehi, Sadegh; Nejad, Zahra Pazuki; Mahmoudi, Hossein; Burkart, Stefan

2016-01-01

This article assesses students' understanding of global climate change (GCC) and social factors affecting it. It was hypothesized that students who demonstrate pro-environmental attitudes are more likely to possess higher knowledge of GCC. It was further hypothesized that trust and personal efficiency would have a positive effect on the knowledge…

Innoversity in knowledge-for-action and adaptation to climate change: the first steps of an 'evidence-based climatic health' transfrontier training program.

PubMed

Lapaige, Véronique; Essiembre, Hélène

2010-01-01

It has become increasingly clear to the international scientific community that climate change is real and has important consequences for human health. To meet these new challenges, the World Health Organization recommends reinforcing the adaptive capacity of health systems. One of the possible avenues in this respect is to promote awareness and knowledge translation in climatic health, at both the local and global scales. Within such perspective, two major themes have emerged in the field of public health research: 1) the development of advanced training adapted to 'global environment' change and to the specific needs of various groups of actors (doctors, nurses, public health practitioners, health care managers, public service managers, local communities, etc) and 2) the development of strategies for implementing research results and applying various types of evidence to the management of public health issues affected by climate change. Progress on these two fronts will depend on maximum innovation in transdisciplinary and transsectoral collaborations. The general purpose of this article is to present the program of a new research and learning chair designed for this double set of developmental objectives - a chair that emphasizes 'innoversity' (the dynamic relationship between innovation and diversity) and 'transfrontier ecolearning for adaptive actions'. The Écoapprentissages, santé mentale et climat collaborative research chair (University of Montreal and Quebec National Public Health Institute) based in Montreal is a center for 'transdisciplinary research' on the transfrontier knowledge-for-action that can aid adaptation of the public health sector, the public mental health sector, and the public service sector to climate change, as well as a center for complex collaborations on evidence-based climatic health 'training'. This program-focused article comprises two main sections. The first section presents the 'general' and 'specific contexts' in which the chair emerged. The 'general context' pertains to the health-related challenge of finding ways to integrate, transfer, and implement knowledge, a particularly pointed challenge in Canada. The 'specific context' refers to the emerging research field of adaptation of public health to climate change. In the second section, the characteristics of the research chair are more extensively detailed (the vision of 'innoversity' and ' transfrontier knowledge-for-action,' the approach of shared responsibility and complex collaboration, objectives, and major axes of research). We conclude with a call for complex collaboration toward knowledge-for-action in public health services/mental health services/public services' adaptation to climate change: this call is aimed at individual and institutional actors in the North and South/West and East concerned by these issues.

COMMUNICATING GLOBAL CLIMATE CHANGE: INVESTIGATING MESSAGE STRATEGIES FOR COMMUNICATING THE IMPACT OF GLOBAL CLIMATE CHANGE.

EPA Science Inventory

The research program is designed to generate findings that provide specific guidance to science communicators and government officials on how to best communicate knowledge about global climate change and other environmental issues to diverse lay audiences. Beyond providing gui...

Argumentation as a Strategy for Increasing Preservice Teachers' Understanding of Climate Change, a Key Global Socioscientific Issue

ERIC Educational Resources Information Center

Lambert, Julie L.; Bleicher, Robert E.

2017-01-01

Findings of this study suggest that scientific argumentation can play an effective role in addressing complex socioscientific issues (i.e. global climate change). This research examined changes in preservice teachers' knowledge and perceptions about climate change in an innovative undergraduate-level elementary science methods course. The…

Impact of African traditional worldviews on climate change adaptation.

PubMed

Sanganyado, Edmond; Teta, Charles; Masiri, Busani

2018-03-01

Recent studies show cultural worldviews are a key determinant of environmental risk perceptions; thus, they could influence climate change adaptation strategies. African traditional worldviews encourage harmony between humans and the environment through a complex metaphysical belief system transmitted through folklore, taboos, and traditional knowledge. However, African traditional worldviews hold a belief in traditional gods that was shown to have a low connectedness to nature and a low willingness to change. In Makueni District, Kenya, 45% of agropastoralists surveyed believed drought was god's plan and could not be changed. In contrast, traditional knowledge, which is shaped by African traditional worldviews, is often used to frame adaptive strategies such as migration, changing modes of production, and planting different crop varieties. Furthermore, traditional knowledge has been used as a complement to science in areas where meteorological data was unavailable. However, the role of African traditional worldviews on climate change adaption remains understudied. Hence, there is a need to systematically establish the influence of African traditional worldviews on climate change risk perception, development of adaptive strategies, and policy formulation and implementation. In this commentary, we discuss the potential impacts of African traditional worldviews on climate change adaptation. Integr Environ Assess Manag 2018;14:189-193. © 2018 SETAC. © 2018 SETAC.

Climate change 'understanding' and knowledge

NASA Astrophysics Data System (ADS)

Hamilton, L.

2011-12-01

Recent surveys find that many people report having "a great deal" of understanding about climate change. Self-assessed understanding does not predict opinions, however, because those with highest "understanding" tend also to be most polarized. These findings raise questions about the relationship between "understanding" and objectively-measured knowledge. In summer 2011 we included three new questions testing climate-change knowledge on a statewide survey. The multiple-choice questions address basic facts that are widely accepted by contrarian as well as mainstream scientists. They ask about trends in Arctic sea ice, in CO2 concentrations, and the meaning of "greenhouse effect." The questions say nothing about impacts, attribution or mitigation. Each has a clear and well-publicized answer that does not presume acceptance of anthropogenic change. About 30% of respondents knew all three answers, and 36% got two out of three. 34% got zero or one right. Notably, these included 31% of those who claimed to have "a great deal" of understanding. Unlike self-assessed understanding, knowledge scores do predict opinions. People who knew more were significantly more likely to agree that climate change is happening now, caused mainly by human activities. This positive relationship remains significant controlling for gender, age, education, partisanship and "understanding." It does not exhibit the interaction effects with partisanship that characterize self-assessed understanding. Following the successful statewide test, the same items were added to a nationwide survey currently underway. Analyses replicated across both surveys cast a new light on the problematic connections between "understanding," knowledge and opinions about climate science.

The Role of Belief, Trust and Values in Climate Change Science Education Efforts

NASA Astrophysics Data System (ADS)

Anderson, S. W.; Hatheway, B.

2011-12-01

At a recent Tri-Agency PI meeting of NSF-, NASA- and NOAA-funded climate change education projects, we asked nearly 20 of our colleagues the following question, "If you had to choose just one of the following, which would it be: you would like the general public to believe that climate change is occurring, or you would like the general public to know that climate change is occurring?" We were a bit surprised when every person canvassed chose that they wanted the public to believe that climate change is occurring. When we inquired why, they all answered something along the lines that "beliefs lead to actions". However, when we looked at the funded efforts of the NASA, NOAA and NSF climate education community we came to the troubling conclusion that the vast majority were designed primarily with knowledge in mind, and that as a community we were perhaps not tackling some important non-scientific issues related to belief, trust and values. It is not surprising, nor unreasonable, that we have taken an approach to climate change education that largely focuses on increasing the knowledge base of the public. First of all, our fundamental task as science researchers is to create new knowledge, so we are typically comfortable discussing it. Secondly, knowledge may serve as a foundation for belief and ultimately lead to changes in behavior. However, this second line of reasoning clearly has limits, and we believe we are seeing these limits manifested in some of the poll numbers related to the general public's position on this topic. When the value of science is pitted against other things that people value, such as family, religion, and jobs, we are faced with the likelihood that it is not going to be as highly regarded by the general public as it is by scientists. Climate change science opponents understand the importance of value and belief, and directly capitalize on it by using two main strategies. First, they effectively minimize the value of climate science by casting doubt on the science itself, orchestrating controversy among scientists where little, if any, exists. Second, they pit the values held in the highest esteem by the public (religion, economy, family) directly against the value of climate change science, and in doing so give the public the impression that they must choose between climate science and their core principles. It is therefore easy to understand why less than half of American citizens believe climate change is worth changing behavior over. Nationwide polls show that scientists are highly trusted and believed, with values of trustworthiness exceeding 80%, suggesting that the public finds that we share common values. However, for some reason there is a glaring disconnected when this is applied to climate science, as less than half of the US population agrees with the consensus scientific view on climate change. A majority of people are currently putting their trust in other sources, and given the fact that climate scientists have the best knowledge and credentials suggests that the general public is aligning more with the values of those who deny or minimize the consensus scientific view.

Perceptions of Climate Change, Sea Level Rise, and Possible Consequences Relate Mainly to Self-Valuation of Science Knowledge.

PubMed

Burger, Joanna; Gochfeld, Michael; Pittfield, Taryn; Jeitner, Christian

2016-05-01

This study examines perceptions of climate change and sea level rise in New Jersey residents in 2012 and 2014. Different surveys have shown declines in interest and concern about climate change and sea level rise. Climate change and increasing temperatures have an anthropogenic cause, which relates to energy use, making it important to examine whether people believe that it is occurring. In late 2012 New Jersey experienced Super storm Sandy, one of the worst hurricanes in its history, followed by public discussion and media coverage of stronger more frequent storms due to climate change. Using structured interviews, we tested the null hypotheses that there were no differences in perceptions of 1260 interviewees as a function of year of the survey, age, gender, years of education, and self-evaluation of science knowledge (on a scale of 1 to 5). In 2012 460 of 639 (72%) rated "global warming occurring" as "certain" (#4) or "very certain" (#5) compared with 453 of 621 (73%) in 2014. For "due to human activities" the numbers of "certain" or "very certain" were 71% in 2012, and 67% in 2014 and for sea level rise the numbers were 64% and 70%. There were some inconsistent between-year differences with higher ratings in 2012 for 3 outcomes and higher ratings in 2014 for 5 outcomes. However, for 25 questions relative to climate change, sea level rise, and the personal and ecological effects of sea level rise, self-evaluation of science knowledge, independent of years of education, was the factor that entered 23 of the models, accounting for the most variability in ratings. People who believed they had a "high knowledge" (#4) or "very high knowledge" (#5) of science rated all issues as more important than did those people who rated their own scientific knowledge as average or below average.

Behavioral flexibility as a mechanism for coping with climate change

USGS Publications Warehouse

Beever, Erik; Hall, L. Embere; Varner, Johanna; Loosen, Anne E.; Dunham, Jason B.; Gahl, Megan K.; Smith, Felisa A.; Lawler, Joshua J.

2017-01-01

Of the primary responses to contemporary climate change – “move, adapt, acclimate, or die” – that are available to organisms, “acclimate” may be effectively achieved through behavioral modification. Behavioral flexibility allows animals to rapidly cope with changing environmental conditions, and behavior represents an important component of a species’ adaptive capacity in the face of climate change. However, there is currently a lack of knowledge about the limits or constraints on behavioral responses to changing conditions. Here, we characterize the contexts in which organisms respond to climate variability through behavior. First, we quantify patterns in behavioral responses across taxa with respect to timescales, climatic stimuli, life-history traits, and ecology. Next, we identify existing knowledge gaps, research biases, and other challenges. Finally, we discuss how conservation practitioners and resource managers can incorporate an improved understanding of behavioral flexibility into natural resource management and policy decisions.

Unified Synthesis Product (USP) Recommendations

NASA Astrophysics Data System (ADS)

Peterson, T. C.

2009-05-01

The USP identifies a number of areas in which inadequate information or understanding hampers our ability to estimate likely future climate change and its impacts. For example, our knowledge of changes in tornadoes, hail, and ice storms is quite limited, making it difficult to know if and how such events have changed as climate has warmed, and how they might change in the future. Research on ecological responses to climate change also is limited, as is our understanding of social responses. The Report identifies the five most important gaps in knowledge and offers some thoughts on how to address those gaps: 1. Expand our understanding of climate change impacts. There is a clear need to increase understanding of how ecosystems, social and economic systems, human health, and the built environment will be affected by climate change in the context of other stresses. This includes ecosystems as well as economic systems, human health, and the built environment. 2. Refine ability to project climate change at local scales. One of the main messages to emerge from the past decade of synthesis and assessments is that while climate change is a global issue, it has a great deal of regional variability. There is an indisputable need to improve understanding of climate system effects at these smaller scales, because these are often the scales of decision-making in society. 3. Expand capacity to provide decision makers and the public with relevant information on climate change and its impacts. The United States has tremendous potential to create more comprehensive measurement, archive, and data-access systems that could provide great benefit to society. 4. Improve understanding of and ability to identify thresholds likely to lead to abrupt changes in the climate system. Paleoclimatic data shows that climate can and has changed quite abruptly when certain thresholds are crossed. Similarly, there is evidence that ecological and human systems can undergo abrupt change when tipping points are reached. 5. Enhance understanding of how society can adapt to climate change in the context of multiple stresses. There is currently limited knowledge about the ability of communities, regions, and sectors to adapt to future climate change. It is essential to improve understanding of how the capacity to adapt to a changing climate might be exercised, and the vulnerabilities to climate change and other environmental stresses that might remain. Results from these efforts would inform future assessments that continue building our understanding of humanity's impacts on climate, and climate's impacts on us. Such assessments will continue to play a role in helping the U.S. respond to changing conditions. A vision for future climate change assessments includes both sustained extensive practitioner and stakeholder involvement, and periodic, targeted, scientifically rigorous reports similar to the CCSP Synthesis and Assessment Products.

Mainstreaming of Climate Change into the Ghanaian Tertiary Educational System

NASA Astrophysics Data System (ADS)

Nyarko, B. K.

2013-12-01

The impact of Climate Change has a far-reaching implication for economies and people living in the fragile Regions of Africa analysts project that by 2020, between 75 million and 250 million people will be exposed various forms of Climate Change Stresses. Education as a key strategy identified under Agenda 21 has been incorporated into the efforts of various educational institutions as a means of mitigating climate change and enhancing sustainability. Climate Change education offers many opportunities and benefits for educators, researchers, learners, and for wider society, but there are also many challenges, which can hinder the successful mainstreaming of climate change education. The study aims at understanding barriers for Climate Change Education in selected tertiary institutions in Ghana. The study was conducted among Geoscience Departments of the 7 main public universities of Ghana. The transcript analysis identified issues that hinders the mainstreaming of Climate Change, these includes existing levels of knowledge and understanding of the concept of climate change, appreciating the threshold concepts, ineffective teaching of Climate Change and some Departments are slow in embracing Climate Change as a discipline. Hence to develop strategies to mainstream climate change education it is important to recognise that increasing the efficiency and delivery of Climate Change education requires greater attention and coordination of activities and updating the educators knowledge and skill's. Various Ministries should be challenged to develop and integrate climate change into education policies. In the design of curriculum, there is a need to integrate Climate Change Education into curricula without compromising already overstretched programmes of study. There is a need to encourage and enhance innovative teaching approaches such as Problem-based learning (PBL) is an approach that challenges students to learn through engagement in a real problem. Institutions and Educator should be encouraged to undertake co-curricula activities and finding ways to practicalize Climate Change education.

Traditional climate knowledge: a case study in a peasant community of Tlaxcala, Mexico.

PubMed

Rivero-Romero, Alexis D; Moreno-Calles, Ana I; Casas, Alejandro; Castillo, Alicia; Camou-Guerrero, Andrés

2016-08-18

Traditional climate knowledge is a comprehensive system of insights, experiences and practices used by peasant communities to deal with the uncertainties of climate conditions affecting their livelihood. This knowledge is today as relevant in the Mesoamerican and Andean regions as it is in Europe and Asia. Our research sought to analyze the traditional knowledge about the weather and climate in a rural village of the state of Tlaxcala, Mexico, and its importance in decision-making in agriculture. Through 30 interviews and participant observation in the community during 2013, information was gathered about traditional climate and weather indicators and prediction tools, as well as rituals and agronomic and agroforestry strategies. This information allowed for the reconstruction of the community's agro-festive calendar. Data analysis was carried out with the help of the qualitative analysis software Atlas.ti (version 7). The socio-ecological importance of traditional knowledge about the climate lies in its ability to forecast local weather conditions and recognize climate variations, so vital to the food security of rural families. Knowledge about climate predictors is exchanged and passed on from generation to generation, contributing to the preservation and promotion of biodiversity. By observing the behavior of 16 animals and 12 plant species (both domestic and wild) as well as seven astronomical indicators, villagers are able to predict rain, dry weather and frosts. However, the continuity of this traditional knowledge in the community under study is now compromised by the little interest in agriculture characteristic of the younger generations, the ensuing abandonment of the countryside, the widespread economic crisis and the disappearance of animal and plant species. Traditional climate knowledge includes the understanding of weather events and weather changes at different time scales (hours, days, weeks, and seasons). The ability to interpret weather events thanks to the accumulated knowledge about the climate through generations may prove today a relevant tool for improving agricultural practices and dealing with local and global socio-ecological changes.

A Climate Change Course for Undergraduate Students

ERIC Educational Resources Information Center

Nam, Y.; Ito, E.

2011-01-01

For the past 10 years, a climate change course has been offered in a large Midwest university. This course has been focusing on improving college students' scientific knowledge of climate change and human interactions using historical evidence as well as improving their information literacy in science through a course project that requires…

Concept Mapping to Assess Learning and Understanding of Complexity in Courses on Global Climate Change

NASA Astrophysics Data System (ADS)

Rebich-Hespanha, S.; Gautier, C.

2010-12-01

The complex nature of climate change science poses special challenges for educators wishing to broaden and deepen student understanding of the climate system and its sensitivity to and impacts upon human activity. Learners have prior knowledge that may limit their perception and processing of the multiple relationships between processes (e.g., feedbacks) that arise in global change science, and these existing mental models serve as the scaffold for all future learning. Because adoption of complex scientific concepts is not likely if instruction includes presentation of information or concepts that are not compatible with the learners’ prior knowledge, providing effective instruction on this complex topic requires learning opportunities that are anchored upon an evaluation of the limitations and inaccuracies of the learners’ existing understandings of the climate system. The formative evaluation that serves as the basis for planning such instruction can also be useful as a baseline against which to evaluate subsequent learning. We will present concept-mapping activities that we have used to assess students’ knowledge and understanding about global climate change in courses that utilized multiple assessment methods including presentations, writings, discussions, and concept maps. The courses in which these activities were completed use a variety of instructional approaches (including standard lectures and lab assignments and a mock summit) to help students understand the inherently interdisciplinary topic of global climate change, its interwoven human and natural causes, and the connections it has with society through a complex range of political, social, technological and economic factors. Two instances of concept map assessment will be presented: one focused on evaluating student understanding of the major components of the climate system and their interconnections, and the other focused on student understanding of the connections between climate change and the global food system. We will discuss how concept mapping can be used to demonstrate evidence of learning and conceptual change, and also how it can be used to provide information about gaps in knowledge and misconceptions students have about the topic.

The story of rising voices: Facilitating collaboration between indigenous and western ways of knowing

USGS Publications Warehouse

Maldonado, Julie; Lazrus, Heather; Bennett, Shiloh-Kay; Chief, Karletta; Dhillon, Carla May; Gough, Bob; Kruger, Linda; Morisette, Jeffrey T.; Petrovic, Stefan; Whyte, Kyle P.; Companion, Michele; Chaiken, Miriam S.

2016-01-01

Indigenous community self-determination, cultures, and ways of life are at high risk from climate change impacts and ecological dispossession. Partnerships between experts with backgrounds in Indigenous and western knowledge may be productive and effective ways to reduce vulnerability and foster resilience. This chapter examines collaborations among scientific and Native American, Alaska Native, and Pacific Island communities to support climate solutions. We draw examples from the "Rising Voices: Collaborative Science with Indigenous Knowledge for Climate Solutions" program (Rising Voices) to examine how boundary organizations function cross-culturally to increase communities' adaptive capacity through knowledge exchange, as well as building the decision-making capacity needed to exercise sovereignty and make adaptive decisions in a changing climate.

Moving beyond a knowledge deficit perspective to understand climate action by youth

NASA Astrophysics Data System (ADS)

Busch, K. C.

2016-12-01

This presentation reports on an experiment testing two framings of uncertainty on students' intent to take action to mitigate climate change. Additionally, to explore possible mechanisms involved in the choice of taking mitigating action, several factors highlighted within behavior theory literature were measured to create a theoretical model for youth's choice to take mitigating action. The factors explored were: knowledge, certainty, affect, efficacy, and social norms. The experiment was conducted with 453 middle and high school students within the Bay Area. Findings indicated that these students did hold a basic understanding of the causes and effects of climate change. They were worried and felt negatively about the topic. They felt somewhat efficacious about their personal ability to mitigate climate change. The students reported that they associated with people who were more likely to think climate change was real and caused by humans. Students also reported that they often take part in private pro-environmental behaviors such as using less electricity. When asked to respond freely to a question about what think about climate change, participants described the negative effects of human-caused climate change on Earth systems at the global scale and as a current phenomenon. The results of the experiment showed that while the text portraying climate change with high uncertainty did affect student's own certainty and their perception of scientists' certainty, it did not affect behavioral intention. This result can be explained through regression analysis. It was found that efficacy and social norms were direct determinants of pro-environmental behaviors. The cognitive variables - knowledge and certainty - and the psychological variable - affect - were not significant predictors of pro-environmental behavior. The implications for this study are that while students hold basic understanding of the causes and effects of climate change, this understanding lacks personal relevance. Another implication of this study is that if we wish to have action-taking as an outcome of climate change education efforts, then the learning activities should include components to address efficacy and social norms.

Direct and indirect effects of climate change on the risk of infection by water-transmitted pathogens.

PubMed

Sterk, Ankie; Schijven, Jack; de Nijs, Ton; de Roda Husman, Ana Maria

2013-11-19

Climate change is likely to affect the infectious disease burden from exposure to pathogens in water used for drinking and recreation. Effective intervention measures require quantification of impacts of climate change on the distribution of pathogens in the environment and their potential effects on human health. Objectives of this systematic review were to summarize current knowledge available to estimate how climate change may directly and indirectly affect infection risks due to Campylobacter, Cryptosporidium, norovirus, and Vibrio. Secondary objectives were to prioritize natural processes and interactions that are susceptible to climate change and to identify knowledge gaps. Search strategies were determined based on a conceptual model and scenarios with the main emphasis on The Netherlands. The literature search resulted in a large quantity of publications on climate variables affecting pathogen input and behavior in aquatic environments. However, not all processes and pathogens are evenly covered by the literature, and in many cases, the direction of change is still unclear. To make useful predictions of climate change, it is necessary to combine both negative and positive effects. This review provides an overview of the most important effects of climate change on human health and shows the importance of QMRA to quantify the net effects.

Application of the global Land-Potential Knowledge System (LandPKS) mobile apps to land degradation, restoration and climate change adaptation

USDA-ARS?s Scientific Manuscript database

Combatting land degradation, promoting restoration and adapting to climate change all require an understanding of land potential. A global Land-Potential Knowledge System (LandPKS) is being developed that will address many of these limitations using an open source approach designed to allow anyone w...

Climate change and skin disease.

PubMed

Lundgren, Ashley D

2018-04-01

Despite commanding essentially universal scientific consensus, climate change remains a divisive and poorly understood topic in the United States. Familiarity with this subject is not just for climate scientists. The impact of climate change on human morbidity and mortality may be considerable; thus, physicians also should be knowledgeable in this realm. Climate change science can seem opaque and inferential, creating fertile ground for political polemics and undoubtedly contributing to confusion among the general public. This puts physicians in a pivotal position to facilitate a practical understanding of climate change in the public sphere by discussing changes in disease patterns and their possible relationship to a changing climate. This article provides a background on climate change for dermatologists and highlights how climate change may impact the management of skin disease across the United States.

Public Health Nurses’ Knowledge and Attitudes Regarding Climate Change

PubMed Central

Chaudry, Rosemary V.; Mac Crawford, John

2011-01-01

Background: Climate change affects human health, and health departments are urged to act to reduce the severity of these impacts. Yet little is known about the perspective of public health nurses—the largest component of the public health workforce—regarding their roles in addressing health impacts of climate change. Objectives: We determined the knowledge and attitudes of public health nurses concerning climate change and the role of public health nursing in divisions of health departments in addressing health-related impacts of climate change. Differences by demographic subgroups were explored. Methods: An online survey was distributed to nursing directors of U.S. health departments (n = 786) with Internet staff directories. Results: Respondents (n = 176) were primarily female, white public health nursing administrators with ≥ 5 years of experience. Approximately equal percentages of respondents self-identified as having moderate, conservative, and liberal political views. Most agreed that the earth has experienced climate change and that climate change is somewhat controllable. Respondents identified an average of 5 of the 12 listed health-related impacts of climate change, but the modal response was zero impact. Public health nursing was perceived as having responsibility to address health-related impacts of climate change but lacking the ability to address these impacts. Conclusions: Public health nurses view the environment as under threat and see a role for nursing divisions in addressing health effects of climate change. However, they recognize the limited resources and personnel available to devote to this endeavor. PMID:22128069

Advancing Climate Change Education and Youth Empowerment: Preparing Our Communities with the Skills, Knowledge, and Passion to Push for and Develop Innovative Solutions

NASA Astrophysics Data System (ADS)

Niepold, F., III; Johnston, E.; Rooney-varga, J. N.; Qusba, L.; Staveloz, W.; Poppleton, K.; Cloyd, E. T.; Kretser, J.; Bozuwa, J.; Edkins, M. T.

2016-12-01

Today's youth are the first generation to come of age amid rapid climate change, and they have the most at stake in how society responds to it. Climate change will bring economic and environmental challenges as well as opportunities, and citizens who understand the issues at stake will be better prepared to respond. Climate education is a necessary foundation for them to understand and help tackle the complex issue of climate change. Many will become leaders with the skills, knowledge, and passion to push for and develop innovative solutions. As such, this topic requires interdisciplinary and transdisciplinary approaches from a professionally diverse group of experts to effectively build the solid foundation for a low carbon and sustainable economy. Educators from all disciplines need to be enlisted to contribute their talents in building students knowledge and skills to limit human-induced climate change while being prepared for the projected impacts that will continue, and it will accelerate significantly if global emissions of heat-trapping gases continue to increase. This presentation will discuss the new youth and educator engagement partnerships that developed to achieve ways of addressing the problems and opportunities resulting from climate change. We will describe how the partnerships are helping lift up and raise the profile of effective programs that enable transdisciplinary solutions to societal issues. The #Youth4Climate and #Teach4Climate social media campaigns were organized by a flotilla of federal and non-federal partners to inspire young people around the world to take actions on climate change and inspire teachers to prepare students to be part of the solutions to climate change. The largest one, the #Youth4Climate campaign for COP21 youth engagement had over 33 million impressions and opened a discussion for all to join with youth for climate actions at COP21. Each of these three social media campaigns had a simple ask, give young people a voice and prepare them to succeed in doing something about climate change. We are excited to have new partners join forces and support young people, giving them a voice and an opportunity to lead in Paris and beyond. We know the solutions are here, and are committed to working together to build a climate-friendly world. Join us with #Youth4Climate and #Teach4Climate.

Using conceptual maps to assess students' climate change understanding and misconceptions

NASA Astrophysics Data System (ADS)

Gautier, C.

2011-12-01

The complex and interdisciplinary nature of climate change science poses special challenges for educators in helping students understand the climate system, and how it is evolving under natural and anthropogenic forcing. Students and citizens alike have existing mental models that may limit their perception and processing of the multiple relationships between processes (e.g., feedback) that arise in global change science, and prevent adoption of complex scientific concepts. Their prior knowledge base serves as the scaffold for all future learning and grasping its range and limitations serves as an important basis upon which to anchor instruction. Different instructional strategies can be adopted to help students understand the inherently interdisciplinary topic of global climate change, its interwoven human and natural causes, and the connections it has with society through a complex range of political, social, technological and economic factors. One assessment method for students' understanding of global climate change with its many uncertainties, whether associated with the workings of the climate system or with respect to social, cultural and economic processes that mediate human responses to changes within the system, is through the use of conceptual maps. When well designed, they offer a representation of students' mental model prior and post instruction. We will present two conceptual mapping activities used in the classroom to assess students' knowledge and understanding about global climate change and uncover misconceptions. For the first one, concept maps will be used to demonstrate evidence of learning and conceptual change, while for the second we will show how conceptual maps can provide information about gaps in knowledge and misconceptions students have about the topic.

A roadmap to effective urban climate change adaptation

NASA Astrophysics Data System (ADS)

Setiadi, R.

2018-03-01

This paper outlines a roadmap to effective urban climate change adaptation built from our practical understanding of the evidence and effects of climate change and the preparation of climate change adaptation strategies and plans. This roadmap aims to drive research in achieving fruitful knowledge and solution-based achievable recommendations in adapting to climate change in urban areas with effective and systematic manner. This paper underscores the importance of the interplay between local government initiatives and a national government for effective adaptation to climate change and takes into account the policy process and politics. This paper argues that effective urban climate change adaptation has a contribution to build urban resilience and helps the achievement of national government goals and targets in climate change adaptation.

A Framework for Bridging Scientists, Knowledge Brokers and Local Decision Makers in State-level Climate Assessments

NASA Astrophysics Data System (ADS)

Galford, G. L.; Nash, J. L.

2016-12-01

Large-scale analyses like the National Climate Assessment (NCA) contain a wealth of information critical to national and regional responses to climate change but tend to be insufficiently detailed for action at state or local levels. Many states now develop assessments (SCAs) to provide relevant, actionable information to state and local authorities. These assessments generate new or additional primary information, build networks and inform stakeholders. Based on our experience in the Vermont Climate Assessment (VCA), we present a SCA framework to engage local decision makers, using a fluid network of scientific experts and knowledge brokers to conduct subject area prioritization, data analysis, and writing. Knowledge brokers bridged the scientific and stakeholder communities, providing a two-way flow of information by capitalizing on their existing networks. Rich citizen records of climate and climate change impacts associated a human voice, a memorable story, or personal observation with a climate record, improving climate information salience. This engagement process that created salient climate information perceived as credible and legitimate by local and state decision makers. We present this framework as an effective structure for SCAs to foster interaction among scientists, knowledge brokers and stakeholders. We include a qualitative impact evaluation and lessons learned for future SCAs.

Climate Change Education in the U.S. Affiliated Pacific Islands

NASA Astrophysics Data System (ADS)

Sussman, A.; Fletcher, C. H.; Sachs, J. P.

2013-12-01

The Pacific Islands Climate Education Partnership (PCEP) serves the U.S. Affiliated Pacific Island (USAPI) Region. The international entities served by PCEP are the state of Hawai';i (USA); three Freely Associated States (the Federated States of Micronesia, the Republic of the Marshall Islands, and the Republic of Palau), and three Territories (Guam, Commonwealth of Northern Mariana Islands, and American Samoa). These Pacific Islands spread across 4.9 million square miles and include diverse indigenous cultures and languages. Many USAPI students live considerably below the poverty line. The Pacific Island region is projected to experience some of the most profound negative impacts considerably sooner than other regions. Funded by NSF, the PCEP aims to educate the region's students and citizens in ways that exemplify modern science and indigenous environmental knowledge, address the urgency of climate change impacts, and honor indigenous cultures. Students and citizens within the region will have the knowledge and skills to advance their and our understanding of climate change, and to adapt to its impacts. The PCEP Strategic Plan incorporates a range of interconnected strategic goals grouped into four priority education areas: Climate Education Framework --Implement a next-generation Climate Education Framework that focuses on the content and skills necessary for understanding the science of global and Pacific island climates, as well as the adaptation to climate impacts in the USAPI region. Indigenous Knowledge and Practices --Gather appropriate local indigenous knowledge based on the cultural stories and traditional practices related to environmental stewardship, climate, and local climate adaptation strategies. Learning and Teaching--Enhance conditions for learning about climate change in K-14 classrooms with the CEF through college-based, credentialed climate education programs; professional learning opportunities for teachers; and increased teacher implementation of locally-relevant climate science and adaptation curricula. Community-School Partnership --Connect schools (K-14) and community climate adaptation partners through locally relevant projects to implement effective and sustainable climate education. Explore and build awareness of resources that the community, colleges, and K-12 schools have to offer each other, and initiate partnering activities to support project-based learning activities. Current PCEP activities include: revising state and national science education standards to better incorporate climate change; contextualizing curricula to wide variety of climate and education contexts; gathering local indigenous knowledge and practices related to climate education and adaptation; providing professional development appropriate to these very diverse locations; supporting local professional learning communities in each international location; and developing a regional climate education certificate program. A key PCEP challenge is to maintain a coherent regional identity while contextualizing education activities to very diverse locations. PCEP staff have a high priority to learn, share and communicate across these locations, and to broadly benefit from lessons learned in each of the locations. Another strong connector is the overlap in climate changes, impacts and adaptation strategies across this international region.

A Curriculum Experiment in Climate Change Education Using and Integrated Approach of Content Knowledge Instruction and Student-Driven Research to Promote Civic Engagement

NASA Astrophysics Data System (ADS)

Adams, P. E.; Heinrichs, J. F.

2009-12-01

One of the greatest challenges facing the world is climate change. Coupled with this challenge is an under-informed population that has not received a rigorous education about climate change other than what is available through the media. Fort Hays State University is piloting a course on climate change targeted to students early in their academic careers. The course is modeled after our past work (NSF DUE-0088818) of integrating content knowledge instruction and student-driven research where there was a positive correlation between student research engagement and student knowledge gains. The current course, based on prior findings, utilizes a mix of inquiry-based instruction, problem-based learning, and student-driven research to educate and engage the students in understanding climate change. The course was collaboratively developed by a geoscientist and science educator both of whom are active in citizen science programs. The emphasis on civic engagement by students is reflected in the course structure. The course model is unique in that 50% of the course is dedicated to developing core knowledge and technical skills (e.g. critical analysis, writing, data acquisition, data representation, and research design), and 50% to conducting a research project using available data sets from federal agencies and research groups. A key element of the course is a focus on local and regional data sets to make climate change relevant to the students. The research serves as a means of civic engagement by the students as they are tasked to understand their role in communicating their research findings to the community and coping with the local and regional changes they find through their research.

Empowering Pre-College Students To Engage In Climate Change Solutions

NASA Astrophysics Data System (ADS)

Haine, D. B.

2014-12-01

Developing and implementing solutions to environmental challenges, such as climate change, depend upon the cultivation of STEM knowledge and skills among today's youth. Furthermore, STEM instruction enhances learning by providing tools to investigate and analyze environmental issues, making the issue real and tangible to students. That said, educators engaged in the climate literacy movement are aware that possession of knowledge about Earth's climate and the causes and consequences of climate change is not sufficient to empower individuals to contribute to solutions that promote a sustainable future. By framing the issue of climate change in the context of energy, by utilizing STEM instructional strategies and by showcasing scientists and others working on solutions to address climate change, the Climate Leadership and Energy Awareness Program (Climate LEAP) at the University of North Carolina (UNC) at Chapel Hill is cultivating a network of youth who are not only informed about society's use of energy and the implication for Earth's climate but also empowered to be part of the solution as society shifts to a low carbon economy. During this year-long science enrichment program, 9th-12thgraders learn about our fossil fuel based economy, meet scientists who are working to expand the use of renewable energy sources, and develop communication and leadership skills. Experienced educators with UNC's Institute for the Environment, the Morehead Planetarium and Science Center and the Alliance for Climate Education partner with scientists to implement Climate LEAP. In addition to increasing knowledge of climate science and of the solutions proposed to address climate change, program participants are invited to engage members of their community through implementation of a solutions-oriented community outreach project. Now in its fifth year, 168 students have completed Climate LEAP, with approximately 2/3 completing at least one community outreach project. A survey of program alumni indicated that 90% of respondents were motivated by the program to make at least one behavior change to conserve energy in their daily life. This session will include a description of the program evaluation plan, which includes assessment of student learning..

Experimental Forests and climate change: views of long-term employees on ecological change and the role of Experimental Forests and Ranges in understanding and adapting to climate change

Treesearch

Laurie Yung; Mason Bradbury; Daniel R. Williams

2012-01-01

In this project, we examined the views of 21 long-term employees on climate change in 14 Rocky Mountain Research Station Experimental Forests and Ranges (EFRs). EFRs were described by employees as uniquely positioned to advance knowledge of climate change impacts and adaptation strategies due to the research integrity they provide for long-term studies, the ability to...

The fingerprints of global climate change on insect populations.

PubMed

Boggs, Carol L

2016-10-01

Synthesizing papers from the last two years, I examined generalizations about the fingerprints of climate change on insects' population dynamics and phenology. Recent work shows that populations can differ in response to changes in climate means and variances. The part of the thermal niche occupied by an insect population, voltinism, plasticity and adaptation to weather perturbations, and interactions with other species can all exacerbate or mitigate responses to climate change. Likewise, land use change or agricultural practices can affect responses to climate change. Nonetheless, our knowledge of effects of climate change is still biased by organism and geographic region, and to some extent by scale of climate parameter. Copyright © 2016 Elsevier Inc. All rights reserved.

An Agenda for Climate Impacts Science

NASA Astrophysics Data System (ADS)

Kaye, J. A.

2009-12-01

The report Global Change Impacts in the United States released by the US Global Change Research Program in June 2009 identifies a number of areas in which inadequate information or understanding hampers our ability to estimate likely future climate change and its impacts. In this section of the report, the focus is on those areas of climate science that could contribute most towards advancing our knowledge of climate change impacts and those aspects of climate change responsible for these impacts in order to continue to guide decision making. The Report identifies the six most important gaps in knowledge and offers some thoughts on how to address those gaps: 1. Expand our understanding of climate change impacts. There is a clear need to increase understanding of how ecosystems, social and economic systems, human health, and the built environment will be affected by climate change in the context of other stresses. 2. Refine ability to project climate change, including extreme events, at local scales. While climate change is a global issue, it has a great deal of regional variability. There is an indisputable need to improve understanding of climate system effects at these smaller scales, because these are often the scales of decision-making in society. This includes advances in modeling capability and observations needed to address local scales and high-impact extreme events. 3. Expand capacity to provide decision makers and the public with relevant information on climate change and its impacts. Significant potential exists in the US to create more comprehensive measurement, archive, and data-access systems that could provide great benefit to society, which requires defining needed information, gathering it, expanding capacity to deliver it, and improving tools by which decision makers use it to best advantage. 4. Improve understanding of thresholds likely to lead to abrupt changes in climate or ecosystems. Potential areas of research include thresholds that could lead to rapid changes in ice-sheet dynamics that could impact future sea-level rise and tipping points in biological systems (including those that may be associated with ocean acidification). 5. Improve understanding of the most effective ways to reduce the rate and magnitude of climate change, as well as unintended consequences of such actions. Research will help to identify the desired mix of mitigation options necessary to control the rate and magnitude of climate change, and to examine possible unintended consequences of mitigation options. 6. Enhance understanding of how society can adapt to climate change. There is currently limited knowledge about the ability of communities, regions, and sectors to adapt to future climate change. It is important to improve understanding of how to enhance society’s capacity to adapt to a changing climate in the context of other environmental stresses.

Cognitive Structures of University Students about Environmental Education, Climate Change and Consumption Concepts

ERIC Educational Resources Information Center

Keles, Özgül; Gilbertson, Kenneth L.; Uzun, Naim

2016-01-01

The purpose of this study was to determine cognitive structures and the retention of knowledge about environmental education, climate change and consumption concepts. The field of Environmental Education is increasingly including both climate change and consumption in the context of sustainability. Thus, this research is investigating the…

Using Art Elicitation to Deliver and Evaluate a Grade 4 Climate Change Instructional Module

ERIC Educational Resources Information Center

Baker, Jillian; Loxton, Jason; Sherren, Kate

2013-01-01

We report the results of a climate change module delivered to 48 Grade 3/4 students in Nova Scotia, Canada. We tested for prior knowledge and evaluated interventional effectiveness using art elicitation. Common climate change misconceptions were demonstrated in their preintervention artwork, while postintervention artwork showed improved…

75 FR 37405 - Notice of Public Review and Comment Period on NOAA's Next Generation Strategic Plan (NGSP)

Federal Register 2010, 2011, 2012, 2013, 2014

2010-06-29

... Federal role in responding to the Nation's most urgent challenges, ranging from climate change, severe... changes in climate, weather, oceans, and coasts, share knowledge and information with others, and conserve... changing climate system and its impacts. Objective: Integrated assessments of current and future states of...

Public Understanding of Climate Change: Certainty and Willingness To Act.

ERIC Educational Resources Information Center

Fortner, Rosanne W.; Lee, Jae-Young; Corney, Jeffrey R.; Romanello, Samantha; Bonnell, Joseph; Luthy, Brian; Figuerido, Claudia; Ntsiko, Nyathi

2000-01-01

Describes two parallel studies conducted shortly before the Kyoto conference on climate change: (1) an examination of media portrayals of global warming and the certainty with which information was reported; and (2) a telephone survey to assess public knowledge and attitudes about global climate change. Findings do not support a hypothesis that…

Climate change, air pollution and human health in Sydney, Australia: A review of the literature

NASA Astrophysics Data System (ADS)

Dean, Annika; Green, Donna

2018-05-01

Sydney is Australia’s largest city and is growing rapidly. Although Sydney’s air quality is relatively good compared to the major cities in many industrialised countries, particulate matter (PM) and ozone (O3) occasionally exceed the national health standards and are the cause of premature mortalities and hospital admissions. Numerous studies from overseas (e.g. North America and continental Europe) suggest that climate change may impact air quality to the detriment of human health. There is limited knowledge about how climate change may impact air quality in Sydney. This study reviews the available literature on the impacts of climate change on air quality related health impacts in Sydney to identify knowledge and research gaps. Where no studies are available for Sydney, it draws on relevant studies from other Australian cities and overseas. Our findings summarise what is known about how climate change may impact air quality in Sydney and where research gaps exist. This approach can facilitate research agendas, policies and planning strategies that mitigate public health impacts and tackle climate change and air pollution in a coordinated way.

An investigation of the ways in which public health nutrition policy and practices can address climate change.

PubMed

Sulda, Heidi; Coveney, John; Bentley, Michael

2010-03-01

To develop a framework to guide action in the public health nutrition workforce to develop policies and practices addressing factors contributing to climate change. Action/consultative research. Interviews - South Australia, questionnaire - Australia. Interviews - key informants (n 6) were from various government, academic and non-government positions, invited through email. Questionnaire - participants were members of the public health nutrition workforce (n 186), recruited to the study through emails from public health nutrition contacts for each State in Australia (with the exception of South Australia). Support by participants for climate change as a valid role for dietitians and nutritionists was high (78 %). However, climate change was ranked low against other public health nutrition priorities. Support of participants to conduct programmes to address climate change from professional and work organisations was low. The final framework developed included elements of advocacy/lobbying, policy, professional recognition/support, organisational support, knowledge/skills, partnerships and programmes. This research demonstrates a need for public health nutrition to address climate change, which requires support by organisations, policy, improved knowledge and increased professional development opportunities.

Incorporating Student Activities into Climate Change Education

NASA Astrophysics Data System (ADS)

Steele, H.; Kelly, K.; Klein, D.; Cadavid, A. C.

2013-12-01

Under a NASA grant, Mathematical and Geospatial Pathways to Climate Change Education, students at California State University, Northridge integrated Geographic Information Systems (GIS), remote sensing, satellite data technologies, and climate modelling into the study of global climate change under a Pathway for studying the Mathematics of Climate Change (PMCC). The PMCC, which is an interdisciplinary option within the BS in Applied Mathematical Sciences, consists of courses offered by the departments of Mathematics, Physics, and Geography and is designed to prepare students for careers and Ph.D. programs in technical fields relevant to global climate change. Under this option students are exposed to the science, mathematics, and applications of climate change science through a variety of methods including hands-on experience with computer modeling and image processing software. In the Geography component of the program, ESRI's ArcGIS and ERDAS Imagine mapping, spatial analysis and image processing software were used to explore NASA satellite data to examine the earth's atmosphere, hydrosphere and biosphere in areas that are affected by climate change or affect climate. These technology tools were incorporated into climate change and remote sensing courses to enhance students' knowledge and understanding of climate change through hands-on application of image processing techniques to NASA data. Several sets of exercises were developed with specific learning objectives in mind. These were (1) to increase student understanding of climate change and climate change processes; (2) to develop student skills in understanding, downloading and processing satellite data; (3) to teach remote sensing technology and GIS through applications to climate change; (4) to expose students to climate data and methods they can apply to solve real world problems and incorporate in future research projects. In the Math and Physics components of the course, students learned about atmospheric circulation with applications of the Lorenz model, explored the land-sea breeze problem with the Dynamics and Thermodynamics Circulation Model (DTDM), and developed simple radiative transfer models. Class projects explored the effects of varying the content of CO2 and CH4 in the atmosphere, as well as the properties of paleoclimates in atmospheric simulations using EdGCM. Initial assessment of student knowledge, attitudes, and behaviors associated with these activities, particularly about climate change, was measured. Pre- and post-course surveys provided student perspectives about the courses and their learning about remote sensing and climate change concepts. Student performance on the tutorials and course projects evaluated students' ability to learn and apply their knowledge about climate change and skills with remote sensing to assigned problems or proposed projects of their choice. Survey and performance data illustrated that the exercises were successful in meeting their intended learning objectives as well as opportunities for further refinement and expansion.

Developing a Climate Change Boundary Organization: the Montana Adaptation Knowledge Exchange

NASA Astrophysics Data System (ADS)

Whitlock, C. L.; Brooks, S.; Armstrong, T.; Bryan, B.

2017-12-01

States, like Montana, with small populations and large areas, are challenged by a need to offer timely and relevant climate-science information that addresses diverse and widely dispersed stakeholder groups. In Montana, filling the gap between science and practice has motivated the first Montana Climate Assessment (MCA), released September 2017 with a focus on climate impacts on the agriculture, water and forestry sectors. The MCA is an outcome of a science-stakeholder partnership that has identified critical climate-change information and knowledge gaps for the state through listening sessions and questionnaires. From the initial feedback, it became clear that stakeholder groups were deeply concerned about the challenges posed by rising temperatures and wanted to know how recent and projected warming will affect Montana's natural and managed resources. As part of the next phase of the MCA project, we are now creating the Montana Adaptation Knowledge Exchange (MAKE), a "boundary organization" as described by the National Academy of Sciences. MAKE moves beyond information sharing by bringing scientists and practitioners together to seek solutions related to climate-change adaptation and other pressing environmental and socio-economic concerns. Through a collaborative partnership that involves Montana universities, state and federal agencies, businesses and non-governmental organizations, MAKE is designed to communicate current research findings and support revision and expansion of state-of-the-knowledge assessments like the MCA. Stakeholder partners will provide guidance to the science community to help prioritize research directions and activities of high importance. Significant, but often technical, scientific results will be translated and delivered to stakeholder groups through a variety of print, web, and mobile products. MAKE will support an extensive online database, host an online portal, gather a network of experts in respective fields, and maintain a knowledgeable customer service staff. Boundary organizations, such as MAKE, offer a path to effectively move from science to knowledge to action in the climate change arena while at the same time engaging practitioners and managers in the development of research agendas.

Narratives of dynamic lands: science education, indigenous knowledge and possible futures

NASA Astrophysics Data System (ADS)

McGinty, Megan; Bang, Megan

2016-06-01

We aim to share some of our work currently focused on understanding and unearthing the multiplicities of ways the denial of culture in relation to science and knowledge construction is embedded in issues of climate change and climate change education. The issues become more troubling when we consider how effects of climate change are manifesting locally in ways that force shifts in Indigenous ways of living while simultaneously nation-states seem to think that continued or increased control of Indigenous practice is warranted. For us, taking the implications of such approaches seriously requires significant consideration of how climate education impacts Indigenous learners and whether learning western climate science is indeed part of making real change important. In our work we have focused on the ways in which settler-colonialism and the resultant racialized hierarchies permeate science education and contribute to an expectation of human entitlement to land and a notion of land permanence.

Examining Challenges Related to the Production of Actionable Climate Knowledge for Adaptation Decision-Making: A Focus on Climate Knowledge System Producers

NASA Astrophysics Data System (ADS)

Ernst, K.; Preston, B. L.; Tenggren, S.; Klein, R.; Gerger-Swartling, Å.

2017-12-01

Many challenges to adaptation decision-making and action have been identified across peer-reviewed and gray literature. These challenges have primarily focused on the use of climate knowledge for adaptation decision-making, the process of adaptation decision-making, and the needs of the decision-maker. Studies on climate change knowledge systems often discuss the imperative role of climate knowledge producers in adaptation decision-making processes and stress the need for producers to engage in knowledge co-production activities and to more effectively meet decision-maker needs. While the influence of climate knowledge producers on the co-production of science for adaptation decision-making is well-recognized, hardly any research has taken a direct approach to analyzing the challenges that climate knowledge producers face when undertaking science co-production. Those challenges can influence the process of knowledge production and may hinder the creation, utilization, and dissemination of actionable knowledge for adaptation decision-making. This study involves semi-structured interviews, focus groups, and participant observations to analyze, identify, and contextualize the challenges that climate knowledge producers in Sweden face as they endeavor to create effective climate knowledge systems for multiple contexts, scales, and levels across the European Union. Preliminary findings identify complex challenges related to education, training, and support; motivation, willingness, and culture; varying levels of prioritization; professional roles and responsibilities; the type and amount of resources available; and professional incentive structures. These challenges exist at varying scales and levels across individuals, organizations, networks, institutions, and disciplines. This study suggests that the creation of actionable knowledge for adaptation decision-making is not supported across scales and levels in the climate knowledge production landscape. Additionally, enabling the production of actionable knowledge for adaptation decision-making requires multi-level effort beyond the individual level.

Minigrants to Local Health Departments: An Opportunity to Promote Climate Change Preparedness.

PubMed

Grossman, Elena; Hathaway, Michelle; Bush, Kathleen F; Cahillane, Matthew; English, Dorette Q; Holmes, Tisha; Moran, Colleen E; Uejio, Christopher K; York, Emily A; Dorevitch, Samuel

2018-06-20

Human health is threatened by climate change. While the public health workforce is concerned about climate change, local health department (LHD) administrators have reported insufficient knowledge and resources to address climate change. Minigrants from state to LHDs have been used to promote a variety of local public health initiatives. To describe the minigrant approach used by state health departments implementing the Centers for Disease Control and Prevention's (CDC's) Building Resilience Against Climate Effects (BRACE) framework, to highlight successes of this approach in promoting climate change preparedness at LHDs, and to describe challenges encountered. Cross-sectional survey and discussion. State-level recipients of CDC funding issued minigrants to local public health entities to promote climate change preparedness, adaptation, and resilience. The amount of funding, number of LHDs funded per state, goals, selection process, evaluation process, outcomes, successes, and challenges of the minigrant programs. Six state-level recipients of CDC funding for BRACE framework implementation awarded minigrants ranging from $7700 to $28 500 per year to 44 unique local jurisdictions. Common goals of the minigrants included capacity building, forging partnerships with entities outside of health departments, incorporating climate change information into existing programs, and developing adaptation plans. Recipients of minigrants reported increases in knowledge, engagement with diverse stakeholders, and the incorporation of climate change content into existing programs. Challenges included addressing climate change in regions where the topic is politically sensitive, as well as the uncertainty about the long-term sustainability of local projects beyond the term of minigrant support. Minigrants can increase local public health capacity to address climate change. Jurisdictions that wish to utilize minigrant mechanisms to promote climate change adaptation and preparedness at the local level may benefit from the experience of the 6 states and 44 local health programs described.

Climate change impacts in Iran: assessing our current knowledge

NASA Astrophysics Data System (ADS)

Rahimi, Jaber; Malekian, Arash; Khalili, Ali

2018-02-01

During recent years, various studies have focused on investigating the direct and indirect impacts of climate changes in Iran while the noteworthy fact is the achievement gained by these researches. Furthermore, what should be taken into consideration is whether these studies have been able to provide appropriate opportunities for improving further studies in this particular field or not. To address these questions, this study systematically reviewed and summarized the current available literature (n = 150) regarding the impacts of climate change on temperature and precipitation in Iran to assess our current state of knowledge. The results revealed that while all studies discuss the probable changes in temperature and precipitation over the next decades, serious contradictions could be seen in their results; also, the general pattern of changes was different in most of the cases. This matter may have a significant effect on public beliefs in climate change, which can be a serious warning for the activists in this realm.

Diagnosing climate change impacts and identifying adaptation strategies by involving key stakeholder organisations and farmers in Sikkim, India: Challenges and opportunities.

PubMed

Azhoni, Adani; Goyal, Manish Kumar

2018-06-01

Narrowing the gap between research, policy making and implementing adaptation remains a challenge in many parts of the world where climate change is likely to severely impact water security. This research aims to narrow this gap by matching the adaptation strategies being framed by policy makers to that of the perspectives of development agencies, researchers and farmers in the Himalayan state of Sikkim in India. Our case study examined the perspectives of various stakeholders for climate change impacts, current adaptation strategies, knowledge gaps and adaptation barriers, particularly in the context of implementing the Sikkim State Action Plan on Climate Change through semi-structured interviews carried out with decision makers in the Sikkim State Government, researchers, consultants, local academia, development agencies and farmers. Using Stakeholders Network Analysis tools, this research unravels the complexities of perceiving climate change impacts, identifying strategies, and implementing adaptation. While farmers are less aware about the global phenomenon of climate change impacts for water security, their knowledge of the local conditions and their close interaction with the State Government Agriculture Department provides them opportunities. Although important steps are being initiated through the Sikkim State Action Plan on Climate Change it is yet to deliver effective means of adaptation implementation and hence, strengthening the networks of close coordination between the various implementing agencies will pay dividends. Knowledge gaps and the need for capacity building identified in this research, based on the understandings of key stakeholders are highly relevant to both the research community and for informing policy. Copyright © 2018 Elsevier B.V. All rights reserved.

Herders' perceptions of and responses to climate change in northern Pakistan.

PubMed

Joshi, S; Jasra, W A; Ismail, M; Shrestha, R M; Yi, S L; Wu, N

2013-09-01

Migratory pastoralism is an adaptation to a harsh and unstable environment, and pastoral herders have traditionally adapted to environmental and climatic change by building on their in-depth knowledge of this environment. In the Hindu Kush Himalayan region, and particularly in the arid and semiarid areas of northern Pakistan, pastoralism, the main livelihood, is vulnerable to climate change. Little detailed information is available about climate trends and impacts in remote mountain regions; herders' perceptions of climate change can provide the information needed by policy makers to address problems and make decisions on adaptive strategies in high pastoral areas. A survey was conducted in Gilgit-Baltistan province of Pakistan to assess herders' perceptions of, and adaptation strategies to climate change. Herders' perceptions were gathered in individual interviews and focus group discussions. The herders perceived a change in climate over the past 10-15 years with longer and more intense droughts in summer, more frequent and heavier snowfall in winter, and prolonged summers and relatively shorter winters. These perceptions were validated by published scientific evidence. The herders considered that the change in climate had directly impacted pastures and then livestock by changing vegetation composition and reducing forage yield. They had adopted some adaptive strategies in response to the change such as altering the migration pattern and diversifying livelihoods. The findings show that the herder communities have practical lessons and indigenous knowledge related to rangeland management and adaptation to climate change that should be shared with the scientific community and integrated into development planning.

Fast-track knowledge transfer from climate studies to user's decision-making process

NASA Astrophysics Data System (ADS)

Côté, Hélène; de Elía, Ramón; Larrivée, Caroline; Chaumont, Diane

2017-04-01

Over the last decade, many countries implemented various initiatives to bring their scientific community to develop more research projects addressing end-user needs. This shift in priorities gave rise to new expressions such as « actionable science », « co-production of knowledge » etc. This phenomenon is noteworthy in climate and climate change related research due to the pressing needs for societies to both adapt to climate change and quickly reduce greenhouse gases emissions. Although the attempt to include users into their projects made perfect sense, academic and even governmental researchers have often been overwhelmed by the "language barrier", the variety of needs, and the magnitude of the viewpoint change required to provide salient, credible and legitimate information to decision makers. In addition, many researchers worry that their growing involvement with users might jeopardize the progress of their own scientific interests and slowdown their academic careers. Useŕs needs are not necessarily well defined nor solely driven by scientific issues. They are a more or less complex mixture of short-term obligations like the sudden realization that an imminent decision needs to take climate change into account, long-term concerns about their risks and vulnerabilities, and knowledge gaps involving interdisciplinary inputs and communication challenges. In this context, the emergence of boundary organizations is a convincing approach to build the interface between science and end users. Since a single individual or even a single organization is rarely able to completely fulfill useŕs expectations, this presentation will show how strong and productive links between academia, boundary organization and users can stimulate knowledge transfer among all parties. To that purpose, examples will be taken from the 15-year existence of Ouranos Consortium on Regional Climatology and Adaptation to Climate Change (Montreal, Canada). We will see how Ouranoś staff -with varied expertise in vulnerabilities, impacts and adaptation, regional climate modeling and climate services- interacts with their partners in several climate related studies.

Integrating Scientific Content with Context to Connect Educators with the Complexities and Consequences of Climate Change

NASA Astrophysics Data System (ADS)

Low, R.; Gosselin, D. C.; Oglesby, R. J.; Larson-Miller, C.; Thomas, J.; Mawalagedara, R.

2011-12-01

Over the past three years the Nebraska Earth Systems Education Network has designed professional development opportunities for K-12 and extension educators that integrates scientific content into the context of helping educators connect society with the complexities and consequences of climate change. Our professional development approach uses learner-, knowledge-, assessment-, and community-centered strategies to achieve our long-term goal: collaboration of scientists, educators and learners to foster civic literacy about climate change. Two NASA-funded projects, Global Climate Change Literacy for Educators (GCCE, 2009-2012), and the Educators Climatologists Learning Community (ECLC, 2011-2013), have provided the mechanism to provide teachers with scientifically sound and pedagogically relevant educational materials to improve climate and Earth systems literacy among educators. The primary product of the GCCE program is a 16-week, online, distance-delivered, asynchronous course entitled, Laboratory Earth: Human Dimensions of Climate Change. This course consists of four, four-week modules that integrate climate literacy, Earth Systems concepts, and pedagogy focused on active learning processes, building community, action research, and students' sense of place to promote action at the local level to address the challenges of climate change. Overall, the Community of Inquiry Survey (COI) indicated the course was effective in teaching content, developing a community of learners, and engaging students in experiences designed to develop content knowledge. A pre- and post- course Wilcoxan Signed Ranks Test indicated there was a statistically significant increase in participant's beliefs about their personal science teaching efficacy. Qualitative data from concept maps and content mastery assignments support a positive impact on teachers' content knowledge and classroom practice. Service Learning units seemed tohelp teachers connect course learning to their classroom teaching. In addition, qualitative data indicate that teachers' students found service learning to be highly motivational components to learning. The ECLC project, to be initiated in the fall 2011, will build on our GCCE experiences to create a sustainable virtual learning community of educators and scientists. Climate-change issues will serve as a context in which collaborative scientist-educator-teams will develop discrete, locally oriented research projects to facilitate development of confident, knowledgeable citizen-scientists within their classrooms.

It Ain't the Heat, It's the Humanity: Evidence and Implications of a Knowledge-Based Consensus on Man-Made Global Warming

NASA Astrophysics Data System (ADS)

Jacobs, P.; Cook, J.; Nuccitelli, D. A.

2013-12-01

One of the most worrisome misconceptions among the general public about climate change is a belief that scientists disagree not only about the cause of the present climate change, but also whether or not the planet is currently warming. Recent surveys have demonstrated that an overwhelming consensus exists, both within the scientific literature and among scientists with climate expertise, that the planet is warming and humans are driving this climatic change. This disconnect, or 'consensus gap', between scientific agreement and public belief has significant consequences for public understanding of the reality and cause of climate change, as well as support for potential solutions. Ensuring that the consensus message is not simply broadcast but is also accepted as legitimate by the public appears to be a primary education and communications opportunity. While the existence of a consensus is not itself evidence of a position's truth, according to Miller (2013) scientific consensus can be taken as evidence that a position is true if it is 'knowledge-based', satisfying the conditions of social calibration, apparent consilience of evidence, and social diversity. We demonstrate that the scientific consensus on anthropogenic climate change is knowledge-based, satisfying Miller's criteria. In so doing, we hope to increase confidence in its use as an education and communications tool, and assure the public of its validity. We show the consensus is socially calibrated, based on common evidential standards, ontological schemes, and shared formalism. We establish that consilience of evidence points overwhelmingly to the reality of anthropogenic climate change by examining the evidence from several perspectives. We identify unique fingerprints expected as a result of increased greenhouse forcing, eliminate potential natural drivers of climate change as the cause of the present change, and demonstrate the consistency of the observed climate response with known changes in natural and manmade forcings across a wide variety of indices. Finally, we determine that the consensus is socially diverse, being geographically and disciplinarily varied, supported within public and private institutions, and endorsed by research organizations as well as groups with obvious financial incentives to deny it, such as fossil fuel companies. Additionally, we briefly discuss examples of purported incorrect consensus in climate research, and detail how they fail to satisfy one or more aspects of Miller's criteria. We conclude by discussing the key role that knowledge-based consensus can potentially play in education, influencing public beliefs about climate change, and increasing support for solutions.

Climate Change Amplifications of Climate-Fire Teleconnections in the Southern Hemisphere

NASA Astrophysics Data System (ADS)

Mariani, Michela; Holz, Andrés.; Veblen, Thomas T.; Williamson, Grant; Fletcher, Michael-Shawn; Bowman, David M. J. S.

2018-05-01

Recent changes in trend and variability of the main Southern Hemisphere climate modes are driven by a variety of factors, including increasing atmospheric greenhouse gases, changes in tropical sea surface temperature, and stratospheric ozone depletion and recovery. One of the most important implications for climatic change is its effect via climate teleconnections on natural ecosystems, water security, and fire variability in proximity to populated areas, thus threatening human lives and properties. Only sparse and fragmentary knowledge of relationships between teleconnections, lightning strikes, and fire is available during the observed record within the Southern Hemisphere. This constitutes a major knowledge gap for undertaking suitable management and conservation plans. Our analysis of documentary fire records from Mediterranean and temperate regions across the Southern Hemisphere reveals a critical increased strength of climate-fire teleconnections during the onset of the 21st century including a tight coupling between lightning-ignited fire occurrences, the upward trend in the Southern Annular Mode, and rising temperatures across the Southern Hemisphere.

Regional Climate Service in Northern Germany -The North German Climate Office

NASA Astrophysics Data System (ADS)

Meinke, I.; Von Storch, H.

2012-12-01

The North German Climate Office was established in 2006 at the Institute for Coastal Research at the Helmholtz-Zentrum Geesthacht, Germany as consequence of an increased public information need regarding coastal climate change and its impacts in Northern Germany. The service is characterized by an intensive dialogue between regional climate research and stakeholders in Northern Germany. About once a week scientists of the North German climate office are invited to contribute to public dialogue events. Also numerous direct inquiries are answered and expert interviews are conducted. From this dialogue process specific stakeholder information needs are localized and analysed to develop tailored information products. To provide easy and user specific access to research results interactive web tools are developed. One example is the North German climate atlas, an interactive web tool on possible future climate change in Northern Germany. Another interactive web tool is informing on present and future coastal protection needs in Northern Germany. Another aim of our information products is to assess and summarize the existing scientific knowledge on climate, climate change and impacts in Northern Germany. A mini IPCC-like regional assessment report has been published in 2010, which is summarizing, discussing and assessing the scientific knowledge on regional climate, climate change and impacts as well as possible adaptation strategies in the metropolitan region of Hamburg.

Signs of the Land: Reaching Arctic Communities Facing Climate Change

NASA Astrophysics Data System (ADS)

Sparrow, E. B.; Chase, M. J.; Demientieff, S.; Pfirman, S. L.; Brunacini, J.

2014-12-01

In July 2014, a diverse and intergenerational group of Alaskan Natives came together on Howard Luke's Galee'ya Camp by the Tanana River in Fairbanks, Alaska to talk about climate change and it's impacts on local communities. Over a period of four days, the Signs of the Land Climate Change Camp wove together traditional knowledge, local observations, Native language, and climate science through a mix of storytelling, presentations, dialogue, and hands-on, community-building activities. This camp adapted the model developed several years ago under the Association for Interior Native Educators (AINE)'s Elder Academy. Part of the Polar Learning and Responding Climate Change Education Partnership, the Signs of the Land Climate Change Camp was developed and conducted collaboratively with multiple partners to test a model for engaging indigenous communities in the co-production of climate change knowledge, communication tools, and solutions-building. Native Alaskans have strong subsistence and cultural connections to the land and its resources, and, in addition to being keen observers of their environment, have a long history of adapting to changing conditions. Participants in the camp included Elders, classroom teachers, local resource managers and planners, community members, and climate scientists. Based on their experiences during the camp, participants designed individualized outreach plans for bringing culturally-responsive climate learning to their communities and classrooms throughout the upcoming year. Plans included small group discussions, student projects, teacher training, and conference presentations.

Integrated Assessment and the Relation Between Land-Use Change and Climate Change

DOE R&D Accomplishments Database

Dale, V. H.

1994-10-07

Integrated assessment is an approach that is useful in evaluating the consequences of global climate change. Understanding the consequences requires knowledge of the relationship between land-use change and climate change. Methodologies for assessing the contribution of land-use change to atmospheric CO{sub 2} concentrations are considered with reference to a particular case study area: south and southeast Asia. The use of models to evaluate the consequences of climate change on forests must also consider an assessment approach. Each of these points is discussed in the following four sections.

Forest Owners' Response to Climate Change: University Education Trumps Value Profile.

PubMed

Blennow, Kristina; Persson, Johannes; Persson, Erik; Hanewinkel, Marc

2016-01-01

Do forest owners' levels of education or value profiles explain their responses to climate change? The cultural cognition thesis (CCT) has cast serious doubt on the familiar and often criticized "knowledge deficit" model, which says that laypeople are less concerned about climate change because they lack scientific knowledge. Advocates of CCT maintain that citizens with the highest degrees of scientific literacy and numeracy are not the most concerned about climate change. Rather, this is the group in which cultural polarization is greatest, and thus individuals with more limited scientific literacy and numeracy are more concerned about climate change under certain circumstances than those with higher scientific literacy and numeracy. The CCT predicts that cultural and other values will trump the positive effects of education on some forest owners' attitudes to climate change. Here, using survey data collected in 2010 from 766 private forest owners in Sweden and Germany, we provide the first evidence that perceptions of climate change risk are uncorrelated with, or sometimes positively correlated with, education level and can be explained without reference to cultural or other values. We conclude that the recent claim that advanced scientific literacy and numeracy polarizes perceptions of climate change risk is unsupported by the forest owner data. In neither of the two countries was university education found to reduce the perception of risk from climate change. Indeed in most cases university education increased the perception of risk. Even more importantly, the effect of university education was not dependent on the individuals' value profile.

Survey data reflecting popular opinions of the causes and mitigation of climate change.

PubMed

Thompson, Jonathan E

2017-10-01

The data presented within this manuscript reports the results of a 20-question opinion survey concerning popular beliefs regarding the causes of and possible mitigation of climate change. The results and opinions from 746 survey respondents are presented. The data reflects certain misconceptions of climate change, and is useful for investigators to begin forming opinions of the public's knowledge regarding the potentially inflammatory topics of climate change, greenhouse gases, and geo-engineering.

Climate Change Conceptual Change: Scientific Information Can Transform Attitudes.

PubMed

Ranney, Michael Andrew; Clark, Dav

2016-01-01

Of this article's seven experiments, the first five demonstrate that virtually no Americans know the basic global warming mechanism. Fortunately, Experiments 2-5 found that 2-45 min of physical-chemical climate instruction durably increased such understandings. This mechanistic learning, or merely receiving seven highly germane statistical facts (Experiment 6), also increased climate-change acceptance-across the liberal-conservative spectrum. However, Experiment 7's misleading statistics decreased such acceptance (and dramatically, knowledge-confidence). These readily available attitudinal and conceptual changes through scientific information disconfirm what we term "stasis theory"--which some researchers and many laypeople varyingly maintain. Stasis theory subsumes the claim that informing people (particularly Americans) about climate science may be largely futile or even counterproductive--a view that appears historically naïve, suffers from range restrictions (e.g., near-zero mechanistic knowledge), and/or misinterprets some polarization and (noncausal) correlational data. Our studies evidenced no polarizations. Finally, we introduce HowGlobalWarmingWorks.org--a website designed to directly enhance public "climate-change cognition." Copyright © 2016 Cognitive Science Society, Inc.

Moving the Conversation on Climate Change and Inequality to the Local

PubMed Central

TELLER, AMY S.

2017-01-01

Climate change is expected to shift seasonality in Tanzania, while smallholder farmers’ livelihoods and the economy rely upon the success of rainfed agriculture. However, we should not a priori assume doomsday climate vulnerability scenarios of drought and devastation in the rural global South nor, on the other hand, that farmers will optimally employ local knowledge for effective adaptation. Drawing from qualitative fieldwork in two Tanzanian communities, I question these grand narratives of devastation and local adaptive capacity and introduce an approach that brings inequality to the center. Poorer nations are most vulnerable to climate change, but they are not homogenous and neither are the smallholder farmers living within them. I present evidence on the crucial context-specific dimensions of socio-ecological vulnerability for these smallholder farmers—1) water resources and access to them; 2) agricultural knowledge, including farmers’ own knowledge and their interactions with sources like government-run agricultural extension and NGOs; and 3) existing drought-coping strategies—and the heterogeneity among farmers across these dimensions. Ultimately, this case demonstrates how climate change can reproduce existing inequalities within nations by drawing upon how farmers currently respond to drought as evidence. I present the difficult and somewhat bleak contexts within which the farmers are coping, but also illustrate the agency that farmers exhibit in response to these conditions and the adaptive capacity they possess. Finally, I call for more sub-national research on climate and inequality by sociologists and draw connections among within-nation inequality, climate change, and agricultural development initiatives. PMID:28989959

A Review of the Impact of Climate Variability and Change on Aeroallergens and Their Associated Effects (Final Report)

EPA Science Inventory

EPA announced the release of the final report entitled: A Review of the Impact of Climate Variability and Change on Aeroallergens and their Associated Effects. This report is a survey of the current state of scientific knowledge of the potential impacts of climate change ...

Indigenous experiences in the U.S. with climate change and environmental stewardship in the Anthropocene

Treesearch

Karletta Chief; John J. Daigle; Kathy Lynn; Kyle Powys Whyte

2014-01-01

The recognition of climate change issues facing tribal communities and indigenous peoples in the United States is growing, and understanding its impacts is rooted in indigenous ethical perspectives and systems of ecological knowledge. This foundation presents a context and guide for contemporary indigenous approaches to address climate change impacts that are...

Global change in forests: responses of species, communities, and biomes

Treesearch

Andrew J. Hansen; Ronald P. Neilson; Virginia H. Dale; Curtis H. Flather; Louis R. Iverson; David J. Currie; Sarah Shafer; Rosamonde Cook; Partick J. Bartlein

2001-01-01

This article serves as a primer on forest biodiversity as a key component of global change. We first synthesize current knowledge of interactions among climate, land use, and biodiversity. We then summarize the results of new analyses on the potential effects of human-induced climate change on forest biodiversity. Our models project how possible future climates may...

Experiential-Based Climate Change Education: Fostering Students' Knowledge and Motivation towards the Environment

ERIC Educational Resources Information Center

Karpudewan, Mageswary; Mohd Ali Khan, Nur Sabrina

2017-01-01

Climate change is one of the most important environmental issues affecting our society today and we need to educate the citizens about the impact on human lives. An attempt was made to integrate experiential-based climate change education into the teaching and learning of secondary school Biology lessons on the topic of "Endangered…

Awareness of Climate Change and Sustainable Development among Undergraduates from Two Selected Universities in Oyo State, Nigeria

ERIC Educational Resources Information Center

Agboola, Omowunmi Sola; Emmanuel, Michael

2016-01-01

This study investigated awareness of climate change and sustainable development among undergraduates in two universities: University of Ibadan, Ibadan and Ladoke Akintola University of Technology, Ogbomoso in Oyo State of Nigeria. This was aimed at increasing the knowledge of undergraduates on climate change and sustainable development. The study…

Bromus response to climate and projected changes with climate change [Chapter 9

Treesearch

Bethany A. Bradley; Caroline A. Curtis; Jeanne C. Chambers

2016-01-01

A prominent goal of invasive plant management is to prevent or reduce the spread of invasive species into uninvaded landscapes and regions. Monitoring and control efforts often rely on scientific knowledge of suitable habitat for the invasive species. However, rising temperatures and altered precipitation projected with climate change are likely to shift the...

Inspiring Inquiry: Scientists, science teachers, and GK-12 students learning climate science together

NASA Astrophysics Data System (ADS)

Stwertka, C.; Blonquist, J.; Feener, D.

2010-12-01

A major communication gap exists between climate scientists, educators, and society. As a result, findings from climate research, potential implications of climate change, and possible mitigation strategies are not fully understood and accepted outside of the climate science community. A good way to begin bridging the gap is to teach climate science to students in public schools. TGLL (Think Globally, Learn Locally) is an NSF GK-12 program based at the University of Utah, which partners graduate students in the biological, geological and atmospheric sciences with middle and high school teachers in the Salt Lake City School District to improve the communication skills of Fellows and enhance inquiry-based science teaching and learning in the classroom. Each TGLL Fellow works in the same classroom(s) throughout the year, developing his or her scientific communication skills while providing teachers with content knowledge, resources, classroom support, and enhancing the experience of students such that science becomes an interesting and accessible tool for acquiring knowledge. The TGLL Fellows work closely as a group to develop inquiry-based teaching modules (a series of lessons) and a field trip that involve students in doing authentic science. Lessons are designed to apply national and Utah core curriculum concepts to broader scientific issues such as habitat alteration, pollution and disturbance, invasive species, and infectious disease, with the focus of the 2010-2011 school year being climate change. The TGLL Global Climate Change module contains lesson plans on climate temporal and spatial scales, temperature variation, energy balance, the carbon cycle, the greenhouse effect, climate feedback loops, anthropogenic climate change indicators, climate change consequences and impacts, and actions students can take to reduce greenhouse gas emissions. The capstone experience for the module is a “Backyard Climate Change” field trip to a local pristine canyon. Students will map and measure the carbon dioxide flux of various ecosystem components, measure the albedo of various surfaces, learn about micro-scale climates and atmospheric pollen transport, measure water and air quality, and observe habitat alteration. Through the module and fieldtrip, TGLL Fellows aim to build student and teacher knowledge about climate change and create lasting projects that are adapted into the core science curriculum.

Interdisciplinary research in climate and energy sciences

DOE PAGES

Xu, Xiaofeng; Goswami, Santonu; Gulledge, Jay; ...

2015-09-12

Due to the complex nature of climate change, interdisciplinary research approaches involving knowledge and skills from a broad range of disciplines have been adopted for studying changes in the climate system as well as strategies for mitigating climate change (i.e., greenhouse gas emissions reductions) and adapting to its impacts on society and natural systems. Harnessing of renewable energy sources to replace fossil fuels is widely regarded as a long-term mitigation strategy that requires the synthesis of knowledge from engineering, technology, and natural and social sciences. In this study, we examine how the adoption of interdisciplinary approaches has evolved over timemore » and in different geographic regions. We conducted a comprehensive literature survey using an evaluation matrix of keywords, in combination with a word cloud analysis, to evaluate the spatiotemporal dynamics of scholarly discourse about interdisciplinary approaches to climate change and renewable energy research and development (R&D). Publications that discuss interdisciplinary approaches to climate change and renewable energy have substantially increased over the last 60 years; it appears, however, that the nature, timing, and focus of these publications vary across countries and through time. Over the most recent three decades, the country-level contribution to interdisciplinary research for climate change has become more evenly distributed, but this was not true for renewable energy research, which remained dominated by the United Sates and a few other major economies. The research topics have also evolved: Water resource management was emphasized from 1990s to 2000s, policy and adaptation were emphasized from the 2000s to 2010 – 2013, while vulnerability became prominent during the most recent years (2010 – 2013). Lastly, our analysis indicates that the rate of growth of interdisciplinary research for renewable energy lags behind that for climate change, possibly because knowledge emanating from climate change science has motivated the subsequent upswing in renewable energy R&D.« less

How does epistemological knowledge on modelling influence students' engagement in the issue of climate change?

NASA Astrophysics Data System (ADS)

Tasquier, Giulia

2016-05-01

Involvement in climate change has been proven to be hindered by emotional and social barriers, as well as by conceptual difficulties that students may encounter in dealing with scientific content related to particular issues such as the greenhouse effect. In this study, we start from the conjecture that behind many conceptual difficulties and emotional barriers lie particular epistemological obstacles related to a naive and stereotypical view of science. These include, in particular, the belief that science still has the role and power to provide a unique, unquestionable, and certain explanation of events and processes. Such a naive idea clashes strongly with the intrinsic complexity of climate science. This paper sets out to investigate if and how the improvement of epistemological knowledge can influence behavioural habits and foster students' engagement in climate change. In order to explore such an issue, we focus on five interviews collected at the end of a teaching experience on climate change, carried out with secondary school students (grade 11; 16-year olds). This study is a follow-up of other two analytical studies aimed at investigating, respectively, the impact of the experience on students' epistemological knowledge and on their behavioural habits.

Integrating World Views, Knowledge and Venues in Climate Science Education

NASA Astrophysics Data System (ADS)

Sparrow, E. B.; Chase, M. J.; Demientieff, S.; Brunacini, J.; Pfirman, S. L.

2015-12-01

The Reaching Arctic Communities Facing Climate Change Project integrates traditional and western knowledge and observations in climate science to facilitate dialog and learning among Alaska Native adults about climate change and its impacts on the environment and on Alaskan communities. In one of the models we have tested, the informal education took place at a 4-day camp by the Tanana River in Fairbanks, Alaska. Participants included Alaska Native elders, leaders, educators and natural resource managers, community members and university scientists. Results of pre/post camp surveys showed increased awareness of scientific and technical language used in climate science, improved ability to locate resources, tools, and strategies for learning about climate change, enhanced capacity to communicate climate change in a relevant way to their audiences and communities, confirmed the value of elders in helping them understand, respond and adapt to climate change, and that the camp setting facilitated an in-depth discussion and sharing of knowledge. The camp also enhanced the awareness about weather, climate and the environment of the camp facilitators who also noticed a shift in their own thinking and behavior. After the camp one participant who is an educator shared some of the hands-on tools developed by Polar Learning and Responding Climate Change Education Partnership project and used at the camp, with her 6th grade students, with the other teachers in her school and also at a state conference. Another shared what she learned with her family and friends as well as at a conference sponsored by her faith community where she was an invited speaker. Another camp was scheduled for this past summer but was cancelled due to some unforeseen weather/climate related events. A camp is planned for early summer in 2016; however other models of reaching the adult Native populations in a similar culturally responsive manner as the camps will also be explored and tested.

Improving Teacher Content Knowledge about the Physical Basis of Climate Change

NASA Astrophysics Data System (ADS)

Gaboardi, M.

2009-12-01

In order for teachers to guide students to a deeper understanding of climate change science, teachers themselves must have a firm comprehension of: - the climate system, - how changes in climate can be measured over time, - how past changes are investigated. Improving teacher content knowledge about the physical basis of climate change, and the sources of paleoclimate data, was the primary focus of the 2009 Florida PROMiSE (Partnership to Rejuvenate and Optimize Mathematics and Science Education in Florida) Climate Change Institute. Our team of four, including two scientists, a district resource teacher, and a practicing classroom teacher, collaborated to create and implement 60 hours of professional development for teachers of grades 4-9. First we determined what primary learning outcome we expected: teachers should be able to unravel a basic multi-proxy paleoclimate record (ice core) and convey that in formation in terms of climate change on earth. We then constructed a concept map containing major concepts teachers would need to interpret their records. During the first week, each day was devoted to a major concept, and included: - stations, at which each group of four teachers openly explored components or misconceptions central to that concept; - a station debrief, during which all groups shared findings and were guided to understand the links between the different stations; - a whole group structured discussion, which helped to crystallize the main concept; - time for teachers to reflect on their own learning. Our district resource teacher and our classroom teacher led the development and instruction of stations; our scientists mainly led structured discussions, though all facilitators participated in all levels of development and implementation. The second week included less structure. Learners worked in groups of of four and were able to handle more complex inquiry. The week culminated in the day-long dissection of model ice cores, presentation of each group’s climate change findings, relation of their discoveries to actual findings from ice core data, and placement of that information within the context of climate change over a variety of time scales. Both formal and informal assessment demonstrate that: - teacher content knowledge increased substantially, - teachers report that the various levels of guided inquiry employed during instruction were helpful for their own learning, - teachers communicate that the content and pedagogical knowledge gained during the institute would be useful to them in their classrooms.

An innovative approach to undergraduate climate change education: Sustainability in the workplace

NASA Astrophysics Data System (ADS)

Robinson, Z. P.

2009-04-01

Climate change and climate science are a core component of environment-related degree programmes, but there are many programmes, for example business studies, that have clear linkages to climate change and sustainability issues which often have no or limited coverage of the subject. Although an in-depth coverage of climate science is not directly applicable to all programmes of study, the subject of climate change is of great relevance to all of society. Graduates from the higher education system are often viewed as society's ‘future leaders', hence it can be argued that it is important that all graduates are conversant in the issues of climate change and strategies for moving towards a sustainable future. Rather than an in depth understanding of climate science it may be more important that a wider range of students are educated in strategies for positive action. One aspect of climate change education that may be missing, including in programmes where climate change is a core topic, is practical strategies, skills and knowledge for reducing our impact on the climate system. This presentation outlines an innovative approach to undergraduate climate change education which focuses on the strategies for moving towards sustainability, but which is supported by climate science understanding taught within this context. Students gain knowledge and understanding of the motivations and strategies for businesses to improve their environmental performance, and develop skills in identifying areas of environmental improvement and recommending actions for change. These skills will allow students to drive positive change in their future careers. Such courses are relevant to students of all disciplines and can give the opportunity to students for whom climate change education is not a core part of their programme, to gain greater understanding of the issues and an awareness of practical changes that can be made at all levels to move towards a more sustainable society.

Transferring climate research results to stakeholder needs in Northern Germany

NASA Astrophysics Data System (ADS)

Meinke, Insa

2013-04-01

The North German Climate Office was established in 2006 at the Institute for Coastal Research at the Helmholtz-Zentrum Geesthacht, Germany as consequence of an increased public information need regarding coastal climate change and its impacts in Northern Germany. The service is characterized by an intensive dialogue between regional climate research and stakeholders in Northern Germany. About once a week scientists of the North German climate office are invited to contribute to public dialogue events. Also, numerous direct inquiries are answered and expert interviews are conducted. From this dialogue process specific stakeholder information needs are localized and analysed to develop tailored information products. To provide easy and user specific access to research results interactive web tools are developed. One example is the North German climate atlas, an interactive web tool on possible future climate change in Northern Germany. Another interactive web tool is informing on present and future coastal protection needs in Northern Germany. Another aim of our information products is to assess and summarize the existing scientific knowledge on climate, climate change and impacts in Northern Germany. A mini IPCC-like regional assessment report has been published in 2010, which is summarizing, discussing and assessing the scientific knowledge on regional climate, climate change and impacts as well as possible adaptation strategies in the metropolitan region of Hamburg.

Collaborative Science with Indigenous Knowledge for Climate Solutions: Why, How, and with Whom?

NASA Astrophysics Data System (ADS)

Maldonado, J.; Lazrus, H.; Gough, B.

2017-12-01

The inherent complexity of climate change requires diverse perspectives to understand and respond to its impacts. The Rising Voices: Collaborative Science with Indigenous Knowledge for Climate Solutions (Rising Voices) program represents a growing network of engaged Indigenous and non-Indigenous scientists committed to cross-cultural and collaborative research and activities to understand and mitigate the impacts of extreme weather and climate change. Five annual Rising Voices workshops have occurred since 2013, engaging hundreds of participants from across Tribal communities, the United States, and internationally over the years. Housed at the National Center for Atmospheric Research, Rising Voices aims to expand how diversity is understood in atmospheric science, to include intellectual diversity stemming from distinct cultural backgrounds. It envisions collaborative research that brings together Indigenous knowledges and science with Western climate and weather sciences in a respectful and inclusive manner to achieve culturally relevant and scientifically robust climate and weather adaptation solutions. The premise of the program and the research and collaborations it produces is that there is an opportunity cost to not involving diverse knowledge systems and observations from varied cultural backgrounds in addressing climate change. We cannot afford that cost given the challenges ahead. This poster presents some of the protocols, methods, challenges, and outcomes of cross-cultural research between Western and Indigenous scientists and communities from across the United States. It also presents some of the recommendations that have emerged from Rising Voices workshops over the past five years.

Using Outreach and Engagement Efforts to Inform the Makah Tribe's Climate Adaptation Plan

NASA Astrophysics Data System (ADS)

Nelson, L. K.; Chang, M.; Howk, F.

2017-12-01

The Makah Tribe views climate change as one of the biggest challenges to their natural resource management, threatening their livelihoods, economy, and culture. As part of their work towards climate adaptation planning, the Makah Tribal Council and tribal natural resource managers prioritized early community outreach and engagement efforts in order to accomplish three goals: continually update and inform the tribal community about the Tribe's climate adaptation efforts; gather community input and priorities for the Makah Climate Adaptation Plan; and provide a series of targeted educational events to inform the tribal community about projected climate change impacts to our resources. Our first community climate event, the Makah Climate Change Awareness Dinner, was held on February 8, 2017. At this event, we provided an overview of the Makah Tribe's Climate Vulnerability Assessment and administered an initial climate survey that gathered information regarding community members' observed environmental changes, knowledge about climate change and impacts, and any concerns and priorities to include in the Tribe's adaptation plan. We developed a framework for incorporating community engagement into climate adaptation planning and used results of our community survey to ensure community concerns were being addressed in the plan in addition to risks identified in western science. We also used survey results to inform a series of educational events to address knowledge gaps in the community and requested topics. These are two of next steps that the Makah Tribe is pursuing towards climate adaptation planning.

Climate and dengue transmission: evidence and implications.

PubMed

Morin, Cory W; Comrie, Andrew C; Ernst, Kacey

2013-01-01

Climate influences dengue ecology by affecting vector dynamics, agent development, and mosquito/human interactions. Although these relationships are known, the impact climate change will have on transmission is unclear. Climate-driven statistical and process-based models are being used to refine our knowledge of these relationships and predict the effects of projected climate change on dengue fever occurrence, but results have been inconsistent. We sought to identify major climatic influences on dengue virus ecology and to evaluate the ability of climate-based dengue models to describe associations between climate and dengue, simulate outbreaks, and project the impacts of climate change. We reviewed the evidence for direct and indirect relationships between climate and dengue generated from laboratory studies, field studies, and statistical analyses of associations between vectors, dengue fever incidence, and climate conditions. We assessed the potential contribution of climate-driven, process-based dengue models and provide suggestions to improve their performance. Relationships between climate variables and factors that influence dengue transmission are complex. A climate variable may increase dengue transmission potential through one aspect of the system while simultaneously decreasing transmission potential through another. This complexity may at least partly explain inconsistencies in statistical associations between dengue and climate. Process-based models can account for the complex dynamics but often omit important aspects of dengue ecology, notably virus development and host-species interactions. Synthesizing and applying current knowledge of climatic effects on all aspects of dengue virus ecology will help direct future research and enable better projections of climate change effects on dengue incidence.

Evaluating a European knowledge hub on climate change in agriculture: Are we building a better connected community?

PubMed

Saetnan, Eli Rudinow; Kipling, Richard Philip

In order to maintain food security and sustainability of production under climate change, interdisciplinary and international collaboration in research is essential. In the EU, knowledge hubs are important funding instruments for the development of an interconnected European Research Area. Here, network analysis was used to assess whether the pilot knowledge hub MACSUR has affected interdisciplinary collaboration, using co-authorship of peer reviewed articles as a measure of collaboration. The broad community of all authors identified as active in the field of agriculture and climate change was increasingly well connected over the period studied. Between knowledge hub members, changes in network parameters suggest an increase in collaborative interaction beyond that expected due to network growth, and greater than that found in the broader community. Given that interdisciplinary networks often take several years to have an impact on research outputs, these changes within the relatively new MACSUR community provide evidence that the knowledge hub structure has been effective in stimulating collaboration. However, analysis showed that knowledge hub partners were initially well-connected, suggesting that the initiative may have gathered together researchers with particular resources or inclinations towards collaborative working. Long term, consistent funding and ongoing reflection to improve networking structures may be necessary to sustain the early positive signs from MACSUR, to extend its success to a wider community of researchers, or to repeat it in less connected fields of science. Tackling complex challenges such as climate change will require research structures that can effectively support and utilise the diversity of talents beyond the already well-connected core of scientists at major research institutes. But network research shows that this core, well-connected group are vital brokers in achieving wider integration.

Social controversy belongs in the climate science classroom

NASA Astrophysics Data System (ADS)

Walsh, Elizabeth M.; Tsurusaki, Blakely K.

2014-04-01

Scientists, educators and stakeholders are grappling with how to best approach climate change education for diverse audiences, a task made difficult due to persistent social controversy. This Perspective examines how sociocultural learning theories can inform the design and implementation of climate change education experiences for learners with varied understandings of and attitudes towards climate change. The literature demonstrates that explicitly addressing learners' social and community experiences, values and knowledge supports understandings of and increased concern about climate change. Science learning environments that situate climate change in its social context can support conceptual understandings, shift attitudes and increase the participation of diverse communities in responding to climate change. Examples are provided of successful programmes that attend to social dimensions and learners' previous experiences, including experiences of social controversy.

Evaluating a 5 year climate change research teacher professional development program in Southern Nevada

NASA Astrophysics Data System (ADS)

Buck, P.; Rudd, L.; McAlister, J.; Bonde, A.

2013-12-01

We present results of a 5 yr NSF funded project, part of Nevada ';s Climate Change Research Education and Outreach EPSCoR award. Goals of the K-12 portion of the project included: a replicable professional development model of K-12 climate change science education for Nevada and other institutions; strengthened relationships between secondary school teachers and NSHE climate change researchers; and greater teacher pedagogical content knowledge in climate change science and greater confidence in ability to teach effectively. Two overarching research questions formed the foundation of our teacher professional development program: 1) How will climate change affect Nevada's baseline water resources (groundwater and surface water) and linked ecosystem services? 2) How will climate change affect natural and anthropogenic disturbances (e.g., wildland fires, invasive species, and insect outbreaks)? All teachers participated in at least one (2-week long) summer institute and academic year follow up focused on one of two overarching research questions forming the basis of the award assisted by a disciplinary graduate student . An on-line class (ENV 794) was a 3 credit graduate credit bearing class from UNLV based on the fundamentals of climate change science was available free to participating teachers. A supplemental program in the final award year was added following advisory board recommendations to develop a cohort or "learning community" approach at an interested high school. The 'About Climate Change' Integrated Curriculum spans several subject areas and cuts across national standards for STEM English and Social Studies; a 2-week unit developed by Clark HS teachers for their classes. Our teachers increased their content knowledge about climate change science. This is indicated in student evaluations of the on-line course ENV 794, and in the summer institute post test of content knowledge which included about 25 questions. There was improvement for our one focus question about climate change having the greatest impact on high-latitudes. While there was no improvement on our focus question of human produced CO2 being greater than nature sequestered CO2, for this question nearly everyone got it correct pre and post, which makes it seem that our group of teachers began the institute with an understanding that humans are producing CO2 which has an impact on climate and our summer institutes nurtured that understanding. Teachers feel that they are more competent to teach climate change science effectively in the classroom. All teachers rated themselves as significantly more confident in reference to selected focus questions (11 in total, only 4 are described here). They were asked to describe their current belief about their level of skill and knowledge in teaching the following topics; Q#1 explain the greenhouse effect; Q#6 relate climate change to disturbances in natural ecosystems; Q#8 incorporate climate change labs into your science teaching; and Q#10 teach about local impacts of climate change in your science classroom. Each teacher was observed delivering a lesson plan in their classroom. We conducted no formal audit or assessment of any teachers pedagogical skill in teaching-this was beyond the scope of the project. Likewise, the program did not attempt to assess learning of the students taught by our teachers.

Assessing Student Knowledge of Chemistry and Climate Science Concepts Associated with Climate Change: Resources to Inform Teaching and Learning

ERIC Educational Resources Information Center

Versprille, Ashley; Zabih, Adam; Holme, Thomas A.; McKenzie, Lallie; Mahaffy, Peter; Martin, Brian; Towns, Marcy

2017-01-01

Climate change is one of the most critical problems facing citizens today. Chemistry faculty are presented with the problem of making general chemistry content simultaneously relevant and interesting. Using climate science to teach chemistry allows faculty to help students learn chemistry content in a rich context. Concepts related to…

Speaking of climate change: From what we know to how we know it (Invited)

NASA Astrophysics Data System (ADS)

Holthuis, N.

2013-12-01

Researchers have found that a deficit model of knowledge doesn't fully explain why some people continue to deny that climate change is happening or that human activity is to blame. Recent work in science education has focused our attention on the need to go beyond simply communicating what we know about climate change to how we know it. That is, allowing and encouraging students to grapple with the processes that scientists have gone through to make their claims builds deeper understanding of why the consensus around climate change is strong, where uncertainties remain, and how to think about implications for society and themselves. This suggests that teachers need to provide scaffolding that builds not only students' understanding of how climate systems work or the causes and effects of climate change but also their capacity to evaluate the scientific evidence behind these claims. What is the evidence for anthropogenic climate change? What data are missing or currently being collected? How sure are scientists about their claims? What claim can be made from a particular set of data? And conversely, what claim cannot be made given these data? Climate change education provides not only an excellent opportunity to integrate science content with such scientific practices, but also an imperative to do so. In this study, we explore how students and teachers may engage collectively in this process of argumentation in order to arrive at a conclusion or claim supported by evidence. We take the position that learning to construct and evaluate arguments involves growth in scientific practices and meta-procedural (epistemic) knowledge This work was conducted over the course of three years through the NASA-funded Stanford Global Climate Change project. Scientists and educators provided teacher professional development on the science of global climate change, pedagogical strategies, and curriculum materials that emphasize both what we know about climate change and we how know it. We conducted an in-depth study of the classrooms of the participating teachers, focusing on the following research questions: 1) What did students learn about climate change and to what extent have their opinions shifted after experiencing this climate change curriculum? 2) How do teachers and students talk about how we know about climate change? 3) What classroom conditions support such talk? Our results show statistically significantly gains from pre to post in students' content knowledge and a shift in their opinions. These gains are positively related to the percentage of students engaged and interacting with one another or with the teacher. Through classroom observations and video recordings, we identify how teachers and students talk about how we know about climate change and we discuss how that talk can be supported by classroom implementation, the curriculum, and professional development.

Determinants of climate change awareness level in upper Nyakach Division, Kisumu County, Kenya.

PubMed

Ajuang, Chadwick O; Abuom, Paul O; Bosire, Esna K; Dida, Gabriel O; Anyona, Douglas N

2016-01-01

Improving the understanding of climate change awareness is one of the top priorities in climate change research. While the African continent is among the regions with the highest vulnerability to climate change, research on climate knowledge and awareness is lacking. Kenya is already grappling with the impacts of climate change, which are projected to increase in a non-linear and non-predictable manner. This study sought to determine climate change awareness levels among households residing in Upper Nyakach Division, Kisumu County, Kenya using common climate change markers viz heavy rainfall, floods, droughts and temperature. A cross-sectional survey design was adopted in which 384 household heads were selected as respondents from 11 sub-locations; all located within Upper Nyakach Division. A questionnaire was used to collect data. Most (90.9 %) respondents had observed changes in the overall climate. Awareness level of climate change varied significantly across the 11 sub-locations. To further gain insight unto which variables were the most significant determinant of climate change awareness in upper Nyakach division, Kisumu county, a Generalized Linear Model (GLM) with Poisson error distribution was built. The model indicated that sex of the household head, education level and age significantly influenced respondents' awareness to climate change markers. Most (87 %) households reported rising temperatures over the past 20 years. Over half (55.2 %) the respondents had observed declining rains, with significant differences being observed across age groups. Up to 75 % of the respondents reported increased droughts frequency over the last 20 years, with significant differences observed across gender. Most (86.7 %) respondents reported having observed changes in water sources with significant differences reported across age groups. The respondents reported an increased prevalence of malaria with significant differences being observed among the education levels and households' main livelihoods. The general population of the Upper Nyakach Divison is aware of changing global climate. However, more effort is required in mitigating climate change as per the local settings. Awareness campaign aimed at increasing knowledge of climate change markers among community members is recommended.

An Inquiry-Based Science Activity Centred on the Effects of Climate Change on Ocean Ecosystems

ERIC Educational Resources Information Center

Boaventura, Diana; Guilherme, Elsa; Faria, Cláudia

2016-01-01

We propose an inquiry-based science activity centred on the effects of climate change on ocean ecosystems. This activity can be used to improve acquisition of knowledge on the effects of climate change and to promote inquiry skills, such as researching, reading and selecting relevant information, identifying a problem, focusing on a research…

Enhancing Primary School Students' Knowledge about Global Warming and Environmental Attitude Using Climate Change Activities

ERIC Educational Resources Information Center

Karpudewan, Mageswary; Roth, Wolff-Michael; Bin Abdullah, Mohd Nor Syahrir

2015-01-01

Climate change generally and global warming specifically have become a common feature of the daily news. Due to widespread recognition of the adverse consequences of climate change on human lives, concerted societal effort has been taken to address it (e.g. by means of the science curriculum). This study was designed to test the effect that…

Students' Conceptions about Climate Change: Using Critical Evaluation to Influence Plausibility Reappraisals and Knowledge Reconstruction

ERIC Educational Resources Information Center

Lombardi, Douglas Adler

2012-01-01

The Intergovernmental Panel on Climate Change (2007) reported a greater than 90% chance that human activities are responsible for global temperature increases over the last 50 years, as well as other climatic changes. The scientific report also states that alternative explanations (e.g., increasing energy received from the Sun) are less plausible…

Knowledge Mapping for Climate Change and Food- and Waterborne Diseases.

PubMed

Semenza, Jan C; Höuser, Christoph; Herbst, Susanne; Rechenburg, Andrea; Suk, Jonathan E; Frechen, Tobias; Kistemann, Thomas

2012-02-01

The authors extracted from the PubMed and ScienceDirect bibliographic databases all articles published between 1998 and 2009 that were relevant to climate change and food- and waterborne diseases. Any material within each article that provided information about a relevant pathogen and its relationship with climate and climate change was summarized as a key fact, entered into a relational knowledge base, and tagged with the terminology (predefined terms) used in the field. These terms were organized, quantified, and mapped according to predefined hierarchical categories. For noncholera Vibrio sp. and Cryptosporidium sp., data on climatic and environmental influences (52% and 49% of the total number of key facts, respectively) pertained to specific weather phenomena (as opposed to climate change phenomena) and environmental determinants, whereas information on the potential effects of food-related determinants that might be related to climate or climate change were virtually absent. This proportion was lower for the other pathogens studied ( Campylobacter sp. 40%, Salmonella sp. 27%, Norovirus 25%, Listeria sp. 8%), but they all displayed a distinct concentration of information on general food-and water-related determinants or effects, albeit with little detail. Almost no information was available concerning the potential effects of changes in climatic variables on the pathogens evaluated, such as changes in air or water temperature, precipitation, humidity, UV radiation, wind, cloud coverage, sunshine hours, or seasonality. Frequency profiles revealed an abundance of data on weather and food-specific determinants, but also exposed extensive data deficiencies, particularly with regard to the potential effects of climate change on the pathogens evaluated. A reprioritization of public health research is warranted to ensure that funding is dedicated to explicitly studying the effects of changes in climate variables on food- and waterborne diseases.

Knowledge Mapping for Climate Change and Food- and Waterborne Diseases

PubMed Central

Semenza, Jan C.; Höuser, Christoph; Herbst, Susanne; Rechenburg, Andrea; Suk, Jonathan E.; Frechen, Tobias; Kistemann, Thomas

2011-01-01

The authors extracted from the PubMed and ScienceDirect bibliographic databases all articles published between 1998 and 2009 that were relevant to climate change and food- and waterborne diseases. Any material within each article that provided information about a relevant pathogen and its relationship with climate and climate change was summarized as a key fact, entered into a relational knowledge base, and tagged with the terminology (predefined terms) used in the field. These terms were organized, quantified, and mapped according to predefined hierarchical categories. For noncholera Vibrio sp. and Cryptosporidium sp., data on climatic and environmental influences (52% and 49% of the total number of key facts, respectively) pertained to specific weather phenomena (as opposed to climate change phenomena) and environmental determinants, whereas information on the potential effects of food-related determinants that might be related to climate or climate change were virtually absent. This proportion was lower for the other pathogens studied (Campylobacter sp. 40%, Salmonella sp. 27%, Norovirus 25%, Listeria sp. 8%), but they all displayed a distinct concentration of information on general food-and water-related determinants or effects, albeit with little detail. Almost no information was available concerning the potential effects of changes in climatic variables on the pathogens evaluated, such as changes in air or water temperature, precipitation, humidity, UV radiation, wind, cloud coverage, sunshine hours, or seasonality. Frequency profiles revealed an abundance of data on weather and food-specific determinants, but also exposed extensive data deficiencies, particularly with regard to the potential effects of climate change on the pathogens evaluated. A reprioritization of public health research is warranted to ensure that funding is dedicated to explicitly studying the effects of changes in climate variables on food- and waterborne diseases. PMID:24771989

Collaborative Projects Weaving Indigenous and Western Science, Knowledge and Perspectives in Climate Change Education

NASA Astrophysics Data System (ADS)

Sparrow, E. B.; Chase, M.; Brunacini, J.; Spellman, K.

2017-12-01

The "Reaching Arctic Communities Facing Climate Change" and "Feedbacks and Impacts of A Warming Arctic: Engaging Learners in STEM Using GLOBE and NASA Assets" projects are examples of Indigenous and western science communities' collaborative efforts in braiding multiple perspectives and methods in climate change education. Lessons being learned and applied in these projects include the need to invite and engage members of the indigenous and scientific communities in the beginning as a project is being proposed or formulated; the need for negotiated space in the project and activities where opportunity to present and access both knowledge systems is equitable, recognizes and validates each knowledge and method, and considers the use of pedagogical practices including pace/rhythm and instructional approach most suitable to the target audience. For example with Indigenous audiences/participants, it is important to follow local Indigenous protocol to start an event and/or use a resource that highlights the current experience or voices of Indigenous people with climate change. For mixed audience groups, it is critical to have personal introductions at the beginning of an event so that each participant is given an opportunity and encouraged to voice their ideas and opinions starting with how they want to introduce themselves and thus begin to establish a welcoming and collegial atmosphere for dialog. It is also important to communicate climate science in humanistic terms, that people and communities are affected not just the environment or economies. These collaborative partnerships produce mutual benefits including increased awareness and understanding of personal connections to climate change impacts; opportunities for cultural enrichment; opportunities for accessing elder knowledge which is highly valued as well as science, education and communication tools that are needed in working together in addressing issues and making communities resilient and adaptive.

Sustained Large-Scale Collective Climate Action Supported by Effective Climate Change Education Practice

NASA Astrophysics Data System (ADS)

Niepold, F., III; Crim, H.; Fiorile, G.; Eldadah, S.

2017-12-01

Since 2012, the Climate and Energy Literacy community have realized that as cities, nations and the international community seek solutions to global climate change over the coming decades, a more comprehensive, interdisciplinary approach to climate literacy—one that includes economic and social considerations—will play a vital role in knowledgeable planning, decision-making, and governance. City, county and state leaders are now leading the American response to a changing climate by incubating social innovation to prevail in the face of unprecedented change. Cities are beginning to realize the importance of critical investments to support the policies and strategies that will foster the climate literacy necessary for citizens to understand the urgency of climate actions and to succeed in a resilient post-carbon economy and develop the related workforce. Over decade of federal and non-profit Climate Change Education effective methods have been developed that can support municipality's significant educational capabilities for the purpose of strengthening and scaling city, state, business, and education actions designed to sustain and effectively address this significant social change. Looking to foster the effective and innovative strategies that will enable their communities several networks have collaborated to identify recommendations for effective education and communication practices when working with different types of audiences. U.S. National Science Foundation funded Climate Change Education Partnership (CCEP) Alliance, the National Wildlife Federation, NOAA Climate Program Office, Tri-Agency Climate Change Education Collaborative and the Climate Literacy and Energy Awareness Network (CLEAN) are working to develop a new web portal that will highlight "effective" practices that includes the acquisition and use of climate change knowledge to inform decision-making. The purpose of the web portal is to transfer effective practice to support communities to be empowered to address the challenges of a new climate reality and ensure that all people are capable of taking an active role in shaping a sustainable future.

Pacific Islands Regional Climate Assessment: Building a Framework to Track Physical and Social Indicators of Climate Change Across Pacific Islands

NASA Astrophysics Data System (ADS)

Grecni, Z. N.; Keener, V. W.

2016-12-01

Assessments inform regional and local climate change governance and provide the critical scientific basis for U.S. climate policy. Despite the centrality of scientific information to public discourse and decision making, comprehensive assessments of climate change drivers, impacts, and the vulnerability of human and ecological systems at regional or local scales are often conducted on an ad hoc basis. Methods for sustained assessment and communication of scientific information are diverse and nascent. The Pacific Islands Regional Climate Assessment (PIRCA) is a collaborative effort to assess climate change indicators, impacts, and adaptive capacity of the Hawaiian archipelago and the US-Affiliated Pacific Islands (USAPI). In 2012, PIRCA released the first comprehensive report summarizing the state of scientific knowledge about climate change in the region as a technical input to the U.S. National Climate Assessment. A multi-method evaluation of PIRCA outputs and delivery revealed that the vast majority of key stakeholders view the report as extremely credible and use it as a resource. The current study will present PIRCA's approach to establishing physical and social indicators to track on an ongoing basis, starting with the Republic of the Marshall Islands as an initial location of focus for providing a cross-sectoral indicators framework. Identifying and tracking useful indicators is aimed at sustaining the process of knowledge coproduction with decision makers who seek to better understand the climate variability and change and its impacts on Pacific Island communities.

Impacts of climate change on mangrove ecosystems: A region by region overview

USGS Publications Warehouse

Ward, Raymond D.; Friess, Daniel A.; Day, Richard H.; MacKenzie, Richard A.

2016-01-01

Inter-related and spatially variable climate change factors including sea level rise, increased storminess, altered precipitation regime and increasing temperature are impacting mangroves at regional scales. This review highlights extreme regional variation in climate change threats and impacts, and how these factors impact the structure of mangrove communities, their biodiversity and geomorphological setting. All these factors interplay to determine spatially variable resiliency to climate change impacts, and because mangroves are varied in type and geographical location, these systems are good models for understanding such interactions at different scales. Sea level rise is likely to influence mangroves in all regions although local impacts are likely to be more varied. Changes in the frequency and intensity of storminess are likely to have a greater impact on N and Central America, Asia, Australia, and East Africa than West Africa and S. America. This review also highlights the numerous geographical knowledge gaps of climate change impacts, with some regions particularly understudied (e.g., Africa and the Middle East). While there has been a recent drive to address these knowledge gaps especially in South America and Asia, further research is required to allow researchers to tease apart the processes that influence both vulnerability and resilience to climate change. A more globally representative view of mangroves would allow us to better understand the importance of mangrove type and landscape setting in determining system resiliency to future climate change.

Middle School Students' Conceptual Change in Global Climate Change: Using Argumentation to Foster Knowledge Construction

ERIC Educational Resources Information Center

Golden, Barry W.

2011-01-01

This research examined middle school student conceptions about global climate change (GCC) and the change these conceptions undergo during an argument driven instructional unit. The theoretical framework invoked for this study is the "framework theory" of conceptual change (Vosniadou, 2007a). This theory posits that students do not…

Forest Owners' Response to Climate Change: University Education Trumps Value Profile

PubMed Central

Persson, Erik; Hanewinkel, Marc

2016-01-01

Do forest owners’ levels of education or value profiles explain their responses to climate change? The cultural cognition thesis (CCT) has cast serious doubt on the familiar and often criticized "knowledge deficit" model, which says that laypeople are less concerned about climate change because they lack scientific knowledge. Advocates of CCT maintain that citizens with the highest degrees of scientific literacy and numeracy are not the most concerned about climate change. Rather, this is the group in which cultural polarization is greatest, and thus individuals with more limited scientific literacy and numeracy are more concerned about climate change under certain circumstances than those with higher scientific literacy and numeracy. The CCT predicts that cultural and other values will trump the positive effects of education on some forest owners' attitudes to climate change. Here, using survey data collected in 2010 from 766 private forest owners in Sweden and Germany, we provide the first evidence that perceptions of climate change risk are uncorrelated with, or sometimes positively correlated with, education level and can be explained without reference to cultural or other values. We conclude that the recent claim that advanced scientific literacy and numeracy polarizes perceptions of climate change risk is unsupported by the forest owner data. In neither of the two countries was university education found to reduce the perception of risk from climate change. Indeed in most cases university education increased the perception of risk. Even more importantly, the effect of university education was not dependent on the individuals' value profile. PMID:27223473

The interplay between knowledge, perceived efficacy, and concern about global warming and climate change: a one-year longitudinal study.

PubMed

Milfont, Taciano L

2012-06-01

If the long-term goal of limiting warming to less than 2°C is to be achieved, rapid and sustained reductions of greenhouse gas emissions are required. These reductions will demand political leadership and widespread public support for action on global warming and climate change. Public knowledge, level of concern, and perceived personal efficacy, in positively affecting these issues are key variables in understanding public support for mitigation action. Previous research has documented some contradictory associations between knowledge, personal efficacy, and concern about global warming and climate change, but these cross-sectional findings limit inferences about temporal stability and direction of influence. This study examines the relationships between these three variables over a one-year period and three waves with national data from New Zealand. Results showed a positive association between the variables, and the pattern of findings was stable and consistent across the three data points. More importantly, results indicate that concern mediates the influence of knowledge on personal efficacy. Knowing more about global warming and climate change increases overall concern about the risks of these issues, and this increased concern leads to greater perceived efficacy and responsibility to help solving them. Implications for risk communication are discussed. © 2012 Society for Risk Analysis.

Interactive training improves workplace climate, knowledge, and support towards domestic violence.

PubMed

Glass, Nancy; Hanson, Ginger C; Laharnar, Naima; Anger, W Kent; Perrin, Nancy

2016-07-01

As Intimate Partner Violence (IPV) affects the workplace, a supportive workplace climate is important. The study evaluated the effectiveness of an "IPV and the Workplace" training on workplace climate towards IPV. IPV training was provided to 14 intervention counties and 13 control counties (receiving training 6 months delayed). Measures included workplace climate surveys, IPV knowledge test, and workplace observations. (i) Training significantly improved supervisor knowledge on IPV and received positive evaluations, (ii) training improved workplace climate towards IPV significantly which was maintained over time, and (iii) after the training, supervisors provided more IPV information to employees and more IPV postings were available in the workplace. The study provides evidence to support on-site interactive, computer based training as a means for improved workplace safety. IPV and the Workplace training effectively increased knowledge and positively changed workplace climate. Am. J. Ind. Med. 59:538-548, 2016. © 2016 Wiley Periodicals, Inc. © 2016 Wiley Periodicals, Inc.

Moving the Conversation on Climate Change and Inequality to the Local: Socio-ecological Vulnerability in Agricultural Tanzania.

PubMed

Teller, Amy S

2016-01-01

Climate change is expected to shift seasonality in Tanzania, while smallholder farmers' livelihoods and the economy rely upon the success of rainfed agriculture. However, we should not a priori assume doomsday climate vulnerability scenarios of drought and devastation in the rural global South nor, on the other hand, that farmers will optimally employ local knowledge for effective adaptation. Drawing from qualitative fieldwork in two Tanzanian communities, I question these grand narratives of devastation and local adaptive capacity and introduce an approach that brings inequality to the center. Poorer nations are most vulnerable to climate change, but they are not homogenous and neither are the smallholder farmers living within them. I present evidence on the crucial context-specific dimensions of socio-ecological vulnerability for these smallholder farmers-1) water resources and access to them; 2) agricultural knowledge, including farmers' own knowledge and their interactions with sources like government-run agricultural extension and NGOs; and 3) existing drought-coping strategies-and the heterogeneity among farmers across these dimensions. Ultimately, this case demonstrates how climate change can reproduce existing inequalities within nations by drawing upon how farmers currently respond to drought as evidence. I present the difficult and somewhat bleak contexts within which the farmers are coping, but also illustrate the agency that farmers exhibit in response to these conditions and the adaptive capacity they possess. Finally, I call for more sub-national research on climate and inequality by sociologists and draw connections among within-nation inequality, climate change, and agricultural development initiatives.

Inspiring your audience to action: insights from theory and practice

NASA Astrophysics Data System (ADS)

Wong, W.; Hekkers, J.; Mott, B.

2011-12-01

Findings from market research sponsored by The Ocean Project, along with many other recent studies, have revealed two troubling facts: 1. Despite increased efforts to grow climate and ocean literacy among the general public, American adult's knowledge of climate and ocean health has remained stagnant in the past decade; and 2. Knowledge and level of concern about climate change show little correlation, i.e. the people who are most concerned about climate change are not the ones who know most about the science of climate change, and vice versa. If knowledge does not lead to action among the general public, what implications does this have for those of us working for conservation? How can we motivate people to act for conservation? The Ocean Project's large-scale survey of American attitudes and values vis-à-vis ocean, climate change, and related conservation issues provides answers to many such burning questions. Our research findings reveal critical insights about what, who, and how we can communicate for maximum efficacy. In particular, youth and minorities emerged as important constituencies: not only are they more environmentally aware and/or socially conscious, they are important influencers who demonstrate greater propensity to modify their behaviors and/or engage in conservation advocacy. Our presentation will discuss the implications of these findings for strategic communication for conservation action as well as present case studies from the Monterey Bay Aquarium that support these research findings and provide insights from evaluation of two significantly different interpretive approaches to communicate about climate change-a live animal exhibit and a video-based, live-narrated auditorium program.

Integrating climate change considerations into forest management tools and training

Treesearch

Linda M. Nagel; Christopher W. Swanston; Maria K. Janowiak

2010-01-01

Silviculturists are currently facing the challenge of developing management strategies that meet broad ecological and social considerations in spite of a high degree of uncertainty in future climatic conditions. Forest managers need state-of-the-art knowledge about climate change and potential impacts to facilitate development of silvicultural objectives and...

Middle and High School Students' Conceptions of Climate Change Mitigation and Adaptation Strategies

ERIC Educational Resources Information Center

Bofferding, Laura; Kloser, Matthew

2015-01-01

Both scientists and policy-makers emphasize the importance of education for influencing pro-environmental behavior and minimizing the effects of climate change on biological and physical systems. Education has the potential to impact students' system knowledge--their understanding of the variables that affect the climate system--and action…

Embryonic development rates of northern grasshoppers (Orthoptera: Acrididae): implications for climate change and habitat management

USDA-ARS?s Scientific Manuscript database

Temperature-dependent rates of embryonic development are a primary determinant of the life cycle of many species of grasshoppers which, in cold climates, spend two winters in the egg stage. Knowledge of embryonic developmental rates is important for an assessment of the effects of climate change and...

Beyond the single species climate envelope: A multifaceted approach to mapping climate change vulnerability

Treesearch

Christopher S. Balzotti; Stanley G. Kitchen; Clinton McCarthy

2016-01-01

Federal land management agencies and conservation organizations have begun incorporating climate change vulnerability assessments (CCVAs) as an important component in the management and conservation of landscapes. It is often a challenge to translate that knowledge into management plans and actions, even when research infers species risk. Predictive maps can...

Changing times, changing stories: Generational differences in climate change perspectives from four remote indigenous communities in Subarctic Alaska

Treesearch

Nicole M. Herman-Mercer; Elli Matkin; Melinda J. Laituri; Ryan C. Toohey; Maggie Massey; Kelly Elder; Paul F. Schuster; Edda A. Mutter

2016-01-01

Indigenous Arctic and Subarctic communities currently are facing a myriad of social and environmental changes. In response to these changes, studies concerning indigenous knowledge (IK) and climate change vulnerability, resiliency, and adaptation have increased dramatically in recent years. Risks to lives and livelihoods are often the focus of adaptation...

Climate Science: An Empirical Example of Postnormal Science.

NASA Astrophysics Data System (ADS)

Bray, Dennis; von Storch, Hans

1999-03-01

This paper addresses the views regarding the certainty and uncertainty of climate science knowledge held by contemporary climate scientists. More precisely, it addresses the extension of this knowledge into the social and political realms as per the definition of postnormal science. The data for the analysis is drawn from a response rate of approximately 40% from a survey questionnaire mailed to 1000 scientists in Germany, the United States, and Canada, and from a series of in-depth interviews with leading scientists in each country. The international nature of the sample allows for cross-cultural comparisons.With respect to the relative scientific discourse, similar assessments of the current state of knowledge are held by the respondents of each country. Almost all scientists agreed that the skill of contemporary models is limited. Minor differences were notable. Scientists from the United States were less convinced of the skills of the models than their German counterparts and, as would be expected under such circumstances, North American scientists perceived the need for societal and political responses to be less urgent than their German counterparts. The international consensus was, however, apparent regarding the utility of the knowledge to date: climate science has provided enough knowledge so that the initiation of abatement measures is warranted. However, consensus also existed regarding the current inability to explicitly specify detrimental effects that might result from climate change. This incompatibility between the state of knowledge and the calls for action suggests that, to some degree at least, scientific advice is a product of both scientific knowledge and normative judgment, suggesting a socioscientific construction of the climate change issue.

Public health impacts of climate change in Nepal.

PubMed

Joshi, H D; Dhimal, B; Dhimal, M; Bhusal, C L

2011-04-01

Climate change is a global issue in this century which has challenged the survival of living creatures affecting the life supporting systems of the earth: atmosphere, hydrosphere and lithosphere. Scientists have reached in a consensus that climate change is happening. The anthropogenic emission of greenhouse gases is responsible for global warming and therefore climate change. Climate change may directly or indirectly affect human health through a range of pathways related to temperature and precipitation. The aim of this article is to share knowledge on how climate change can affect public health in Nepal based on scientific evidence from global studies and experience gained locally. In this review attempt has been made to critically analyze the scientific studies as well as policy documents of Nepalese Government and shed light on public health impact of climate change in the context of Nepal. Detailed scientific study is recommended to discern impact of climate change on public health problems in Nepal.

The Heat is On! Confronting Climate Change in the Classroom

NASA Astrophysics Data System (ADS)

Bowman, R.; Atwood-Blaine, D.

2008-12-01

This paper discusses a professional development workshop for K-12 science teachers entitled "The Heat is On! Confronting Climate Change in the Classroom." This workshop was conducted by the Center for Remote Sensing of Ice Sheets (CReSIS), which has the primary goal to understand and predict the role of polar ice sheets in sea level change. The specific objectives of this summer workshop were two-fold; first, to address the need for advancement in science technology engineering and mathematics (STEM) education and second, to address the need for science teacher training in climate change science. Twenty-eight Kansas teachers completed four pre-workshop assignments online in Moodle and attended a one-week workshop. The workshop included lecture presentations by scientists (both face-to-face and via video-conference) and collaboration between teachers and scientists to create online inquiry-based lessons on the water budget, remote sensing, climate data, and glacial modeling. Follow-up opportunities are communicated via the CReSIS Teachers listserv to maintain and further develop the collegial connections and collaborations established during the workshop. Both qualitative and quantitative evaluation results indicate that this workshop was particularly effective in the following four areas: 1) creating meaningful connections between K-12 teachers and CReSIS scientists; 2) integrating distance-learning technologies to facilitate the social construction of knowledge; 3) increasing teachers' content understanding of climate change and its impacts on the cryosphere and global sea level; and 4) increasing teachers' self-efficacy beliefs about teaching climate science. Evaluation methods included formative content understanding assessments (via "clickers") during each scientist's presentation, a qualitative evaluation survey administered at the end of the workshop, and two quantitative evaluation instruments administered pre- and post- workshop. The first of these quantitative instruments measured teachers' efficacy beliefs about teaching climate science and the outcome expectancy they hold for student achievement. The second, a content test, measured the teachers' content knowledge of climate science and the cryosphere. Our results indicate that the teachers participating in the workshops showed significant increase in personal climate science teaching efficacy, outcome expectancy, and content knowledge of climate science, all at the p < 0.01 level. Interestingly, these results appear to be independent of each other. While one may think that changes in efficacy beliefs are caused by gains in content knowledge, our results show low correlation between these two factors.

Reframing climate change assessments around risk: recommendations for the US National Climate Assessment

DOE PAGES

Weaver, C. P.; Moss, Richard H.; Ebi, Kristie L.; ...

2017-07-21

Climate change is a risk management challenge for society, with uncertain but potentially severe outcomes affecting natural and human systems, across generations. Managing climate-related risks will be more difficult without a base of knowledge and practice aimed at identifying and evaluating specific risks, and their likelihood and consequences, as well as potential actions to promote resilience in the face of these risks. Here, we suggest three improvements to the process of conducting climate change assessments to better characterize risk and inform risk management actions.

Reframing climate change assessments around risk: recommendations for the US National Climate Assessment

DOE Office of Scientific and Technical Information (OSTI.GOV)

Weaver, C. P.; Moss, Richard H.; Ebi, Kristie L.

Climate change is a risk management challenge for society, with uncertain but potentially severe outcomes affecting natural and human systems, across generations. Managing climate-related risks will be more difficult without a base of knowledge and practice aimed at identifying and evaluating specific risks, and their likelihood and consequences, as well as potential actions to promote resilience in the face of these risks. Here, we suggest three improvements to the process of conducting climate change assessments to better characterize risk and inform risk management actions.

Impacts of climate change on Oregon's coasts and estuaries: Chapter 6

USGS Publications Warehouse

Ruggiero,; Brown, Cheryl A.; Komar, Paul D.; Allan, Jonathan C.; Reusser, Deborah A.; Lee,

2010-01-01

In the following sections we attempt to summarize the most recent literature documenting historical changes as well as what may be expected to occur in response to climate change. Where little information is available we draw preliminary conclusions about the potential for specific impacts. When possible we highlight what research is needed to bridge knowledge gaps to improve our ability to identify climate change impacts more precisely, ultimately allowing for future projections.

Has solar variability caused climate change that affected human culture?

NASA Astrophysics Data System (ADS)

Feynman, Joan

If solar variability affects human culture it most likely does so by changing the climate in which the culture operates. Variations in the solar radiative input to the Earth's atmosphere have often been suggested as a cause of such climate change on time scales from decades to tens of millennia. In the last 20 years there has been enormous progress in our knowledge of the many fields of research that impinge on this problem; the history of the solar output, the effect of solar variability on the Earth's mean climate and its regional patterns, the history of the Earth's climate and the history of mankind and human culture. This new knowledge encourages revisiting the question asked in the title of this talk. Several important historical events have been reliably related to climate change including the Little Ice Age in northern Europe and the collapse of the Classical Mayan civilization in the 9th century AD. In the first section of this paper we discus these historical events and review the evidence that they were caused by changes in the solar output. Perhaps the most important event in the history of mankind was the development of agricultural societies. This began to occur almost 12,000 years ago when the climate changed from the Pleistocene to the modern climate of the Holocene. In the second section of the paper we will discuss the suggestion ( Feynman and Ruzmaikin, 2007) that climate variability was the reason agriculture developed when it did and not before.

Ad hoc committee on global climate issues: Annual report

USGS Publications Warehouse

Gerhard, L.C.; Hanson, B.M.B.

2000-01-01

The AAPG Ad Hoc Committee on Global Climate Issues has studied the supposition of human-induced climate change since the committee's inception in January 1998. This paper details the progress and findings of the committee through June 1999. At that time there had been essentially no geologic input into the global climate change debate. The following statements reflect the current state of climate knowledge from the geologic perspective as interpreted by the majority of the committee membership. The committee recognizes that new data could change its conclusions. The earth's climate is constantly changing owing to natural variability in earth processes. Natural climate variability over recent geological time is greater than reasonable estimates of potential human-induced greenhouse gas changes. Because no tool is available to test the supposition of human-induced climate change and the range of natural variability is so great, there is no discernible human influence on global climate at this time.

Climate variability and causes: from the perspective of the Tharaka people of eastern Kenya

NASA Astrophysics Data System (ADS)

Recha, Charles W.; Makokha, George L.; Shisanya, Chris A.

2017-12-01

The study assessed community understanding of climate variability in semi-arid Tharaka sub-county, Kenya. The study used four focus group discussions (FGD) ( N = 48) and a household survey ( N = 326) to obtain information from four agro-ecological zones (AEZs). The results were synthesized and descriptively presented. People in Tharaka sub-county are familiar with the term climate change and associate it with environmental degradation. There are, however, misconceptions and gaps in understanding the causes of climate change. There was a mismatch between community and individual perception of onset and cessation of rainfall—evidence that analysis of the impact of climate change should take into account the scale of interaction. To improve climate change knowledge, there is a need for climate change education by scientific institutions—to provide information on local climatic conditions and global and regional drivers of climate change to local communities.

Lessons learned in managing crowdsourced data in the Alaskan Arctic.

NASA Astrophysics Data System (ADS)

Mastracci, Diana

2017-04-01

There is perhaps no place in which the consequences of global climate change can be felt more acutely than the Arctic. However, due to lack of measurements at the high latitudes, validation processes are often problematic. Citizen science projects, co-designed together with Native communities at the interface of traditional knowledge and scientific research, could play a major role in climate change adaptation strategies by advancing knowledge of the Arctic system, strengthening inter-generational bonds and facilitating improved knowledge transfer. This presentation will present lessons learned from a pilot project in the Alaskan Arctic, in which innovative approaches were used to design climate change adaptation strategies to support young subsistence hunters in taking in-situ measurements whilst out on the sea-ice. Both the socio-cultural and hardware/software challenges presented in this presentation, could provide useful guidance for future programs that aim to integrate citizens' with scientific data in Arctic communities.

Health Implications of Climate Change: a Review of the Literature About the Perception of the Public and Health Professionals.

PubMed

Hathaway, Julia; Maibach, Edward W

2018-03-01

Through a systematic search of English language peer-reviewed studies, we assess how health professionals and the public, worldwide, perceive the health implications of climate change. Among health professionals, perception that climate change is harming health appears to be high, although self-assessed knowledge is low, and perceived need to learn more is high. Among the public, few North Americans can list any health impacts of climate change, or who is at risk, but appear to view climate change as harmful to health. Among vulnerable publics in Asia and Africa, awareness of increasing health harms due to specific changing climatic conditions is high. Americans across the political and climate change opinion spectra appear receptive to information about the health aspects of climate change, although findings are mixed. Health professionals feel the need to learn more, and the public appears open to learning more, about the health consequences of climate change.

Climate change and health research in the Eastern Mediterranean Region.

PubMed

Habib, Rima R; Zein, Kareem El; Ghanawi, Joly

2010-06-01

Anthropologically induced climate change, caused by an increased concentration of greenhouse gases in the atmosphere, is an emerging threat to human health. Consequences of climate change may affect the prevalence of various diseases and environmental and social maladies that affect population health. In this article, we reviewed the literature on climate change and health in the Eastern Mediterranean Region. This region already faces numerous humanitarian crises, from conflicts to natural hazards and a high burden of disease. Climate change is likely to aggravate these emergencies, necessitating a strengthening of health systems and capacities in the region. However, the existing literature on climate change from the region is sparse and informational gaps stand in the way of regional preparedness and adaptation. Further research is needed to assess climatic changes and related health impacts in the Eastern Mediterranean Region. Such knowledge will allow countries to identify preparedness vulnerabilities, evaluate capacity to adapt to climate change, and develop adaptation strategies to allay the health impacts of climate change.

How to communicate climate change 'impact and solutions' to vulnerable population of Indian Sundarbans? From theory to practice.

PubMed

Chowdhury, Abhiroop; Maiti, Subodh Kumar; Bhattacharyya, Santanu

2016-01-01

Global consciousness on climate change problems and adaptation revolves around the disparity of information sharing and communication gap between theoretical scientific knowledge at academic end and practical implications of these at the vulnerable populations' end. Coastal communities facing socio-economic stress, like densely populated Sundarbans, are the most affected part of the world, exposed to climate change problems and uncertainties. This article explores the successes of a socio-environmental project implemented at Indian Sundarbans targeted towards economic improvement and aims at communicating environmental conservation through organized community participation. Participatory rural appraisal (PRA) and the wealth rank tool (WRT) were used to form a "group based organization" with 2100 vulnerable families to give them knowledge about capacity building, disaster management, resource conservation and sustainable agriculture practices. Training was conducted with the selected group members on resource conservation, institution building, alternative income generation activities (AIGA) like, Poultry, Small business, Tricycle van, Organic farming and disaster management in a participatory mode. The climate change 'problems-solutions' were communicated to this socio-economically marginalized and ostracized community through participatory educational theater (PET). WRT revealed that 45 % of the population was under economic stress. Out of 2100 beneficiaries', 1015 beneficiaries' started organic farming, 133 beneficiaries' adopted poultry instead of resource exploitive livelihood and 71 beneficiaries' engaged themselves with small business, which was the success stories of this project. To mitigate disaster, 10-committees were formed and the endemic knowledge about climate change was recorded by participatory method validated through survey by structured questionnaire. As a part of this project 87 ha of naked deforested mudflat was reclaimed with endangered mangroves involving target community members aimed to sequester CO2, control soil erosion and act as a barrier during natural disasters. This case study concluded that participatory method of communication, aiming not only to communicate theoretical knowledge, but also to devise adaptation strategies through conservation of endemic knowledge, popularizing sustainability through Micro Finance Institutions and promoting AIGA along with motivating vulnerable community to restore degraded forest lands, could be a effective solution to practically combat climate change problems.

Cultural knowledge and local vulnerability in African American communities

NASA Astrophysics Data System (ADS)

Miller Hesed, Christine D.; Paolisso, Michael

2015-07-01

Policymakers need to know what factors are most important in determining local vulnerability to facilitate effective adaptation to climate change. Quantitative vulnerability indices are helpful in this endeavour but are limited in their ability to capture subtle yet important aspects of vulnerability such as social networks, knowledge and access to resources. Working with three African American communities on Maryland’s Eastern Shore, we systematically elicit local cultural knowledge on climate change and connect it with a scientific vulnerability framework. The results of this study show that: a given social-ecological factor can substantially differ in the way in which it affects local vulnerability, even among communities with similar demographics and climate-related risks; and social and political isolation inhibits access to sources of adaptive capacity, thereby exacerbating local vulnerability. These results show that employing methods for analysing cultural knowledge can yield new insights to complement those generated by quantitative vulnerability indices.

Forests under climate change and air pollution: gaps in understanding and future directions for research.

PubMed

Matyssek, R; Wieser, G; Calfapietra, C; de Vries, W; Dizengremel, P; Ernst, D; Jolivet, Y; Mikkelsen, T N; Mohren, G M J; Le Thiec, D; Tuovinen, J-P; Weatherall, A; Paoletti, E

2012-01-01

Forests in Europe face significant changes in climate, which in interaction with air quality changes, may significantly affect forest productivity, stand composition and carbon sequestration in both vegetation and soils. Identified knowledge gaps and research needs include: (i) interaction between changes in air quality (trace gas concentrations), climate and other site factors on forest ecosystem response, (ii) significance of biotic processes in system response, (iii) tools for mechanistic and diagnostic understanding and upscaling, and (iv) the need for unifying modelling and empirical research for synthesis. This position paper highlights the above focuses, including the global dimension of air pollution as part of climate change and the need for knowledge transfer to enable reliable risk assessment. A new type of research site in forest ecosystems ("supersites") will be conducive to addressing these gaps by enabling integration of experimentation and modelling within the soil-plant-atmosphere interface, as well as further model development. Copyright © 2011 Elsevier Ltd. All rights reserved.

When Teachers Adopt Environmental Behaviors in the Aim of Protecting the Climate

ERIC Educational Resources Information Center

Pruneau, Diane; Doyon, Andre; Langis, Joanne; Vasseur, Liette; Ouellet, Eileen; McLaughlin, Elizabeth; Boudreau, Gaston; Martin, Gilles

2006-01-01

The authors invited teachers participating in a climate change education course to voluntarily demonstrate new environmental behaviors. They were interviewed and described the process of change they experienced. Facilitating professional development activities were participation in a community of change, construction of knowledge of climate…

Health risks of climate change: an assessment of uncertainties and its implications for adaptation policies.

PubMed

Wardekker, J Arjan; de Jong, Arie; van Bree, Leendert; Turkenburg, Wim C; van der Sluijs, Jeroen P

2012-09-19

Projections of health risks of climate change are surrounded with uncertainties in knowledge. Understanding of these uncertainties will help the selection of appropriate adaptation policies. We made an inventory of conceivable health impacts of climate change, explored the type and level of uncertainty for each impact, and discussed its implications for adaptation policy. A questionnaire-based expert elicitation was performed using an ordinal scoring scale. Experts were asked to indicate the level of precision with which health risks can be estimated, given the present state of knowledge. We assessed the individual scores, the expertise-weighted descriptive statistics, and the argumentation given for each score. Suggestions were made for how dealing with uncertainties could be taken into account in climate change adaptation policy strategies. The results showed that the direction of change could be indicated for most anticipated health effects. For several potential effects, too little knowledge exists to indicate whether any impact will occur, or whether the impact will be positive or negative. For several effects, rough 'order-of-magnitude' estimates were considered possible. Factors limiting health impact quantification include: lack of data, multi-causality, unknown impacts considering a high-quality health system, complex cause-effect relations leading to multi-directional impacts, possible changes of present-day response-relations, and difficulties in predicting local climate impacts. Participants considered heat-related mortality and non-endemic vector-borne diseases particularly relevant for climate change adaptation. For possible climate related health impacts characterised by ignorance, adaptation policies that focus on enhancing the health system's and society's capability of dealing with possible future changes, uncertainties and surprises (e.g. through resilience, flexibility, and adaptive capacity) are most appropriate. For climate related health effects for which rough risk estimates are available, 'robust decision-making' is recommended. For health effects with limited societal and policy relevance, we recommend focusing on no-regret measures. For highly relevant health effects, precautionary measures can be considered. This study indicated that analysing and characterising uncertainty by means of a typology can be a very useful approach for selection and prioritization of preferred adaptation policies to reduce future climate related health risks.

Global topics and novel approaches in the study of air pollution, climate change and forest ecosystems

Treesearch

P. Sicard; A. Augustaitis; S. Belyazid; C. Calfapietra; A. De Marco; Mark E. Fenn; Andrzej Bytnerowicz; Nancy Grulke; S. He; R. Matyssek; Y. Serengil; G. Wieser; E. Paoletti

2016-01-01

Research directions from the 27th conference for Specialists in Air Pollution and Climate Change Effects on Forest Ecosystems (2015) reflect knowledge advancements about (i) Mechanistic bases of tree responses to multiple climate and pollution stressors, in particular the interaction of ozone (O3) with nitrogen (N) deposition and drought; (ii)...

Changing times, changing stories: Generational differences in climate change perspectives from four remote indigenous communities in Subarctic Alaska

USGS Publications Warehouse

Herman-Mercer, Nicole M.; Matkin, Elli; Laituri, Melinda J.; Toohey, Ryan C; Massey, Maggie; Elder, Kelly; Schuster, Paul F.; Mutter, Edda A.

2016-01-01

Indigenous Arctic and Subarctic communities currently are facing a myriad of social and environmental changes. In response to these changes, studies concerning indigenous knowledge (IK) and climate change vulnerability, resiliency, and adaptation have increased dramatically in recent years. Risks to lives and livelihoods are often the focus of adaptation research; however, the cultural dimensions of climate change are equally important because cultural dimensions inform perceptions of risk. Furthermore, many Arctic and Subarctic IK climate change studies document observations of change and knowledge of the elders and older generations in a community, but few include the perspectives of the younger population. These observations by elders and older generations form a historical baseline record of weather and climate observations in these regions. However, many indigenous Arctic and Subarctic communities are composed of primarily younger residents. We focused on the differences in the cultural dimensions of climate change found between young adults and elders. We outlined the findings from interviews conducted in four indigenous communities in Subarctic Alaska. The findings revealed that (1) intergenerational observations of change were common among interview participants in all four communities, (2) older generations observed more overall change than younger generations interviewed by us, and (3) how change was perceived varied between generations. We defined “observations” as the specific examples of environmental and weather change that were described, whereas “perceptions” referred to the manner in which these observations of change were understood and contextualized by the interview participants. Understanding the differences in generational observations and perceptions of change are key issues in the development of climate change adaptation strategies.

Perceptions of Climate Change, Sea Level Rise, and Possible Consequences Relate Mainly to Self-Valuation of Science Knowledge

PubMed Central

Burger, Joanna; Gochfeld, Michael; Pittfield, Taryn; Jeitner, Christian

2017-01-01

This study examines perceptions of climate change and sea level rise in New Jersey residents in 2012 and 2014. Different surveys have shown declines in interest and concern about climate change and sea level rise. Climate change and increasing temperatures have an anthropogenic cause, which relates to energy use, making it important to examine whether people believe that it is occurring. In late 2012 New Jersey experienced Super storm Sandy, one of the worst hurricanes in its history, followed by public discussion and media coverage of stronger more frequent storms due to climate change. Using structured interviews, we tested the null hypotheses that there were no differences in perceptions of 1260 interviewees as a function of year of the survey, age, gender, years of education, and self-evaluation of science knowledge (on a scale of 1 to 5). In 2012 460 of 639 (72%) rated “global warming occurring” as “certain” (#4) or “very certain” (#5) compared with 453 of 621 (73%) in 2014. For “due to human activities” the numbers of “certain” or “very certain” were 71% in 2012, and 67% in 2014 and for sea level rise the numbers were 64% and 70%. There were some inconsistent between-year differences with higher ratings in 2012 for 3 outcomes and higher ratings in 2014 for 5 outcomes. However, for 25 questions relative to climate change, sea level rise, and the personal and ecological effects of sea level rise, self-evaluation of science knowledge, independent of years of education, was the factor that entered 23 of the models, accounting for the most variability in ratings. People who believed they had a “high knowledge” (#4) or “very high knowledge” (#5) of science rated all issues as more important than did those people who rated their own scientific knowledge as average or below average. PMID:29051798

Understanding global climate change scenarios through bioclimate stratification

NASA Astrophysics Data System (ADS)

Soteriades, A. D.; Murray-Rust, D.; Trabucco, A.; Metzger, M. J.

2017-08-01

Despite progress in impact modelling, communicating and understanding the implications of climatic change projections is challenging due to inherent complexity and a cascade of uncertainty. In this letter, we present an alternative representation of global climate change projections based on shifts in 125 multivariate strata characterized by relatively homogeneous climate. These strata form climate analogues that help in the interpretation of climate change impacts. A Random Forests classifier was calculated and applied to 63 Coupled Model Intercomparison Project Phase 5 climate scenarios at 5 arcmin resolution. Results demonstrate how shifting bioclimate strata can summarize future environmental changes and form a middle ground, conveniently integrating current knowledge of climate change impact with the interpretation advantages of categorical data but with a level of detail that resembles a continuous surface at global and regional scales. Both the agreement in major change and differences between climate change projections are visually combined, facilitating the interpretation of complex uncertainty. By making the data and the classifier available we provide a climate service that helps facilitate communication and provide new insight into the consequences of climate change.

'I don't get this climate stuff!' Making sense of climate change among the corporate middle class in Lagos.

PubMed

Asiyanbi, Adeniyi P

2015-11-01

Public engagement continues to be central to wider efforts to address climate change. This study contributes to public engagement debates by investigating engagement with climate change among an often overlooked group, the corporate middle class in Africa's second largest megacity, Lagos. Combining survey and interviews, I focus analysis on three aspects: awareness, knowledge and concern; role of scientific and social frames in shaping general attitude; and spatial attribution of causes and consequences. The study reveals a universal awareness and high concern about climate change among the respondents, although understanding and perceptions of climate change are significantly socially framed. Social situatedness, more than scientific facts, is the most important definer of overall engagement with climate change. This study thus underscores a nuanced constructionist stance, showing how corporate professionals' 'ways of knowing' climate change is underpinned by a certain co-production between scientific and socio-experiential frames. I highlight implications for research and public engagement with climate change. © The Author(s) 2015.

The Climate Science Special Report: Arctic Changes and their Effect on Alaska and the Rest of the United States

NASA Astrophysics Data System (ADS)

Taylor, P. C.

2017-12-01

Rapid and visible climate change is happening across the Arctic, outpacing global change. Annual average near-surface air temperatures across the Arctic are increasing at more than twice the rate of global average surface temperature. In addition to surface temperature, all components of the Arctic climate system are responding in kind, including sea ice, mountain glaciers and the Greenland Ice sheet, snow cover, and permafrost. Many of these changes with a discernable anthropogenic imprint. While Arctic climate change may seem physically remote to those living in other regions of the planet, Arctic climate change can affect the global climate influencing sea level, the carbon cycle, and potentially atmospheric and oceanic circulation patterns. As an Arctic nation, United States' adaptation, mitigation, and policy decisions depend on projections of future Alaskan and Arctic climate. This chapter of the Climate Science Special Report documents significant scientific progress and knowledge about how the Alaskan and Arctic climate has changed and will continue to change.

A multistage decision support framework to guide tree species management under climate change via habitat suitability and colonization models, and a knowledge-based scoring system

Treesearch

Anantha M. Prasad; Louis R. Iverson; Stephen N. Matthews; Matthew P. Peters

2016-01-01

Context. No single model can capture the complex species range dynamics under changing climates--hence the need for a combination approach that addresses management concerns. Objective. A multistage approach is illustrated to manage forested landscapes under climate change. We combine a tree species habitat model--DISTRIB II, a species colonization model--SHIFT, and...

Worker health and safety and climate change in the Americas: issues and research needs.

PubMed

Kiefer, Max; Rodríguez-Guzmán, Julietta; Watson, Joanna; van Wendel de Joode, Berna; Mergler, Donna; da Silva, Agnes Soares

2016-09-01

SYNOPSIS This report summarizes and discusses current knowledge on the impact that climate change can have on occupational safety and health (OSH), with a particular focus on the Americas. Worker safety and health issues are presented on topics related to specific stressors (e.g., temperature extremes), climate associated impacts (e.g., ice melt in the Arctic), and a health condition associated with climate change (chronic kidney disease of non-traditional etiology). The article discusses research needs, including hazards, surveillance, and risk assessment activities to better characterize and understand how OSH may be associated with climate change events. Also discussed are the actions that OSH professionals can take to ensure worker health and safety in the face of climate change.

Worker health and safety and climate change in the Americas: issues and research needs

PubMed Central

Kiefer, Max; Rodríguez-Guzmán, Julietta; Watson, Joanna; van Wendel de Joode, Berna; Mergler, Donna; da Silva, Agnes Soares

2016-01-01

SYNOPSIS This report summarizes and discusses current knowledge on the impact that climate change can have on occupational safety and health (OSH), with a particular focus on the Americas. Worker safety and health issues are presented on topics related to specific stressors (e.g., temperature extremes), climate associated impacts (e.g., ice melt in the Arctic), and a health condition associated with climate change (chronic kidney disease of non-traditional etiology). The article discusses research needs, including hazards, surveillance, and risk assessment activities to better characterize and understand how OSH may be associated with climate change events. Also discussed are the actions that OSH professionals can take to ensure worker health and safety in the face of climate change. PMID:27991978

Future Scenarios for Plant Virus Pathogens as Climate Change Progresses.

PubMed

Jones, R A C

2016-01-01

Knowledge of how climate change is likely to influence future virus disease epidemics in cultivated plants and natural vegetation is of great importance to both global food security and natural ecosystems. However, obtaining such knowledge is hampered by the complex effects of climate alterations on the behavior of diverse types of vectors and the ease by which previously unknown viruses can emerge. A review written in 2011 provided a comprehensive analysis of available data on the effects of climate change on virus disease epidemics worldwide. This review summarizes its findings and those of two earlier climate change reviews and focuses on describing research published on the subject since 2011. It describes the likely effects of the full range of direct and indirect climate change parameters on hosts, viruses and vectors, virus control prospects, and the many information gaps and deficiencies. Recently, there has been encouraging progress in understanding the likely effects of some climate change parameters, especially over the effects of elevated CO2, temperature, and rainfall-related parameters, upon a small number of important plant viruses and several key insect vectors, especially aphids. However, much more research needs to be done to prepare for an era of (i) increasingly severe virus epidemics and (ii) increasing difficulties in controlling them, so as to mitigate their detrimental effects on future global food security and plant biodiversity. © 2016 Elsevier Inc. All rights reserved.

Effects of climate change on the delivery of soil-mediated ecosystem services within the primary sector in temperate ecosystems: a review and New Zealand case study.

PubMed

Orwin, Kate H; Stevenson, Bryan A; Smaill, Simeon J; Kirschbaum, Miko U F; Dickie, Ian A; Clothier, Brent E; Garrett, Loretta G; van der Weerden, Tony J; Beare, Michael H; Curtin, Denis; de Klein, Cecile A M; Dodd, Michael B; Gentile, Roberta; Hedley, Carolyn; Mullan, Brett; Shepherd, Mark; Wakelin, Steven A; Bell, Nigel; Bowatte, Saman; Davis, Murray R; Dominati, Estelle; O'Callaghan, Maureen; Parfitt, Roger L; Thomas, Steve M

2015-08-01

Future human well-being under climate change depends on the ongoing delivery of food, fibre and wood from the land-based primary sector. The ability to deliver these provisioning services depends on soil-based ecosystem services (e.g. carbon, nutrient and water cycling and storage), yet we lack an in-depth understanding of the likely response of soil-based ecosystem services to climate change. We review the current knowledge on this topic for temperate ecosystems, focusing on mechanisms that are likely to underpin differences in climate change responses between four primary sector systems: cropping, intensive grazing, extensive grazing and plantation forestry. We then illustrate how our findings can be applied to assess service delivery under climate change in a specific region, using New Zealand as an example system. Differences in the climate change responses of carbon and nutrient-related services between systems will largely be driven by whether they are reliant on externally added or internally cycled nutrients, the extent to which plant communities could influence responses, and variation in vulnerability to erosion. The ability of soils to regulate water under climate change will mostly be driven by changes in rainfall, but can be influenced by different primary sector systems' vulnerability to soil water repellency and differences in evapotranspiration rates. These changes in regulating services resulted in different potentials for increased biomass production across systems, with intensively managed systems being the most likely to benefit from climate change. Quantitative prediction of net effects of climate change on soil ecosystem services remains a challenge, in part due to knowledge gaps, but also due to the complex interactions between different aspects of climate change. Despite this challenge, it is critical to gain the information required to make such predictions as robust as possible given the fundamental role of soils in supporting human well-being. © 2015 John Wiley & Sons Ltd.

Public attention to science and political news and support for climate change mitigation

NASA Astrophysics Data System (ADS)

Hart, P. Sol; Nisbet, Erik C.; Myers, Teresa A.

2015-06-01

We examine how attention to science and political news may influence public knowledge, perceived harm, and support for climate mitigation policies. Previous research examining these relationships has not fully accounted for how political ideology shapes the mental processes through which the public interprets media discourses about climate change. We incorporate political ideology and the concept of motivated cognition into our analysis to compare and contrast two prominent models of opinion formation, the scientific literacy model, which posits that disseminating scientific information will move public opinion towards the scientific consensus, and the motivated reasoning model, which posits that individuals will interpret information in a biased manner. Our analysis finds support for both models of opinion formation with key differences across ideological groups. Attention to science news was associated with greater perceptions of harm and knowledge for conservatives, but only additional knowledge for liberals. Supporting the literacy model, greater knowledge was associated with more support for climate mitigation for liberals. In contrast, consistent with motivated reasoning, more knowledgeable conservatives were less supportive of mitigation policy. In addition, attention to political news had a negative association with perceived harm for conservatives but not for liberals.

An evidence-based public health approach to climate change adaptation.

PubMed

Hess, Jeremy J; Eidson, Millicent; Tlumak, Jennifer E; Raab, Kristin K; Luber, George

2014-11-01

Public health is committed to evidence-based practice, yet there has been minimal discussion of how to apply an evidence-based practice framework to climate change adaptation. Our goal was to review the literature on evidence-based public health (EBPH), to determine whether it can be applied to climate change adaptation, and to consider how emphasizing evidence-based practice may influence research and practice decisions related to public health adaptation to climate change. We conducted a substantive review of EBPH, identified a consensus EBPH framework, and modified it to support an EBPH approach to climate change adaptation. We applied the framework to an example and considered implications for stakeholders. A modified EBPH framework can accommodate the wide range of exposures, outcomes, and modes of inquiry associated with climate change adaptation and the variety of settings in which adaptation activities will be pursued. Several factors currently limit application of the framework, including a lack of higher-level evidence of intervention efficacy and a lack of guidelines for reporting climate change health impact projections. To enhance the evidence base, there must be increased attention to designing, evaluating, and reporting adaptation interventions; standardized health impact projection reporting; and increased attention to knowledge translation. This approach has implications for funders, researchers, journal editors, practitioners, and policy makers. The current approach to EBPH can, with modifications, support climate change adaptation activities, but there is little evidence regarding interventions and knowledge translation, and guidelines for projecting health impacts are lacking. Realizing the goal of an evidence-based approach will require systematic, coordinated efforts among various stakeholders.

Assessing gains in teacher knowledge and confidence in a long-duration climate literacy initiative

NASA Astrophysics Data System (ADS)

Haine, D. B.; Kendall, L.; Yelton, S.

2013-12-01

Climate Literacy: Integrating Modeling & Technology Experiences (CLIMATE) in NC Classrooms, an interdisciplinary, global climate change program for NC high school science teachers is administered by UNC Chapel Hill's Institute for the Environment (IE) with funding from NASA's Innovations in Climate Education (NICE) Program. Currently in its third year, this year-long program serves 24 teaching fellows annually and combines hands-on climate science investigations with experiential learning in fragile ecosystem environments to achieve the following program goals: increased teacher knowledge of climate change science and predicted impacts; increased teacher knowledge of modeling and technology resources, with an emphasis on those provided by NASA; and increased teacher confidence in using technology to address climate change education. A mixed-methods evaluation approach that includes external evaluation is providing quantitative and qualitative data about the extent to which program goals are being achieved. With regard to increases in teacher knowledge, teachers often self-report an increase in knowledge as a result of a program activity; this session will describe our strategies for assessing actual gains in teacher knowledge which include pre- and post-collaborative concept mapping and pre- and post-open response questionnaires. For each evaluation approach utilized, the process of analyzing these qualitative data will be discussed and results shared. For example, a collaborative concept mapping activity for assessment of learning as a result of the summer institute was utilized to assess gains in content knowledge. Working in small groups, teachers were asked to identify key vocabulary terms and show their relationship to one another via a concept map to answer these questions: What is global climate change? What is/are the: evidence? mechanisms? causes? consequences? Concept maps were constructed at the beginning (pre) and again at the end (post) of the Summer Institute. Concept map analysis revealed that post-maps included more key terms/concepts on average than pre-concept maps and that 6-9 NEW terms were present on post-maps; these NEW terms were directly related to science content addressed during the summer institute. In an effort to assess knowledge gained as a result of participating in an experiential weekend retreat, a pre- and post-open response questionnaire focused on the spruce-fir forest, an ecosystem prominently featured during programming, was administered. Post-learning assessments revealed learning gains for 100% of participants, all of whom were able to provide responses that referenced specific content covered during the retreat. To demonstrate increased teacher confidence in using technology to support climate science instruction, teachers are asked to develop and pilot a lesson that integrates at least one NASA resource. In collaboration with an external evaluator, a rubric was developed to evaluate submitted lessons in an effort to assess progress at achieving this program goal. The process of developing this rubric as well as the results from this analysis will be shared along with the challenges and insights that have been revealed from analyzing submitted lessons.

Women's role in adapting to climate change and variability

NASA Astrophysics Data System (ADS)

Carvajal-Escobar, Y.; Quintero-Angel, M.; García-Vargas, M.

2008-04-01

Given that women are engaged in more climate-related change activities than what is recognized and valued in the community, this article highlights their important role in the adaptation and search for safer communities, which leads them to understand better the causes and consequences of changes in climatic conditions. It is concluded that women have important knowledge and skills for orienting the adaptation processes, a product of their roles in society (productive, reproductive and community); and the importance of gender equity in these processes is recognized. The relationship among climate change, climate variability and the accomplishment of the Millennium Development Goals is considered.

Forests and climate change: forcings, feedbacks, and the climate benefits of forests.

PubMed

Bonan, Gordon B

2008-06-13

The world's forests influence climate through physical, chemical, and biological processes that affect planetary energetics, the hydrologic cycle, and atmospheric composition. These complex and nonlinear forest-atmosphere interactions can dampen or amplify anthropogenic climate change. Tropical, temperate, and boreal reforestation and afforestation attenuate global warming through carbon sequestration. Biogeophysical feedbacks can enhance or diminish this negative climate forcing. Tropical forests mitigate warming through evaporative cooling, but the low albedo of boreal forests is a positive climate forcing. The evaporative effect of temperate forests is unclear. The net climate forcing from these and other processes is not known. Forests are under tremendous pressure from global change. Interdisciplinary science that integrates knowledge of the many interacting climate services of forests with the impacts of global change is necessary to identify and understand as yet unexplored feedbacks in the Earth system and the potential of forests to mitigate climate change.

Assessing the Vulnerability of Eco-Environmental Health to Climate Change

PubMed Central

Tong, Shilu; Mather, Peter; Fitzgerald, Gerry; McRae, David; Verrall, Ken; Walker, Dylan

2010-01-01

There is an urgent need to assess the vulnerability of eco-environmental health to climate change. This paper aims to provide an overview of current research, to identify knowledge gaps, and to propose future research needs in this challenging area. Evidence shows that climate change is affecting and will, in the future, have more (mostly adverse) impacts on ecosystems. Ecosystem degradation, particularly the decline of the life support systems, will undoubtedly affect human health and wellbeing. Therefore, it is important to develop a framework to assess the vulnerability of eco-environmental health to climate change, and to identify appropriate adaptation strategies to minimize the impact of climate change. PMID:20616990

Beyond Individual Behaviour Change: The Role of Power, Knowledge and Strategy in Tackling Climate Change

ERIC Educational Resources Information Center

Kenis, Anneleen; Mathijs, Erik

2012-01-01

Individual behaviour change is fast becoming a kind of "holy grail" to tackle climate change, in environmental policy, the environmental movement and academic literature. This is contested by those who claim that social structures are the main problem and who advocate collective social action. The objective of the research presented in…

Climate Change Impact Assessment of Food- and Waterborne Diseases.

PubMed

Semenza, Jan C; Herbst, Susanne; Rechenburg, Andrea; Suk, Jonathan E; Höser, Christoph; Schreiber, Christiane; Kistemann, Thomas

2012-04-01

The PubMed and ScienceDirect bibliographic databases were searched for the period of 1998-2009 to evaluate the impact of climatic and environmental determinants on food- and waterborne diseases. The authors assessed 1,642 short and concise sentences (key facts), which were extracted from 722 relevant articles and stored in a climate change knowledge base. Key facts pertaining to temperature, precipitation, water, and food for 6 selected pathogens were scrutinized, evaluated, and compiled according to exposure pathways. These key facts (corresponding to approximately 50,000 words) were mapped to 275 terminology terms identified in the literature, which generated 6,341 connections. These relationships were plotted on semantic network maps to examine the interconnections between variables. The risk of campylobacteriosis is associated with mean weekly temperatures, although this link is shown more strongly in the literature relating to salmonellosis. Irregular and severe rain events are associated with Cryptosporidium sp. outbreaks, while noncholera Vibrio sp. displays increased growth rates in coastal waters during hot summers. In contrast, for Norovirus and Listeria sp. the association with climatic variables was relatively weak, but much stronger for food determinants. Electronic data mining to assess the impact of climate change on food- and waterborne diseases assured a methodical appraisal of the field. This climate change knowledge base can support national climate change vulnerability, impact, and adaptation assessments and facilitate the management of future threats from infectious diseases. In the light of diminishing resources for public health this approach can help balance different climate change adaptation options.

Climate Change and Human Health Impacts in the United States: An Update on the Results of the U.S. National Assessment

PubMed Central

Ebi, Kristie L.; Mills, David M.; Smith, Joel B.; Grambsch, Anne

2006-01-01

The health sector component of the first U.S. National Assessment, published in 2000, synthesized the anticipated health impacts of climate variability and change for five categories of health outcomes: impacts attributable to temperature, extreme weather events (e.g., storms and floods), air pollution, water- and food-borne diseases, and vector- and rodent-borne diseases. The Health Sector Assessment (HSA) concluded that climate variability and change are likely to increase morbidity and mortality risks for several climate-sensitive health outcomes, with the net impact uncertain. The objective of this study was to update the first HSA based on recent publications that address the potential impacts of climate variability and change in the United States for the five health outcome categories. The literature published since the first HSA supports the initial conclusions, with new data refining quantitative exposure–response relationships for several health end points, particularly for extreme heat events and air pollution. The United States continues to have a very high capacity to plan for and respond to climate change, although relatively little progress has been noted in the literature on implementing adaptive strategies and measures. Large knowledge gaps remain, resulting in a substantial need for additional research to improve our understanding of how weather and climate, both directly and indirectly, can influence human health. Filling these knowledge gaps will help better define the potential health impacts of climate change and identify specific public health adaptations to increase resilience. PMID:16966082

Climate Change Impact Assessment of Food- and Waterborne Diseases

PubMed Central

Semenza, Jan C.; Herbst, Susanne; Rechenburg, Andrea; Suk, Jonathan E.; Höser, Christoph; Schreiber, Christiane; Kistemann, Thomas

2011-01-01

The PubMed and ScienceDirect bibliographic databases were searched for the period of 1998–2009 to evaluate the impact of climatic and environmental determinants on food- and waterborne diseases. The authors assessed 1,642 short and concise sentences (key facts), which were extracted from 722 relevant articles and stored in a climate change knowledge base. Key facts pertaining to temperature, precipitation, water, and food for 6 selected pathogens were scrutinized, evaluated, and compiled according to exposure pathways. These key facts (corresponding to approximately 50,000 words) were mapped to 275 terminology terms identified in the literature, which generated 6,341 connections. These relationships were plotted on semantic network maps to examine the interconnections between variables. The risk of campylobacteriosis is associated with mean weekly temperatures, although this link is shown more strongly in the literature relating to salmonellosis. Irregular and severe rain events are associated with Cryptosporidium sp. outbreaks, while noncholera Vibrio sp. displays increased growth rates in coastal waters during hot summers. In contrast, for Norovirus and Listeria sp. the association with climatic variables was relatively weak, but much stronger for food determinants. Electronic data mining to assess the impact of climate change on food- and waterborne diseases assured a methodical appraisal of the field. This climate change knowledge base can support national climate change vulnerability, impact, and adaptation assessments and facilitate the management of future threats from infectious diseases. In the light of diminishing resources for public health this approach can help balance different climate change adaptation options. PMID:24808720

Contextualizing Next Generation Science Standards to Guide Climate Education in the U.S. Affiliated Pacific Islands (USAPI)

NASA Astrophysics Data System (ADS)

Sussman, A.; Fletcher, C. H.; Sachs, J. P.

2012-12-01

The USAPI has a population of about 1,800,000 people spread across 4.9 million square miles of the Pacific Ocean. The Pacific Islands are characterized by a multitude of indigenous cultures and languages. Many USAPI students live considerably below the poverty line. The Pacific Island region is projected to experience some of the most profound negative impacts of climate change considerably sooner than other regions. Funded by the National Science Foundation (NSF), the Pacific Islands Climate Education Partnership (PCEP) has developed a detailed strategic plan to collaboratively improve climate knowledge among the region's students and citizens in ways that exemplify modern science and indigenous environmental knowledge, address the urgency of climate change impacts, and honor indigenous cultures. Students and citizens within the region will have the knowledge and skills to advance understanding of climate change, and to adapt to its impacts. Core PCEP partners contribute expertise in climate science, the science of learning, the region's education infrastructure, and the region's cultures and indigenous knowledge and practices. PCEP's strategic education plan is guided by a general, multidisciplinary K-14 Climate Education Framework (CEF) that organizes fundamental science concepts and practices within appropriate grade-span progressions. This CEF is based largely upon the National Research Council's "A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas" and the emerging Next Generation Science Standards. While the CEF is based upon these national Next Generation documents, it is also informed and strongly influenced by the region's geographic, climatic, cultural and socioeconomic contexts, notably indigenous knowledge and practices. Guided by the CEF, the PCEP in its initial development/planning phase has prototyped regional approaches to professional development, contextualizing curricula, and supporting community/school partnerships. With new, multiyear NSF implementation funding, the PCEP is building upon these prototypes and the strategic education plan to transform climate education across the region. Examples include a program of climate education certification being developed among the region's community colleges; research-based professional development focused on improving teachers' pedagogical content knowledge that has demonstrated striking success with both teacher and student outcomes; regional curricula based on local ecosystems and in local languages as well as English; and local school/community partnerships that combine the climate education work with local community climate adaptation projects. PCEP's interactive web-based environment (http://pcep.dsp.wested.org) interlinks the region's locations, organizations and people with information about climate science and climate impacts. This system enables the region's diverse stakeholders to access and contribute to the same information pool. This web-based environment both supports the development of PCEP resources such as the CEF and their continuing evolution and dissemination.

Tribal engagement strategy of the South Central Climate Science Center, 2014

USGS Publications Warehouse

Andrews, William J.; Taylor, April; Winton, Kimberly T.

2014-01-01

The South Central Climate Science Center was established by the U.S. Department of the Interior in 2012 to increase understanding of climate change and coordinate an effective response to climate-change effects on Native American tribes and natural and cultural resources that the Department manages. The eight regional Climate Science Centers of the U.S. Department of the Interior work closely with natural-resource management agencies, university researchers, and others such as tribes and private landowners on climate-change issues. The relatively large number of Native Americans in the south central United States and their special knowledge of changing ecosystems make working with tribes and tribal members on climate-change issues particularly important in this part of the Nation. This circular describes priorities of the South Central Climate Science Center and provides information about resources available from Climate Science Centers and partner agencies regarding climate change. The circular also describes how this Climate Science Center, tribes and tribal members, and others can collaborate to minimize potential harmful effects of climate change on human society and our surrounding ecosystems.

Convinced, ambivalent or annoyed: Tyrolean ski tourism stakeholders and their perceptions of climate change.

PubMed

Trawöger, Lisa

2014-02-01

Its focus on snow-dependent activities makes Alpine winter tourism especially sensitive to climate change. Stakeholder risk perceptions are a key factor in adaptation to climate change because they fundamentally drive or constrain stakeholder action. This paper examines climate change perceptions of winter tourism stakeholders in Tyrol (Austria). Using a qualitative approach, expert interviews were conducted. Four opinion categories reflecting different attitudes toward climate change issues were identified: convinced planners , annoyed deniers , ambivalent optimists , convinced wait-and-seers . Although the findings generally indicate a growing awareness of climate change, this awareness is mainly limited to perceiving the issue as a global phenomenon. Awareness of regional and branch-specific consequences of climate change that lead to a demand for action could not be identified. Current technical strategies, like snowmaking, are not primarily climate-induced. At present, coping with climate change is not a priority for risk management. The findings point out the importance of gaining and transferring knowledge of regional and branch-specific consequences of climate change in order to induce action at the destination level.

Climate change and the potential effects on maternal and pregnancy outcomes: an assessment of the most vulnerable--the mother, fetus, and newborn child.

PubMed

Rylander, Charlotta; Odland, Jon Øyvind; Sandanger, Torkjel Manning

2013-03-11

In 2007, the Intergovernmental Panel on Climate Change (IPCC) presented a large amount of evidence about global warming and the impact of human activities on global climate change. The Lancet Commission have identified a number of ways in which climate change can influence human health: lack of food and safe drinking water, poor sanitation, population migration, changing disease patterns and morbidity, more frequent extreme weather events, and lack of shelter. Pregnant women, the developing fetus, and young children are considered the most vulnerable members of our species and are already marginalized in many countries. Therefore, they may have increased sensitivity to the effects of climate change. Published literature in the fields of climate change, human health, tropical diseases, and direct heat exposure were assessed through the regular search engines. This article demonstrates that climate change will increase the risk of infant and maternal mortality, birth complications, and poorer reproductive health, especially in tropical, developing countries. Thus, climate change will have a substantial impact on the health and survival of the next generation among already challenged populations. There is limited knowledge regarding which regions will be most heavily affected. Research efforts are therefore required to identify the most vulnerable populations, fill knowledge gaps, and coordinate efforts to reduce negative health consequences. The effects of malnutrition, infectious diseases, environmental problems, and direct heat exposure on maternal health outcomes will lead to severe health risks for mothers and children. Increased focus on antenatal care is recommended to prevent worsening maternal health and perinatal mortality and morbidity. Interventions to reduce the negative health impacts caused by climate change are also crucial. Every effort should be made to develop and maintain good antenatal care during extreme life conditions as a result of climate change.

Climate change and the potential effects on maternal and pregnancy outcomes: an assessment of the most vulnerable – the mother, fetus, and newborn child

PubMed Central

Rylander, Charlotta; Odland, Jon Øyvind; Sandanger, Torkjel Manning

2013-01-01

In 2007, the Intergovernmental Panel on Climate Change (IPCC) presented a large amount of evidence about global warming and the impact of human activities on global climate change. The Lancet Commission have identified a number of ways in which climate change can influence human health: lack of food and safe drinking water, poor sanitation, population migration, changing disease patterns and morbidity, more frequent extreme weather events, and lack of shelter. Pregnant women, the developing fetus, and young children are considered the most vulnerable members of our species and are already marginalized in many countries. Therefore, they may have increased sensitivity to the effects of climate change. Published literature in the fields of climate change, human health, tropical diseases, and direct heat exposure were assessed through the regular search engines. This article demonstrates that climate change will increase the risk of infant and maternal mortality, birth complications, and poorer reproductive health, especially in tropical, developing countries. Thus, climate change will have a substantial impact on the health and survival of the next generation among already challenged populations. There is limited knowledge regarding which regions will be most heavily affected. Research efforts are therefore required to identify the most vulnerable populations, fill knowledge gaps, and coordinate efforts to reduce negative health consequences. The effects of malnutrition, infectious diseases, environmental problems, and direct heat exposure on maternal health outcomes will lead to severe health risks for mothers and children. Increased focus on antenatal care is recommended to prevent worsening maternal health and perinatal mortality and morbidity. Interventions to reduce the negative health impacts caused by climate change are also crucial. Every effort should be made to develop and maintain good antenatal care during extreme life conditions as a result of climate change. PMID:23481091

Adaptive and interactive climate futures: systematic review of ‘serious games’ for engagement and decision-making

NASA Astrophysics Data System (ADS)

Flood, Stephen; Cradock-Henry, Nicholas A.; Blackett, Paula; Edwards, Peter

2018-06-01

Climate change is already having adverse impacts on ecosystems, communities and economic activities through higher temperatures, prolonged droughts, and more frequent extremes. However, a gap remains between public understanding, scientific knowledge about climate change, and changes in behaviour to effect adaptation. ‘Serious games’—games used for purposes other than entertainment—are one way to reduce this adaptation deficit by enhancing opportunities for social learning and enabling positive action. Games can provide communities with the opportunity to interactively explore different climate futures, build capability and capacity for dealing with complex challenges, and socialise adaptation priorities with diverse publics. Using systematic review methods, this paper identifies, reviews, synthesises and assesses the literature on serious games for climate change adaptation. To determine where and how impact is achieved, we draw on an evaluation framework grounded in social learning, to assess which combinations of cognitive (knowledge and thinking), normative (norms and approaches) and relational (how people connect and network building) learning are achieved. Results show that factors influencing the overall success in influencing behaviour and catalysing learning for adaptation include generating high levels of inter- and intra- level trust between researchers, practitioners and community participants; strong debriefing and evaluation practices; and the use of experienced and knowledgeable facilitators. These results can help inform future game design, and research methodologies to develop robust ways for engaging with stakeholders and end users, and enhance learning effects for resilient climate futures.

Environmental Concern, Social Capital and the Social Context of Tailpipe Emissions-Related Knowledge in Northern Climates

DOT National Transportation Integrated Search

2012-06-30

Approximately a quarter of all greenhouse gases originate from motor vehicle tailpipe emissions (Intergovernmental Panel on Climate Change, 2007). Along with reducing household energy usage, changes in transportation behavior would have the most dire...

Co-production of knowledge: recipe for success in land-based climate change adaptation?

NASA Astrophysics Data System (ADS)

Coninx, Ingrid; Swart, Rob

2015-04-01

After multiple failures of scientists to trigger policymakers and other relevant actors to take action when communicating research findings, the request for co-production (or co-creation) of knowledge and stakeholder involvement in climate change adaptation efforts has rapidly increased over the past few years. In particular for land-based adaptation, on-the-ground action is often met by societal resistance towards solutions proposed by scientists, by a misfit of potential solutions with the local context, leading to misunderstanding and even rejection of scientific recommendations. A fully integrative co-creation process in which both scientists and practitioners discuss climate vulnerability and possible responses, exploring perspectives and designing adaptation measures based on their own knowledge, is expected to prevent the adaptation deadlock. The apparent conviction that co-creation processes result in successful adaptation, has not yet been unambiguously empirically demonstrated, but has resulted in co-creation being one of basic principles in many new research and policy programmes. But is co-creation that brings knowledge of scientists and practitioners together always the best recipe for success in climate change adaptation? Assessing a number of actual cases, the authors have serious doubts. The paper proposes additional considerations for adaptively managing the environment that should be taken into account in the design of participatory knowledge development in which climate scientists play a role. These include the nature of the problem at stake; the values, interests and perceptions of the actors involved; the methods used to build trust, strengthen alignment and develop reciprocal relationships among scientists and practitioners; and the concreteness of the co-creation output.

Mandatory Climate Change Discussions in Online Classrooms: Promoting Students' Climate Literacy and Understanding of the Nature of Science

ERIC Educational Resources Information Center

Clary, Renee M.; Wandersee, James H.

2012-01-01

Graduate students entered our online classrooms with robust, but nonscientific, opinions on climate change. To expose students to critical analysis of media and emphasize the nature of science, we required them to access scientific reports and participate in mandatory peer discussions. An introductory survey probed incoming knowledge and opinions,…

Indigenous observations of climate change in the Lower Yukon River Basin, Alaska

USGS Publications Warehouse

Herman-Mercer, Nicole M.; Schuster, Paul F.; Maracle, Karonhiakt'tie

2011-01-01

Natural science climate change studies have led to an overwhelming amount of evidence that the Arctic and Subarctic are among the world's first locations to begin experiencing climate change. Indigenous knowledge of northern regions is a valuable resource to assess the effects of climate change on the people and the landscape. Most studies, however, have focused on coastal Arctic and Subarctic communities with relatively little focus on inland communities. This paper relates the findings from fieldwork conducted in the Lower Yukon River Basin of Alaska in the spring of 2009. Semi-structured interviews were conducted with hunters and elders in the villages of St. Mary's and Pitka's Point, Alaska to document observations of climate change. This study assumes that scientific findings and indigenous knowledge are complementary and seeks to overcome the false dichotomy that these two ways of knowing are in opposition. The observed changes in the climate communicated by the hunters and elders of St. Mary's and Pitka's Point, Alaska are impacting the community in ways ranging from subsistence (shifting flora and fauna patterns), concerns about safety (unpredictable weather patterns and dangerous ice conditions), and a changing resource base (increased reliance on fossil fuels). Here we attempt to address the challenges of integrating these two ways of knowing while relating indigenous observations as described by elders and hunters of the study area to those described by scientific literature.

The precautionary principle in fisheries management under climate change: How the international legal framework formulate it?

NASA Astrophysics Data System (ADS)

Latifah, E.; Imanullah, M. N.

2018-03-01

One of the objectives of fisheries management is to reach long-term sustainable benefits of the fish stocks while reducing the risk of severe or irreversible damage to the marine ecosystem. Achieving this objective needs, the good scientific knowledge and understanding on fisheries management including scientific data and information on the fish stock, fishing catch, distribution, migration, the proportion of mature fish, the mortality rate, reproduction as well as the knowledge on the impact of fishing on dependent and associated species and other species belonging to the same ecosystem, and further the impact of climate change and climate variability on the fish stocks and marine ecosystem. Lack of this scientific knowledge may lead to high levels of uncertainty. The precautionary principle is one of the basic environmental principles needed in overcoming this problem. An essence of this principle is that, in facing the serious risk as a result of the limited scientific knowledge or the absence of complete evidence of harm, it should not prevent the precautionary measures in minimizing risks and protecting the fish stocks and ecosystem. This study aims to examine how the precautionary principle in fisheries management be formulated into the international legal framework, especially under the climate change framework.

Using biogeographic distributions and natural history to predict marine/estuarine species at risk to climate change

EPA Science Inventory

Effects of climate change on marine and estuarine species will vary with attributes of the species and the spatial patterns of environmental change at the habitat and global scales. To better predict which species are at greatest risk, we are developing a knowledge base of specie...

Alaska Center for Climate Assessment and Policy: Partnering with Decision-Makers in Climate Change Adaptation

NASA Astrophysics Data System (ADS)

White, D.; Trainor, S.; Walsh, J.; Gerlach, C.

2008-12-01

The Alaska Center for Climate Assessment and Policy (ACCAP; www.uaf.edu/accap) is one of several, NOAA funded, Regional Integrated Science and Policy (RISA) programs nation-wide (http://www.climate.noaa.gov/cpo_pa/risa/). Our mission is to assess the socio-economic and biophysical impacts of climate variability in Alaska, make this information available to local and regional decision-makers, and improve the ability of Alaskans to adapt to a changing climate. We partner with the University of Alaska?s Scenario Network for Alaska Planning (SNAP; http://www.snap.uaf.edu/), state and local government, state and federal agencies, industry, and non-profit organizations to communicate accurate and up-to-date climate science and assist in formulating adaptation and mitigation plans. ACCAP and SNAP scientists are members of the Governor?s Climate Change Sub-Cabinet Adaptation and Mitigation Advisory and Technical Working Groups (http://www.climatechange.alaska.gov/), and apply their scientific expertise to provide down-scaled, state-wide maps of temperature and precipitation projections for these groups. An ACCAP scientist also serves as co-chair for the Fairbanks North Star Borough Climate Change Task Force, assisting this group as they work through the five-step model for climate change planning put forward by the International Council for Local Environmental Initiatives (http://www.investfairbanks.com/Taskforces/climate.php). ACCAP scientists work closely with federal resource managers in on a range of projects including: partnering with the U.S. Fish and Wildlife Service to analyze hydrologic changes associated with climate change and related ecological impacts and wildlife management and development issues on Alaska?s North Slope; partnering with members of the Alaska Interagency Wildland Fire Coordinating Group in statistical modeling to predict seasonal wildfire activity and coordinate fire suppression resources state-wide; and working with Alaska Native Elders and resource managers to document traditional ecological knowledge (TEK) and integrate this knowledge with Western science for crafting adaptation response to climate impacts in rural Native Alaska.

Public Perception of Climate Risk: The Case of Greece

NASA Astrophysics Data System (ADS)

Voskaki, Asimina; Tsermenidis, Konstantinos

2015-04-01

Climate change is generally considered as one of the greatest challenges our world is facing. In the case of Greece climatic change seems to be associated with sea level rise, increase in temperature, variation in precipitation patterns, and extreme weather events. As a result of climate pattern changes a series of consequences are expected in areas involving build environment, infrastructures, health and various sectors of the economy. Even though climate change is probably going to affect Greece in terms of human welfare and economic growth, public perception and attitude do not always identify it as the most important, amongst others, environmental area of concern, or compared to various socio-economic issues. Considering that topics related to climate change involve a certain degree of uncertainty public perception seems to be important when dealing with adaptation strategies to manage or prevent risks from climate change impact and therefore people's reaction to risks seem to be an issue of great importance in future policy planning and implementation. The key issue of this paper is to investigate and analyse public perception in Greece as regards to climate change risk. Through a questionnaire survey this research investigates people's understanding, specific knowledge, opinion, awareness, emotions, behavior with regards to climate change risks and their willingness to pay in order to minimize or prevent risk. In addition, it examines people's willingness to alter current lifestyle and adapt to a changing climate. The information derived from survey data concern the topics and the perceived importance of the causes of the climate change between certain groups of people; the analysis of the data is focused on the correlation between perceived risk and knowledge about the issues involved. Rather than applying a specific technique extensively, we choose to deploy a number of methodologies with which we are able to draw different aspects from the data. To this end, we apply descriptive statistics, cluster analysis techniques and logistic regression. Descriptive statistics result in some general conclusions from the data concerning sex, age, location, residential characteristics, level of education and level of actual knowledge. Cluster analysis gives us an intuitive on how the subjects are grouped in certain profiles, according to their attitude towards climate change and the associated risk. Logistic regression provides a probabilistic approach in order to interpret the way the subjects respond to our questions in relation to their specific background. Based on analysis results, this paper, amongst others, points out the vulnerability of Greek society to climate risk and highlights factors that influence individual perception; in addition it identifies drivers of behavior change that can facilitate efficient adaptation plans for future use. The results of this research could be used as a basis for understanding public responses to climate change risk and for facilitating communication between experts, policy makers and communities.

Convinced, ambivalent or annoyed: Tyrolean ski tourism stakeholders and their perceptions of climate change☆

PubMed Central

Trawöger, Lisa

2014-01-01

Its focus on snow-dependent activities makes Alpine winter tourism especially sensitive to climate change. Stakeholder risk perceptions are a key factor in adaptation to climate change because they fundamentally drive or constrain stakeholder action. This paper examines climate change perceptions of winter tourism stakeholders in Tyrol (Austria). Using a qualitative approach, expert interviews were conducted. Four opinion categories reflecting different attitudes toward climate change issues were identified: convinced planners, annoyed deniers, ambivalent optimists, convinced wait-and-seers. Although the findings generally indicate a growing awareness of climate change, this awareness is mainly limited to perceiving the issue as a global phenomenon. Awareness of regional and branch-specific consequences of climate change that lead to a demand for action could not be identified. Current technical strategies, like snowmaking, are not primarily climate-induced. At present, coping with climate change is not a priority for risk management. The findings point out the importance of gaining and transferring knowledge of regional and branch-specific consequences of climate change in order to induce action at the destination level. PMID:27064520

Communicating Climate Change: the Problem of Knowing and Doing.

NASA Astrophysics Data System (ADS)

Wildcat, D.

2008-12-01

The challenge of global warming and climate change may illustrate better than any recent phenomenon that quite independent of the science associated with our assessment, modeling, mitigation strategies and adaptation to the multiple complex processes that characterize this phenomenon, our greatest challenge resides in creating systems where knowledge can be usefully communicated to the general public. Knowledge transfer will pose significant challenges when addressing a topic that often leaves the ill-informed and non-scientist overwhelmed with pieces of information and paralyzed with a sense that there is nothing to be done to address this global problem. This communication problem is very acute in North American indigenous communities where a first-hand, on-the-ground, experience of climate change is indisputable, but where the charts, graphs and sophisticated models presented by scientists are treated with suspicion and often not explained very well. This presentation will discuss the efforts of the American Indian and Alaska Native Climate Change Working Group to prepare future generations of AI/AN geoscience professionals, educators, and a geoscience literate AI/AN workforce, while insuring that our Indigenous tribal knowledges of land- and sea-scapes, and climates are valued, used and incorporated into our tribal exercise of geoscience education and research. The Working Group's efforts are already suggesting the communication problem for Indigenous communities will best be solved by 'growing' our own culturally competent Indigenous geoscience professionals.

Overcoming scepticism: Interacting influences of geographical location on perceived climate change adaptation measures to water resources in Spain

NASA Astrophysics Data System (ADS)

Iglesias, Ana; Garrote, Luis; Bardaji, Isabel; Iglesias, Pedro; Granados, Alfredo

2016-04-01

Though many climate adaptation efforts attempt to be defined with the participation of local communities, these strategies may be ineffective because among citizens affected equally, a local risk perception rather than scientific understanding largely drives adaptation choices. Further, the geographical location may polarize climate risk perceptions, making some adaptation efforts ineffective among sceptics. This study examines how the local degradation of the environment and water resources relates to adaption choices and in turn, climate change risk perception among a range of citizens in the Tagus basin, Spain (n = 300). We find respondents of less degraded areas have individualistic responses, and are significantly less likely to accept adaptation strategies than respondents in water stressed communities. The interaction between climate knowledge and adaptation choices is positively related to acceptance of adaptation choices in both groups, and had a stronger positive relationship among individualists. There is no statistical difference in acceptance of adaptation between individualists and communitarians at high levels of knowledge (top decile). Thus, education efforts specific to climate change may counteract divisions based geographical location and environmental stress.

A healthy turn in urban climate change policies; European city workshop proposes health indicators as policy integrators.

PubMed

Keune, Hans; Ludlow, David; van den Hazel, Peter; Randall, Scott; Bartonova, Alena

2012-06-28

The EU FP6 HENVINET project reviewed the potential relevance of a focus on climate change related health effects for climate change policies at the city region level. This was undertaken by means of a workshop with both scientists, city representatives from several EU-countries, representatives of EU city networks and EU-experts. In this paper we introduce some important health related climate change issues, and discuss the current city policies of the participating cities. The workshop used a backcasting format to analyse the future relevance of a health perspective, and the main benefits and challenges this would bring to urban policy making. It was concluded that health issues have an important function as indicators of success for urban climate change policies, given the extent to which climate change policies contribute to public health and as such to quality of life. Simultaneously the health perspective may function as a policy integrator in that it can combine several related policy objectives, such as environmental policies, health policies, urban planning and economic development policies, in one framework for action. Furthermore, the participants to the workshop considered public health to be of strategic importance in organizing public support for climate change policies. One important conclusion of the workshop was the view that the connection of science and policy at the city level is inadequate, and that the integration of scientific knowledge on climate change related health effects and local policy practice is in need of more attention. In conclusion, the workshop was viewed as a constructive advance in the process of integration which hopefully will lead to ongoing cooperation. The workshop had the ambition to bring together a diversity of actor perspectives for exchange of knowledge and experiences, and joint understanding as a basis for future cooperation. Next to the complementarities in experience and knowledge, the mutual critical reflection was a bonus, as ideas had the opportunity to be scrutinized by others, leading to more robustness and common ground. The structured backcasting approach was helpful in integrating all of this with one common focus, embracing diversity and complexity, and stimulating reflection and new ideas.

A healthy turn in urban climate change policies; European city workshop proposes health indicators as policy integrators

PubMed Central

2012-01-01

Background The EU FP6 HENVINET project reviewed the potential relevance of a focus on climate change related health effects for climate change policies at the city region level. This was undertaken by means of a workshop with both scientists, city representatives from several EU-countries, representatives of EU city networks and EU-experts. In this paper we introduce some important health related climate change issues, and discuss the current city policies of the participating cities. Methods The workshop used a backcasting format to analyse the future relevance of a health perspective, and the main benefits and challenges this would bring to urban policy making. Results It was concluded that health issues have an important function as indicators of success for urban climate change policies, given the extent to which climate change policies contribute to public health and as such to quality of life. Simultaneously the health perspective may function as a policy integrator in that it can combine several related policy objectives, such as environmental policies, health policies, urban planning and economic development policies, in one framework for action. Furthermore, the participants to the workshop considered public health to be of strategic importance in organizing public support for climate change policies. One important conclusion of the workshop was the view that the connection of science and policy at the city level is inadequate, and that the integration of scientific knowledge on climate change related health effects and local policy practice is in need of more attention. In conclusion, the workshop was viewed as a constructive advance in the process of integration which hopefully will lead to ongoing cooperation. Conclusions The workshop had the ambition to bring together a diversity of actor perspectives for exchange of knowledge and experiences, and joint understanding as a basis for future cooperation. Next to the complementarities in experience and knowledge, the mutual critical reflection was a bonus, as ideas had the opportunity to be scrutinized by others, leading to more robustness and common ground. The structured backcasting approach was helpful in integrating all of this with one common focus, embracing diversity and complexity, and stimulating reflection and new ideas. PMID:22759496

Asia-Pacific Center for Security Studies Annual Report 2008

DTIC Science & Technology

2008-01-01

construction efforts. Knowledge and The Natural Disaster Posing the Greatest Threat to You is: 1. Flood (22%) 2. Global warming / climate change (22...highly likely to rec- ommend APCSS to a colleague.  1. International financial crisis (29%) . Global warming / climate change (1%) . Pandemic

Evolving Best Practice in Learning About Air Quality and Climate Change Science in ACCENT

NASA Astrophysics Data System (ADS)

Schuepbach, E.

2008-12-01

Learning about air quality and climate change science has developed into a transdisciplinary impact generator, moulded by academic-stakeholder partnerships, where complementary skills and competences lead to a culture of dialogue, mutual learning and decision-making. These sweeping changes are mirrored in the evolving best practice within the European Network of Excellence on Atmospheric Composition Change (ACCENT). The Training and Education Programme in ACCENT pursues an integrated approach and innovative avenues to sharing knowledge and communicating air quality and climate change science to various end-user groups, including teachers, policy makers, stakeholders, and the general public. Early career scientists are involved in the process, and are trained to acquire new knowledge in a variety of learning communities and environments. Here, examples of both the open system of teaching within ACCENT training workshops for early career scientists, and the engagement of non-academic audiences in the joint learning process are presented.

Useful and Usable Climate Science: Frameworks for Bridging the Social and Physical domains.

NASA Astrophysics Data System (ADS)

Buja, L.

2016-12-01

Society is transforming the Earth's system in unprecedented ways, often with significant variations across space and time. In turn, the impacts of climate change on the human system vary dramatically due to differences in cultural, socioeconomic, institutional, and physical processes at the local level. The Climate Science and Applications Program (CSAP) at the National Center for Atmospheric Research in Boulder Colorado addresses societal vulnerability, impacts and adaptation to climate change through the development of frameworks and methods for analyzing current and future vulnerability, and integrated analyses of climate impacts and adaptation at local, regional and global scales. CSAP relies heavily on GIS-based scientific data and knowledge systems to bridge social and physical science approaches in its five focus areas: Governance of inter-linked natural and managed resource systems. The role of urban areas in driving emissions of climate change Weather, climate and global human health, GIS-based science data & knowledge systems. Regional Climate Science and Services for Adaptation Advanced methodologies and frameworks for assessing current and future risks to environmental hazards through the integration of physical and social science models, research results, and remote sensing data are presented in the context of recent national and international projects on climate change and food/water security, urban carbon emissions, metropolitan extreme heat and global health. In addition, innovative CSAP international capacity building programs teaching interdisciplinary approaches for using geospatial technologies to integrate multi-scale spatial information of weather, climate change into important sectors such as disaster reduction, agriculture, tourism and society for decision-making are discussed.

Adapting to the Effects of Climate Change on Inuit Health

PubMed Central

Ford, James D.; Willox, Ashlee Cunsolo; Chatwood, Susan; Furgal, Christopher; Harper, Sherilee; Mauro, Ian; Pearce, Tristan

2014-01-01

Climate change will have far-reaching implications for Inuit health. Focusing on adaptation offers a proactive approach for managing climate-related health risks—one that views Inuit populations as active agents in planning and responding at household, community, and regional levels. Adaptation can direct attention to the root causes of climate vulnerability and emphasize the importance of traditional knowledge regarding environmental change and adaptive strategies. An evidence base on adaptation options and processes for Inuit regions is currently lacking, however, thus constraining climate policy development. In this article, we tackled this deficit, drawing upon our understanding of the determinants of health vulnerability to climate change in Canada to propose key considerations for adaptation decision-making in an Inuit context. PMID:24754615

Adapting to the effects of climate change on Inuit health.

PubMed

Ford, James D; Willox, Ashlee Cunsolo; Chatwood, Susan; Furgal, Christopher; Harper, Sherilee; Mauro, Ian; Pearce, Tristan

2014-06-01

Climate change will have far-reaching implications for Inuit health. Focusing on adaptation offers a proactive approach for managing climate-related health risks-one that views Inuit populations as active agents in planning and responding at household, community, and regional levels. Adaptation can direct attention to the root causes of climate vulnerability and emphasize the importance of traditional knowledge regarding environmental change and adaptive strategies. An evidence base on adaptation options and processes for Inuit regions is currently lacking, however, thus constraining climate policy development. In this article, we tackled this deficit, drawing upon our understanding of the determinants of health vulnerability to climate change in Canada to propose key considerations for adaptation decision-making in an Inuit context.

Forest Influences on Climate and Water Resources at the Landscape to Regional Scale

Treesearch

Ge Sun; Yongqiang Liu

2013-01-01

Although it is well known that climate controls the distribution, productivity and functioning of vegetation on earth, our knowledge about the role of forests in regulating regional climate and water resources is lacking. The studies on climate-forests feedbacks have received increasing attention from the climate change and ecohydrology research communities. The goal...

Tools for Teaching Climate Change Studies

DOE Office of Scientific and Technical Information (OSTI.GOV)

Maestas, A.M.; Jones, L.A.

2005-03-18

The Atmospheric Radiation Measurement Climate Research Facility (ACRF) develops public outreach materials and educational resources for schools. Studies prove that science education in rural and indigenous communities improves when educators integrate regional knowledge of climate and environmental issues into school curriculum and public outreach materials. In order to promote understanding of ACRF climate change studies, ACRF Education and Outreach has developed interactive kiosks about climate change for host communities close to the research sites. A kiosk for the North Slope of Alaska (NSA) community was installed at the Iupiat Heritage Center in 2003, and a kiosk for the Tropical Westernmore » Pacific locales will be installed in 2005. The kiosks feature interviews with local community elders, regional agency officials, and Atmospheric Radiation Measurement (ARM) Program scientists, which highlight both research and local observations of some aspects of environmental and climatic change in the Arctic and Pacific. The kiosks offer viewers a unique opportunity to learn about the environmental concerns and knowledge of respected community elders, and to also understand state-of-the-art climate research. An archive of interviews from the communities will also be distributed with supplemental lessons and activities to encourage teachers and students to compare and contrast climate change studies and oral history observations from two distinct locations. The U.S. Department of Energy's ACRF supports education and outreach efforts for communities and schools located near its sites. ACRF Education and Outreach has developed interactive kiosks at the request of the communities to provide an opportunity for the public to learn about climate change from both scientific and indigenous perspectives. Kiosks include interviews with ARM scientists and provide users with basic information about climate change studies as well as interviews with elders and community leaders discussing the impacts of climate change on land, sea, and other aspects of village life.« less

The appeasement effect of a United Nations climate summit on the German public

NASA Astrophysics Data System (ADS)

Brüggemann, Michael; de Silva-Schmidt, Fenja; Hoppe, Imke; Arlt, Dorothee; Schmitt, Josephine B.

2017-11-01

The annual UN climate summits receive intense global media coverage, and as such could engage local publics around the world, stimulate debate and knowledge about climate politics, and, ultimately, mobilize people to combat climate change. Here we show that, in contrast to these hopes, although the German public were exposed to news about the 2015 Paris summit, they did not engage with it in a more active way. Comparing knowledge and attitudes before, during and after the summit using a three-wave online panel survey (quota sample, N = 1,121), we find that respondents learnt a few basic facts about the conference but they continue to lack basic background knowledge about climate policy. Trust in global climate policy increased a little, but citizens were less inclined to support a leading role for Germany in climate politics. Moreover, they were not more likely to engage personally in climate protection. These results suggest that this global media event had a modest appeasing rather than mobilizing effect.

Interdisciplinary knowledge exchange across scales in a globally changing marine environment.

PubMed

McDonald, Karlie S; Hobday, Alistair J; Fulton, Elizabeth A; Thompson, Peter A

2018-07-01

The effects of anthropogenic global environmental change on biotic and abiotic processes have been reported in aquatic systems across the world. Complex synergies between concurrent environmental stressors and the resilience of the system to regime shifts, which vary in space and time, determine the capacity for marine systems to maintain structure and function with global environmental change. Consequently, an interdisciplinary approach that facilitates the development of new methods for the exchange of knowledge between scientists across multiple scales is required to effectively understand, quantify and predict climate impacts on marine ecosystem services. We use a literature review to assess the limitations and assumptions of current pathways to exchange interdisciplinary knowledge and the transferability of research findings across spatial and temporal scales and levels of biological organization to advance scientific understanding of global environmental change in marine systems. We found that species-specific regional scale climate change research is most commonly published, and "supporting" is the ecosystem service most commonly referred to in publications. In addition, our paper outlines a trajectory for the future development of integrated climate change science for sustaining marine ecosystem services such as investment in interdisciplinary education and connectivity between disciplines. © 2018 John Wiley & Sons Ltd.

The burgeoning field of transdisciplinary adaptation research in Quebec (1998-): a climate change-related public health narrative.

PubMed

Gosselin, Pierre; Bélanger, Diane; Lapaige, Véronique; Labbé, Yolaine

2011-01-01

This paper presents a public health narrative on Quebec's new climatic conditions and human health, and describes the transdisciplinary nature of the climate change adaptation research currently being adopted in Quebec, characterized by the three phases of problem identification, problem investigation, and problem transformation. A transdisciplinary approach is essential for dealing with complex ill-defined problems concerning human-environment interactions (for example, climate change), for allowing joint research, collective leadership, complex collaborations, and significant exchanges among scientists, decision makers, and knowledge users. Such an approach is widely supported in theory but has proved to be extremely difficult to implement in practice, and those who attempt it have met with heavy resistance, succeeding when they find the occasional opportunity within institutional or social contexts. In this paper we narrate the ongoing struggle involved in tackling the negative effects of climate change in multi-actor contexts at local and regional levels, a struggle that began in a quiet way in 1998. The paper will describe how public health adaptation research is supporting transdisciplinary action and implementation while also preparing for the future, and how this interaction to tackle a life-world problem (adaptation of the Quebec public health sector to climate change) in multi-actors contexts has progressively been established during the last 13 years. The first of the two sections introduces the social context of a Quebec undergoing climate changes. Current climatic conditions and expected changes will be described, and attendant health risks for the Quebec population. The second section addresses the scientific, institutional and normative dimensions of the problem. It corresponds to a "public health narrative" presented in three phases: (1) problem identification (1998-2002) beginning in northern Quebec; (2) problem investigation (2002-2006) in which the issues are successively explored, understood, and conceptualized for all of Quebec, and (3) problem transformation (2006-2009), which discusses major interactions among the stakeholders and the presentation of an Action Plan by a central actor, the Quebec government, in alliance with other stakeholders. In conclusion, we underline the importance, in the current context, of providing for a sustained transdisciplinary adaptation to climatic change. This paper should be helpful for (1) public health professionals confronted with establishing a transdisciplinary approach to a real-world problem other than climate change, (2) professionals in other sectors (such as public safety, built environment) confronted with climate change, who wish to implement transdisciplinary adaptive interventions and/or research, and (3) knowledge users (public and private actors; nongovernment organizations; citizens) from elsewhere in multi-contexts/environments/sectors who wish to promote complex collaborations (with us or not), collective leadership, and "transfrontier knowledge-to-action" for implementing climate change-related adaptation measures.

The burgeoning field of transdisciplinary adaptation research in Quebec (1998–): a climate change-related public health narrative

PubMed Central

Gosselin, Pierre; Bélanger, Diane; Lapaige, Véronique; Labbé, Yolaine

2011-01-01

This paper presents a public health narrative on Quebec’s new climatic conditions and human health, and describes the transdisciplinary nature of the climate change adaptation research currently being adopted in Quebec, characterized by the three phases of problem identification, problem investigation, and problem transformation. A transdisciplinary approach is essential for dealing with complex ill-defined problems concerning human–environment interactions (for example, climate change), for allowing joint research, collective leadership, complex collaborations, and significant exchanges among scientists, decision makers, and knowledge users. Such an approach is widely supported in theory but has proved to be extremely difficult to implement in practice, and those who attempt it have met with heavy resistance, succeeding when they find the occasional opportunity within institutional or social contexts. In this paper we narrate the ongoing struggle involved in tackling the negative effects of climate change in multi-actor contexts at local and regional levels, a struggle that began in a quiet way in 1998. The paper will describe how public health adaptation research is supporting transdisciplinary action and implementation while also preparing for the future, and how this interaction to tackle a life-world problem (adaptation of the Quebec public health sector to climate change) in multi-actors contexts has progressively been established during the last 13 years. The first of the two sections introduces the social context of a Quebec undergoing climate changes. Current climatic conditions and expected changes will be described, and attendant health risks for the Quebec population. The second section addresses the scientific, institutional and normative dimensions of the problem. It corresponds to a “public health narrative” presented in three phases: (1) problem identification (1998–2002) beginning in northern Quebec; (2) problem investigation (2002–2006) in which the issues are successively explored, understood, and conceptualized for all of Quebec, and (3) problem transformation (2006–2009), which discusses major interactions among the stakeholders and the presentation of an Action Plan by a central actor, the Quebec government, in alliance with other stakeholders. In conclusion, we underline the importance, in the current context, of providing for a sustained transdisciplinary adaptation to climatic change. This paper should be helpful for (1) public health professionals confronted with establishing a transdisciplinary approach to a real-world problem other than climate change, (2) professionals in other sectors (such as public safety, built environment) confronted with climate change, who wish to implement transdisciplinary adaptive interventions and/or research, and (3) knowledge users (public and private actors; nongovernment organizations; citizens) from elsewhere in multi-contexts/environments/sectors who wish to promote complex collaborations (with us or not), collective leadership, and “transfrontier knowledge-to-action” for implementing climate change-related adaptation measures. PMID:21966228

Developing Climate Resilience Toolkit Decision Support Training Sectio

NASA Astrophysics Data System (ADS)

Livezey, M. M.; Herring, D.; Keck, J.; Meyers, J. C.

2014-12-01

The Climate Resilience Toolkit (CRT) is a Federal government effort to address the U.S. President's Climate Action Plan and Executive Order for Climate Preparedness. The toolkit will provide access to tools and products useful for climate-sensitive decision making. To optimize the user experience, the toolkit will also provide access to training materials. The National Oceanic and Atmospheric Administration (NOAA) has been building a climate training capability for 15 years. The target audience for the training has historically been mainly NOAA staff with some modified training programs for external users and stakeholders. NOAA is now using this climate training capacity for the CRT. To organize the CRT training section, we collaborated with the Association of Climate Change Officers to determine the best strategy and identified four additional complimentary skills needed for successful decision making: climate literacy, environmental literacy, risk assessment and management, and strategic execution and monitoring. Developing the climate literacy skills requires knowledge of climate variability and change, as well as an introduction to the suite of available products and services. For the development of an environmental literacy category, specific topics needed include knowledge of climate impacts on specific environmental systems. Climate risk assessment and management introduces a process for decision making and provides knowledge on communication of climate information and integration of climate information in planning processes. The strategic execution and monitoring category provides information on use of NOAA climate products, services, and partnership opportunities for decision making. In order to use the existing training modules, it was necessary to assess their level of complexity, catalog them, and develop guidance for users on a curriculum to take advantage of the training resources to enhance their learning experience. With the development of this CRT training section, NOAA has made significant progress in sharing resources with the external community.

Local farmers' perceptions of climate change and local adaptive strategies: a case study from the Middle Yarlung Zangbo River Valley, Tibet, China.

PubMed

Li, Chunyan; Tang, Ya; Luo, Han; Di, Baofeng; Zhang, Liyun

2013-10-01

Climate change affects the productivity of agricultural ecosystems. Farmers cope with climate change based on their perceptions of changing climate patterns. Using a case study from the Middle Yarlung Zangbo River Valley, we present a new research framework that uses questionnaire and interview methods to compare local farmers' perceptions of climate change with the adaptive farming strategies they adopt. Most farmers in the valley believed that temperatures had increased in the last 30 years but did not note any changes in precipitation. Most farmers also reported sowing and harvesting hulless barley 10-15 days earlier than they were 20 years ago. In addition, farmers observed that plants were flowering and river ice was melting earlier in the season, but they did not perceive changes in plant germination, herbaceous vegetation growth, or other spring seasonal events. Most farmers noticed an extended fall season signified by delays in the freezing of rivers and an extended growing season for grassland vegetation. The study results showed that agricultural practices in the study area are still traditional; that is, local farmers' perceptions of climate change and their strategies to mitigate its impacts were based on indigenous knowledge and their own experiences. Adaptive strategies included adjusting planting and harvesting dates, changing crop species, and improving irrigation infrastructure. However, the farmers' decisions could not be fully attributed to their concerns about climate change. Local farming systems exhibit high adaptability to climate variability. Additionally, off-farm income has reduced the dependence of the farmers on agriculture, and an agricultural subsidy from the Chinese Central Government has mitigated the farmers' vulnerability. Nevertheless, it remains necessary for local farmers to build a system of adaptive climate change strategies that combines traditional experience and indigenous knowledge with scientific research and government polices as key factors.

Local Farmers' Perceptions of Climate Change and Local Adaptive Strategies: A Case Study from the Middle Yarlung Zangbo River Valley, Tibet, China

NASA Astrophysics Data System (ADS)

Li, Chunyan; Tang, Ya; Luo, Han; Di, Baofeng; Zhang, Liyun

2013-10-01

Climate change affects the productivity of agricultural ecosystems. Farmers cope with climate change based on their perceptions of changing climate patterns. Using a case study from the Middle Yarlung Zangbo River Valley, we present a new research framework that uses questionnaire and interview methods to compare local farmers' perceptions of climate change with the adaptive farming strategies they adopt. Most farmers in the valley believed that temperatures had increased in the last 30 years but did not note any changes in precipitation. Most farmers also reported sowing and harvesting hulless barley 10-15 days earlier than they were 20 years ago. In addition, farmers observed that plants were flowering and river ice was melting earlier in the season, but they did not perceive changes in plant germination, herbaceous vegetation growth, or other spring seasonal events. Most farmers noticed an extended fall season signified by delays in the freezing of rivers and an extended growing season for grassland vegetation. The study results showed that agricultural practices in the study area are still traditional; that is, local farmers' perceptions of climate change and their strategies to mitigate its impacts were based on indigenous knowledge and their own experiences. Adaptive strategies included adjusting planting and harvesting dates, changing crop species, and improving irrigation infrastructure. However, the farmers' decisions could not be fully attributed to their concerns about climate change. Local farming systems exhibit high adaptability to climate variability. Additionally, off-farm income has reduced the dependence of the farmers on agriculture, and an agricultural subsidy from the Chinese Central Government has mitigated the farmers' vulnerability. Nevertheless, it remains necessary for local farmers to build a system of adaptive climate change strategies that combines traditional experience and indigenous knowledge with scientific research and government polices as key factors.

Climate change adaptation options in rainfed upland cropping systems in the wet tropics: A case study of smallholder farms in North-West Cambodia.

PubMed

Touch, Van; Martin, Robert John; Scott, Jeannette Fiona; Cowie, Annette; Liu, De Li

2016-11-01

While climate change is confirmed to have serious impacts on agricultural production in many regions worldwide, researchers have proposed various measures that farmers can apply to cope with and adapt to those changes. However, it is often the case that not every adaptation measure would be practical and adoptable in a specific region. Farmers may have their own ways of managing and adapting to climate change that need to be taken into account when considering interventions. This study aimed to engage with farmers to: (1) better understand small-holder knowledge, attitudes and practices in relation to perceived or expected climate change; and (2) document cropping practices, climate change perceptions, constraints to crop production, and coping and adaptation options with existing climate variability and expected climate change. This study was conducted in 2015 in Sala Krau village near Pailin (12°52'N, 102°45'E) and Samlout (12°39'N, 102°36'E) of North-West Cambodia. The methods used were a combination of focus group discussions and one-on-one interviews where 132 farming households were randomly selected. We found that farmers were conscious of changes in climate over recent years, and had a good understanding of likely future changes. While farmers are aware of some practices that can be modified to minimize risk and cope with anticipated changes, they are reluctant to apply them. Furthermore; there are no government agricultural extension services provided at the village level and farmers have relied on each other and other actors in the value chain network for information to support their decision-making. There is a lack of knowledge of the principles of conservation agriculture that urgently require agricultural extension services in the region to build farmer ability to better cope and adapt to climate change. Copyright © 2016 Elsevier Ltd. All rights reserved.

Climate change: believing and seeing implies adapting.

PubMed

Blennow, Kristina; Persson, Johannes; Tomé, Margarida; Hanewinkel, Marc

2012-01-01

Knowledge of factors that trigger human response to climate change is crucial for effective climate change policy communication. Climate change has been claimed to have low salience as a risk issue because it cannot be directly experienced. Still, personal factors such as strength of belief in local effects of climate change have been shown to correlate strongly with responses to climate change and there is a growing literature on the hypothesis that personal experience of climate change (and/or its effects) explains responses to climate change. Here we provide, using survey data from 845 private forest owners operating in a wide range of bio-climatic as well as economic-social-political structures in a latitudinal gradient across Europe, the first evidence that the personal strength of belief and perception of local effects of climate change, highly significantly explain human responses to climate change. A logistic regression model was fitted to the two variables, estimating expected probabilities ranging from 0.07 (SD ± 0.01) to 0.81 (SD ± 0.03) for self-reported adaptive measures taken. Adding socio-demographic variables improved the fit, estimating expected probabilities ranging from 0.022 (SD ± 0.008) to 0.91 (SD ± 0.02). We conclude that to explain and predict adaptation to climate change, the combination of personal experience and belief must be considered.

Using critical evaluation to reappraise plausibility judgments: A critical cognitive component of conceptual change

NASA Astrophysics Data System (ADS)

Lombardi, D.

2011-12-01

Plausibility judgments-although well represented in conceptual change theories (see, for example, Chi, 2005; diSessa, 1993; Dole & Sinatra, 1998; Posner et al., 1982)-have received little empirical attention until our recent work investigating teachers' and students' understanding of and perceptions about human-induced climate change (Lombardi & Sinatra, 2010, 2011). In our first study with undergraduate students, we found that greater plausibility perceptions of human-induced climate accounted for significantly greater understanding of weather and climate distinctions after instruction, even after accounting for students' prior knowledge (Lombardi & Sinatra, 2010). In a follow-up study with inservice science and preservice elementary teachers, we showed that anger about the topic of climate change and teaching about climate change was significantly related to implausible perceptions about human-induced climate change (Lombardi & Sinatra, 2011). Results from our recent studies helped to inform our development of a model of the role of plausibility judgments in conceptual change situations. The model applies to situations involving cognitive dissonance, where background knowledge conflicts with an incoming message. In such situations, we define plausibility as a judgment on the relative potential truthfulness of incoming information compared to one's existing mental representations (Rescher, 1976). Students may not consciously think when making plausibility judgments, expending only minimal mental effort in what is referred to as an automatic cognitive process (Stanovich, 2009). However, well-designed instruction could facilitate students' reappraisal of plausibility judgments in more effortful and conscious cognitive processing. Critical evaluation specifically may be one effective method to promote plausibility reappraisal in a classroom setting (Lombardi & Sinatra, in progress). In science education, critical evaluation involves the analysis of how evidentiary data support a hypothesis and its alternatives. The presentation will focus on how instruction promoting critical evaluation can encourage individuals to reappraise their plausibility judgments and initiate knowledge reconstruction. In a recent pilot study, teachers experienced an instructional scaffold promoting critical evaluation of two competing climate change theories (i.e., human-induced and increasing solar irradiance) and significantly changed both their plausibility judgments and perceptions of correctness toward the scientifically-accepted model of human-induced climate change. A comparison group of teachers who did not experience the critical evaluation activity showed no significant change. The implications of these studies for future research and instruction will be discussed in the presentation, including effective ways to increase students' and teachers' ability to be critically evaluative and reappraise their plausibility judgments. With controversial science issues, such as climate change, such abilities may be necessary to facilitate conceptual change.

What is motivating middle-school science teachers to teach climate change?

NASA Astrophysics Data System (ADS)

McNeal, Peggy; Petcovic, Heather; Reeves, Patricia

2017-05-01

Adoption of science content standards that include anthropogenic climate change has prompted widespread instruction in climate change for the first time. However, the controversial nature of the topic can be daunting and many teachers share misconceptions that lead to weak treatment of climate change in classrooms. Nevertheless, numerous teachers have embraced the topic and are providing illustrations of deliberate climate change education. In this study we investigated teacher motivation using focus groups with middle school teachers who currently teach climate change. Qualitative analysis of the collective teacher voices yielded underlying motivations. Our findings suggest that these teachers' interest in environmentalism naturally translates to climate change advocacy and motivates teaching the topic. Their knowledge and expertise gives them confidence to teach it. These teachers see themselves as scientists, therefore their views align with the scientific consensus. They practice authentic scientific research with their students, thus confirming valued characteristics of their scientist identity. Finally, our findings suggest that teaching climate change gives these teachers a sense of hope as they impact the future through their students. This study contrasts with skepticism over the state of climate change education and contributes to an understanding of how climate change education is motivated in teachers.

Are coastal managers ready for climate change? A case study from estuaries along the Pacific coast of the United States

USGS Publications Warehouse

Thorne, Karen M.; Elliott-Fisk, Deborah L.; Freeman, Chase; Bui, Thuy-Vy D.; Powelson, Katherine; Janousek, Christopher; Buffington, Kevin J.; Takekawa, John Y.

2017-01-01

A key challenge for coastal resource managers is to plan and implement climate change adaptation strategies inlight of uncertainties and competing management priorities. In 2014, we held six workshops across estuaries along the Pacific coast of North America with over 150 participants to evaluate resource managers' perceived level of understanding of climate change science, where they obtain information, how they use this knowledge, and their preparedness for incorporating climate change into their management decisions. We found that most resource managers understood the types of climate change impacts likely to occur in their estuaries, but often lacked the scientific information to make decisions and plan effectively. Managers stated that time, money, and staff resources were the largest obstacles in their efforts. Managers identified that they learned most of their information from peers, scientific journals, and the Internet and indicated that sea-level rise was their greatest concern. There was, however, variation in managers' levels of readiness and perceived knowledge within and among workshop locations. The workshops revealed that some regions don't have the information they need or the planning capacity to effectively integrate climate change into their management, with eight out of fifteen site comparisons showing a significant difference between their level of preparedness (F5,26 = 6.852; p = 0.0003), and their willingness to formally plan (F5,26 = 12.84; p = 0.000002). We found that Urban estuaries were significantly different from Mixed Use and Rural estuaries, in having access to information and feeling more prepared to conduct climate change planning and implementation (F2,29 = 17.34; p = 0.00001). To facilitate climate change preparedness more comprehensive integration of science into management decisions is essential.

Climate Change? When? Where?

ERIC Educational Resources Information Center

Boon, Helen

2009-01-01

Regional Australian students were surveyed to explore their understanding and knowledge of the greenhouse effect, ozone depletion and climate change. Results were compared with a parallel study undertaken in 1991 in a regional UK city. The comparison was conducted to investigate whether more awareness and understanding of these issues is…

Improve Climate Change Literacy At Minority Institutions Through Problem-based Teaching And Learning

NASA Astrophysics Data System (ADS)

yang, Z.; Williams, H.

2013-12-01

Climate change is one of most popular topics in the U.S. Currently we are implementing our funded NASA climate change education grant entitled as 'Preparing Science Educators with Climate Change Literacy through Problem-based Teaching and Learning'. This project aims to prepare underrepresented STEM (Science, Technology, Engineering and Mathematics) teachers that are competent for teaching the contents of the Earth, climate, and climate change. In this project, we first developed lectures, assignments, and lab exercises which are related to climate change and then applied those materials in courses which are usually selected by pre-service teachers after modification based on students' evaluation. Also field visits to sites such as landfill and hog farm were provided to North Carolina Central University (NCCU) students in order to help them have better understanding on sources and amount of greenhouse gases emitted from human activities. In addition, summer interns are specifically trained to enhance and improve their knowledge and skills in climate change science. Those strategies have effectively improved climate change literacy of pre-service teachers at NCCU in spite of some challenges.

About the Pace of Climate Change: Write a Report to the President

ERIC Educational Resources Information Center

Khadjavi, Lily

2013-01-01

This project allows students to better understand the scope and pace of climate change by conducting their own analyses. Using data readily available from NASA and NOAA, students can apply their knowledge of regression models (or of the modeling of rates of change). The results lend themselves to a writing assignment in which students demonstrate…

Knowledge and perception about climate change and human health: findings from a baseline survey among vulnerable communities in Bangladesh.

PubMed

Kabir, Md Iqbal; Rahman, Md Bayzidur; Smith, Wayne; Lusha, Mirza Afreen Fatima; Azim, Syed; Milton, Abul Hasnat

2016-03-15

Bangladesh is one of the countries most vulnerable to climate change (CC). A basic understanding of public perception on vulnerability, attitude and the risk in relation to CC and health will provide strategic directions for government policy, adaptation strategies and development of community-based guidelines. The objective of this study was to collect community-based data on peoples' knowledge and perception about CC and its impact on health. In 2012, a cross-sectional survey was undertaken among 6720 households of 224 enumeration areas of rural villages geographically distributed in seven vulnerable districts of Bangladesh, with total population of 19,228,598. Thirty households were selected randomly from each enumeration area using the household listing provided by the Bangladesh Bureau of Statistics (BBS). Information was collected from all the 6720 research participants using a structured questionnaire. An observation checklist was used by the interviewers to collect household- and community-related information. In addition, we selected the head of each household as the eligible participant for an interview. Evidence of association between sociodemographic variables and knowledge of CC was explored by cross-tabulation and measured using chi-square tests. Logistic regression models were used to further explore the predictors of knowledge. The study revealed that the residents of the rural communities selected for this study largely come from a low socioeconomic background: only 9.6% had postsecondary education or higher, the majority worked as day labourer or farmer (60%), and only 10% earned a monthly income above BDT 12000 (equivalent to US $150 approx.). The majority of the participants (54.2%) had some knowledge about CC but 45.8% did not (p < 0.001). The majority of knowledgeable participants (n = 3645) felt excessive temperature as the change of climate (83.2%). Among all the respondents (n = 6720), 94.5% perceived change in climate and extreme weather events. Most of them (91.9%) observed change in rainfall patterns in the last 10 years, and 97.8% people think their health care expenditure increased after the extreme weather events. Age, educational qualification, monthly income, and occupation were significantly associated with the knowledge about climate change (p < 0.001). People with higher educational level or who live near a school were more knowledgeable about CC and its impact on health. The knowledge level about CC in our study group was average but the perception and awareness of CC related events and its impact on health was high. The most influential factor leading to understanding of CC and its impact on health was education. School-based intervention could be explored to increase peoples' knowledge about CC and necessary health adaptation at community level.

Climate change and European forests: what do we know, what are the uncertainties, and what are the implications for forest management?

PubMed

Lindner, Marcus; Fitzgerald, Joanne B; Zimmermann, Niklaus E; Reyer, Christopher; Delzon, Sylvain; van der Maaten, Ernst; Schelhaas, Mart-Jan; Lasch, Petra; Eggers, Jeannette; van der Maaten-Theunissen, Marieke; Suckow, Felicitas; Psomas, Achilleas; Poulter, Benjamin; Hanewinkel, Marc

2014-12-15

The knowledge about potential climate change impacts on forests is continuously expanding and some changes in growth, drought induced mortality and species distribution have been observed. However despite a significant body of research, a knowledge and communication gap exists between scientists and non-scientists as to how climate change impact scenarios can be interpreted and what they imply for European forests. It is still challenging to advise forest decision makers on how best to plan for climate change as many uncertainties and unknowns remain and it is difficult to communicate these to practitioners and other decision makers while retaining emphasis on the importance of planning for adaptation. In this paper, recent developments in climate change observations and projections, observed and projected impacts on European forests and the associated uncertainties are reviewed and synthesised with a view to understanding the implications for forest management. Current impact assessments with simulation models contain several simplifications, which explain the discrepancy between results of many simulation studies and the rapidly increasing body of evidence about already observed changes in forest productivity and species distribution. In simulation models uncertainties tend to cascade onto one another; from estimating what future societies will be like and general circulation models (GCMs) at the global level, down to forest models and forest management at the local level. Individual climate change impact studies should not be uncritically used for decision-making without reflection on possible shortcomings in system understanding, model accuracy and other assumptions made. It is important for decision makers in forest management to realise that they have to take long-lasting management decisions while uncertainty about climate change impacts are still large. We discuss how to communicate about uncertainty - which is imperative for decision making - without diluting the overall message. Considering the range of possible trends and uncertainties in adaptive forest management requires expert knowledge and enhanced efforts for providing science-based decision support. Copyright © 2014 Elsevier Ltd. All rights reserved.

How the Pacific Islands Climate Education Partnership (PCEP) Has Collaboratively Increased Regional Collective Impacts on Climate Literacy Via Networks of Diverse Stakeholders Engaging in Multiple Reinforcing Activities

NASA Astrophysics Data System (ADS)

Sussman, A.

2016-12-01

The Pacific Islands Climate Education Partnership (PCEP) serves the U.S. Affiliated Pacific Island (USAPI) Region. The international entities served by PCEP are the state of Hawai`i (USA); three Freely Associated States (the Federated States of Micronesia, the Republic of the Marshall Islands, and the Republic of Palau), and three Territories (Guam, Commonwealth of Northern Mariana Islands, and American Samoa). Funded by NSF, the PCEP aims to educate the region's students and citizens in ways that exemplify modern science and indigenous environmental knowledge, address the urgency of climate change impacts, and focus on adaptation strategies that can increase resiliency with respect to climate change impacts. PCEP partners include universities, education nonprofits, state or country offices/ministries of education, local ecological nonprofits, and a variety of community organizations. Partners contribute and share expertise in climate science, local ecological knowledge, K-12 education in the Pacific island region, science and environmental education, community college education, learning science, indigenous navigation, and oceanography. Over the past six years, PCEP has engaged with regional school systems and communities in a wide variety of ways that complement and reinforce each other. Highlighted activities include improving country and state climate science education standards; focusing on place-based local ecological knowledge and skills in working with schools and communities; developing and disseminating formal education resources such as books and web resources that focus on local contexts and skills rather than contextually inappropriate mainland the textbooks; developing and implementing professional development for teachers; and supporting local ways of knowing by gathering and sharing local stories of climate change; and promoting an emphasis on climate adaptation strategies that increase resilience of natural environments and community systems.

Current Climate Variability & Change

NASA Astrophysics Data System (ADS)

Diem, J.; Criswell, B.; Elliott, W. C.

2013-12-01

Current Climate Variability & Change is the ninth among a suite of ten interconnected, sequential labs that address all 39 climate-literacy concepts in the U.S. Global Change Research Program's Climate Literacy: The Essential Principles of Climate Sciences. The labs are as follows: Solar Radiation & Seasons, Stratospheric Ozone, The Troposphere, The Carbon Cycle, Global Surface Temperature, Glacial-Interglacial Cycles, Temperature Changes over the Past Millennium, Climates & Ecosystems, Current Climate Variability & Change, and Future Climate Change. All are inquiry-based, on-line products designed in a way that enables students to construct their own knowledge of a topic. Questions representative of various levels of Webb's depth of knowledge are embedded in each lab. In addition to the embedded questions, each lab has three or four essential questions related to the driving questions for the lab suite. These essential questions are presented as statements at the beginning of the material to represent the lab objectives, and then are asked at the end as questions to function as a summative assessment. For example, the Current Climate Variability & Change is built around these essential questions: (1) What has happened to the global temperature at the Earth's surface, in the middle troposphere, and in the lower stratosphere over the past several decades?; (2) What is the most likely cause of the changes in global temperature over the past several decades and what evidence is there that this is the cause?; and (3) What have been some of the clearly defined effects of the change in global temperature on the atmosphere and other spheres of the Earth system? An introductory Prezi allows the instructor to assess students' prior knowledge in relation to these questions, while also providing 'hooks' to pique their interest related to the topic. The lab begins by presenting examples of and key differences between climate variability (e.g., Mt. Pinatubo eruption) and climate change. The next section guides students through the exploration of temporal changes in global temperature from the surface to the lower stratosphere. Students discover that there has been global warming over the past several decades, and the subsequent section allows them to consider solar radiation and greenhouse gases as possible causes of this warming. Students then zoom in on different latitudinal zones to examine changes in temperature for each zone and hypothesize about why one zone may have warmed more than others. The final section, prior to the answering of the essential questions, is an examination of the following effects of the current change in temperatures: loss of sea ice; rise of sea level; loss of permafrost loss; and moistening of the atmosphere. The lab addresses 14 climate-literacy concepts and all seven climate-literacy principles through data and images that are mainly NASA products. It focuses on the satellite era of climate data; therefore, 1979 is the typical starting year for most datasets used by students. Additionally, all time-series analysis end with the latest year with full-year data availability; thus, the climate variability and trends truly are 'current.'

Climate change vulnerability of native and alien freshwater fishes of California: a systematic assessment approach.

PubMed

Moyle, Peter B; Kiernan, Joseph D; Crain, Patrick K; Quiñones, Rebecca M

2013-01-01

Freshwater fishes are highly vulnerable to human-caused climate change. Because quantitative data on status and trends are unavailable for most fish species, a systematic assessment approach that incorporates expert knowledge was developed to determine status and future vulnerability to climate change of freshwater fishes in California, USA. The method uses expert knowledge, supported by literature reviews of status and biology of the fishes, to score ten metrics for both (1) current status of each species (baseline vulnerability to extinction) and (2) likely future impacts of climate change (vulnerability to extinction). Baseline and climate change vulnerability scores were derived for 121 native and 43 alien fish species. The two scores were highly correlated and were concordant among different scorers. Native species had both greater baseline and greater climate change vulnerability than did alien species. Fifty percent of California's native fish fauna was assessed as having critical or high baseline vulnerability to extinction whereas all alien species were classified as being less or least vulnerable. For vulnerability to climate change, 82% of native species were classified as highly vulnerable, compared with only 19% for aliens. Predicted climate change effects on freshwater environments will dramatically change the fish fauna of California. Most native fishes will suffer population declines and become more restricted in their distributions; some will likely be driven to extinction. Fishes requiring cold water (<22°C) are particularly likely to go extinct. In contrast, most alien fishes will thrive, with some species increasing in abundance and range. However, a few alien species will likewise be negatively affected through loss of aquatic habitats during severe droughts and physiologically stressful conditions present in most waterways during summer. Our method has high utility for predicting vulnerability to climate change of diverse fish species. It should be useful for setting conservation priorities in many different regions.

Climate Change Vulnerability of Native and Alien Freshwater Fishes of California: A Systematic Assessment Approach

PubMed Central

Moyle, Peter B.; Kiernan, Joseph D.; Crain, Patrick K.; Quiñones, Rebecca M.

2013-01-01

Freshwater fishes are highly vulnerable to human-caused climate change. Because quantitative data on status and trends are unavailable for most fish species, a systematic assessment approach that incorporates expert knowledge was developed to determine status and future vulnerability to climate change of freshwater fishes in California, USA. The method uses expert knowledge, supported by literature reviews of status and biology of the fishes, to score ten metrics for both (1) current status of each species (baseline vulnerability to extinction) and (2) likely future impacts of climate change (vulnerability to extinction). Baseline and climate change vulnerability scores were derived for 121 native and 43 alien fish species. The two scores were highly correlated and were concordant among different scorers. Native species had both greater baseline and greater climate change vulnerability than did alien species. Fifty percent of California’s native fish fauna was assessed as having critical or high baseline vulnerability to extinction whereas all alien species were classified as being less or least vulnerable. For vulnerability to climate change, 82% of native species were classified as highly vulnerable, compared with only 19% for aliens. Predicted climate change effects on freshwater environments will dramatically change the fish fauna of California. Most native fishes will suffer population declines and become more restricted in their distributions; some will likely be driven to extinction. Fishes requiring cold water (<22°C) are particularly likely to go extinct. In contrast, most alien fishes will thrive, with some species increasing in abundance and range. However, a few alien species will likewise be negatively affected through loss of aquatic habitats during severe droughts and physiologically stressful conditions present in most waterways during summer. Our method has high utility for predicting vulnerability to climate change of diverse fish species. It should be useful for setting conservation priorities in many different regions. PMID:23717503

Endemism hotspots are linked to stable climatic refugia

PubMed Central

Noss, Reed

2017-01-01

Background Centres of endemism have received much attention from evolutionists, biogeographers, ecologists and conservationists. Climatic stability is often cited as a major reason for the occurrences of these geographic concentrations of species which are not found anywhere else. The proposed linkage between endemism and climatic stability raises unanswered questions about the persistence of biodiversity during the present era of rapidly changing climate. Key Questions The current status of evidence linking geographic centres of endemism to climatic stability over evolutionary time was examined. The following questions were asked. Do macroecological analyses support such an endemism–stability linkage? Do comparative studies find that endemic species display traits reflecting evolution in stable climates? Will centres of endemism in microrefugia or macrorefugia remain relatively stable and capable of supporting high biological diversity into the future? What are the implications of the endemism–stability linkage for conservation? Conclusions Recent work using the concept of climate change velocity supports the classic idea that centres of endemism occur where past climatic fluctuations have been mild and where mountainous topography or favourable ocean currents contribute to creating refugia. Our knowledge of trait differences between narrow endemics and more widely distributed species remains highly incomplete. Current knowledge suggests that centres of endemism will remain relatively climatically buffered in the future, with the important caveat that absolute levels of climatic change and species losses in these regions may still be large. PMID:28064195

The potential roles of science centers in climate change adaptation

NASA Astrophysics Data System (ADS)

Hamilton, P.

2012-12-01

The overwhelming consensus amongst climatologists is that anthropogenic climate change is underway, but leading climate scientists also anticipate that over the next 20 years research may only modestly reduce the uncertainty about where, when and by how much climate will change. Uncertainty presents not only scientific challenges but social, political and economic quandaries as well. Both scientific and educational communities understand that climate change will test the resilience of societies especially because of the uncertainties regarding the timing, nature and severity of climate change. Thus the need is great for civic conversations regarding climate change adaptation. What roles might science centers play in helping their audiences and communities make decisions about climate change adaptation despite less-than-perfect knowledge? And how might informal and formal education work together on this task? This session will begin with a review of some initial efforts by selected science centers and their partners to engage their audiences in and help their communities grapple with climate change adaptation. It then will conclude with an audience discussion about potential future efforts by science centers both individually and in collaboration with formal education institutions to elevate public and policymaker awareness and appreciation of the need for climate change adaptation.

How does climate change affect regeneration of Mediterranean high-mountain plants? An integration and synthesis of current knowledge.

PubMed

Giménez-Benavides, L; Escudero, A; García-Camacho, R; García-Fernández, A; Iriondo, J M; Lara-Romero, C; Morente-López, J

2018-01-01

Mediterranean mountains are extraordinarily diverse and hold a high proportion of endemic plants, but they are particularly vulnerable to climate change, and most species distribution models project drastic changes in community composition. Retrospective studies and long-term monitoring also highlight that Mediterranean high-mountain plants are suffering severe range contractions. The aim of this work is to review the current knowledge of climate change impacts on the process of plant regeneration by seed in Mediterranean high-mountain plants, by combining available information from observational and experimental studies. We also discuss some processes that may provide resilience against changing environmental conditions and suggest some research priorities for the future. With some exceptions, there is still little evidence of the direct effects of climate change on pollination and reproductive success of Mediterranean high-mountain plants, and most works are observational and/or centred only in the post-dispersal stages (germination and establishment). The great majority of studies agree that the characteristic summer drought and the extreme heatwaves, which are projected to be more intense in the future, are the most limiting factors for the regeneration process. However, there is an urgent need for studies combining elevational gradient approaches with experimental manipulations of temperature and drought to confirm the magnitude and variability of species' responses. There is also limited knowledge about the ability of Mediterranean high-mountain plants to cope with climate change through phenotypic plasticity and local adaptation processes. This could be achieved by performing common garden and reciprocal translocation experiments with species differing in life history traits. © 2017 German Society for Plant Sciences and The Royal Botanical Society of the Netherlands.

Science, Practitioners and Faith Communities: using TEK and Faith Knowledge to address climate issues.

NASA Astrophysics Data System (ADS)

Peterson, K.

2017-12-01

Worldview, Lifeway and Science - Communities that are tied to the land or water for their livelihood, and for whom subsistence guides their cultural lifeway, have knowledges that inform their interactions with the environment. These frameworks, sometimes called Traditional Ecological Knowledges (TEK), are based on generations of observations made and shared within lived life-environmental systems, and are tied to practitioners' broader worldviews. Subsistence communities, including Native American tribes, are well aware of the crises caused by climate change impacts. These communities are working on ways to integrate knowledge from their ancient ways with current observations and methods from Western science to implement appropriate adaptation and resilience measures. In the delta region of south Louisiana, the communities hold worldviews that blend TEK, climate science and faith-derived concepts. It is not incongruent for the communities to intertwine conversations from complex and diverse sources, including the academy, to inform their adaptation measures and their imagined solutions. Drawing on over twenty years of work with local communities, science organizations and faith institutions of the lower bayou region of Louisiana, the presenter will address the complexity of traditional communities' work with diverse sources of knowledge to guide local decision-making and to assist outside partners to more effectively address challenges associated with climate change.

Executive summary: Climate change in the northwest: Implications for our landscapes, waters, and communities

USGS Publications Warehouse

Dalton, Meghan M.; Bethel, Jeffrey; Capalbo, Susan M.; Cuhaciyan, J.E.; Eigenbrode, Sanford D.; Glick, Patty; Houston, Laurie L.; Littell, Jeremy S.; Lynn, Kathy; Mote, Philip W.; Raymondi, Rick R.; Reeder, W. Spencer; Shafer, Sarah L.; Snover, Amy K.

2013-01-01

Climate Change in the Northwest: Implications for Our Landscapes, Waters, and Communities is aimed at assessing the state of knowledge about key climate impacts and consequences to various sectors and communities in the northwest United States. It draws on a wealth of peer-reviewed literature, earlier state-level assessment reports conducted for Washington (2009) and Oregon (2010), as well as a risk-framing workshop. As an assessment, it aims to be representative (though not exhaustive) of the key climate change issues as reflected in the growing body of Northwest climate change science, impacts, and adaptation literature now available. This report will serve as an updated resource for scientists, stakeholders, decision makers, students, and community members interested in understanding and preparing for climate change impacts on Oregon, Washington, and Idaho. This more detailed, foundational report is intended to support the key findings presented in the Northwest chapter of the Third National Climate Assessment.

Assessment of 6- to 20-Grade Educators' Climate Knowledge and Perceptions: Results from the Climate Stewardship Survey

ERIC Educational Resources Information Center

McNeal, Karen S.; Walker, Scott L.; Rutherford, David

2014-01-01

The southeastern United States (SEUS) faces numerous potential impacts from a changing climate; however, the population has been characterized with a predominance of naysayers and few climate policies have been implemented by state governments in the region. As such, public education is an important avenue for achieving a climate literate…

America's Climate Choices: Adapting to the Impacts of Climate Change (Invited)

NASA Astrophysics Data System (ADS)

Wilbanks, T.; Yohe, G.; Mengelt, C.; Casola, J.

2010-12-01

At the request of Congress, the National Academy of Sciences convened a series of coordinated activities to provide advice on actions and strategies that the nation can take to respond to climate change. As part of this suite of activities, this study assessed, this study assessed how the nation can begin to adapt to the impacts of climate change. Much of the nation’s experience to date in managing and protecting its people, resources, and infrastructure is based on the historic record of climate variability during a period of relatively stable climate. Adaptation to climate change calls for a new paradigm - one that considers a range of possible future climate conditions and associated impacts. The Adapting to the Impacts of Climate Change report calls for action at all levels of government, NGOs, and the private sector to assess vulnerabilities to the impacts of climate change and identify options for adaptation. Current adaptation efforts are hampered by a lack of solid information about the benefits, costs, and effectiveness of various adaptation options, by uncertainty about future climate change impacts at a scale necessary for decision-making, and by a lack of coordination. The report outlines a risk management framework that can be applied to assess vulnerabilities, compare and evaluate potential adaptation options, recognizing that decision makers across the country are likely to pursue a diverse set of adaptation measures. A major research effort is needed to improve knowledge about current and future vulnerabilities, explore new adaptation options, and better inform adaptation decisions. Therefore, the report also emphasizes the need to continually re-assess adaptation decisions as the experience and knowledge regarding effective adaptation evolves. A national adaptation strategy is needed in which the federal government would support and enhance adaptation activities undertaken by state, local, tribal, and private entities; identify and modify policies that might provide incentives for maladaptive behavior; bolster scientific research regarding adaptation; and encourage adaptation on a global scale through national programs with international components.

An Integrated Systems Approach to Designing Climate Change Adaptation Policy in Water Resources

NASA Astrophysics Data System (ADS)

Ryu, D.; Malano, H. M.; Davidson, B.; George, B.

2014-12-01

Climate change projections are characterised by large uncertainties with rainfall variability being the key challenge in designing adaptation policies. Climate change adaptation in water resources shows all the typical characteristics of 'wicked' problems typified by cognitive uncertainty as new scientific knowledge becomes available, problem instability, knowledge imperfection and strategic uncertainty due to institutional changes that inevitably occur over time. Planning that is characterised by uncertainties and instability requires an approach that can accommodate flexibility and adaptive capacity for decision-making. An ability to take corrective measures in the event that scenarios and responses envisaged initially derive into forms at some future stage. We present an integrated-multidisciplinary and comprehensive framework designed to interface and inform science and decision making in the formulation of water resource management strategies to deal with climate change in the Musi Catchment of Andhra Pradesh, India. At the core of this framework is a dialogue between stakeholders, decision makers and scientists to define a set of plausible responses to an ensemble of climate change scenarios derived from global climate modelling. The modelling framework used to evaluate the resulting combination of climate scenarios and adaptation responses includes the surface and groundwater assessment models (SWAT & MODFLOW) and the water allocation modelling (REALM) to determine the water security of each adaptation strategy. Three climate scenarios extracted from downscaled climate models were selected for evaluation together with four agreed responses—changing cropping patterns, increasing watershed development, changing the volume of groundwater extraction and improving irrigation efficiency. Water security in this context is represented by the combination of level of water availability and its associated security of supply for three economic activities (agriculture, urban, industrial) on a spatially distributed basis. The resulting combinations of climate scenarios and adaptation responses were subjected to a combined hydro-economic assessment based on the degree of water security together with its cost-effectiveness against the Business-as-usual scenario.

Supporting Students' Learning and Socioscientific Reasoning About Climate Change—the Effect of Computer-Based Concept Mapping Scaffolds

NASA Astrophysics Data System (ADS)

Eggert, Sabina; Nitsch, Anne; Boone, William J.; Nückles, Matthias; Bögeholz, Susanne

2017-02-01

Climate change is one of the most challenging problems facing today's global society (e.g., IPCC 2013). While climate change is a widely covered topic in the media, and abundant information is made available through the internet, the causes and consequences of climate change in its full complexity are difficult for individuals, especially non-scientists, to grasp. Science education is a field which can play a crucial role in fostering meaningful education of students to become climate literate citizens (e.g., NOAA 2009; Schreiner et al., 41, 3-50, 2005). If students are, at some point, to participate in societal discussions about the sustainable development of our planet, their learning with respect to such issues needs to be supported. This includes the ability to think critically, to cope with complex scientific evidence, which is often subject to ongoing inquiry, and to reach informed decisions on the basis of factual information as well as values-based considerations. The study presented in this paper focused on efforts to advance students in (1) their conceptual understanding about climate change and (2) their socioscientific reasoning and decision making regarding socioscientific issues in general. Although there is evidence that "knowledge" does not guarantee pro-environmental behavior (e.g. Schreiner et al., 41, 3-50, 2005; Skamp et al., 97(2), 191-217, 2013), conceptual, interdisciplinary understanding of climate change is an important prerequisite to change individuals' attitudes towards climate change and thus to eventually foster climate literate citizens (e.g., Clark et al. 2013). In order to foster conceptual understanding and socioscientific reasoning, a computer-based learning environment with an embedded concept mapping tool was utilized to support senior high school students' learning about climate change and possible solution strategies. The evaluation of the effect of different concept mapping scaffolds focused on the quality of student-generated concept maps, as well as on students' test performance with respect to conceptual knowledge as well as socioscientific reasoning and socioscientific decision making.

Knowledge, perception and practices about malaria, climate change, livelihoods and food security among rural communities of central Tanzania.

PubMed

Mayala, Benjamin K; Fahey, Carolyn A; Wei, Dorothy; Zinga, Maria M; Bwana, Veneranda M; Mlacha, Tabitha; Rumisha, Susan F; Stanley, Grades; Shayo, Elizabeth H; Mboera, Leonard Eg

2015-01-01

Understanding the interactions between malaria and agriculture in Tanzania is of particular significance when considering that they are the major sources of illness and livelihoods. The objective of this study was to determine knowledge, perceptions and practices as regards to malaria, climate change, livelihoods and food insecurity in a rural farming community in central Tanzania. Using a cross-sectional design, heads of households were interviewed on their knowledge and perceptions on malaria transmission, symptoms and prevention and knowledge and practices as regards to climate change and food security. A total of 399 individuals (mean age = 39.8 ± 15.5 years) were interviewed. Most (62.41%) of them had attained primary school education and majority (91.23%) were involved in crop farming activities. Nearly all (94.7%) knew that malaria is acquired through a mosquito bite. Three quarters (73%) reported that most people get sick from malaria during the rainy season. About 50% of the respondents felt that malaria had decreased during the last 10 years. The household coverage of insecticide treated mosquito nets (ITN) was high (95.5%). Ninety-six percent reported to have slept under a mosquito net the previous night. Only one in four understood the official Kiswahili term (Mabadiliko ya Tabia Nchi) for climate change. However, there was a general understanding that the rain patterns have changed in the past 10 years. Sixty-two percent believed that the temperature has increased during the same period. Three quarters of the respondents reported that they had no sufficient production from their own farms to guarantee food security in their household for the year. Three quarters (73.0%) reported to having food shortages in the past five years. About half said they most often experienced severe food shortage during the rainy season. Farming communities in Kilosa District have little knowledge on climate change and its impact on malaria burden. Food insecurity is common and community-based strategies to mitigate this need to be established. The findings call for an integrated control of malaria and food insecurity interventions.

Learning Progressions & Climate Change

ERIC Educational Resources Information Center

Parker, Joyce M.; de los Santos, Elizabeth X.; Anderson, Charles W.

2015-01-01

Our society is currently having serious debates about sources of energy and global climate change. But do students (and the public) have the requisite knowledge to engage these issues as informed citizenry? The learning-progression research summarized here indicates that only 10% of high school students typically have a level of understanding…

Emotions about Teaching about Human-Induced Climate Change

ERIC Educational Resources Information Center

Lombardi, Doug; Sinatra, Gale M.

2013-01-01

Global climate change is receiving increasing attention as a classroom topic. At the same time, research has shown that individuals have strong emotions about the topic. Emotions about controversial topics and individuals' dispositions toward knowledge have been shown to influence judgments about these topics. This study examined the relationships…

Perceptions and Practices of Culturally Relevant Science Teaching in American Indian Classrooms

ERIC Educational Resources Information Center

Nam, Younkyeong; Roehrig, Gillian; Kern, Anne; Reynolds, Bree

2013-01-01

This study explores the perceptions of culturally relevant science teaching of 35 teachers of American Indian students. These teachers participated in professional development designed to help them better understand climate change science content and teaching climate change using both Western science and traditional and cultural knowledge. Teacher…

TRAIT-BASED FRAMEWORK TO PREDICTING RELATIVE VULNERABILITY TO CLIMATE CHANGE IN NEAR-COASTAL SPECIES AND HABITAT

EPA Science Inventory

Like Icarus, near-coastal species are “flying too close” to the sun, and are being impacted by climate-induced changes in air and ocean temperature, precipitation, salinity, ocean pH, sea level rise, and nonindigenous species. Sound management requires knowledge of wh...

Place in Pacific Islands Climate Education

NASA Astrophysics Data System (ADS)

Barros, C.; Koh, M. W.

2015-12-01

Understanding place, including both the environment and its people, is essential to understanding our climate, climate change, and its impacts. For us to develop a sense of our place, we need to engage in multiple ways of learning: observation, experimentation, and opportunities to apply new knowledge (Orr, 1992). This approach allows us to access different sources of knowledge and then create local solutions for local issues. It is especially powerful when we rely on experts and elders in our own community along with information from the global community.The Pacific islands Climate Education Partnership (PCEP) is a collaboration of partners—school systems, nongovernmental organizations, and government agencies—working to support learning and teaching about climate in the Pacific. Since 2009, PCEP partners have been working together to develop and implement classroom resources, curriculum standards, and teacher professional learning opportunities in which learners approach climate change and its impacts first through the lens of their own place. Such an approach to putting place central to teaching and learning about climate requires partnership and opportunities for learners to explore solutions for and with their communities. In this presentation, we will share the work unfolding in the Republic of the Marshall Islands (RMI) as one example of PCEP's approach to place-based climate education. Three weeklong K-12 teacher professional learning workshops took place during June-July 2015 in Majuro, RMI on learning gardens, climate science, and project-based learning. Each workshop was co-taught with local partners and supports educators in teaching climate-related curriculum standards through tasks that can foster sense of place through observation, experimentation, and application of new knowledge. Additionally, we will also share PCEP's next steps in place-based climate education, specifically around emerging conversations about the importance of highlighting stories of place to generate local solutions for local issues, as well as further global awareness about climate change impacts in the Pacific.

Conceptualizing In-service Secondary School Science Teachers' Knowledge Base for Promoting Understanding about the Science of Global Climate Change

NASA Astrophysics Data System (ADS)

Bhattacharya, Devarati

Efforts to adapt and mitigate the effects of global climate change (GCC) have been ongoing for the past two decades and have become a major global concern. However, research and practice for promoting climate literacy and understanding about GCC have only recently become a national priority. The National Research Council (NRC), has recently emphasized upon the importance of developing learners' capacity of reasoning, their argumentation skills and understanding of GCC (Framework for K-12 Science Education, National Research Council, 2012). This framework focuses on fostering conceptual clarity about GCC to promote innovation, resilience, and readiness in students as a response towards the threat of a changing environment. Previous research about teacher understanding of GCC describes that in spite of the prevalent frameworks like the AAAS Science Literacy Atlas (AAAS, 2007) and the Essential Principles for Climate Literacy (United States Global Climate Research Program, 2009; Bardsley, 2007), most learners are challenged in understanding the science of GCC (Michail et al., 2007) and misinformed perceptions about basic climate science content and the role of human activities in changing climate remain persistent (Reibich and Gautier, 2006). Our teacher participants had a rather simplistic knowledge structure. While aware of climate change, teacher participants lacked in depth understanding of how change in climate can impact various ecosystems on the Earth. Furthermore, they felt overwhelmed with the extensive amount of information needed to comprehend the complexity in GCC. Hence, extensive efforts not only focused on assessing conceptual understanding of GCC but also for teaching complex science topics like GCC are essential. This dissertation explains concept mapping, and the photo elicitation method for assessing teachers' understanding of GCC and the use of metacognitive scaffolding in instruction of GCC for developing competence of learners in this complex science phenomenon.

Climate Services - Innovation for Smart Solutions

NASA Astrophysics Data System (ADS)

Jacob, Daniela

2015-04-01

Living in a changing climate is becoming an increasing challenge for all kinds of human activities. Mitigation of global warming is of utmost importance to avoid further and stronger changes in our climate. At the same time, adaptation to today's and future changes is needed. To address both, a new field of activity developed within the last couple of years: climate services. They develop and deliver easy understandable and useful information for decision makers in public and private business and society as a whole. The German Climate Service Center 2.0 was one of the first institutions worldwide bridging the gap between scientific climate change knowledge and user needs. Developing prototype products and services, the Climate Service Center 2.0 orients its activities toward consultation of climate change topics and adaptation to climate change impacts. It prepares high quality and state of the art information for decision makers. What have we learned and where are we heading to? What are the roles of partners and networks? And how might a new field of expertise like climate services develop and stimulate the job market? These questions will be discussed and examples will be given.

Climate change and respiratory disease: European Respiratory Society position statement.

PubMed

Ayres, J G; Forsberg, B; Annesi-Maesano, I; Dey, R; Ebi, K L; Helms, P J; Medina-Ramón, M; Windt, M; Forastiere, F

2009-08-01

Climate change will affect individuals with pre-existing respiratory disease, but the extent of the effect remains unclear. The present position statement was developed on behalf of the European Respiratory Society in order to identify areas of concern arising from climate change for individuals with respiratory disease, healthcare workers in the respiratory sector and policy makers. The statement was developed following a 2-day workshop held in Leuven (Belgium) in March 2008. Key areas of concern for the respiratory community arising from climate change are discussed and recommendations made to address gaps in knowledge. The most important recommendation was the development of more accurate predictive models for predicting the impact of climate change on respiratory health. Respiratory healthcare workers also have an advocatory role in persuading governments and the European Union to maintain awareness and appropriate actions with respect to climate change, and these areas are also discussed in the position statement.

One hundred years: A collective case study of climate change education in Georgia

NASA Astrophysics Data System (ADS)

Bloch, Leonard Mark

This collective case study examined how five K-12 science teachers taught about climate change during Fall 2013, and asked how the University of Georgia can support climate change education. The participants were all experienced teachers, and included: three high school teachers, a middle school teacher, and an elementary school teacher. 'Postcarbonism', an emerging theoretical framework, shaped the research and guided the analysis. The teachers varied in their teaching practices and in their conceptions of 'climate change', but they were united in: 1) their focus on mitigation over adaptation, and 2) presenting climate change as a remote problem with simple solutions. The teachers drew on varied resources, but in all cases, their most valuable resources were their own skills, knowledge and personality. The University of Georgia can support climate change education by developing locally relevant educational resources. Curriculum developers might consider building upon the work of outstanding teach.

Climate change effects on the Baltic Sea borderland between land and sea.

PubMed

Strandmark, Alma; Bring, Arvid; Cousins, Sara A O; Destouni, Georgia; Kautsky, Hans; Kolb, Gundula; de la Torre-Castro, Maricela; Hambäck, Peter A

2015-01-01

Coastal habitats are situated on the border between land and sea, and ecosystem structure and functioning is influenced by both marine and terrestrial processes. Despite this, most scientific studies and monitoring are conducted either with a terrestrial or an aquatic focus. To address issues concerning climate change impacts in coastal areas, a cross-ecosystem approach is necessary. Since habitats along the Baltic coastlines vary in hydrology, natural geography, and ecology, climate change projections for Baltic shore ecosystems are bound to be highly speculative. Societal responses to climate change in the Baltic coastal ecosystems should have an ecosystem approach and match the biophysical realities of the Baltic Sea area. Knowledge about ecosystem processes and their responses to a changing climate should be integrated within the decision process, both locally and nationally, in order to increase the awareness of, and to prepare for climate change impacts in coastal areas of the Baltic Sea.

Climate change and the past, present, and future of biotic interactions.

PubMed

Blois, Jessica L; Zarnetske, Phoebe L; Fitzpatrick, Matthew C; Finnegan, Seth

2013-08-02

Biotic interactions drive key ecological and evolutionary processes and mediate ecosystem responses to climate change. The direction, frequency, and intensity of biotic interactions can in turn be altered by climate change. Understanding the complex interplay between climate and biotic interactions is thus essential for fully anticipating how ecosystems will respond to the fast rates of current warming, which are unprecedented since the end of the last glacial period. We highlight episodes of climate change that have disrupted ecosystems and trophic interactions over time scales ranging from years to millennia by changing species' relative abundances and geographic ranges, causing extinctions, and creating transient and novel communities dominated by generalist species and interactions. These patterns emerge repeatedly across disparate temporal and spatial scales, suggesting the possibility of similar underlying processes. Based on these findings, we identify knowledge gaps and fruitful areas for research that will further our understanding of the effects of climate change on ecosystems.

Engagement with indigenous peoples and honoring traditional knowledge systems

USGS Publications Warehouse

Maldonado, Julie; Bennett, Bull; Chief, Karletta; Cochran, Patricia; Cozetto, Karen; Gough, Bob; Hiza-Redsteer, Margaret M.; Lynn, Kathy; Maynard, Nancy; Voggesser, Garrit

2016-01-01

The organizers of the 2014 US National Climate Assessment (NCA) made a concerted effort to reach out to and collaborate with Indigenous peoples, resulting in the most comprehensive information to date on climate change impacts to Indigenous peoples in a US national assessment. Yet, there is still much room for improvement in assessment processes to ensure adequate recognition of Indigenous perspectives and Indigenous knowledge systems. This article discusses the process used in creating the Indigenous Peoples, Land, and Resources NCA chapter by a team comprised of tribal members, agencies, academics, and non-governmental organizations, who worked together to solicit, collect, and synthesize traditional knowledges and data from a diverse array of Indigenous communities across the US. It also discusses the synergy and discord between traditional knowledge systems and science and the emergence of cross-cutting issues and vulnerabilities for Indigenous peoples. The challenges of coalescing information about climate change and its impacts on Indigenous communities are outlined along with recommendations on the types of information to include in future assessment outputs. We recommend that future assessments – not only NCA, but other relevant local, regional, national, and international efforts aimed at the translation of climate information and assessments into meaningful actions – should support integration of Indigenous perspectives in a sustained way that builds respectful relationships and effectively engages Indigenous communities. Given the large number of tribes in the US and the current challenges and unique vulnerabilities of Indigenous communities, a special report focusing solely on climate change and Indigenous peoples is warranted.This article is part of a special issue on “The National Climate Assessment: Innovations in Science and Engagement” edited by Katharine Jacobs, Susanne Moser, and James Buizer.

Climate change effects on human health in a gender perspective: some trends in Arctic research.

PubMed

Natalia, Kukarenko

2011-01-01

Climate change and environmental pollution have become pressing concerns for the peoples in the Arctic region. Some researchers link climate change, transformations of living conditions and human health. A number of studies have also provided data on differentiating effects of climate change on women's and men's well-being and health. To show how the issues of climate and environment change, human health and gender are addressed in current research in the Arctic. The main purpose of this article is not to give a full review but to draw attention to the gaps in knowledge and challenges in the Arctic research trends on climate change, human health and gender. A broad literature search was undertaken using a variety of sources from natural, medical, social science and humanities. The focus was on the keywords. Despite the evidence provided by many researchers on differentiating effects of climate change on well-being and health of women and men, gender perspective remains of marginal interest in climate change, environmental and health studies. At the same time, social sciences and humanities, and gender studies in particular, show little interest towards climate change impacts on human health in the Arctic. As a result, we still observe the division of labour between disciplines, the disciplinary-bound pictures of human development in the Arctic and terminology confusion. Efforts to bring in a gender perspective in the Arctic research will be successful only when different disciplines would work together. Multidisciplinary research is a way to challenge academic/disciplinary homogeneity and their boundaries, to take advantage of the diversity of approaches and methods in production of new integrated knowledge. Cooperation and dialogue across disciplines will help to develop adequate indicators for monitoring human health and elaborating efficient policies and strategies to the benefit of both women and men in the Arctic. Global Health Action 2011. © 2011 Kukarenko Natalia.

An Evidence-Based Public Health Approach to Climate Change Adaptation

PubMed Central

Eidson, Millicent; Tlumak, Jennifer E.; Raab, Kristin K.; Luber, George

2014-01-01

Background: Public health is committed to evidence-based practice, yet there has been minimal discussion of how to apply an evidence-based practice framework to climate change adaptation. Objectives: Our goal was to review the literature on evidence-based public health (EBPH), to determine whether it can be applied to climate change adaptation, and to consider how emphasizing evidence-based practice may influence research and practice decisions related to public health adaptation to climate change. Methods: We conducted a substantive review of EBPH, identified a consensus EBPH framework, and modified it to support an EBPH approach to climate change adaptation. We applied the framework to an example and considered implications for stakeholders. Discussion: A modified EBPH framework can accommodate the wide range of exposures, outcomes, and modes of inquiry associated with climate change adaptation and the variety of settings in which adaptation activities will be pursued. Several factors currently limit application of the framework, including a lack of higher-level evidence of intervention efficacy and a lack of guidelines for reporting climate change health impact projections. To enhance the evidence base, there must be increased attention to designing, evaluating, and reporting adaptation interventions; standardized health impact projection reporting; and increased attention to knowledge translation. This approach has implications for funders, researchers, journal editors, practitioners, and policy makers. Conclusions: The current approach to EBPH can, with modifications, support climate change adaptation activities, but there is little evidence regarding interventions and knowledge translation, and guidelines for projecting health impacts are lacking. Realizing the goal of an evidence-based approach will require systematic, coordinated efforts among various stakeholders. Citation: Hess JJ, Eidson M, Tlumak JE, Raab KK, Luber G. 2014. An evidence-based public health approach to climate change adaptation. Environ Health Perspect 122:1177–1186; http://dx.doi.org/10.1289/ehp.1307396 PMID:25003495

Climate change effects on human health in a gender perspective: some trends in Arctic research

PubMed Central

Natalia, Kukarenko

2011-01-01

Background Climate change and environmental pollution have become pressing concerns for the peoples in the Arctic region. Some researchers link climate change, transformations of living conditions and human health. A number of studies have also provided data on differentiating effects of climate change on women's and men's well-being and health. Objective To show how the issues of climate and environment change, human health and gender are addressed in current research in the Arctic. The main purpose of this article is not to give a full review but to draw attention to the gaps in knowledge and challenges in the Arctic research trends on climate change, human health and gender. Methods A broad literature search was undertaken using a variety of sources from natural, medical, social science and humanities. The focus was on the keywords. Results Despite the evidence provided by many researchers on differentiating effects of climate change on well-being and health of women and men, gender perspective remains of marginal interest in climate change, environmental and health studies. At the same time, social sciences and humanities, and gender studies in particular, show little interest towards climate change impacts on human health in the Arctic. As a result, we still observe the division of labour between disciplines, the disciplinary-bound pictures of human development in the Arctic and terminology confusion. Conclusion Efforts to bring in a gender perspective in the Arctic research will be successful only when different disciplines would work together. Multidisciplinary research is a way to challenge academic/disciplinary homogeneity and their boundaries, to take advantage of the diversity of approaches and methods in production of new integrated knowledge. Cooperation and dialogue across disciplines will help to develop adequate indicators for monitoring human health and elaborating efficient policies and strategies to the benefit of both women and men in the Arctic. PMID:21949499

Determinants of climate change adaptation strategies used by fish farmers in Epe Local Government Area of Lagos State, Nigeria.

PubMed

Arimi, Kayode S

2014-05-01

Undesirable impacts of climate change have been a common occurrence that has made fish farmers in developing countries adopt some climate-change adaptation strategies. However, little is known about determinants of climate-change adaptation strategies used by these fish farmers. This study, therefore, articulates novelties on adaptation to climate change, as well ascertains determinants of adaptation strategies used by fish farmers in Epe, Lagos State, Nigeria. Climate change adaptation strategies mostly used by fish farmers include frequent seeking for early warning information about climate change (76.7%) and avoidance of areas susceptible to flooding (60.0%). Climate-change adaptation strategies used by fish farmers were significantly influenced by access to early warning information (β = 7.21), knowledge of farmers about climate change adaptation strategies (β = 8.86), access to capital (β = 28.25), and participation in workshop and conferences (β = 37.19) but were reduced by number of fish stocking (β = -2.06). The adaptation strategies used by fish farmers were autonomous and mostly determined by the access to credit facilities and information. Development policy should focus on carbon capture and storage technology in order to reduce adverse impacts of climate change, as well as making early warning information on climate change available to fish farmers. These will enhance adaptation to climate change. © 2013 Society of Chemical Industry.

Mitigation of Disasters Due to Severe Climate Events: from Policy to Practice,the West African Coastal Region Experience

NASA Astrophysics Data System (ADS)

Ediang, Okuku

2016-07-01

The distributive pattern of disaster due to severe climate events over the coast of West Africa especially Nigeria was examined using yearly mean disaster due to severe climatic events for the period of 30 years (1981-2010) from the marine stations in the coastal region of Nigeria. Graphical and isohyetal analyses were used to look into the patter of severe weather events over the area considered and to see if the severe weather events is increasing or not in the coast of West Africa especially the Nigerian coast and how to mitigate ,were policy relating to severe weather events are discussed. The paper conclude that due to the nature of coast of West Africa and Nigeria in particular, it enjoys longer severe weather events season than dry during the wet season, it is common to observe periods of enhanced or suppressed convective activity to persist over the wide areas for somedays. This paper also contributes to the wealth of knowledge already existing on Indigenous people play major roles in preserving the ecosystem especially during severe weather events . This has resulted in the recent calls for the integration of indigenous knowledge systems into global knowledge system strategies. Until now, integrating local knowledge systems into severe weather events and climate change concerns is not a completely new idea. A comprehensive review of literature using electronic and non-electronic databases formed the methodology. The paper conclude also by drawing the attention that by targeting Promoting indigenous people's participation in severe weather events and climate change issues is an important initiative towards adaptation and sustainable development in Africa and around the world. It is increasingly realized that the global knowledge system has dominated research, policies and programmes that address current severe weather events and climate change's challenges,mitigation and adaptation strategies.

USGCRP assessments: Meeting the challenges of climate and global change

NASA Astrophysics Data System (ADS)

Dickinson, T.; Kuperberg, J. M.

2016-12-01

The United States Global Change Research Program (USGCRP) is a confederation of the research arms of 13 Federal departments and agencies. Its mission is to build a knowledge base that informs human responses to climate and global change through coordinated and integrated Federal programs of research, education, communication, and decision support. USGCRP has supported several initiatives to promote better understanding of climate change impacts on health, support responses, and build on the progress of the 2014 National Climate Assessment. Most recently, USGCRP released a new report, "The Impacts of Climate Change on Human Health: A Scientific Assessment". This presentation will provide an overview of USGCRP, highlight the importance of assessments, and introduce ways in which assessment findings and underlying data can be translated into critical tools to build resilience.

Climate Velocity Can Inform Conservation in a Warming World.

PubMed

Brito-Morales, Isaac; García Molinos, Jorge; Schoeman, David S; Burrows, Michael T; Poloczanska, Elvira S; Brown, Christopher J; Ferrier, Simon; Harwood, Tom D; Klein, Carissa J; McDonald-Madden, Eve; Moore, Pippa J; Pandolfi, John M; Watson, James E M; Wenger, Amelia S; Richardson, Anthony J

2018-06-01

Climate change is shifting the ranges of species. Simple predictive metrics of range shifts such as climate velocity, that do not require extensive knowledge or data on individual species, could help to guide conservation. We review research on climate velocity, describing the theory underpinning the concept and its assumptions. We highlight how climate velocity has already been applied in conservation-related research, including climate residence time, climate refugia, endemism, historic and projected range shifts, exposure to climate change, and climate connectivity. Finally, we discuss ways to enhance the use of climate velocity in conservation through tailoring it to be more biologically meaningful, informing design of protected areas, conserving ocean biodiversity in 3D, and informing conservation actions. Copyright © 2018 Elsevier Ltd. All rights reserved.

EU Climate-KIC Innovation Blue Green Dream Project: Creation of Educational Experience, Communication and Dissemination

NASA Astrophysics Data System (ADS)

Tchiguirinskaia, Ioulia; Gires, Auguste; Vicari, Rosa; Schertzer, Daniel; Maksimovic, Cedo

2013-04-01

The combined effects of climate change and increasing urbanization call for a change of paradigm for planning, maintenance and management of new urban developments and retrofitting of existing ones to maximize ecosystem services and increase resilience to the adverse climate change effects. This presentation will discuss synergies of the EU Climate-KIC Innovation Blue Green Dream (BGD) Project in promoting the BGD demonstration and training sites established in participating European countries. The BGD demonstration and training sites show clear benefits when blue and green infrastructures are considered together. These sites present a unique opportunity for community learning and dissemination. Their development and running acts as a hub for engineers, architects, planners and modellers to come together in their design and implementation stage. This process, being captured in a variety of media, creates a corpus of knowledge, anchored in specific examples of different scales, types and dimensions. During the EU Climate-KIC Innovation Blue Green Dream Project, this corpus of knowledge will be used to develop dissemination and training materials whose content will be customised to fit urgent societal needs.

Vulnerability on the Roof of the World: Resilience to Climate Change and Natural Resource Policies on the Tibetan Plateau

NASA Astrophysics Data System (ADS)

Klein, J. A.; Hopping, K. A.; Yeh, E.; Hu, J.; Nyima, Y.; Boone, R.; Galvin, K.; Kang, S.; Ojima, D. S.

2010-12-01

Pastoralists on the Tibetan Plateau are a marginalized people living in an extreme environment and may be especially vulnerable as the system approaches critical thresholds. In Tibet, temperatures are increasing several times more than the global average while the frequency and severity of severe snowstorms is predicted to increase. Pastoralists are also experiencing reduced mobility and severe grazing restrictions. We are using interdisciplinary frameworks and methods that include a multifactor ecological experiment, household interviews, remote sensing, and a coupled ecosystem and household decision-making model to examine herder and ecosystem vulnerability to climate change and extreme weather events within the context of changing natural resource policies in China. The fully factorial ecological experiment includes two climate changes (warming and spring snow additions) and two types of grazing (yak and pika). We established the experiment in 2008 within the Tibet Autonomous Region (4,870 m) and are monitoring microclimate, vegetation, nutrient availability, carbon fluxes and stable isotopes. We are investigating the sensitivity of the system, whether it is likely to cross critical thresholds, and how resilient this system may be to predicted climate and land use changes. Semi-structured interviews on indigenous knowledge and vulnerability complement the ecological experimental work. We are asking herders about climatic and ecological change and vulnerability to snow disasters. To integrate our ecological and social findings, we are coupling an ecosystem model to an agent-based pastoral household model. Our results from the experiment and the indigenous knowledge study suggest that Kobresia pygmaea, the dominant species and primary grazing resource, is vulnerable to warming. Snow additions can partially mediate this effect. Herders throughout this region share common knowledge about both climatic and ecological changes, but appear to be more closely attuned to ecological shifts than to gradual climate changes. Herder perceptions about climate trends often contradict local weather station data, but herders tend to be in strong agreement that grassland health has declined. These results suggest that rangeland degradation has occurred, and that climate warming may be one driver responsible for these changes. While additional snow may improve ecological conditions, the warming-induced degradation may make the social-ecological system more vulnerable to large snowstorm events. Our findings suggest that climate adaptation strategies should address the effects of both warming and extreme weather events and should also encourage land use policies that will maintain these systems under change. The vulnerability of ecosystems on the roof of the world has implications for the 1x109 people living downstream and for feedbacks to the Earth’s climate system.

Response of seafloor ecosystems to abrupt global climate change

PubMed Central

Moffitt, Sarah E.; Hill, Tessa M.; Roopnarine, Peter D.; Kennett, James P.

2015-01-01

Anthropogenic climate change is predicted to decrease oceanic oxygen (O2) concentrations, with potentially significant effects on marine ecosystems. Geologically recent episodes of abrupt climatic warming provide opportunities to assess the effects of changing oxygenation on marine communities. Thus far, this knowledge has been largely restricted to investigations using Foraminifera, with little being known about ecosystem-scale responses to abrupt, climate-forced deoxygenation. We here present high-resolution records based on the first comprehensive quantitative analysis, to our knowledge, of changes in marine metazoans (Mollusca, Echinodermata, Arthropoda, and Annelida; >5,400 fossils and trace fossils) in response to the global warming associated with the last glacial to interglacial episode. The molluscan archive is dominated by extremophile taxa, including those containing endosymbiotic sulfur-oxidizing bacteria (Lucinoma aequizonatum) and those that graze on filamentous sulfur-oxidizing benthic bacterial mats (Alia permodesta). This record, from 16,100 to 3,400 y ago, demonstrates that seafloor invertebrate communities are subject to major turnover in response to relatively minor inferred changes in oxygenation (>1.5 to <0.5 mL⋅L−1 [O2]) associated with abrupt (<100 y) warming of the eastern Pacific. The biotic turnover and recovery events within the record expand known rates of marine biological recovery by an order of magnitude, from <100 to >1,000 y, and illustrate the crucial role of climate and oceanographic change in driving long-term successional changes in ocean ecosystems. PMID:25825727

Response of seafloor ecosystems to abrupt global climate change

NASA Astrophysics Data System (ADS)

Moffitt, Sarah E.; Hill, Tessa M.; Roopnarine, Peter D.; Kennett, James P.

2015-04-01

Anthropogenic climate change is predicted to decrease oceanic oxygen (O2) concentrations, with potentially significant effects on marine ecosystems. Geologically recent episodes of abrupt climatic warming provide opportunities to assess the effects of changing oxygenation on marine communities. Thus far, this knowledge has been largely restricted to investigations using Foraminifera, with little being known about ecosystem-scale responses to abrupt, climate-forced deoxygenation. We here present high-resolution records based on the first comprehensive quantitative analysis, to our knowledge, of changes in marine metazoans (Mollusca, Echinodermata, Arthropoda, and Annelida; >5,400 fossils and trace fossils) in response to the global warming associated with the last glacial to interglacial episode. The molluscan archive is dominated by extremophile taxa, including those containing endosymbiotic sulfur-oxidizing bacteria (Lucinoma aequizonatum) and those that graze on filamentous sulfur-oxidizing benthic bacterial mats (Alia permodesta). This record, from 16,100 to 3,400 y ago, demonstrates that seafloor invertebrate communities are subject to major turnover in response to relatively minor inferred changes in oxygenation (>1.5 to <0.5 mLṡL-1 [O2]) associated with abrupt (<100 y) warming of the eastern Pacific. The biotic turnover and recovery events within the record expand known rates of marine biological recovery by an order of magnitude, from <100 to >1,000 y, and illustrate the crucial role of climate and oceanographic change in driving long-term successional changes in ocean ecosystems.

Climate-change impacts on sandy-beach biota: crossing a line in the sand.

PubMed

Schoeman, David S; Schlacher, Thomas A; Defeo, Omar

2014-08-01

Sandy ocean beaches are iconic assets that provide irreplaceable ecosystem services to society. Despite their great socioeconomic importance, beaches as ecosystems are severely under-represented in the literature on climate-change ecology. Here, we redress this imbalance by examining whether beach biota have been observed to respond to recent climate change in ways that are consistent with expectations under climate change. We base our assessments on evidence coming from case studies on beach invertebrates in South America and on sea turtles globally. Surprisingly, we find that observational evidence for climate-change responses in beach biota is more convincing for invertebrates than for highly charismatic turtles. This asymmetry is paradoxical given the better theoretical understanding of the mechanisms by which turtles are likely to respond to changes in climate. Regardless of this disparity, knowledge of the unique attributes of beach systems can complement our detection of climate-change impacts on sandy-shore invertebrates to add rigor to studies of climate-change ecology for sandy beaches. To this end, we combine theory from beach ecology and climate-change ecology to put forward a suite of predictive hypotheses regarding climate impacts on beaches and to suggest ways that these can be tested. Addressing these hypotheses could significantly advance both beach and climate-change ecology, thereby progressing understanding of how future climate change will impact coastal ecosystems more generally.

Spatiotemporal analysis of the effect of climate change on vegetation health in the Drakensberg Mountain Region of South Africa.

PubMed

Mukwada, Geoffrey; Manatsa, Desmond

2018-05-24

The impact of climate change on mountain ecosystems has been in the spotlight for the past three decades. Climate change is generally considered to be a threat to ecosystem health in mountain regions. Vegetation indices can be used to detect shifts in ecosystem phenology and climate change in mountain regions while satellite imagery can play an important role in this process. However, what has remained problematic is determining the extent to which ecosystem phenology is affected by climate change under increasingly warming conditions. In this paper, we use climate and vegetation indices that were derived from satellite data to investigate the link between ecosystem phenology and climate change in the Namahadi Catchment Area of the Drakensberg Mountain Region of South Africa. The time series for climate indices as well as those for gridded precipitation and temperature data were analyzed in order to determine climate shifts, and concomitant changes in vegetation health were assessed in the resultant epochs using vegetation indices. The results indicate that vegetation indices should only be used to assess trends in climate change under relatively pristine conditions, where human influence is limited. This knowledge is important for designing climate change monitoring strategies that are based on ecosystem phenology and vegetation health.

Experimental climate information services in support of risk management

NASA Astrophysics Data System (ADS)

Webb, R. S.; Pulwarty, R. S.; Davidson, M. A.; Shea, E. E.; Nierenberg, C.; Dole, R. M.

2009-12-01

Climate variability and change impact national and local economies and environments. Developing and communicating climate and climate impacts information to inform decision making requires an understanding of context, societal objectives, and identification of factors important to the management of risk. Information sensitive to changing baselines or extremes is a critical emergent need. Meeting this need requires timely production and delivery of useful climate data, information and knowledge within familiar pathways. We identify key attributes for a climate service , and the network and infrastructure to develop and coordinate the resulting services based on lessons learned in experimental implementations of climate services. "Service-type" activities already exist in many settings within federal, state, academic, and private sectors. The challenge for a climate service is to find effective implementation strategies for improving decision quality (not just meeting user needs). These strategies include upfront infrastructure investments, learning from event to event, coordinated innovation and diffusion, and highlighting common adaptation interests. Common to these strategies is the production of reliable and accessible data, analyses of emergent conditions and needs, and deliberative processes to identify appropriate entry points and uses for improved knowledge. Experimental climate services show that the development of well-structured paths among observations, projections, risk assessments and usable information requires sustained participation in “knowledge management systems” for early warning across temporal and spatial scales. Central to these systems is a collaborative framework between research and management to ensure anticipatory coordination between decision makers and information providers, allowing for emerging research findings and their attendant uncertainties to be considered. Early warnings in this context are not simply forecasts or predictions but information on potential “futures” derived from past records, expert judgments, scenarios, and availability of mechanisms and capacity to use such information. Effective experimental climate services facilitate ongoing appraisals of knowledge needs for informing adaptation and mitigation options across sectors and across scenarios of near and longer-term future climates. Analyses show that climate service experiments drawing on data, applied research and prototyping functions of activities such as RISAs and RCCs are critical to developing the learning needed to inform and structure the flow of knowledge and understanding from problem definition and applications research to information delivery, use and evaluation. These activities effectively serve to inform services implementation when overarching cross-agency coordination, knowledge management, and innovation diffusion mechanisms such as afforded by NIDIS and the Coastal Services Center are engaged. We also demonstrate the importance of positioning climate research to engage and inform the decision-making process as society anticipates and responds to climate and its impacts.

Did the Arctic Ice Recover? Demographics of True and False Climate Facts

NASA Astrophysics Data System (ADS)

Hamilton, L.

2012-12-01

Beliefs about climate change divide the U.S. public along party lines more distinctly than hot social issues. Research finds that better educated or informed respondents are more likely to align with their parties on climate change. This information-elite polarization resembles a process of biased assimilation first described in psychological experiments. In nonexperimental settings, college graduates could be prone to biased assimilation if they more effectively acquire information that supports their beliefs. Recent national and statewide survey data show response patterns consistent with biased assimilation (and biased guessing) contributing to the correlation observed between climate beliefs and knowledge. The survey knowledge questions involve key, uncontroversial observations such as whether the area of late-summer Arctic sea ice has declined, increased, or declined and then recovered to what it was 30 years ago. Correct answers are predicted by education, and some wrong answers (e.g., more ice) have predictors that suggest lack of knowledge. Other wrong answers (e.g., ice recovered) are predicted by political and belief factors instead. Responses show indications of causality in both directions: science information affecting climate beliefs, but also beliefs affecting the assimilation of science information.; ;

A collection of Australian Drosophila datasets on climate adaptation and species distributions.

PubMed

Hangartner, Sandra B; Hoffmann, Ary A; Smith, Ailie; Griffin, Philippa C

2015-11-24

The Australian Drosophila Ecology and Evolution Resource (ADEER) collates Australian datasets on drosophilid flies, which are aimed at investigating questions around climate adaptation, species distribution limits and population genetics. Australian drosophilid species are diverse in climatic tolerance, geographic distribution and behaviour. Many species are restricted to the tropics, a few are temperate specialists, and some have broad distributions across climatic regions. Whereas some species show adaptability to climate changes through genetic and plastic changes, other species have limited adaptive capacity. This knowledge has been used to identify traits and genetic polymorphisms involved in climate change adaptation and build predictive models of responses to climate change. ADEER brings together 103 datasets from 39 studies published between 1982-2013 in a single online resource. All datasets can be downloaded freely in full, along with maps and other visualisations. These historical datasets are preserved for future studies, which will be especially useful for assessing climate-related changes over time.

Cognitive and psychological science insights to improve climate change data visualization

NASA Astrophysics Data System (ADS)

Harold, Jordan; Lorenzoni, Irene; Shipley, Thomas F.; Coventry, Kenny R.

2016-12-01

Visualization of climate data plays an integral role in the communication of climate change findings to both expert and non-expert audiences. The cognitive and psychological sciences can provide valuable insights into how to improve visualization of climate data based on knowledge of how the human brain processes visual and linguistic information. We review four key research areas to demonstrate their potential to make data more accessible to diverse audiences: directing visual attention, visual complexity, making inferences from visuals, and the mapping between visuals and language. We present evidence-informed guidelines to help climate scientists increase the accessibility of graphics to non-experts, and illustrate how the guidelines can work in practice in the context of Intergovernmental Panel on Climate Change graphics.

Building a stakeholder network for the Indiana Climate Change Impacts Assessment

NASA Astrophysics Data System (ADS)

Dukes, J. S.; Widhalm, M.

2017-12-01

The Indiana Climate Change Impacts Assessment (IN CCIA) is a stakeholder-informed, service-driven resource developed under the coordination of the Purdue Climate Change Research Center (PCCRC) and with involvement from a diverse mix of contributors throughout the state. The IN CCIA brings together the best available climate change research into a series of reports aimed at helping Hoosiers better understand climate change-related risks so they can prepare for challenges and capitalize on opportunities. The IN CCIA development process aims to 1) increase the dialogue about climate change across the state, 2) provide Indiana decision makers with accessible, credible climate impact information, and 3) build a network of experts and stakeholders to support ongoing assessment efforts and knowledge sharing. This presentation will report on our experience with developing and maintaining a diverse stakeholder network. We will describe our efforts to connect with stakeholders before, during, and after the development of assessment reports and share the top themes that emerged from our pre-assessment inquires and other interactions.

The Interplay of Climate Change and Air Pollution on Health.

PubMed

Orru, H; Ebi, K L; Forsberg, B

2017-12-01

Air pollution significantly affects health, causing up to 7 million premature deaths annually with an even larger number of hospitalizations and days of sick leave. Climate change could alter the dispersion of primary pollutants, particularly particulate matter, and intensify the formation of secondary pollutants, such as near-surface ozone. The purpose of the review is to evaluate the recent evidence on the impacts of climate change on air pollution and air pollution-related health impacts and identify knowledge gaps for future research. Several studies modelled future ozone and particulate matter concentrations and calculated the resulting health impacts under different climate scenarios. Due to climate change, ozone- and fine particle-related mortalities are expected to increase in most studies; however, results differ by region, assumed climate change scenario and other factors such as population and background emissions. This review explores the relationships between climate change, air pollution and air pollution-related health impacts. The results highly depend on the climate change scenario used and on projections of future air pollution emissions, with relatively high uncertainty. Studies primarily focused on mortality; projections on the effects on morbidity are needed.

The Need to Introduce System Thinking in Teaching Climate Change

ERIC Educational Resources Information Center

Roychoudhury, Anita; Shepardson, Daniel P.; Hirsch, Andrew; Niyogi, Devdutta; Mehta, Jignesh; Top, Sara

2017-01-01

Research related to teaching climate change, system thinking, current reform in science education, and the research on reform-oriented assessment indicate that we need to explore student understanding in greater detail instead of only testing for an incremental gain in disciplinary knowledge. Using open-ended items we assessed details in student…

Trait-based framework to predict relative vulnerability of near-coastal species and habitats to climate change

EPA Science Inventory

Like Icarus, near-coastal species are “flying too close” to the sun, and are being impacted by climate-induced changes in air and ocean temperature, precipitation, salinity, ocean pH, and sea level rise. Sound management requires knowledge of what species and habitats...

Climate Change? Who Knows? A Comparison of Secondary Students and Pre-Service Teachers

ERIC Educational Resources Information Center

Boon, Helen J.

2010-01-01

In the context of recently published academic discrepancies between Queensland students and students from other Australian states, final year pre-service teachers were surveyed to explore their understanding and knowledge of climate change. Their responses were compared to those of secondary students to discern any significant gains in knowledge…

Characterizing Middle Grade Students' Integrated Alternative Science Knowledge about the Effects of Climate Change

ERIC Educational Resources Information Center

Fick, Sarah J.; Songer, Nancy Butler

2017-01-01

Recent reforms emphasize a shift in how students should learn and demonstrate knowledge of science. These reforms call for students to learn content knowledge using science and engineering practices, creating integrated science knowledge. While there is existing literature about the development of integrated science knowledge assessments, few…

Exploring students' epistemological knowledge of models and modelling in science: results from a teaching/learning experience on climate change

NASA Astrophysics Data System (ADS)

Tasquier, Giulia; Levrini, Olivia; Dillon, Justin

2016-03-01

The scientific community has been debating climate change for over two decades. In the light of certain arguments put forward by the aforesaid community, the EU has recommended a set of innovative reforms to science teaching such as incorporating environmental issues into the scientific curriculum, thereby helping to make schools a place of civic education. However, despite these European recommendations, relatively little emphasis is still given to climate change within science curricula. Climate change, although potentially engaging for students, is a complex topic that poses conceptual difficulties and emotional barriers, as well as epistemological challenges. Whilst the conceptual and emotional barriers have already been the object of several studies, students' reactions to the epistemological issues raised by climate changes have so far been rarely explored in science education research and thus are the main focus of this paper. This paper describes a study concerning the implementation of teaching materials designed to focus on the epistemological role of 'models and the game of modelling' in science and particularly when dealing with climate change. The materials were implemented in a course of 15 hours (five 3-hour lessons) for a class of Italian secondary-school students (grade 11; 16-17 years old). The purpose of the study is to investigate students' reactions to the epistemological dimension of the materials, and to explore if and how the material enabled them to develop their epistemological knowledge on models.

Meta-analyses of the determinants and outcomes of belief in climate change

NASA Astrophysics Data System (ADS)

Hornsey, Matthew J.; Harris, Emily A.; Bain, Paul G.; Fielding, Kelly S.

2016-06-01

Recent growth in the number of studies examining belief in climate change is a positive development, but presents an ironic challenge in that it can be difficult for academics, practitioners and policy makers to keep pace. As a response to this challenge, we report on a meta-analysis of the correlates of belief in climate change. Twenty-seven variables were examined by synthesizing 25 polls and 171 academic studies across 56 nations. Two broad conclusions emerged. First, many intuitively appealing variables (such as education, sex, subjective knowledge, and experience of extreme weather events) were overshadowed in predictive power by values, ideologies, worldviews and political orientation. Second, climate change beliefs have only a small to moderate effect on the extent to which people are willing to act in climate-friendly ways. Implications for converting sceptics to the climate change cause--and for converting believers’ intentions into action--are discussed.

Weathercasters' views on climate change: A state-of-the-community review

NASA Astrophysics Data System (ADS)

Timm, K.; Perkins, D. R., IV; Myers, T.; Maibach, E.

2017-12-01

As a community of practice, TV weathercasters are positioned at a crucial intersection between climate scientists and the general public. Weathercasters have the opportunity to use their scientific training and public communication skills to educate viewers about climate change. Though early research found high rates of skepticism about climate change among TV weathercasters, the most current and comprehensive analysis to date of TV weathercasters' views on climate change suggests that their views have evolved in several important ways. Surveys of all working TV weathercasters in the United States conducted in 2015, 2016 and 2017 show that the weathercaster community now holds views of climate change that are similar to that of climate scientists—in particular, that human-caused climate change is happening today and it is impacting American communities in many harmful ways. Ninety-five percent of TV weathercasters now believe that climate change (as defined by the American Meteorological Society) is occurring, and certainty in that belief has grown. Nearly 50% of TV weathercasters believe the climate change that has occurred over the past 50 years has been caused mostly (34%), or largely to entirely (15%), by human activity. Additionally, surveys suggest that weathercasters tend to underestimate the scientific consensus on climate change. Weathercasters, on average, estimate 75% of climate scientists believe humans have caused the majority of recent climate change as compared to the actual value of 97%. Despite convergence in weathercasters' climate change beliefs, this analysis suggests that opportunities remain for building climate literacy among America's TV weathercasters. Increasing this personal knowledge of climate change is one of several factors that empower weathercasters to become public climate educators to increase understanding of climate change causes in communities around the country.

Endemism hotspots are linked to stable climatic refugia.

PubMed

Harrison, Susan; Noss, Reed

2017-01-01

Centres of endemism have received much attention from evolutionists, biogeographers, ecologists and conservationists. Climatic stability is often cited as a major reason for the occurrences of these geographic concentrations of species which are not found anywhere else. The proposed linkage between endemism and climatic stability raises unanswered questions about the persistence of biodiversity during the present era of rapidly changing climate. The current status of evidence linking geographic centres of endemism to climatic stability over evolutionary time was examined. The following questions were asked. Do macroecological analyses support such an endemism-stability linkage? Do comparative studies find that endemic species display traits reflecting evolution in stable climates? Will centres of endemism in microrefugia or macrorefugia remain relatively stable and capable of supporting high biological diversity into the future? What are the implications of the endemism-stability linkage for conservation? Recent work using the concept of climate change velocity supports the classic idea that centres of endemism occur where past climatic fluctuations have been mild and where mountainous topography or favourable ocean currents contribute to creating refugia. Our knowledge of trait differences between narrow endemics and more widely distributed species remains highly incomplete. Current knowledge suggests that centres of endemism will remain relatively climatically buffered in the future, with the important caveat that absolute levels of climatic change and species losses in these regions may still be large. © The Author 2017. Published by Oxford University Press on behalf of the Annals of Botany Company. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

'The Lived Experience of Climate Changé: An Interdisciplinary and Competence-Based Masters Track Using Open Educational Resources and Virtual Mobility

NASA Astrophysics Data System (ADS)

Abbott, Dina; de Kraker, Joop; Pérez, Paquita; van Scheltinga, Catharien Terwisscha; Willems, Patrick; Wilson, Gordon

Drawing on the authors' involvement in a European Union Erasmus project, this paper explores a new holistic approach to climate change education which uses as a source of active/social learning and knowledge construction the diversity of different disciplinary and sectoral approaches. We further argue for a corresponding pedagogy based on developing transboundary competences where the communicative engagement across space and time, and between diverse perspectives and standpoints, is ICT-enabled. Meeting these challenges is a normative goal, not only for this expanded interdisciplinary approach to climate change education, but also for a global resolution of the climate change issue itself.

Advances of NOAA Training Program in Climate Services

NASA Astrophysics Data System (ADS)

Timofeyeva, M. M.

2012-12-01

Since 2002, NOAA's National Weather Service (NWS) Climate Services Division (CSD) has offered numerous training opportunities to NWS staff. After eight-years of development, the training program offers three instructor-led courses and roughly 25 online (distance learning) modules covering various climate topics, such as: climate data and observations, climate variability and change, and NWS national / local climate products (tools, skill, and interpretation). Leveraging climate information and expertise available at all NOAA line offices and partners allows for the delivery of the most advanced knowledge and is a very critical aspect of the training program. The emerging NOAA Climate Service (NCS) requires a well-trained, climate-literate workforce at the local level capable of delivering NOAA's climate products and services as well as providing climate-sensitive decision support. NWS Weather Forecast Offices and River Forecast Centers presently serve as local outlets for the NCS climate services. Trained NWS climate service personnel use proactive and reactive approaches and professional education methods in communicating climate variability and change information to local users. Both scientifically-sound messages and amiable communication techniques are important in developing an engaged dialog between the climate service providers and users. Several pilot projects have been conducted by the NWS CSD this past year that apply the program's training lessons and expertise to specialized external user group training. The technical user groups included natural resources managers, engineers, hydrologists, and planners for transportation infrastructure. Training of professional user groups required tailoring instructions to the potential applications for each group of users. Training technical users identified the following critical issues: (1) knowledge of target audience expectations, initial knowledge status, and potential use of climate information; (2) leveraging partnership with climate services providers; and, (3) applying 3H training approach, where the first H stands for Head (trusted science), the second H stands for Heart (make it easy), and the third H for Hand (support with applications).

Training NOAA Staff on Effective Communication Methods with Local Climate Users

NASA Astrophysics Data System (ADS)

Timofeyeva, M. M.; Mayes, B.

2011-12-01

Since 2002 NOAA National Weather Service (NWS) Climate Services Division (CSD) offered training opportunities to NWS staff. As a result of eight-year-long development of the training program, NWS offers three training courses and about 25 online distance learning modules covering various climate topics: climate data and observations, climate variability and change, NWS national and local climate products, their tools, skill, and interpretation. Leveraging climate information and expertise available at all NOAA line offices and partners allows delivery of the most advanced knowledge and is a very critical aspect of the training program. NWS challenges in providing local climate services includes effective communication techniques on provide highly technical scientific information to local users. Addressing this challenge requires well trained, climate-literate workforce at local level capable of communicating the NOAA climate products and services as well as provide climate-sensitive decision support. Trained NWS climate service personnel use proactive and reactive approaches and professional education methods in communicating climate variability and change information to local users. Both scientifically-unimpaired messages and amiable communication techniques such as story telling approach are important in developing an engaged dialog between the climate service providers and users. Several pilot projects NWS CSD conducted in the past year applied the NWS climate services training program to training events for NOAA technical user groups. The technical user groups included natural resources managers, engineers, hydrologists, and planners for transportation infrastructure. Training of professional user groups required tailoring the instructions to the potential applications of each group of users. Training technical user identified the following critical issues: (1) Knowledge of target audience expectations, initial knowledge status, and potential use of climate information; (2) Leveraging partnership with climate services providers; and, (3) Applying 3H training approach, where the first H stands for Head (trusted science), the second H stands for Heart (make it easy), and the third H for Hand (support with applications).

Developing a Climate Change Boundary Organization: the Montana Adaptation Exchange

NASA Astrophysics Data System (ADS)

Whitlock, C. L.; Brooks, S.; Armstrong, T.; Bryan, B.

2016-12-01

Small-population large-area states like Montana are often challenged by a need to offer timely and relevant climate-change information that addresses diverse and widely dispersed stakeholder groups. In Montana, filling the gap between science and various types of decision-makers has motivated development of the first Montana Climate Assessment (MCA1), to be released in 2017 with a focus on climate-change impacts for agricultural, water and forestry sectors. To sustain and build on the MCA1 effort, we are also in the process of creating a Boundary Organization (defined by the National Academy of Sciences) called the Montana Adaptation Exchange (the Exchange); this entity will facilitate the flow of information across the boundaries between science, knowledge and implementation. In Montana, the Exchange brings scientists and practitioners together to seek solutions related to climate-change adaptation and other pressing environmental and social-economic challenges. The Montana Adaptation Exchange (1) is a collaborative partnership of members from the science and practitioner communities under a shared governance and participatory model; (2) presents research that has been vetted by the scientific community at large and represents the current state of knowledge; (3) allows for revision and expansion of assessments like the MCA; (4) communicates relevant, often technical, research and findings to a wide variety of resource managers and other stakeholders; (5) develops and maintains an extensive online database that organizes, regularly updates, and makes research data products readily available; and (6) offers an online portal and expert network of affiliated researchers and climate adaptation specialists to provide effective customer support. Boundary organizations, such as the Montana Adaptation Exchange, offer a scalable path to effectively move from "science to knowledge to action" while also allowing stakeholder needs to help inform research agendas.

The origin of climate changes.

PubMed

Delecluse, P

2008-08-01

Investigation on climate change is coordinated by the Intergovernmental Panel on Climate Change (IPCC), which has the delicate task of collecting recent knowledge on climate change and the related impacts of the observed changes, and then developing a consensus statement from these findings. The IPCC's last review, published at the end of 2007, summarised major findings on the present climate situation. The observations show a clear increase in the temperature of the Earth's surface and the oceans, a reduction in the land snow cover, and melting of the sea ice and glaciers. Numerical modelling combined with statistical analysis has shown that this warming trend is very likely the signature of increasing emissions of greenhouse gases linked with human activities. Given the continuing social and economic development around the world, the IPCC emission scenarios forecast an increasing greenhouse effect, at least until 2050 according to the most optimistic models. The model ensemble predicts a rising temperature that will reach dangerous levels for the biosphere and ecosystems within this century. Hydrological systems and the potential significant impacts of these systems on the environment are also discussed. Facing this challenging future, societies must take measures to reduce emissions and work on adapting to an inexorably changing environment. Present knowledge is sufficientto start taking action, but a stronger foundation is needed to ensure that pertinent long-term choices are made that will meet the demands of an interactive and rapidly evolving world.

The Data Platform for Climate Research and Action: Introducing Climate Watch

NASA Astrophysics Data System (ADS)

Hennig, R. J.; Ge, M.; Friedrich, J.; Lebling, K.; Carlock, G.; Arcipowska, A.; Mangan, E.; Biru, H.; Tankou, A.; Chaudhury, M.

2017-12-01

The Paris Agreement, adopted through Decision 1/CP.21, brings all nations together to take on ambitious efforts to combat climate change. Open access to climate data supporting climate research, advancing knowledge, and informing decision making is key to encourage and strengthen efforts of stakeholders at all levels to address and respond to effects of climate change. Climate Watch is a robust online data platform developed in response to the urgent needs of knowledge and tools to empower climate research and action, including those of researchers, policy makers, the private sector, civil society, and all other non-state actors. Building on the rapid growing technology of open data and information sharing, Climate Watch is equipped with extensive amount of climate data, informative visualizations, concise yet efficient user interface, and connection to resources users need to gather insightful information on national and global progress towards delivering on the objective of the Convention and the Paris Agreement. Climate Watch brings together hundreds of quantitative and qualitative indicators for easy explore, visualize, compare, download at global, national, and sectoral levels: Greenhouse gas (GHG) emissions for more than 190 countries over the1850-2014 time period, covering all seven Kyoto Gases following IPCC source/sink categories; Structured information on over 150 NDCs facilitating the clarity, understanding and transparency of countries' contributions to address climate change; Over 6500 identified linkages between climate actions in NDCs across the 169 targets of the sustainable development goals (SDG); Over 200 indicators describing low carbon pathways from models and scenarios by integrated assessment models (IAMs) and national sources; and Data on vulnerability and risk, policies, finance, and many more. Climate Watch platform is developed as part of the broader efforts within the World Resources Institute, the NDC Partnership, and in collaboration with GIZ, UNFCCC, World Bank, and Climate Analytics.

76 FR 38360 - Workshop-Monitoring Changes in Extreme Storm Statistics: State of Knowledge; Notice of Open...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-06-30

... Changes in Extreme Storm Statistics: State of Knowledge; Notice of Open Public Workshop AGENCY: National... .) SUPPLEMENTARY INFORMATION: This workshop will provide an update to the climate science surrounding extreme... storms. Specific topics include: Severe Thunderstorms (and associated hail and winds), tornadoes, extreme...

Reconstructing Student Conceptions of Climate Change; An Inquiry Approach

NASA Astrophysics Data System (ADS)

McClelland, J. Collin

No other environmental issue today has as much potential to alter life on Earth as does global climate change. Scientific evidence continues to grow; indicating that climate change is occurring now, and that change is a result of human activities (National Research Council [NRC], 2010). The need for climate literacy in society has become increasingly urgent. Unfortunately, understanding the concepts necessary for climate literacy remains a challenge for most individuals. A growing research base has identified a number of common misconceptions people have about climate literacy concepts (Leiserowitz, Smith, & Marlon 2011; Shepardson, Niyogi, Choi, & Charusombat, 2009). However, few have explored this understanding in high school students. This sequential mixed methods study explored the changing conceptions of global climate change in 90 sophomore biology students through the course of their participation in an eight-week inquiry-based global climate change unit. The study also explored changes in students' attitudes over the course of the study unit, contemplating possible relationships between students' conceptual understanding of and attitudes toward global climate change. Phase I of the mixed methods study included quantitative analysis of pre-post content knowledge and attitude assessment data. Content knowledge gains were statistically significant and over 25% of students in the study shifted from an expressed belief of denial or uncertainty about global warming to one of belief in it. Phase II used an inductive approach to explore student attitudes and conceptions. Conceptually, very few students grew to a scientifically accurate understanding of the greenhouse effect or the relationship between global warming and climate change. However, they generally made progress in their conceptual understanding by adding more specific detail to explain their understanding. Phase III employed a case study approach with eight purposefully selected student cases, identifying five common conceptual and five common attitudebased themes. Findings suggest similar misconceptions revealed in prior research also occurred in this study group. Some examples include; connecting global warming to the hole in the ozone layer, and falsely linking unrelated environmental issues like littering to climate change. Data about students' conceptual understanding of energy may also have implications for education research curriculum development. Similar to Driver & While no statistical relationship between students' attitudes about global climate change and overall conceptual understanding emerged, some data suggested that climate change skeptics may perceive the concept of evidence differently than non-skeptics. One-way ANOVA data comparing skeptics with other students on evidence-based assessment items was significant. This study offers insights to teachers of potential barriers students face when trying to conceptualize global climate change concepts. More importantly it reinforces the idea that students generally find value in learning about global climate change in the classroom.

Cross-Cultural Collaboration in Earth Science Education

NASA Astrophysics Data System (ADS)

Sparrow, E. B.; Stephens, S.; Gordon, L. S.; Kopplin, M. R.

2006-12-01

Alaskan Native elders, other local experts, scientists and educators worked collaboratively in providing professional development science workshops and follow-up support for K-12 teachers. Cognizant of the commonalities between western science and Native knowledge, the Observing Locally Connecting Globally (OLCG) program blended GLOBE Earth science measurements, traditional knowledge and best teaching practices including culturally responsive science curriculum, in engaging teachers and students in climate change research. Native observations and knowledge were used to scaffold some local environmental studies undertaken by Alaskan teachers and their students. OLCG partnered with the Project Jukebox of the University of Alaska Fairbanks Oral History Program to produce digitized interviews of Native experts and a scientist on climate change. Sample interviews for students to use in asking Native experts about their observations and knowledge on environmental changes as well as other educational materials have been posted on the program website http://www.uaf.edu/olcg. Links to the climate change interviews, the Alaska Cultural Standards for Schools, Teachers and Students, and other relevant resource materials have also been included in the website. Results of pre- and post-institute assessment showed an increase in teacher comfort level with teaching science and integrating Native knowledge in the classroom. Teacher journals indicated the program's positive influence on their math and science teaching methods and curriculum. Student attitude and achievement assessments showed a significant increase in post-test (end of school year) scores from pre-test (beginning of the school year) scores. Other lessons learned from this project will also be presented.

Investigating Climate Change Issues With Web-Based Geospatial Inquiry Activities

NASA Astrophysics Data System (ADS)

Dempsey, C.; Bodzin, A. M.; Sahagian, D. L.; Anastasio, D. J.; Peffer, T.; Cirucci, L.

2011-12-01

In the Environmental Literacy and Inquiry middle school Climate Change curriculum we focus on essential climate literacy principles with an emphasis on weather and climate, Earth system energy balance, greenhouse gases, paleoclimatology, and how human activities influence climate change (http://www.ei.lehigh.edu/eli/cc/). It incorporates a related set of a framework and design principles to provide guidance for the development of the geospatial technology-integrated Earth and environmental science curriculum materials. Students use virtual globes, Web-based tools including an interactive carbon calculator and geologic timeline, and inquiry-based lab activities to investigate climate change topics. The curriculum includes educative curriculum materials that are designed to promote and support teachers' learning of important climate change content and issues, geospatial pedagogical content knowledge, and geographic spatial thinking. The curriculum includes baseline instructional guidance for teachers and provides implementation and adaptation guidance for teaching with diverse learners including low-level readers, English language learners and students with disabilities. In the curriculum, students use geospatial technology tools including Google Earth with embedded spatial data to investigate global temperature changes, areas affected by climate change, evidence of climate change, and the effects of sea level rise on the existing landscape. We conducted a designed-based research implementation study with urban middle school students. Findings showed that the use of the Climate Change curriculum showed significant improvement in urban middle school students' understanding of climate change concepts.

Using a Multi-Method Approach to Examine Social-Ecological Vulnerability to Climate Change and Natural Resource Policies on the Tibetan Plateau

NASA Astrophysics Data System (ADS)

Klein, J.; Hopping, K. A.; Yeh, E.; Nyima, Y.; Galvin, K.; Boone, R.; Dorje, T.; Ojima, D. S.

2012-12-01

Pastoralists and ecosystems on the Tibetan Plateau are facing a suite of novel stresses. Temperatures are increasing several times more than the global average. The frequency and severity of severe snowstorms, which lead to critical losses of livestock, are also increasing. Pastoralists are also experiencing changes to their livelihood activities, including reduced mobility and severe grazing restrictions. We are using interdisciplinary frameworks and methods that integrate results from a multifactor ecological experiment, household interviews, remote sensing, and a coupled ecosystem and household decision-making model to examine herder and ecosystem vulnerability to climate change and extreme weather events (snow disasters) within the context of changing natural resource management policies in China. The fully factorial ecological experiment includes two climate changes (warming and spring snow additions) and two types of grazing (yak and pika) that are being affected by current policy. We established the experiment in 2008 within the Tibet Autonomous Region. We are monitoring microclimate, vegetation, nutrient availability, ecosystem carbon fluxes and stable isotope signatures of select plant species. Through this experiment, we are investigating the sensitivity of the system, whether it can cross critical thresholds, and how resilient this system may be to predicted future climate and land use changes. Semi-structured, in-depth interviews on indigenous knowledge and vulnerability complement the ecological experimental work. We are asking herders about climate and ecological change and their drivers and are also conducting interviews on vulnerability to snow disasters across a three site, 300-500mm precipitation gradient. We are using remote sensing to identify biophysical landscape change over time. To integrate our ecological and social findings, we are coupling the Savanna ecosystem model to the DECUMA agent-based pastoral household model. Our results to date from the experiment and the indigenous knowledge study suggest that Kobresia pygmaea, the dominant plant species and the primary grazing resource, is vulnerable to warming. Moreover, several lines of evidence suggest that warming is causing delayed spring phenology, with important ecosystem and livelihood implications. Herders are observing climatic and ecological changes, knowledge which is important for adaptation, but people whose livelihoods are most directly derived from the rangelands, those situated at higher elevations, and those who are more mobile across the landscape are most attuned to these changes. These results suggest that rangeland degradation and delayed spring phenology are occurring, and that climate warming may be responsible for these changes. While additional snow may improve ecological conditions, the warming-induced degradation may make the social-ecological system more vulnerable to large snowstorm events. Our findings suggest that climate adaptation strategies should address the effects of both climate warming and the changing nature of extreme weather events and should also encourage land use policies that will maintain these systems under change. Moreover, policies that encourage mobility and rangeland-based livelihoods will enhance adaptation to climate change.

Global synthesis of the documented and projected effects of climate change on inland fishes

USGS Publications Warehouse

Myers, Bonnie; Lynch, Abigail; Bunnell, David; Chu, Cindy; Falke, Jeffrey A.; Kovach, Ryan; Krabbenhoft, Trevor J.; Kwak, Thomas J.; Paukert, Craig P.

2017-01-01

Although climate change is an important factor affecting inland fishes globally, a comprehensive review of how climate change has impacted and will continue to impact inland fishes worldwide does not currently exist. We conducted an extensive, systematic primary literature review to identify English-language, peer-reviewed journal publications with projected and documented examples of climate change impacts on inland fishes globally. Since the mid-1980s, scientists have projected the effects of climate change on inland fishes, and more recently, documentation of climate change impacts on inland fishes has increased. Of the thousands of title and abstracts reviewed, we selected 624 publications for a full text review: 63 of these publications documented an effect of climate change on inland fishes, while 116 publications projected inland fishes’ response to future climate change. Documented and projected impacts of climate change varied, but several trends emerged including differences between documented and projected impacts of climate change on salmonid abundance (P = 0.0002). Salmonid abundance decreased in 89.5% of documented effects compared to 35.7% of projected effects, where variable effects were more commonly reported (64.3%). Studies focused on responses of salmonids (61% of total) to climate change in North America and Europe, highlighting major gaps in the literature for taxonomic groups and geographic focus. Elucidating global patterns and identifying knowledge gaps of climate change effects on inland fishes will help managers better anticipate local changes in fish populations and assemblages, resulting in better development of management plans, particularly in systems with little information on climate change effects on fish.

Climate variability and vulnerability to climate change: a review

PubMed Central

Thornton, Philip K; Ericksen, Polly J; Herrero, Mario; Challinor, Andrew J

2014-01-01

The focus of the great majority of climate change impact studies is on changes in mean climate. In terms of climate model output, these changes are more robust than changes in climate variability. By concentrating on changes in climate means, the full impacts of climate change on biological and human systems are probably being seriously underestimated. Here, we briefly review the possible impacts of changes in climate variability and the frequency of extreme events on biological and food systems, with a focus on the developing world. We present new analysis that tentatively links increases in climate variability with increasing food insecurity in the future. We consider the ways in which people deal with climate variability and extremes and how they may adapt in the future. Key knowledge and data gaps are highlighted. These include the timing and interactions of different climatic stresses on plant growth and development, particularly at higher temperatures, and the impacts on crops, livestock and farming systems of changes in climate variability and extreme events on pest-weed-disease complexes. We highlight the need to reframe research questions in such a way that they can provide decision makers throughout the food system with actionable answers, and the need for investment in climate and environmental monitoring. Improved understanding of the full range of impacts of climate change on biological and food systems is a critical step in being able to address effectively the effects of climate variability and extreme events on human vulnerability and food security, particularly in agriculturally based developing countries facing the challenge of having to feed rapidly growing populations in the coming decades. PMID:24668802

A call to insect scientists: Challenges and opportunities of managing insect communities under climate change

USGS Publications Warehouse

Hellmann, Jessica J.; Grundel, Ralph; Hoving, Chris; Schuurman, Gregor W.

2016-01-01

As climate change moves insect systems into uncharted territory, more knowledge about insect dynamics and the factors that drive them could enable us to better manage and conserve insect communities. Climate change may also require us revisit insect management goals and strategies and lead to a new kind of scientific engagement in management decision-making. Here we make five key points about the role of insect science in aiding and crafting management decisions, and we illustrate those points with the monarch butterfly and the Karner blue butterfly, two species undergoing considerable change and facing new management dilemmas. Insect biology has a strong history of engagement in applied problems, and as the impacts of climate change increase, a reimagined ethic of entomology in service of broader society may emerge. We hope to motivate insect biologists to contribute time and effort toward solving the challenges of climate change.

U.S. Department of the Interior Climate Science Centers and U.S. Geological Survey National Climate Change and Wildlife Science Center—Annual report for 2015

USGS Publications Warehouse

Varela Minder, Elda; Padgett, Holly A.

2016-04-07

2015 was another great year for the Department of the Interior (DOI) Climate Science Centers (CSCs) and U.S. Geological Survey (USGS) National Climate Change and Wildlife Science Center (NCCWSC) network. The DOI CSCs and USGS NCCWSC continued their mission of providing the science, data, and tools that are needed for on-the-ground decision making by natural and cultural resource managers to address the effects of climate change on fish, wildlife, ecosystems, and communities. Our many accomplishments in 2015 included initiating a national effort to understand the influence of drought on wildlife and ecosystems; providing numerous opportunities for students and early career researchers to expand their networks and learn more about climate change effects; and working with tribes and indigenous communities to expand their knowledge of and preparation for the impacts of climate change on important resources and traditional ways of living. Here we illustrate some of these 2015 activities from across the CSCs and NCCWSC.

Detection and Attribution of Anthropogenic Climate Change Impacts

NASA Technical Reports Server (NTRS)

Rosenzweig, Cynthia; Neofotis, Peter

2013-01-01

Human-influenced climate change is an observed phenomenon affecting physical and biological systems across the globe. The majority of observed impacts are related to temperature changes and are located in the northern high- and midlatitudes. However, new evidence is emerging that demonstrates that impacts are related to precipitation changes as well as temperature, and that climate change is impacting systems and sectors beyond the Northern Hemisphere. In this paper, we highlight some of this new evidence-focusing on regions and sectors that the Intergovernmental Panel on Climate Change Fourth Assessment Report (IPCC AR4) noted as under-represented-in the context of observed climate change impacts, direct and indirect drivers of change (including carbon dioxide itself), and methods of detection. We also present methods and studies attributing observed impacts to anthropogenic forcing. We argue that the expansion of methods of detection (in terms of a broader array of climate variables and data sources, inclusion of the major modes of climate variability, and incorporation of other drivers of change) is key to discerning the climate sensitivities of sectors and systems in regions where the impacts of climate change currently remain elusive. Attributing such changes to human forcing of the climate system, where possible, is important for development of effective mitigation and adaptation. Current challenges in documenting adaptation and the role of indigenous knowledge in detection and attribution are described.

How does climate change cause extinction?

PubMed Central

Cahill, Abigail E.; Aiello-Lammens, Matthew E.; Fisher-Reid, M. Caitlin; Hua, Xia; Karanewsky, Caitlin J.; Yeong Ryu, Hae; Sbeglia, Gena C.; Spagnolo, Fabrizio; Waldron, John B.; Warsi, Omar; Wiens, John J.

2013-01-01

Anthropogenic climate change is predicted to be a major cause of species extinctions in the next 100 years. But what will actually cause these extinctions? For example, will it be limited physiological tolerance to high temperatures, changing biotic interactions or other factors? Here, we systematically review the proximate causes of climate-change related extinctions and their empirical support. We find 136 case studies of climatic impacts that are potentially relevant to this topic. However, only seven identified proximate causes of demonstrated local extinctions due to anthropogenic climate change. Among these seven studies, the proximate causes vary widely. Surprisingly, none show a straightforward relationship between local extinction and limited tolerances to high temperature. Instead, many studies implicate species interactions as an important proximate cause, especially decreases in food availability. We find very similar patterns in studies showing decreases in abundance associated with climate change, and in those studies showing impacts of climatic oscillations. Collectively, these results highlight our disturbingly limited knowledge of this crucial issue but also support the idea that changing species interactions are an important cause of documented population declines and extinctions related to climate change. Finally, we briefly outline general research strategies for identifying these proximate causes in future studies. PMID:23075836

How does climate change cause extinction?

PubMed

Cahill, Abigail E; Aiello-Lammens, Matthew E; Fisher-Reid, M Caitlin; Hua, Xia; Karanewsky, Caitlin J; Ryu, Hae Yeong; Sbeglia, Gena C; Spagnolo, Fabrizio; Waldron, John B; Warsi, Omar; Wiens, John J

2013-01-07

Anthropogenic climate change is predicted to be a major cause of species extinctions in the next 100 years. But what will actually cause these extinctions? For example, will it be limited physiological tolerance to high temperatures, changing biotic interactions or other factors? Here, we systematically review the proximate causes of climate-change related extinctions and their empirical support. We find 136 case studies of climatic impacts that are potentially relevant to this topic. However, only seven identified proximate causes of demonstrated local extinctions due to anthropogenic climate change. Among these seven studies, the proximate causes vary widely. Surprisingly, none show a straightforward relationship between local extinction and limited tolerances to high temperature. Instead, many studies implicate species interactions as an important proximate cause, especially decreases in food availability. We find very similar patterns in studies showing decreases in abundance associated with climate change, and in those studies showing impacts of climatic oscillations. Collectively, these results highlight our disturbingly limited knowledge of this crucial issue but also support the idea that changing species interactions are an important cause of documented population declines and extinctions related to climate change. Finally, we briefly outline general research strategies for identifying these proximate causes in future studies.

Knowledge exchange for climate adaptation planning in western North America

NASA Astrophysics Data System (ADS)

Garfin, Gregg; Orr, Barron

2015-04-01

In western North America, the combination of sustained drought, rapid ecosystem changes, and land use changes associated with urban population growth has motivated concern among ecosystem managers about the implications of future climate changes for the landscapes which they manage. Through literature review, surveys, and workshop discussions, we assess the process of moving from concern, to planning, to action, with an emphasis on questions, such as: What are the roles of boundary organizations in facilitating knowledge exchange? Which practices lead to effective interactions between scientists, decision-makers, and knowledge brokers? While there is no "one size fits all" science communication method, the co-production of science and policy by research scientists, science translators, and decision-makers, as co-equals, is a resource intensive, but effective practice for moving adaptation planning forward. Constructive approaches make use of alliances with early adopters and opinion leaders, and make strong communication links between predictions, impacts and solutions. Resource managers need information on the basics of regional climate variability and global climate change, region-specific projections of climate changes and impacts, frank discussion of uncertainties, and opportunities for candid exploration of these topics with peers and subject experts. Research scientists play critical roles in adaptation planning discussions, because they assist resource managers in clarifying the cascade of interactions leading to potential impacts and, importantly, because decision-makers want to hear the information straight from the scientists conducting the research, which bolsters credibility. We find that uncertainty, formerly a topic to avoided, forms the foundation for constructive progress in adaptation planning. Candid exploration of the array of uncertainties, including those due to modeling, institutional, policy and economic factors, with practitioners, science translators, and subject experts, stimulates constructive thinking on adaptation strategies. Discussion support to explore multiple future scenarios and research nuances advances the discussion beyond "uncertainty paralysis."

Student Understanding of Climate Change: Influences of College Major and Environmental Group Membership on Undergraduate Knowledge and Mental Models

ERIC Educational Resources Information Center

Huxster, Joanna

2013-01-01

A consensus has been reached within the scientific community concerning the occurrence of climate change and its anthropogenic causes. Outside of this community, however, there continues to be considerable debate and confusion surrounding the topic. The government mitigation strategies and political leadership needed for this issue will require…

A Climate Change Board Game for Interdisciplinary Communication and Education

ERIC Educational Resources Information Center

Eisenack, Klaus

2013-01-01

This article reports and reflects on the design and use of the board game KEEP COOL on climate change. The game covers and integrates central biophysical, economic, and political aspects of the issue. By using a board game as common language between students and scientists from different scientific cultures, knowledge of different disciplines can…

The Land-Potential Knowledge System (LandPKS): mobile apps and collaboration for optimizing climate change investments

USDA-ARS?s Scientific Manuscript database

Massive investments in climate change mitigation and adaptation are projected during coming decades. Many of these investments will seek to modify how land is managed. The return on both types of investments can be increased through an understanding of land potential: the potential of the land to s...

The Science of Climate Change

ERIC Educational Resources Information Center

Oppenheimer, Michael; Anttila-Hughes, Jesse K.

2016-01-01

Michael Oppenheimer and Jesse Anttila-Hughes begin with a primer on how the greenhouse effect works, how we know that Earth is rapidly getting warmer, and how we know that the recent warming is caused by human activity. They explain the sources of scientific knowledge about climate change as well as the basis for the models scientists use to…

Pre-Service Teachers and Climate Change: A Stalemate?

ERIC Educational Resources Information Center

Boon, Helen J.

2016-01-01

Findings from the second phase of a study of pre-service teachers' attitudes to environmental education and knowledge of climate change are reported in this paper. A sample of 87 pre-service teachers participated in a survey study in the last year of their Bachelor of Education degree to examine developments to their attitudes to environmental…

Assessing Students' Learning about Fundamental Concepts of Climate Change under Two Different Conditions

ERIC Educational Resources Information Center

Porter, Dianna; Weaver, Andrew J.; Raptis, Helen

2012-01-01

Students from three different British Columbia grade six classes were followed through two weeks of instruction on climate change. Pre, post, and follow-up surveys were used to determine the differences in knowledge gained and retained by students that received direct instruction from their science teacher, and by those who received equivalent…

The Building of Knowledge, Language, and Decision-Making about Climate Change Science: A Cross-National Program for Secondary Students

ERIC Educational Resources Information Center

Arya, Diana; Maul, Andrew

2016-01-01

The United Nations' declaration on climate change education in December 2014 has sparked a renewal of policies and programs initiated during the "Decade of Education for Sustainable Development" (DESD, 2005-2014), aimed at promoting awareness, understanding, and civic action for environmental sustainability within learning communities…

Climate Change Course Impacts on the Individual, Their Future, and Interactions with Others

ERIC Educational Resources Information Center

Yanascavage, Christina

2012-01-01

This report explores the impacts a university climate change course has on those enrolled in the course. The research quantitatively measures and compares opinions, attitudes, and knowledge among groups, then qualitatively explores the responses of the group to identify course impacts. The results show reasons people enroll in the course, how they…

Connecting Alaskan Youth, Elders, and Scientists in Climate Change Research and Community Resilience

NASA Astrophysics Data System (ADS)

Spellman, K.; Sparrow, E.

2017-12-01

Integrated science, technology, engineering and math (STEM) solutions and effective, relevant learning processes are required to address the challenges that a changing climate presents to many Arctic communities. Learning that can both enhance a community's understanding and generate new knowledge about climate change impacts at both local and continental scales are needed to efficiently build the capacity to navigate these changes. The Arctic and Earth STEM Integrating GLOBE and NASA (SIGNs) program is developing a learning model to engage Alaskan rural and indigenous communities in climate change learning, research and action. Youth, elders, educators, community leaders and scientists collaborate to address a pressing local climate change concern. The program trains teams of educators and long-time community members on climate change concepts and environmental observing protocols in face-to-face or online workshops together with Arctic and NASA subject matter experts. Community teams return to their community to identify local data or information needs that align with their student's interests and the observations of local elders. They deepen their understanding of the subject through culturally responsive curriculum materials, and collaborate with a scientist to develop an investigation with their students to address the identified need. Youth make observations using GLOBE (Global Learning and Observations to Benefit the Environment) protocols that best fit the issue, analyze the data they have collected, and utilize indigenous or knowledge, and NASA data to address the issue. The use of GLOBE protocols allow for communities to engage in climate change research at both local and global scales, as over 110 nations worldwide are using these standardized protocols. Teams work to communicate their investigation results back to their community and other scientists, and apply their results to local stewardship action or climate adaptation projects. In this presentation, we report the progress of community teams currently engaged in this program from throughout Alaska.

Impacts of a Changing Climate and Land Use on Reindeer Pastoralism: Indigenous Knowledge and Remote Sensing

NASA Technical Reports Server (NTRS)

Maynard, N. G.; Oskal, A.; Turi, A.; Mathiesen, J. M.; Eira, S. D.; Yurchak, I. M. G.; Etylin, B.; Gebelein, J.

2009-01-01

The Arctic is home to many indigenous peoples, including those who depend on reindeer herding for their livelihood, in one of the harshest environments in the world. For the largely nomadic peoples, reindeer not only form a substantial part of the Arctic food base and economy, but they are also culturally important, shaping their way of life, mythologies, festivals and ceremonies. Reindeer pastoralism or husbandry has been practiced by numerous peoples all across Eurasia for thousands of years and involves moving herds of reindeer, which are very docile animals, from pasture to pasture depending on the season. Thus, herders must adapt on a daily basis to find optimal conditions for their herds according to the constantly changing conditions. Climate change and variability plus rapid development are increasingly creating major changes in the physical environment, ecology, and cultures of these indigenous reindeer herder communities in the North, and climate changes are occurring significantly faster in the Arctic than the rest of the globe, with correspondingly dramatic impacts (Oskal, 2008). In response to these changes, Eurasian reindeer herders have created the EALAT project, a comprehensive new initiative to study these impacts and to develop local adaptation strategies based upon their traditional knowledge of the land and its uses - in targeted partnership with the science and remote sensing community - involving extensive collaborations and coproduction of knowledge to minimize the impacts of the various changes. This chapter provides background on climate and development challenges to reindeer husbandry across the Arctic and an overview of the EALAT initiative, with an emphasis on indigenous knowledge, remote sensing, Geographic Information Systems (GIS), and other scientific data to 'co-produce' datasets for use by herders for improved decision-making and herd management. It also provides a description of the EALAT monitoring data integration and sharing system and portal being developed for reindeer pastoralism. In addition, the chapter provides some preliminary results from the EALAT Project, including some early remote sensing research results.

Nursing students' attitudes towards sustainability and health care.

PubMed

Richardson, Janet; Grose, Jane; O'Connor, Anita; Bradbury, Martyn; Kelsey, Janet; Doman, Maggie

2015-06-17

Aim To evaluate attitudes towards embedding sustainability and climate change in nursing curricula among nursing students, some of whom had participated in a sustainability and health skills session, and determine whether the session could improve knowledge of sustainability. Methods Three months after the sustainability session, students who had participated along with a sample of students who had not, completed a Sustainability Attitudes in Nursing Survey questionnaire. This investigated attitudes towards climate change and sustainability in nursing curricula and the costs of clinical and domestic waste disposal. Results Nursing students were positive about sustainability and climate change and its inclusion in the curriculum, irrespective of their participation in the sustainability scenario session. Participants in the sustainability session were more likely to identify correctly the cost of clinical waste disposal in the NHS. Conclusion The sustainability and health skills session has the potential to improve nursing students' knowledge of the cost of clinical waste disposal.

Wildland fire emissions, carbon, and climate: Science overview and knowledge needs

Treesearch

William T. Sommers; Rachel A. Loehman; Colin C. Hardy

2014-01-01

Wildland fires have influenced the global carbon cycle for 420 million years of Earth history, interacting with climate to define vegetation characteristics and distributions, trigger abrupt ecosystem shifts, and move carbon among terrestrial and atmospheric pools. Carbon dioxide (CO2) is the dominant driver of ongoing climate change and the principal emissions...

Inadvertent Weather Modification in Urban Areas: Lessons for Global Climate Change.

NASA Astrophysics Data System (ADS)

Changnon, Stanley A.

1992-05-01

Large metropolitan areas in North America, home to 65% of the nation's population, have created major changes in their climates over the past 150 years. The rate and amount of the urban climate change approximate those being predicted globally using climate models. Knowledge of urban weather and climate modification holds lessons for the global climate change issue. First, adjustments to urban climate changes can provide guidance for adjusting to global change. A second lesson relates to the difficulty but underscores the necessity of providing scientifically credible proof of change within the noise of natural climatic variability. The evolution of understanding about how urban conditions influence weather reveals several unexpected outcomes, particularly relating to precipitation changes. These suggest that similar future surprises can be expected in a changed global climate, a third lesson. In-depth studies of how urban climate changes affected the hydrologic cycle, the regional economy, and human activities were difficult because of data problems, lack of impact methodology, and necessity for multi disciplinary investigations. Similar impact studies for global climate change will require diverse scientific talents and funding commitments adequate to measure the complexity of impacts and human adjustments. Understanding the processes whereby urban areas and other human activities have altered the atmosphere and changed clouds and precipitation regionally appears highly relevant to the global climate-change issue. Scientific and governmental policy development needs to recognize an old axiom that became evident in the studies of inadvertent urban and regional climate change and their behavioral implications: Think globally but act locally. Global climate change is an international issue, and the atmosphere must be treated globally. But the impacts and the will to act and adjust will occur regionally.

Phenological cues intrinsic in indigenous knowledge systems for forecasting seasonal climate in the Delta State of Nigeria

NASA Astrophysics Data System (ADS)

Fitchett, Jennifer M.; Ebhuoma, Eromose

2018-06-01

Shifts in the timing of phenological events in plants and animals are cited as one of the most robust bioindicators of climate change. Much effort has thus been placed on the collection of phenological datasets, the quantification of the rates of phenological shifts and the association of these shifts with recorded meteorological data. These outputs are of value both in tracking the severity of climate change and in facilitating more robust management approaches in forestry and agriculture to changing climatic conditions. However, such an approach requires meteorological and phenological records spanning multiple decades. For communities in the Delta State of Nigeria, small-scale farming communities do not have access to meteorological records, and the dissemination of government issued daily to seasonal forecasts has only taken place in recent years. Their ability to survive inter-annual to inter-decadal climatic variability and longer-term climatic change has thus relied on well-entrenched indigenous knowledge systems (IKS). An analysis of the environmental cues that are used to infer the timing and amount of rainfall by farmers from three communities in the Delta State reveals a reliance on phenological events, including the croaking of frogs, the appearance of red millipedes and the emergence of fresh rubber tree and cassava leaves. These represent the first recorded awareness of phenology within the Delta State of Nigeria, and a potentially valuable source of phenological data. However, the reliance of these indicators is of concern given the rapid phenological shifts occurring in response to climate change.

Phenological cues intrinsic in indigenous knowledge systems for forecasting seasonal climate in the Delta State of Nigeria

NASA Astrophysics Data System (ADS)

Fitchett, Jennifer M.; Ebhuoma, Eromose

2017-12-01

Shifts in the timing of phenological events in plants and animals are cited as one of the most robust bioindicators of climate change. Much effort has thus been placed on the collection of phenological datasets, the quantification of the rates of phenological shifts and the association of these shifts with recorded meteorological data. These outputs are of value both in tracking the severity of climate change and in facilitating more robust management approaches in forestry and agriculture to changing climatic conditions. However, such an approach requires meteorological and phenological records spanning multiple decades. For communities in the Delta State of Nigeria, small-scale farming communities do not have access to meteorological records, and the dissemination of government issued daily to seasonal forecasts has only taken place in recent years. Their ability to survive inter-annual to inter-decadal climatic variability and longer-term climatic change has thus relied on well-entrenched indigenous knowledge systems (IKS). An analysis of the environmental cues that are used to infer the timing and amount of rainfall by farmers from three communities in the Delta State reveals a reliance on phenological events, including the croaking of frogs, the appearance of red millipedes and the emergence of fresh rubber tree and cassava leaves. These represent the first recorded awareness of phenology within the Delta State of Nigeria, and a potentially valuable source of phenological data. However, the reliance of these indicators is of concern given the rapid phenological shifts occurring in response to climate change.

Phenological cues intrinsic in indigenous knowledge systems for forecasting seasonal climate in the Delta State of Nigeria.

PubMed

Fitchett, Jennifer M; Ebhuoma, Eromose

2018-06-01

Shifts in the timing of phenological events in plants and animals are cited as one of the most robust bioindicators of climate change. Much effort has thus been placed on the collection of phenological datasets, the quantification of the rates of phenological shifts and the association of these shifts with recorded meteorological data. These outputs are of value both in tracking the severity of climate change and in facilitating more robust management approaches in forestry and agriculture to changing climatic conditions. However, such an approach requires meteorological and phenological records spanning multiple decades. For communities in the Delta State of Nigeria, small-scale farming communities do not have access to meteorological records, and the dissemination of government issued daily to seasonal forecasts has only taken place in recent years. Their ability to survive inter-annual to inter-decadal climatic variability and longer-term climatic change has thus relied on well-entrenched indigenous knowledge systems (IKS). An analysis of the environmental cues that are used to infer the timing and amount of rainfall by farmers from three communities in the Delta State reveals a reliance on phenological events, including the croaking of frogs, the appearance of red millipedes and the emergence of fresh rubber tree and cassava leaves. These represent the first recorded awareness of phenology within the Delta State of Nigeria, and a potentially valuable source of phenological data. However, the reliance of these indicators is of concern given the rapid phenological shifts occurring in response to climate change.

Climate Change and Agriculture in the U.S.: Effects and Adaptation (Invited)

NASA Astrophysics Data System (ADS)

Walsh, M. K.; Rippey, B.; Walthall, C. L.; Hatfield, J.; Backlund, P. W.; Lengnick, L.; Marshall, E.

2013-12-01

Agriculture in the United States has followed a path of continual adaptation to a wide range of factors throughout its history. However, observational evidence, supported by an understanding of the physical climate system, shows that human-induced climate change is underway in the U.S. and even now causing changes for which there is no historical reference for producers. Temperatures have increased and precipitation patterns have changed; the incidence, frequency, and extent of pest infestations have been altered, as well as the natural resource base (water, air, and soils) upon which production depends. Each factor challenges agricultural management as atmospheric concentrations of greenhouse gases rise. These trends are likely to continue over the next century. Importantly, a gap exists between U.S. agricultural producers and managers' needs related to climate-driven problems and the information that research currently offers them. In the past, agricultural research into climate change effects has largely focused on mean values of precipitation and temperature. Today's management requirements, however, often demand immediate response on shorter time scales to address abrupt, often novel needs. Further complicating this reality, future decisions will likely require even greater emphasis on managing under increasing levels of uncertainty, and planning for and adjusting to the extremes. Research is moving to better address these emerging issues for the relevant timescales and parameters in order to allow the formulation of improved and resilient management strategies that apply to a future in which past experience has become less applicable. A climate-ready U.S. agricultural system requires easy access to useable climate knowledge and technical resources, improved climate risk management strategies, new processes to support effective adaptive actions, and the development of sustainable production systems resilient to climate effects. Mainstreaming climate knowledge improves adaptive capacity of the agricultural system by ensuring that land managers, technical advisors, researchers, private businesspeople, government program managers, and policymakers are aware of current and projected climate impacts and can access best management practices to reduce risks and capture opportunities.

Quantitative approaches in climate change ecology

PubMed Central

Brown, Christopher J; Schoeman, David S; Sydeman, William J; Brander, Keith; Buckley, Lauren B; Burrows, Michael; Duarte, Carlos M; Moore, Pippa J; Pandolfi, John M; Poloczanska, Elvira; Venables, William; Richardson, Anthony J

2011-01-01

Contemporary impacts of anthropogenic climate change on ecosystems are increasingly being recognized. Documenting the extent of these impacts requires quantitative tools for analyses of ecological observations to distinguish climate impacts in noisy data and to understand interactions between climate variability and other drivers of change. To assist the development of reliable statistical approaches, we review the marine climate change literature and provide suggestions for quantitative approaches in climate change ecology. We compiled 267 peer-reviewed articles that examined relationships between climate change and marine ecological variables. Of the articles with time series data (n = 186), 75% used statistics to test for a dependency of ecological variables on climate variables. We identified several common weaknesses in statistical approaches, including marginalizing other important non-climate drivers of change, ignoring temporal and spatial autocorrelation, averaging across spatial patterns and not reporting key metrics. We provide a list of issues that need to be addressed to make inferences more defensible, including the consideration of (i) data limitations and the comparability of data sets; (ii) alternative mechanisms for change; (iii) appropriate response variables; (iv) a suitable model for the process under study; (v) temporal autocorrelation; (vi) spatial autocorrelation and patterns; and (vii) the reporting of rates of change. While the focus of our review was marine studies, these suggestions are equally applicable to terrestrial studies. Consideration of these suggestions will help advance global knowledge of climate impacts and understanding of the processes driving ecological change.

The Climate is A-Changin': Teaching Civic Competence for a Sustainable Climate

NASA Technical Reports Server (NTRS)

Harris, Carolyn A.; Kharecha, Pushker; Goble, Pam; Goble, Ryan

2016-01-01

A central aim of social studies curriculum is to prepare young people for making "informed and reasoned decisions for the public good" concerning consequential problems like global climate change. By developing students' "vision of a good society" and exploring what actions and policies move our society in this direction, social studies teachers have an important role in preparing students for a world undergoing enormous environmental change. This article discusses elementary curriculum connections between building students' knowledge and understanding about "their community, nation and world" and global climate change. It also suggests ideas for building civic competency and climate literacy while creating opportunities for students to practice high-value skills like "data collection and analysis, collaboration, decision-making and problem-solving."

Using EarthLabs to Enhance Earth Science Curriculum in Texas

NASA Astrophysics Data System (ADS)

Chegwidden, D. M.; Ellins, K. K.; Haddad, N.; Ledley, T. S.

2012-12-01

As an educator in Texas, a state that values and supports an Earth Science curriculum, I find it essential to educate my students who are our future voting citizens and tax payers. It is important to equip them with tools to understand and solve the challenges of solving of climate change. As informed citizens, students can help to educate others in the community with basic knowledge of weather and climate. They can also help to dispose of the many misconceptions that surround the climate change, which is perceived as a controversial topic. As a participant in a NSF-sponsored Texas Earth and Space (TXESS) Revolution teacher professional development program, I was selected to participate in a curriculum development project led by TERC to develop and test education resources for the EarthLabs climate literacy collection. I am involved in the multiple phases of the project, including reviewing labs that comprise the Climate, Weather and Biosphere module during the development phase, pilot teaching the module with my students, participating in research, and delivering professional development to other Texas teachers to expose them to the content found in the module and to encourage them to incorporate it into their teaching. The Climate, Weather and the Biosphere module emphasizes different forms of evidence and requires that learners apply different inquiry-based approaches to build the knowledge they need to develop as climate literate citizens. My involvement with the EarthLabs project has strengthened my overall knowledge and confidence to teach about Earth's climate system and climate change. In addition, the project has produced vigorous classroom discussion among my students as well as encouraged me to collaborate with other educators through our delivery of professional development to other teachers. In my poster, I will share my experiences, describe the impact the curriculum has made on my students, and report on challenges and valuable lessons gained by being an active participant in the EarthLabs curriculum review, implementation and professional development process.

Climate adaptation policy, science and practice - Lessons for communication

NASA Astrophysics Data System (ADS)

Wolf, Johanna

2017-04-01

In climate change adaptation research, policy, and practice, institutional culture produces distinct conceptualizations of adaptation, which in turn affect how adaptation work is undertaken. This study examines institutional culture as the four domains of norms, values, knowledge, and beliefs that are held by adaptation scientists, policy- and decision-makers, and practitioners in Western Canada. Based on 31 semi-structured interviews, this article traces the ways in which these four domains interact, intersect, converge, and diverge among scientists, policy- and decision-makers, and practitioners. By exploring the knowledge, backgrounds, goals, approaches, assumptions, and behaviours of people working in adaptation, these interviews map the ways in which institutional culture shapes adaptation work being carried out by local, provincial, and federal governments, nongovernmental organizations, and an international community of scientists (including Canadian scientists). Findings suggest that institutional culture both limits and enables adaptation actions for these actors in important ways, significantly influencing how climate change adaptation is being planned for, and carried out on the ground. As a result, this paper asserts that there is an urgent need to better understand the role that institutional culture plays in order to advance climate change adaptation, both now and in the future. Important lessons for communicating about climate science, climate impacts and adaptation will be presented.

The Template for Assessing Climate Change Impacts and Management Options (TACCIMO): Science at Your Fingertips

NASA Astrophysics Data System (ADS)

Jennings, L. N.; Treasure, E.; Moore Myers, J.; McNulty, S.

2012-12-01

There is an ever-increasing volume of useful scientific knowledge about climate change effects and management options for natural ecosystems. Agencies such as the USDA Forest Service have been charged with the need to evaluate this body of knowledge and if necessary adapt to the impacts of climate change in their forest planning and management. However, the combined volume of existing information and rate of development of new information, lack of climate change specialists, and limited technology transfer mechanisms make efficient access and use difficult. The Template for Assessing Climate Change Impacts and Management Options (TACCIMO) addresses this difficulty through its publically accessible web-based tool that puts current and concise climate change science at the fingertips of forest planners and managers. A collaborative product of the USDA Forest Service Research Stations and the National Forest System, TACCIMO integrates peer-reviewed research with management and planning options through search and reporting tools that connect land managers with information they can trust. TACCIMO highlights elements from the wealth of climate change science with attention to what natural resource planners and managers need through a searchable repository of over 4,000 effects of climate change and close to 1,000 adaptive management options, all excerpted from a growing body of peer-reviewed scientific literature. A geospatial mapping application provides downscaled climate data for the nation and other spatially explicit models relevant to evaluating climate change impacts on forests. Report generators assist users in capturing outputs specific to a given location and resource area in a consistent and organized manner. For USDA Forest Service users, science findings can be readily linked with management conditions and capabilities from national forest management plans. The development of TACCIMO was guided by interactions with natural resource professionals, resulting in a flexible framework that allows new information to be added routinely and existing information to be reorganized as new science emerges and management needs change. TACCIMO is currently being used to support climate change science assessments for national forest land and management plan revisions in El Yunque National Forest in Puerto Rico, the Southern Sierra national forests in California, and Francis Marion National Forest in South Carolina. The tool is also being actively used by state, extension, and private natural resource professionals for climate change education and outreach. For all users, TACCIMO provides a fast, concise, and creditable starting point to guide critical thinking, additional analysis, and expert consultation to support all aspects of natural resource management decision making.

Gender differences in farmers' responses to climate change adaptation in Yongqiao District, China.

PubMed

Jin, Jianjun; Wang, Xiaomin; Gao, Yiwei

2015-12-15

This study examines the gender differences in farmers' responses to climate change adaption in Yongqiao District, China. A random sampling technique was used to select 220 household heads, while descriptive statistics and binary logit models were used to analyze the data obtained from the households. We determine that male and female respondents are not significantly different in their knowledge and perceptions of climate change, but there is a gender difference in adopting climate change adaptation measures. Male-headed households are more likely to adopt new technology for water conservation and to increase investment in irrigation infrastructure. The research also indicates that the adaptation decisions of male and female heads are influenced by different sets of factors. The findings of this research help to elucidate the determinants of climate change adaptation decisions for male and female-headed households and the strategic interventions necessary for effective adaptation. Copyright © 2015 Elsevier B.V. All rights reserved.

Assessing Current State Science Teaching and Learning Standards for Ability to Achieve Climate Science Literacy

NASA Astrophysics Data System (ADS)

Busch, K. C.

2012-12-01

Even though there exists a high degree of consensus among scientists about climate change, doubt has actually increased over the last five years within the general U.S. public. In 2006, 79% of those polled agreed that there is evidence for global warming, while only 59% agreed in 2010 (Pew Research Center, 2010). The source for this doubt can be partially attributed to lack of knowledge. Formal education is one mechanism that potentially can address inadequate public understanding as school is the primary place where students - and future citizens - learn about the climate. In a joint effort, several governmental agencies, non-governmental organizations, scientists and educators have created a framework called The Essential Principles of Climate Science Literacy, detailing seven concepts that are deemed vital for individuals and communities to understand Earth's climate system (USGCRP, 2009). Can students reach climate literacy - as defined by these 7 concepts - if they are taught using a curriculum based on the current state standards? To answer this question, the K-12 state science teaching and learning standards for Texas and California - two states that heavily influence nation-wide textbook creation - were compared against the Essential Principles. The data analysis consisted of two stages, looking for: 1) direct reference to "climate" and "climate change" and 2) indirect reference to the 7 Essential Principles through axial coding. The word "climate" appears in the California K-12 science standards 4 times and in the Texas standards 7 times. The word "climate change" appears in the California and Texas standards only 3 times each. Indirect references to the 7 Essential Principles of climate science literacy were more numerous. Broadly, California covered 6 of the principles while Texas covered all 7. In looking at the 7 principles, the second one "Climate is regulated by complex interactions among component of the Earth system" was the most substantively addressed. Least covered were number 6 "Human activities are impacting the climate system" and number 7 "Climate change will have consequences for the Earth system and human lives." Most references, either direct or indirect, occurred in the high school standards for earth science, a class not required for graduation in either state. This research points to the gaps between what the 7 Essential Principles of Climate Literacy defines as essential knowledge and what students may learn in their K-12 science classes. Thus, the formal system does not seem to offer an experience which can potentially develop a more knowledgeable citizenry who will be able to make wise personal and policy decisions about climate change, falling short of the ultimate goal of achieving widespread climate literacy. Especially troubling was the sparse attention to the principles addressing the human connection to the climate - principles number 6 and 7. If climate literate citizens are to make "wise personal and policy decisions" (USGCRP, 2009), these two principles especially are vital. This research, therefore, has been valuable for identifying current shortcomings in state standards.

Assessing land ownership as a driver of change in the distribution, structure, and composition of California's forests.

NASA Astrophysics Data System (ADS)

Easterday, K.; Kelly, M.; McIntyre, P. J.

2015-12-01

Climate change is forecasted to have considerable influence on the distribution, structure, and function of California's forests. However, human interactions with forested landscapes (e.g. fire suppression, resource extraction and etc.) have complicated scientific understanding of the relative contributions of climate change and anthropogenic land management practices as drivers of change. Observed changes in forest structure towards smaller, denser forests across California have been attributed to both climate change (e.g. increased temperatures and declining water availability) and management practices (e.g. fire suppression and logging). Disentangling how these drivers of change act both together and apart is important to developing sustainable policy and land management practices as well as enhancing knowledge of human and natural system interactions. To that end, a comprehensive historical dataset - the Vegetation Type Mapping project (VTM) - and a modern forest inventory dataset (FIA) are used to analyze how spatial variations in vegetation composition and structure over a ~100 year period can be explained by land ownership.Climate change is forecasted to have considerable influence on the distribution, structure, and function of California's forests. However, human interactions with forested landscapes (e.g. fire suppression, resource extraction and etc.) have complicated scientific understanding of the relative contributions of climate change and anthropogenic land management practices as drivers of change. Observed changes in forest structure towards smaller, denser forests across California have been attributed to both climate change (e.g. increased temperatures and declining water availability) and management practices (e.g. fire suppression and logging). Disentangling how these drivers of change act both together and apart is important to developing sustainable policy and land management practices as well as enhancing knowledge of human and natural system interactions. To that end, a comprehensive historical dataset - the Vegetation Type Mapping project (VTM) - and a modern forest inventory dataset (FIA) are used to analyze how spatial variations in vegetation composition and structure over a ~100 year period can be explained by land ownership.

Does what you know matter? Investigating the relationship between mental models of climate change and pro-environmental behaviors

NASA Astrophysics Data System (ADS)

Davis, R.

2013-12-01

The purpose of this study is to test the conjecture that environmentally sustainable decisions and behaviors are related to individuals' conceptions of the natural world, in this case climate change; individuals' attitudes towards climate change; and the situations in which these decisions are made. The nature of mental models is an ongoing subject of disagreement. Some argue that mental models are coherent theories, much like scientific theories, that individuals employ systematically when reasoning about the world (Gopnik & Meltzoff, 1998). Others maintain that mental models are cobbled together from fragmented collections of ideas that are only loosely connected and context dependent (Disessa, 1988; Minstrell, 2000). It is likely that individuals sometimes reason about complex phenomena using systematic mental models and at other times reason using knowledge that is organized in fragmented pieces (Steedle & Shavelson, 2009). Thus, in measuring mental models of complex environmental systems, such as climate change, the assumption of systematicity may not be justified. Individuals may apply certain chains of reasoning in some contexts but not in others. The current study hypothesizes that an accurate mental model of climate change enables an individual to make effective evaluative judgments of environmental behavior options. The more an individual's mental model resembles that of an expert, the more consistent, accurate and automatic these judgments become. However, an accurate mental model is not sufficient to change environmental behavior. Real decisions and behaviors are products of a person-situation interaction: an interplay between psychosocial factors (such as knowledge and attitudes) and the situation in which the decision is made. This study investigates the relationship between both psychosocial and situational factors for climate change decisions. Data was collected from 436 adult participants through an online survey. The survey was comprised of demographic questions; three discreet instruments measuring (1) mental models of climate change, (2) attitudes and beliefs about climate change, and (3) self-reported behaviors; and an experimental intervention, followed by a behavioral intention question. Latent class analysis (LCA) and item-response theory (IRT) will be employed to analyze multiple-choice responses to the mental model survey to create groupings of individuals assumed to hold similar mental of climate change. A principal component analysis (PCA) using oblique rotation was employed to identify five scales (Chronbach's alpha > 0.80) within the attitude/belief instrument. Total and sub-scale scores were also calculated for self-reported behaviors. The relationships between mental models, attitudes and behaviors will be analyzed using multiple regression models. This work presents not only the development and validation of three novel instruments for accurately and efficiently measuring mental models, attitudes, and self-reported behaviors, but also provides insight into the types of mental models individuals hold. Understanding how climate change is conceptualized and how such knowledge influences attitudes and behaviors gives educators tools for guiding students towards more expert understandings while also enabling environmentalists to craft more effective messages.

Personal Epistemology across Cultures: Exploring Norwegian and Spanish University Students' Epistemic Beliefs about Climate Change

ERIC Educational Resources Information Center

Braten, Ivar; Gil, Laura; Stromso, Helge I.; Vidal-Abarca, Eduardo

2009-01-01

The primary aim was to explore and compare the dimensionality of personal epistemology with respect to climate change across the contexts of Norwegian and Spanish students. A second aim was to examine relationships between topic-specific epistemic beliefs and the variables of gender, topic knowledge, and topic interest in the two contexts.…

Developing a Learning Progression for Sea Level Rise, a Major Impact of Climate Change

ERIC Educational Resources Information Center

Breslyn, Wayne; McGinnis, J. Randy; McDonald, R. Christopher; Hestness, Emily

2016-01-01

We present research from an investigation on developing a learning progression (LP) for sea level rise (SLR), a major effect of global climate change. We began our research by drafting a hypothetical LP for sea level rise, informed by extant knowledge of the topic in the scientific community, in science education literature, and in science…

Local initiatives and adaptation to climate change.

PubMed

Blanco, Ana V Rojas

2006-03-01

Climate change is expected to lead to an increase in the number and strength of natural hazards produced by climatic events. This paper presents some examples of the experiences of community-based organisations (CBOs) and non-governmental organisations (NGOs) of variations in climate, and looks at how they have incorporated their findings into the design and implementation of local adaptation strategies. Local organisations integrate climate change and climatic hazards into the design and development of their projects as a means of adapting to their new climatic situation. Projects designed to boost the resilience of local livelihoods are good examples of local adaptation strategies. To upscale these adaptation initiatives, there is a need to improve information exchange between CBOs, NGOs and academia. Moreover, there is a need to bridge the gap between scientific and local knowledge in order to create projects capable of withstanding stronger natural hazards.

Scaling Climate Change Communication for Behavior Change

NASA Astrophysics Data System (ADS)

Rodriguez, V. C.; Lappé, M.; Flora, J. A.; Ardoin, N. M.; Robinson, T. N.

2014-12-01

Ultimately, effective climate change communication results in a change in behavior, whether the change is individual, household or collective actions within communities. We describe two efforts to promote climate-friendly behavior via climate communication and behavior change theory. Importantly these efforts are designed to scale climate communication principles focused on behavior change rather than soley emphasizing climate knowledge or attitudes. Both cases are embedded in rigorous evaluations (randomized controlled trial and quasi-experimental) of primary and secondary outcomes as well as supplementary analyses that have implications for program refinement and program scaling. In the first case, the Girl Scouts "Girls Learning Environment and Energy" (GLEE) trial is scaling the program via a Massive Open Online Course (MOOC) for Troop Leaders to teach the effective home electricity and food and transportation energy reduction programs. The second case, the Alliance for Climate Education (ACE) Assembly Program, is advancing the already-scaled assembly program by using communication principles to further engage youth and their families and communities (school and local communities) in individual and collective actions. Scaling of each program uses online learning platforms, social media and "behavior practice" videos, mastery practice exercises, virtual feedback and virtual social engagement to advance climate-friendly behavior change. All of these communication practices aim to simulate and advance in-person train-the-trainers technologies.As part of this presentation we outline scaling principles derived from these two climate change communication and behavior change programs.

Leveraging Research Partnerships to Co-Produce Actionable Science and Build Institutional Capacity

NASA Astrophysics Data System (ADS)

Fleming, P.; Chinn, A.; Rufo Hill, J.; Edgerly, J.; Garcia, E.

2017-12-01

Seattle Public Utilities (SPU) provides high quality drinking water to 1.4 million people in the greater Seattle area and storm, wastewater and solid waste services to the City of Seattle. SPU's engagement on climate change has evolved significantly over the past 20 years. What began in 1997 as an inquiry into how El Nino may affect water supply has evolved into a broad based ongoing exploration that includes extensive in-house knowledge, capacity and expertise. This presentation will describe SPU's evolution from a funder and consumer of climate research to an active contributor to the development of applied research products, highlighted SPU's changing role in three climate impacts assessment studies. It will describe how SPU has leveraged these studies and partnerships to enhance its knowledge base, build its internal institutional capacity and produce actionable science that it is helping to foster incorporation of climate change into various aspects of utility planning and decision making. It will describe the PUMA Project and how the results from that research effort are being factored into SPU's state mandated Water System Plan.

Knowledge discovery and nonlinear modeling can complement climate model simulations for predictive insights about climate extremes and their impacts

NASA Astrophysics Data System (ADS)

Ganguly, A. R.; Steinbach, M.; Kumar, V.

2009-12-01

The IPCC AR4 not only provided conclusive evidence about anticipated global warming at century scales, but also indicated with a high level of certainty that the warming is caused by anthropogenic emissions. However, an outstanding knowledge-gap is to develop credible projections of climate extremes and their impacts. Climate extremes are defined in this context as extreme weather and hydrological events, as well as changes in regional hydro-meteorological patterns, especially at decadal scales. While temperature extremes from climate models have relatively better skills, hydrological variables and their extremes have significant shortcomings. Credible projections about tropical storms, sea level rise, coastal storm surge, land glacier melts, and landslides remain elusive. The next generation of climate models is expected to have higher precision. However, their ability to provide more accurate projections of climate extremes remains to be tested. Projections of observed trends into the future may not be reliable in non-stationary environments like climate change, even though functional relationships derived from physics may hold. On the other hand, assessments of climate change impacts which are useful for stakeholders and policy makers depend critically on regional and decadal scale projections of climate extremes. Thus, climate impacts scientists often need to develop qualitative inferences about the not so-well predicted climate extremes based on insights from observations (e.g., increased hurricane intensity) or conceptual understanding (e.g., relation of wildfires to regional warming or drying and hurricanes to SST). However, neither conceptual understanding nor observed trends may be reliable when extrapolating in a non-stationary environment. These urgent societal priorities offer fertile grounds for nonlinear modeling and knowledge discovery approaches. Thus, qualitative inferences on climate extremes and impacts may be transformed into quantitative predictive insights based on a combination of hypothesis-guided data analysis and relatively hypothesis-free but data-guided discovery processes. The analysis and discovery approaches need to be cognizant of climate data characteristics like nonlinear processes, low-frequency variability, long-range spatial dependence and long-memory temporal processes; the value of physically-motivated conceptual understanding and functional associations; as well as possible thresholds and tipping points in the impacted natural, engineered or human systems. Case studies focusing on new methodologies as well as novel climate insights are discussed with a focus on stakeholder requirements.

Global Warming in the 21st Century: An Alternate Scenario

NASA Technical Reports Server (NTRS)

Hansen, James E.

2000-01-01

Evidence on a broad range of time scales, from Proterozoic to the most recent periods, shows that the Earth's climate responds sensitively to global forcings. In the past few decades the Earth's surface has warmed rapidly, apparently in response to increasing anthropogenic greenhouse gases in the atmosphere. The conventional view is that the current global warming rate will continue or accelerate in the 21st century. I will describe an alternate scenario that would slow the rate of global warming and reduce the danger of dramatic climate change. But reliable prediction of future climate change requires improved knowledge of the carbon cycle and global observations that allow interpretation of ongoing climate change.

Comparing Mid-Century Climate Change Projections at Convective Resolving Scales (2-km) for Life Zones Within Puerto Rico

NASA Astrophysics Data System (ADS)

Bowden, J.; Wootten, A.; Terando, A. J.; Boyles, R.; Misra, V.; Bhardwaj, A.

2016-12-01

Puerto Rico is home to over 3.5 million people and numerous endemic plant and animal species that may be at risk as a result of anthropogenic climate change. This study downscales three CMIP5 Global Circulation Models (GCMs) to a 2-km horizontal resolution using different regional climate models (RCMs) to resolve the island's climate. Here we compare projected climate change from a single GCM, CCSM4, from two RCMs centered on the mid-century, 2041-2060, for a high greenhouse gas emission scenario, RCP8.5. We will discuss similarities and differences in ecologically relevant climate variables, which were selected based on dialogue with experts who have knowledge about potential biological impacts of climate change for current life zones within Puerto Rico. Notable differences appear between the RCMs and include regions with critical ecosystems, such as the El Yunque National Forest in northeast Puerto Rico. This study helps to highlight RCMs structural uncertainty at convective resolving scales.

Using Local Climate Science to Educate "Key Influentials" and their Communities in the San Diego Region

NASA Astrophysics Data System (ADS)

Boudrias, M. A.; Estrada, M.; Anders, S.; Silva-Send, N. J.; Yin, Z.; Schultz, P.; Young, E.

2012-12-01

The San Diego Regional Climate Education Partnership has formed an innovative and collaborative team whose mission is to implement a research-based climate science education and communications program to increase knowledge about climate science among highly-influential leaders and their communities and foster informed decision making based on climate science and impacts. The team includes climate scientists, behavioral psychologists, formal and informal educators and communication specialists. The Partnership's strategic plan has three major goals: (1) raise public understanding of the causes and consequences of climate change; (2) identify the most effective educational methods to educate non-traditional audiences (Key Influentials) about the causes and consequences of climate change; and (3) develop and implement a replicable model for regional climate change education. To implement this strategic plan, we have anchored our project on three major pillars: (1) Local climate science (causes, impacts and long-term consequences); (2) theoretical, research-based evaluation framework (TIMSI); and (3) Key! Influentials (KI) as primary audience for messages (working w! ith and through them). During CCEP-I, the Partnership formed and convened an advisory board of Key Influentials, completed interviews with a sample of Key Influentials, conducted a public opinion survey, developed a website (www.sandiego.edu/climate) , compiled inventories on literature of climate science education resources and climate change community groups and local activities, hosted stakeholder forums, and completed the first phase of on an experiment to test the effects of different messengers delivering the same local climate change message via video. Results of 38 KI Interviews provided evidence of local climate knowledge, strong concern about climate change, and deeply held values related to climate change education and regional leadership. The most intriguing result was that while 90% of Key Influentials described themselves as concerned about climate change, they believed only 10% of their peers were equally concerned. Results from a public opinion survey of 1001 San Diego residents exhibited two clear trends: San Diegans were consistently more attuned and concerned about climate change and its impacts than nationwide average; and similar to the KI findings, they do not believe others are as concerned as they are. Further, mediation analysis of results supported TIMSI, showing that climate change education that promotes efficacy, identity and values endorsed by a concerned community are most likely to result in engagement in mitigation and adaptive behaviors. All CCEP-I activities informed and directed the design of our Phase II Strategic plan and will provide baseline data for assessing changes that occur as we implement the educational plan. Implementation strategies for the next Phase will emphasize (1) presenting local climate science and unique climate impacts, (2) working with Key Influentials in diverse ways, including educational both formal and informal dialogues for this non-traditional audience, developing climate education messages to be delivered by KIs to their peers and their communities, and engaging certain KIs to be the portal to their constituents; and (3) using social media to connect educators and their audiences.

Evaluating Changes in Climate Literacy among Middle and High School Students who Participate in Climate Change Education Modules

NASA Astrophysics Data System (ADS)

DeWaters, J.; Powers, S.; Dhaniyala, S.; Small, M.

2012-12-01

Middle school (MS) and high school (HS) teachers have developed and taught instructional modules that were created through their participation in Clarkson University's NASA-funded Project-Based Global Climate Change Education project. A quantitative survey was developed to help evaluate the project's impact on students' climate literacy, which includes content knowledge as well as affective and behavioral attributes. Content objectives were guided primarily by the 2009 document, Climate Literacy: The Essential Principles of Climate Sciences. The survey was developed according to established psychometric principles and methodologies in the sociological and educational sciences which involved developing and evaluating a pool of survey items, adapted primarily from existing climate surveys and questionnaires; preparing, administering, and evaluating two rounds of pilot tests; and preparing a final instrument with revisions informed by both pilot assessments. The resulting survey contains three separate subscales: cognitive, affective, and behavioral, with five self-efficacy items embedded within the affective subscale. Cognitive items use a multiple choice format with one correct response; non-cognitive items use a 5-point Likert-type scale with options generally ranging from "strongly agree" to "strongly disagree" (affective), or "almost always" to "hardly ever" (behavioral). Three versions of the survey were developed and administered using an on-line Zoomerang™ platform to college students/adults; HS students; and MS students, respectively. Instrument validity was supported by using items drawn from existing surveys, by reviewing/applying prior research in climate literacy, and through comparative age-group analysis. The internal consistency reliability of each subscale, as measured by Cronbach's alpha, ranges from 0.78-0.86 (cognitive), 0.87-0.89 (affective) and 0.84-0.85 (behavioral), all satisfying generally accepted criteria for internal reliability of educational surveys. MS and HS students completed the on-line survey prior to and at least 3 weeks following participation in one of the newly developed project-based climate change modules. Surveys were completed anonymously. In all, 9 HS and 3 MS teachers successfully completed the educational programming and assessment protocol in AY2012, yielding 200 HS and 227 MS matched pre/post climate literacy surveys. Both groups of students demonstrated significant gains in climate-related content knowledge (p<<0.001) and affect (p<0.01). MS students also experienced significant gains in their climate-related self-efficacy (p=0.03), with no significant change in self-efficacy for HS students and no change in either group on the behavioral subscale. Post-scores were remarkably similar for the two groups of students; reported as percent of maximum attainable score for HS/MS students: 59%/58%, knowledge; 65%/64%, affect; 71%/72%, self-efficacy, and 63%/62%, behavior. The presentation will include a description of the development and content of the climate literacy survey used in this research, as well the interpretation of specific pre/post changes in participating MS and HS students relative to the content of and approach used in the project-based modules.

The Promise and Limitations of Using Analogies to Improve Decision-Relevant Understanding of Climate Change.

PubMed

Raimi, Kaitlin T; Stern, Paul C; Maki, Alexander

2017-01-01

To make informed choices about how to address climate change, members of the public must develop ways to consider established facts of climate science and the uncertainties about its future trajectories, in addition to the risks attendant to various responses, including non-response, to climate change. One method suggested for educating the public about these issues is the use of simple mental models, or analogies comparing climate change to familiar domains such as medical decision making, disaster preparedness, or courtroom trials. Two studies were conducted using online participants in the U.S.A. to test the use of analogies to highlight seven key decision-relevant elements of climate change, including uncertainties about when and where serious damage may occur, its unprecedented and progressive nature, and tradeoffs in limiting climate change. An internal meta-analysis was then conducted to estimate overall effect sizes across the two studies. Analogies were not found to inform knowledge about climate literacy facts. However, results suggested that people found the medical analogy helpful and that it led people-especially political conservatives-to better recognize several decision-relevant attributes of climate change. These effects were weak, perhaps reflecting a well-documented and overwhelming effect of political ideology on climate change communication and education efforts in the U.S.A. The potential of analogies and similar education tools to improve understanding and communication in a polarized political environment are discussed.

Climate change and dengue: a critical and systematic review of quantitative modelling approaches

PubMed Central

2014-01-01

Background Many studies have found associations between climatic conditions and dengue transmission. However, there is a debate about the future impacts of climate change on dengue transmission. This paper reviewed epidemiological evidence on the relationship between climate and dengue with a focus on quantitative methods for assessing the potential impacts of climate change on global dengue transmission. Methods A literature search was conducted in October 2012, using the electronic databases PubMed, Scopus, ScienceDirect, ProQuest, and Web of Science. The search focused on peer-reviewed journal articles published in English from January 1991 through October 2012. Results Sixteen studies met the inclusion criteria and most studies showed that the transmission of dengue is highly sensitive to climatic conditions, especially temperature, rainfall and relative humidity. Studies on the potential impacts of climate change on dengue indicate increased climatic suitability for transmission and an expansion of the geographic regions at risk during this century. A variety of quantitative modelling approaches were used in the studies. Several key methodological issues and current knowledge gaps were identified through this review. Conclusions It is important to assemble spatio-temporal patterns of dengue transmission compatible with long-term data on climate and other socio-ecological changes and this would advance projections of dengue risks associated with climate change. PMID:24669859

An expert assessment on climate change and health - with a European focus on lungs and allergies.

PubMed

Forsberg, Bertil; Bråbäck, Lennart; Keune, Hans; Kobernus, Mike; Krayer von Krauss, Martin; Yang, Aileen; Bartonova, Alena

2012-06-28

For almost 20 years, the Intergovernmental Panel on Climate Change has been assessing the potential health risks associated with climate change; with increasingly convincing evidence that climate change presents existing impacts on human health. In industrialized countries climate change may further affect public health and in particular respiratory health, through existing health stressors, including, anticipated increased number of deaths and acute morbidity due to heat waves; increased frequency of cardiopulmonary events due to higher concentrations of air pollutants; and altered spatial and temporal distribution of allergens and some infectious disease vectors. Additionally exposure to moulds and contaminants from water damaged buildings may increase. We undertook an expert elicitation amongst European researchers engaged in environmental medicine or respiratory health. All experts were actively publishing researchers on lung disease and air pollution, climate and health or a closely related research. We conducted an online questionnaire on proposed causal diagrams and determined levels of confidence that climate change will have an impact on a series of stressors. In a workshop following the online questionnaire, half of the experts further discussed the results and reasons for differences in assessments of the state of knowledge on exposures and health effects. Out of 16 experts, 100% expressed high to very high confidence that climate change would increase the frequency of heat waves. At least half expressed high or very high confidence that climate change would increase levels of pollen (50%), particulate matter (PM2.5) (55%), and ozone (70%). While clarity is needed around the impacts of increased exposures to health impacts of some stressors, including ozone and particulate matter levels, it was noted that definitive knowledge is not a prerequisite for policy action. Information to the public, preventive measures, monitoring and warning systems were among the most commonly mentioned preventative actions. This group of experts identifies clear health risks associated with climate change, and express opinions about these risks even while they do not necessarily regard themselves as covering all areas of expertise. Since some changes in exposure have already been observed, the consensus is that there is already a scientific basis for preventative action, and that the associated adaptation and mitigation policies should also be evidence based.

The 7 Aarhus Statements on Climate Change

NASA Astrophysics Data System (ADS)

Margrethe Basse, Ellen; Svenning, Jens-Christian; Olesen, Jørgen E.; Besenbacher, Flemming; Læssøe, Jeppe; Seidenkrantz, Marit-Solveig; Lange, Lene

2009-03-01

More than 1000 prominent representatives from science, industry, politics and NGOs were gathered in Aarhus on 5-7 March 2009 for the international climate conference 'Beyond Kyoto: Addressing the Challenges of Climate Change'. Thematically, Beyond Kyoto was divided into seven areas of particular interest for understanding the effects of the projected future climate change and how the foreseen negative impacts can be counteracted by mitigation and adaptation measures. The themes were: Climate policy: the role of law and economics; Biodiversity and ecosystems; Agriculture and climate change; Nanotechnology solutions for a sustainable future; Citizens and society, and The Arctic. The main responsible scientists for the seven conference themes and representatives from the think-tank CONCITO delivered 'The 7 Aarhus Statements on Climate Change' as part of the closing session of the conference. The statements were also communicated to the Danish Government as well as to the press. This article is the product of the collective subsequent work of the seven theme responsibles and is a presentation of each theme statement in detail, emphasizing the current state of knowledge and how it may be used to minimize the expected negative impacts of future climate change.

Climate Change and the Potential Distribution of an Invasive Shrub, Lantana camara L

PubMed Central

Taylor, Subhashni; Kumar, Lalit; Reid, Nick; Kriticos, Darren J.

2012-01-01

The threat posed by invasive species, in particular weeds, to biodiversity may be exacerbated by climate change. Lantana camara L. (lantana) is a woody shrub that is highly invasive in many countries of the world. It has a profound economic and environmental impact worldwide, including Australia. Knowledge of the likely potential distribution of this invasive species under current and future climate will be useful in planning better strategies to manage the invasion. A process-oriented niche model of L. camara was developed using CLIMEX to estimate its potential distribution under current and future climate scenarios. The model was calibrated using data from several knowledge domains, including phenological observations and geographic distribution records. The potential distribution of lantana under historical climate exceeded the current distribution in some areas of the world, notably Africa and Asia. Under future scenarios, the climatically suitable areas for L. camara globally were projected to contract. However, some areas were identified in North Africa, Europe and Australia that may become climatically suitable under future climates. In South Africa and China, its potential distribution could expand further inland. These results can inform strategic planning by biosecurity agencies, identifying areas to target for eradication or containment. Distribution maps of risk of potential invasion can be useful tools in public awareness campaigns, especially in countries that have been identified as becoming climatically suitable for L. camara under the future climate scenarios. PMID:22536408

Key ecological responses to nitrogen are altered by climate change

USGS Publications Warehouse

Greaver, T.L.; Clark, C.M.; Compton, J.E.; Vallano, D.; Talhelm, A. F.; Weaver, C.P.; Band, L.E.; Baron, Jill S.; Davidson, E.A.; Tague, C.L.; Felker-Quinn, E.; Lynch, J.A.; Herrick, J.D.; Liu, L.; Goodale, C.L.; Novak, K. J.; Haeuber, R. A.

2016-01-01

Climate change and anthropogenic nitrogen deposition are both important ecological threats. Evaluating their cumulative effects provides a more holistic view of ecosystem vulnerability to human activities, which would better inform policy decisions aimed to protect the sustainability of ecosystems. Our knowledge of the cumulative effects of these stressors is growing, but we lack an integrated understanding. In this Review, we describe how climate change alters key processes in terrestrial and freshwater ecosystems related to nitrogen cycling and availability, and the response of ecosystems to nitrogen addition in terms of carbon cycling, acidification and biodiversity.

Key ecological responses to nitrogen are altered by climate change

NASA Astrophysics Data System (ADS)

Greaver, T. L.; Clark, C. M.; Compton, J. E.; Vallano, D.; Talhelm, A. F.; Weaver, C. P.; Band, L. E.; Baron, J. S.; Davidson, E. A.; Tague, C. L.; Felker-Quinn, E.; Lynch, J. A.; Herrick, J. D.; Liu, L.; Goodale, C. L.; Novak, K. J.; Haeuber, R. A.

2016-09-01

Climate change and anthropogenic nitrogen deposition are both important ecological threats. Evaluating their cumulative effects provides a more holistic view of ecosystem vulnerability to human activities, which would better inform policy decisions aimed to protect the sustainability of ecosystems. Our knowledge of the cumulative effects of these stressors is growing, but we lack an integrated understanding. In this Review, we describe how climate change alters key processes in terrestrial and freshwater ecosystems related to nitrogen cycling and availability, and the response of ecosystems to nitrogen addition in terms of carbon cycling, acidification and biodiversity.

The future of soil invertebrate communities in polar regions: different climate change responses in the Arctic and Antarctic?

PubMed

Nielsen, Uffe N; Wall, Diana H

2013-03-01

The polar regions are experiencing rapid climate change with implications for terrestrial ecosystems. Here, despite limited knowledge, we make some early predictions on soil invertebrate community responses to predicted twenty-first century climate change. Geographic and environmental differences suggest that climate change responses will differ between the Arctic and Antarctic. We predict significant, but different, belowground community changes in both regions. This change will be driven mainly by vegetation type changes in the Arctic, while communities in Antarctica will respond to climate amelioration directly and indirectly through changes in microbial community composition and activity, and the development of, and/or changes in, plant communities. Climate amelioration is likely to allow a greater influx of non-native species into both the Arctic and Antarctic promoting landscape scale biodiversity change. Non-native competitive species could, however, have negative effects on local biodiversity particularly in the Arctic where the communities are already species rich. Species ranges will shift in both areas as the climate changes potentially posing a problem for endemic species in the Arctic where options for northward migration are limited. Greater soil biotic activity may move the Arctic towards a trajectory of being a substantial carbon source, while Antarctica could become a carbon sink. © 2013 Blackwell Publishing Ltd/CNRS.

Integrating Climate Change Scenarios and Co-developed Policy Scenarios to Inform Coastal Adaptation: Results from a Tillamook County, Oregon Knowledge to Action Network

NASA Astrophysics Data System (ADS)

Lipiec, E.; Ruggiero, P.; Serafin, K.; Bolte, J.; Mills, A.; Corcoran, P.; Stevenson, J.; Lach, D.

2014-12-01

Local decision-makers often lack both the information and tools to reduce their community's overall vulnerability to current and future climate change impacts. Managers are restricted in their actions by the scale of the problem, inherent scientific uncertainty, limits of information exchange, and the global nature of available data, rendering place-based strategies difficult to generate. Several U.S. Pacific Northwest coastal communities are already experiencing chronic erosion and flooding, hazards only to be exacerbated by sea level rise and changing patterns of storminess associated with climate change. To address these issues, a knowledge to action network (KTAN) consisting of local Tillamook County stakeholders and Oregon State University researchers, was formed to project future flooding and erosion impacts and determine possible adaptation policies to reduce vulnerability. Via an iterative scenario planning process, the KTAN has developed four distinct adaptation policy scenarios, including 'Status Quo', 'Hold The Line', 'ReAlign', and 'Laissez-Faire'. These policy scenarios are being integrated with a range of climate change scenarios within the modeling framework Envision, a multi-agent GIS-based tool, which allows for the combination of physical processes data, probabilistic climate change information, coastal flood and erosion models, and stakeholder driven adaptation strategies into distinct plausible future scenarios. Because exact physical and social responses to climate change are impossible to ascertain, information about the differences between possible future scenarios can provide valuable information to decision-makers and the community at large. For example, the fewest projected coastal flood and erosion impacts to buildings occur under the 'ReAlign' policy scenario (i.e., adaptation strategies that move dwellings away from the coast) under both low and high climate change scenarios, especially in comparison to the 'Status Quo' or 'Hold The Line' scenarios. Statistical analysis of the scenario-based variations in impacts to private and public resources can help guide future adaptation policy implementation and support Oregon's coastal communities for years to come.

Linkages between human health and ocean health: a participatory climate change vulnerability assessment for marine mammal harvesters.

PubMed

Gadamus, Lily

2013-01-01

Indigenous residents of Alaska's Bering Strait Region depend, both culturally and nutritionally, on ice seal and walrus harvests. Currently, climate change and resultant increases in marine industrial development threaten these species and the cultures that depend on them. To document: (a) local descriptions of the importance of marine mammal hunting; (b) traditional methods for determining if harvested marine mammals are safe to consume; and (c) marine mammal outcomes that would have adverse effects on community health, the perceived causes of these outcomes, strategies for preventing these outcomes and community adaptations to outcomes that cannot be mitigated. Semi-structured interviews and focus groups were conducted with 82 indigenous hunters and elders from the Bering Strait region. Standard qualitative analysis was conducted on interview transcripts, which were coded for both inductive and deductive codes. Responses describing marine mammal food safety and importance are presented using inductively generated categories. Responses describing negative marine mammal outcomes are presented in a vulnerability framework, which links human health outcomes to marine conditions. Project participants perceived that shipping noise and pollution, as well as marine mammal food source depletion by industrial fishing, posed the greatest threats to marine mammal hunting traditions. Proposed adaptations primarily fell into 2 categories: (a) greater tribal influence over marine policy; and (b) documentation of traditional knowledge for local use. This paper presents 1 example of documenting traditional knowledge as an adaptation strategy: traditional methods for determining if marine mammal food is safe to eat. Participant recommendations indicate that 1 strategy to promote rural Alaskan adaptation to climate change is to better incorporate local knowledge and values into decision-making processes. Participant interest in documenting traditional knowledge for local use also indicates that funding agencies could support climate change adaptation by awarding more grants for tribal research that advances local, rather than academic, use of traditional knowledge.

Linkages between human health and ocean health: a participatory climate change vulnerability assessment for marine mammal harvesters

PubMed Central

Gadamus, Lily

2013-01-01

Background Indigenous residents of Alaska's Bering Strait Region depend, both culturally and nutritionally, on ice seal and walrus harvests. Currently, climate change and resultant increases in marine industrial development threaten these species and the cultures that depend on them. Objective To document: (a) local descriptions of the importance of marine mammal hunting; (b) traditional methods for determining if harvested marine mammals are safe to consume; and (c) marine mammal outcomes that would have adverse effects on community health, the perceived causes of these outcomes, strategies for preventing these outcomes and community adaptations to outcomes that cannot be mitigated. Design Semi-structured interviews and focus groups were conducted with 82 indigenous hunters and elders from the Bering Strait region. Standard qualitative analysis was conducted on interview transcripts, which were coded for both inductive and deductive codes. Responses describing marine mammal food safety and importance are presented using inductively generated categories. Responses describing negative marine mammal outcomes are presented in a vulnerability framework, which links human health outcomes to marine conditions. Results Project participants perceived that shipping noise and pollution, as well as marine mammal food source depletion by industrial fishing, posed the greatest threats to marine mammal hunting traditions. Proposed adaptations primarily fell into 2 categories: (a) greater tribal influence over marine policy; and (b) documentation of traditional knowledge for local use. This paper presents 1 example of documenting traditional knowledge as an adaptation strategy: traditional methods for determining if marine mammal food is safe to eat. Conclusions Participant recommendations indicate that 1 strategy to promote rural Alaskan adaptation to climate change is to better incorporate local knowledge and values into decision-making processes. Participant interest in documenting traditional knowledge for local use also indicates that funding agencies could support climate change adaptation by awarding more grants for tribal research that advances local, rather than academic, use of traditional knowledge. PMID:23984268

Climate change and human health: a One Health approach.

PubMed

Patz, Jonathan A; Hahn, Micah B

2013-01-01

Climate change adds complexity and uncertainty to human health issues such as emerging infectious diseases, food security, and national sustainability planning that intensify the importance of interdisciplinary and collaborative research. Collaboration between veterinary, medical, and public health professionals to understand the ecological interactions and reactions to flux in a system can facilitate clearer understanding of climate change impacts on environmental, animal, and human health. Here we present a brief introduction to climate science and projections for the next century and a review of current knowledge on the impacts of climate-driven environmental change on human health. We then turn to the links between ecological and evolutionary responses to climate change and health. The literature on climate impacts on biological systems is rich in both content and historical data, but the connections between these changes and human health is less understood. We discuss five mechanisms by which climate changes impacts on biological systems will be felt by the human population: Modifications in Vector, Reservoir, and Pathogen Lifecycles; Diseases of Domestic and Wild Animals and Plants; Disruption of Synchrony Between Interacting Species; Trophic Cascades; and Alteration or Destruction of Habitat. Each species responds to environmental changes differently, and in order to predict the movement of disease through ecosystems, we have to rely on expertise from the fields of veterinary, medical, and public health, and these health professionals must take into account the dynamic nature of ecosystems in a changing climate.

Disturbing Information and Denial in the Classroom and Beyond: Climate Change, Emotions and Everyday Life

NASA Astrophysics Data System (ADS)

Norgaard, K. M.

2015-12-01

Global warming is the most significant environmental issue of our time, yet public response in Western nations has been meager. Why have so few taken any action? Most studies of public response to climate change have focused on information deficit approaches. Many in the general public and environmental community have presumed that the public's failure to engage is a function of lack of concern about climate change. Instead, using interviews and ethnographic research on how knowledge of climate change is experienced in everyday life I describe "the social organization of climate denial" and discuss how it impacts classroom learning and the broader social understanding of climate change. Disturbing emotions of guilt, helplessness and fear of the future arose when people were confronted with the idea of climate change. People then normalized these disturbing emotions by changing the subject of conversations, shifting their attention elsewhere, telling jokes, and drawing on stock social discourses that deflected responsibility to others. The difficulty people have in making sense of climate change is in direct relation to the social world around them. This research suggests that educational strategies in the classroom and for the general public that consider and target the social, cultural and political aspects of the meaning of climate change will be most effective (in addition to factors that affect individual cognition).

National climate assessment technical report on the impacts of climate and land use and land cover change

USGS Publications Warehouse

Loveland, Thomas; Mahmood, Rezaul; Patel-Weynand, Toral; Karstensen, Krista; Beckendorf, Kari; Bliss, Norman; Carleton, Andrew

2012-01-01

This technical report responds to the recognition by the U.S. Global Change Research Program (USGCRP) and the National Climate Assessment (NCA) of the importance of understanding how land use and land cover (LULC) affects weather and climate variability and change and how that variability and change affects LULC. Current published, peer-reviewed, scientific literature and supporting data from both existing and original sources forms the basis for this report's assessment of the current state of knowledge regarding land change and climate interactions. The synthesis presented herein documents how current and future land change may alter environment processes and in turn, how those conditions may affect both land cover and land use by specifically investigating, * The primary contemporary trends in land use and land cover, * The land-use and land-cover sectors and regions which are most affected by weather and climate variability,* How land-use practices are adapting to climate change, * How land-use and land-cover patterns and conditions are affecting weather and climate, and * The key elements of an ongoing Land Resources assessment. These findings present information that can be used to better assess land change and climate interactions in order to better assess land management and adaptation strategies for future environmental change and to assist in the development of a framework for an ongoing national assessment.

Climate change, wellbeing and resilience in the Weenusk First Nation at Peawanuck: the Moccasin Telegraph goes global.

PubMed

Lemelin, Harvey; Matthews, Drew; Mattina, Charlie; McIntyre, Norman; Johnston, Margaret; Koster, Rhonda; Weenusk First Nation At Peawanuck

2010-01-01

The Cree of Northern Ontario, Canada, have proved resilient and adaptable to social and environmental changes. However, the rapidity of climate change impacts in the Hudson Bay Lowlands of the Canadian sub-Arctic is challenging this resiliency. A collaborative project conducted with the Weenusk First Nation at Peawanuck and researchers at Lakehead University used the concept of wellbeing to explore the impact of climate change on current subsistence activities, resource management, and conservation strategies, while considering the implications of globalization on climate change awareness. This article describes the analysis of 22 interviews conducted with members of the Weenusk First Nation at Peawanuck. Findings indicate that residents are concerned with a variety of changes in the environment and their ability to use the land. For example, they noted changes in travel routes on water and land, often attributing these to geomorphic changes in the coastal landscapes along Hudson Bay. They also noted the disappearance of particular insects and bird species, and variations in the distribution of particular fauna and flora. Possible impacts of these changes on the community's wellbeing and resiliency are examined. Another major theme that arose from the analysis was the impact of traditional modes of communication (eg traditional knowledge, radio, newspaper) and newer forms (eg satellite television and the internet) on Indigenous people's understanding of climate change. Given that few researchers have acknowledged or recognized the globalization of the moccasin telegraph (ie the traditional mode of communication between First Nations), a discussion of this phenomenon and its significance for understanding emerging knowledge systems in small, remote First Nation communities is central to this article.

Integrated Research on the Development of Global Climate Risk Management Strategies - Framework and Initial Results of the Research Project ICA-RUS

NASA Astrophysics Data System (ADS)

Emori, Seita; Takahashi, Kiyoshi; Yamagata, Yoshiki; Oki, Taikan; Mori, Shunsuke; Fujigaki, Yuko

2013-04-01

With the aim of proposing strategies of global climate risk management, we have launched a five-year research project called ICA-RUS (Integrated Climate Assessment - Risks, Uncertainties and Society). In this project with the phrase "risk management" in its title, we aspire for a comprehensive assessment of climate change risks, explicit consideration of uncertainties, utilization of best available information, and consideration of every possible conditions and options. We also regard the problem as one of decision-making at the human level, which involves social value judgments and adapts to future changes in circumstances. The ICA-RUS project consists of the following five themes: 1) Synthesis of global climate risk management strategies, 2) Optimization of land, water and ecosystem uses for climate risk management, 3) Identification and analysis of critical climate risks, 4) Evaluation of climate risk management options under technological, social and economic uncertainties and 5) Interactions between scientific and social rationalities in climate risk management (see also: http://www.nies.go.jp/ica-rus/en/). For the integration of quantitative knowledge of climate change risks and responses, we apply a tool named AIM/Impact [Policy], which consists of an energy-economic model, a simplified climate model and impact projection modules. At the same time, in order to make use of qualitative knowledge as well, we hold monthly project meetings for the discussion of risk management strategies and publish annual reports based on the quantitative and qualitative information. To enhance the comprehensiveness of the analyses, we maintain an inventory of risks and risk management options. The inventory is revised iteratively through interactive meetings with stakeholders such as policymakers, government officials and industrial representatives.

Great Lakes Integrated Sciences + Assessments: Connecting Users and Generators of Scientific Information to Inform Climate Change Adaptation

NASA Astrophysics Data System (ADS)

Baule, W. J.; Briley, L.; Brown, D.; Gibbons, E.

2014-12-01

The Great Lakes Integrated Sciences + Assessments (GLISA) is one of eleven NOAA Regional Integrated Sciences and Assessments (RISAs) and is a co-hosted by the University of Michigan and Michigan State University. The Great Lakes region falls between areas that are typically defined as the Midwest and Northeast in the United States and also includes portions of Ontario in Canada. This unique and complex region holds approximately 21% of global surface fresh water and is home to 23 million people on the United States side of the basin alone. GLISA functions as a bridge between climate science researchers and boundary organizations in the Great Lakes region, with the goals of contributing to the long-term sustainability of the region in face of a changing climate and to facilitate smart decision-making backed by sound scientific knowledge. Faculty and staff associated with GLISA implement physical and social science practices in daily operations, which includes but is not limited to: activating the boundary chain model to facilitate the transfer of knowledge through the community, integrating local and historical climate data into decision-making processes, addressing uncertainty and the downscaling of climate information, and implementing network analyses to find key access points to information networks across the Great Lakes region. GLISA also provides funding for projects related to climate and climate change adaptation in the Great Lakes region, as well as expertise to partner organizations through collaborations. Information from boundary organizations, stakeholders, and collaborators also flows back to GLISA to aid in the determination of the physical and social science needs of the region. Recent findings point to GLISA playing a crucial role in the scaling information across scales of government and ensuring that federal agencies and local stakeholders are able to learn from one another and share experiences and knowledge to continue building climate ready sectors and communities across the Great Lakes region.

THE IMPACT OF CHANGING SCIENTIFIC KNOWLEDGE ON SCIENCE EDUCATION IN THE UNITED STATES SINCE 1850.

ERIC Educational Resources Information Center

DEL GIORNO, BETTE JOYCE

ANALYZED WAS THE IMPACT OF CHANGING SCIENTIFIC KNOWLEDGE ON SCIENCE EDUCATION IN THE UNITED STATES FROM 1850 THROUGH 1954. THE OBJECTIVES WERE TO IDENTIFY (1) MAJOR DEVELOPMENTS IN SCIENCE, (2) IMPORTANT EVENTS IN EDUCATION, (3) THE PHILOSOPHICAL AND PSYCHOLOGICAL CLIMATE, (4) THE SCIENCE CURRICULUM AND SUBJECT MATTER, AND (5) THE APPROACH TO…

Monitoring and Modeling the Tibetan Plateau's climate system and its impact on East Asia.

PubMed

Ma, Yaoming; Ma, Weiqiang; Zhong, Lei; Hu, Zeyong; Li, Maoshan; Zhu, Zhikun; Han, Cunbo; Wang, Binbin; Liu, Xin

2017-03-13

The Tibetan Plateau is an important water source in Asia. As the "Third Pole" of the Earth, the Tibetan Plateau has significant dynamic and thermal effects on East Asian climate patterns, the Asian monsoon process and atmospheric circulation in the Northern Hemisphere. However, little systematic knowledge is available regarding the changing climate system of the Tibetan Plateau and the mechanisms underlying its impact on East Asia. This study was based on "water-cryosphere-atmosphere-biology" multi-sphere interactions, primarily considering global climate change in relation to the Tibetan Plateau -East Asia climate system and its mechanisms. This study also analyzed the Tibetan Plateau to clarify global climate change by considering multi-sphere energy and water processes. Additionally, the impacts of climate change in East Asia and the associated impact mechanisms were revealed, and changes in water cycle processes and water conversion mechanisms were studied. The changes in surface thermal anomalies, vegetation, local circulation and the atmospheric heat source on the Tibetan Plateau were studied, specifically, their effects on the East Asian monsoon and energy balance mechanisms. Additionally, the relationships between heating mechanisms and monsoon changes were explored.

Climate Change Impacts on Environmental and Human Exposure to Mercury in the Arctic

PubMed Central

Sundseth, Kyrre; Pacyna, Jozef M.; Banel, Anna; Pacyna, Elisabeth G.; Rautio, Arja

2015-01-01

This paper reviews information from the literature and the EU ArcRisk project to assess whether climate change results in an increase or decrease in exposure to mercury (Hg) in the Arctic, and if this in turn will impact the risks related to its harmful effects. It presents the state-of-the art of knowledge on atmospheric mercury emissions from anthropogenic sources worldwide, the long-range transport to the Arctic, and it discusses the likely environmental fate and exposure effects on population groups in the Arctic under climate change conditions. The paper also includes information about the likely synergy effects (co-benefits) current and new climate change polices and mitigation options might have on mercury emissions reductions in the future. The review concludes that reductions of mercury emission from anthropogenic sources worldwide would need to be introduced as soon as possible in order to assure lowering the adverse impact of climate change on human health. Scientific information currently available, however, is not in the position to clearly answer whether climate change will increase or decrease the risk of exposure to mercury in the Arctic. New research should therefore be undertaken to model the relationships between climate change and mercury exposure. PMID:25837201

Climate change impacts on environmental and human exposure to mercury in the arctic.

PubMed

Sundseth, Kyrre; Pacyna, Jozef M; Banel, Anna; Pacyna, Elisabeth G; Rautio, Arja

2015-03-31

This paper reviews information from the literature and the EU ArcRisk project to assess whether climate change results in an increase or decrease in exposure to mercury (Hg) in the Arctic, and if this in turn will impact the risks related to its harmful effects. It presents the state-of-the art of knowledge on atmospheric mercury emissions from anthropogenic sources worldwide, the long-range transport to the Arctic, and it discusses the likely environmental fate and exposure effects on population groups in the Arctic under climate change conditions. The paper also includes information about the likely synergy effects (co-benefits) current and new climate change polices and mitigation options might have on mercury emissions reductions in the future. The review concludes that reductions of mercury emission from anthropogenic sources worldwide would need to be introduced as soon as possible in order to assure lowering the adverse impact of climate change on human health. Scientific information currently available, however, is not in the position to clearly answer whether climate change will increase or decrease the risk of exposure to mercury in the Arctic. New research should therefore be undertaken to model the relationships between climate change and mercury exposure.

Monitoring and Modeling the Tibetan Plateau’s climate system and its impact on East Asia

PubMed Central

Ma, Yaoming; Ma, Weiqiang; Zhong, Lei; Hu, Zeyong; Li, Maoshan; Zhu, Zhikun; Han, Cunbo; Wang, Binbin; Liu, Xin

2017-01-01

The Tibetan Plateau is an important water source in Asia. As the “Third Pole” of the Earth, the Tibetan Plateau has significant dynamic and thermal effects on East Asian climate patterns, the Asian monsoon process and atmospheric circulation in the Northern Hemisphere. However, little systematic knowledge is available regarding the changing climate system of the Tibetan Plateau and the mechanisms underlying its impact on East Asia. This study was based on “water-cryosphere-atmosphere-biology” multi-sphere interactions, primarily considering global climate change in relation to the Tibetan Plateau -East Asia climate system and its mechanisms. This study also analyzed the Tibetan Plateau to clarify global climate change by considering multi-sphere energy and water processes. Additionally, the impacts of climate change in East Asia and the associated impact mechanisms were revealed, and changes in water cycle processes and water conversion mechanisms were studied. The changes in surface thermal anomalies, vegetation, local circulation and the atmospheric heat source on the Tibetan Plateau were studied, specifically, their effects on the East Asian monsoon and energy balance mechanisms. Additionally, the relationships between heating mechanisms and monsoon changes were explored. PMID:28287648

Distinguishing complex ideas about climate change: knowledge integration vs. specific guidance

NASA Astrophysics Data System (ADS)

Vitale, Jonathan M.; McBride, Elizabeth; Linn, Marcia C.

2016-06-01

We compared two forms of automated guidance to support students' understanding of climate change in an online inquiry science unit. For specific guidance, we directly communicated ideas that were missing or misrepresented in student responses. For knowledge integration guidance, we provided hints or suggestions to motivate learners to analyze features of their response and seek more information. We guided both student-constructed energy flow diagrams and short essays at total of five times across an approximately week-long curriculum unit. Our results indicate that while specific guidance typically produced larger accuracy gains on responses within the curriculum unit, knowledge integration guidance produced stronger outcomes on a novel essay at posttest. Closer analysis revealed an association between the time spent revisiting a visualization and posttest scores on this summary essay, only for those students in the knowledge integration condition. We discuss how these gains in knowledge integration extend laboratory results related to 'desirable difficulties' and show how autonomous inquiry can be fostered through automated guidance.

Supporting Climate Literacy in the K12 Classroom by Identifying Educators' Perceived Barriers to and Gaps in Resources for Teaching Climate Change

NASA Astrophysics Data System (ADS)

Tayne, K.

2015-12-01

As K12 teachers seek ways to provide meaningful learning opportunities for students to understand climate change, they often face barriers to teaching about climate and/or lack relevant resources on the topic. In an effort to better understand how to support K12 teachers in this role, a survey about "teaching climate change" was created and distributed. The results of the 2015 survey are presented, based on more than 200 teacher responses. Respondents included National Science Teachers Association (NSTA) members, 2015 STEM Teacher and Researcher (STAR) Fellows and science teachers from several U.S. school districts. The survey identifies teachers' perceived barriers to teaching climate change, for example difficulty integrating climate change concepts into specific core courses (i.e., biology), as well as desired classroom resources, such as climate change project-based learning (PBL) units that connect to the Next Generation Science Standards (NGSS). Survey results also indicate possible pathways for federal agencies, non-profits, universities and other organizations to have a more significant impact on climate literacy in the classroom. In response to the survey results, a comprehensive guide is being created to teach climate change in K12 classrooms, addressing barriers and providing resources for teachers. For example, in the survey, some teachers indicated that they lacked confidence in their content knowledge and understanding of climate change, so this guide provides web-based resources to help further an educator's understanding of climate change, as well as opportunities for relevant online and in-person professional development. In this quest for desired resources to teach climate change, gaps in accessible and available online resources are being identified. Information about these "gaps" may help organizations that strive to support climate literacy in the classroom better serve teachers.

From vision to action: roadmapping as a strategic method and tool to implement climate change adaptation - the example of the roadmap 'water sensitive urban design 2020'.

PubMed

Hasse, J U; Weingaertner, D E

2016-01-01

As the central product of the BMBF-KLIMZUG-funded Joint Network and Research Project (JNRP) 'dynaklim - Dynamic adaptation of regional planning and development processes to the effects of climate change in the Emscher-Lippe region (North Rhine Westphalia, Germany)', the Roadmap 2020 'Regional Climate Adaptation' has been developed by the various regional stakeholders and institutions containing specific regional scenarios, strategies and adaptation measures applicable throughout the region. This paper presents the method, elements and main results of this regional roadmap process by using the example of the thematic sub-roadmap 'Water Sensitive Urban Design 2020'. With a focus on the process support tool 'KlimaFLEX', one of the main adaptation measures of the WSUD 2020 roadmap, typical challenges for integrated climate change adaptation like scattered knowledge, knowledge gaps and divided responsibilities but also potential solutions and promising chances for urban development and urban water management are discussed. With the roadmap and the related tool, the relevant stakeholders of the Emscher-Lippe region have jointly developed important prerequisites to integrate their knowledge, to clarify vulnerabilities, adaptation goals, responsibilities and interests, and to foresightedly coordinate measures, resources, priorities and schedules for an efficient joint urban planning, well-grounded decision-making in times of continued uncertainties and step-by-step implementation of adaptation measures from now on.

Coastal Hazards and Integration of Impacts in Local Adaptation Planning

NASA Astrophysics Data System (ADS)

Knudsen, P.; Sorensen, C.; Molgaard, M. R.; Broge, N. H.; Andersen, O. B.

2016-12-01

Data on sea and groundwater levels, precipitation, land subsidence, geology, and geotechnical soil properties are combined with information on flood and erosion protection measures to analyze water-related impacts from climate change at an exposed coastal location. Future sea extremes will have a large impact but several coupled effects in the hydrological system need to be considered as well to provide for optimal protection and mitigation efforts. For instance, the investment and maintenance costs of securing functional water and wastewater pipes are significantly reduced by incorporating knowledge about climate change. The translation of regional sea level rise evidence and projections to concrete impact measures should take into account the potentially affected stakeholders who must collaborate on common and shared adaptation solutions. Here, knowledge integration across levels of governance and between research, private and public institutions, and the local communities provides: understanding of the immediate and potential future challenges; appreciation of different stakeholder motives, business agendas, legislative constraints etc., and a common focus on how to cost-efficiently adapt to and manage impacts of climate change. By construction of a common working platform that is updated with additional data and knowledge, e.g. from future regional models or extreme events, advances in sea level research can more readily be translated into concrete and local impact measures in a way that handles uncertainties in the future climate and urban development as well as suiting the varying stakeholder needs.

Trends in Reports on Climate Change in 2009-2011 in the Korean Press Based on Daily Newspapers' Ownership Structure

PubMed Central

Lee, Jihye; Kim, Hyunsook; Hong, Youngtak; Lee, Weonyoung

2013-01-01

Objectives The mass media play a crucial role in risk communication regarding climate change. The aim of this study was to investigate the trend in journalistic reports on climate change in the daily newspapers of Korea. Methods We selected 9 daily newspapers in Korea, which according to the ABC Association, represented 77% of newspaper circulation, out of a total of 44 Korean daily newspapers. The collected articles were from 2009 to 2011. All of the articles were sorted into the following 8 categories: greenhouse gas, climate change conventions, sea level rise, Intergovernmental Panel on Climate Change synthesis reports, expected damage and effect, use of fossil fuels, global warming, and mitigation or adaptation. A chi-squared test was done on the articles, which were counted and classified into cause, effect, and measurement of climate change according to the newspaper's majority or minority ownership structure. Results From the 9 selected newspapers, the number of articles on climate change by month was greatest in December 2009. Generally, the articles vague about climate change (lack of precise data, negative or skeptical tone, and improper use of terminology) were much more common than the articles presenting accurate knowledge. A statistical difference was found based on ownership structure: the majority-owned newspapers addressed the cause of climate change, while the minority-owned newspapers referred more to climate change measurement. Conclusions Our investigation revealed that generally Korean daily newspapers did not deliver accurate information about climate change. The coverage of the newspapers showed significant differences according to the ownership structure. PMID:23573375

Impact of socio-demographic factors on the mitigating actions for climate change: a path analysis with mediating effects of attitudinal variables.

PubMed

Masud, Muhammad Mehedi; Akhatr, Rulia; Nasrin, Shamima; Adamu, Ibrahim Mohammed

2017-12-01

Socio-demographic factors play a significant role in increasing the individual's climate change awareness and in setting a favorable individual attitude towards its mitigation. To better understand how the adversative effects of climate change can be mitigated, this study attempts to investigate the impact of socio-demographic factors on the mitigating actions of the individuals (MAOI) on climate change. Qualitative data were collected from a face-to-face survey of 360 respondents in the Kuala Lumpur region of Malaysia through a close-ended questionnaire. Analysis was conducted on the mediating effects of attitudinal variables through the path model by using the SEM. Findings indicate that the socio-demographic factors such as gender, age, education, income, and ethnicity can greatly influence the individual's awareness, attitude, risk perception, and knowledge of climate change issues. The results drawn from this study also revealed that the attitudinal factors act as a mediating effect between the socio-demographic factors and the MAOI, thereby, indicating that both the socio-demographic factors and the attitudinal factors have significant effects on the MAOI towards climate change. The outcome of this study can help policy makers and other private organizations to decide on the appropriate actions to take in managing climate change effects. These actions which encompass improving basic climate change education and making the public more aware of the local dimensions of climate change are important for harnessing public engagement and support that can also stimulate climate change awareness and promote mitigating actions to n protect the environment from the impact of climate change.

Trends in reports on climate change in 2009-2011 in the Korean press based on daily newspapers' ownership structure.

PubMed

Lee, Jihye; Hong, Yeon-pyo; Kim, Hyunsook; Hong, Youngtak; Lee, Weonyoung

2013-03-01

The mass media play a crucial role in risk communication regarding climate change. The aim of this study was to investigate the trend in journalistic reports on climate change in the daily newspapers of Korea. We selected 9 daily newspapers in Korea, which according to the ABC Association, represented 77% of newspaper circulation, out of a total of 44 Korean daily newspapers. The collected articles were from 2009 to 2011. All of the articles were sorted into the following 8 categories: greenhouse gas, climate change conventions, sea level rise, Intergovernmental Panel on Climate Change synthesis reports, expected damage and effect, use of fossil fuels, global warming, and mitigation or adaptation. A chi-squared test was done on the articles, which were counted and classified into cause, effect, and measurement of climate change according to the newspaper's majority or minority ownership structure. From the 9 selected newspapers, the number of articles on climate change by month was greatest in December 2009. Generally, the articles vague about climate change (lack of precise data, negative or skeptical tone, and improper use of terminology) were much more common than the articles presenting accurate knowledge. A statistical difference was found based on ownership structure: the majority-owned newspapers addressed the cause of climate change, while the minority-owned newspapers referred more to climate change measurement. Our investigation revealed that generally Korean daily newspapers did not deliver accurate information about climate change. The coverage of the newspapers showed significant differences according to the ownership structure.

Pest management under climate change: The importance of understanding tritrophic relations.

PubMed

Castex, V; Beniston, M; Calanca, P; Fleury, D; Moreau, J

2018-03-01

Plants and insects depend on climatic factors (temperature, solar radiation, precipitations, relative humidity and CO 2 ) for their development. Current knowledge suggests that climate change can alter plants and insects development and affect their interactions. Shifts in tritrophic relations are of particular concern for Integrated Pest Management (IPM), because responses at the highest trophic level (natural enemies) are highly sensitive to warmer temperature. It is expected that natural enemies could benefit from better conditions for their development in northern latitudes and IPM could be facilitated by a longer period of overlap. This may not be the case in southern latitudes, where climate could become too warm. Adapting IPM to future climatic conditions requires therefore understanding of changes that occur at the various levels and their linkages. The aim of this review is to assess the current state of knowledge and highlights the gaps in the existing literature concerning how climate change can affect tritrophic relations. Because of the economic importance of wine production, the interactions between grapevine, Vitis vinifera (1st), Lobesia botrana (2nd) and Trichogramma spp., (3rd), an egg parasitoid of Lobesia botrana, are considered as a case study for addressing specific issues. In addition, we discuss models that could be applied in order quantify alterations in the synchrony or asynchrony patterns but also the shifts in the timing and spatial distribution of hosts, pests and their natural enemies. Copyright © 2017 Elsevier B.V. All rights reserved.

Incorporating climate-system and carbon-cycle uncertainties in integrated assessments of climate change. (Invited)

NASA Astrophysics Data System (ADS)

Rogelj, J.; McCollum, D. L.; Reisinger, A.; Knutti, R.; Riahi, K.; Meinshausen, M.

2013-12-01

The field of integrated assessment draws from a large body of knowledge across a range of disciplines to gain robust insights about possible interactions, trade-offs, and synergies. Integrated assessment of climate change, for example, uses knowledge from the fields of energy system science, economics, geophysics, demography, climate change impacts, and many others. Each of these fields comes with its associated caveats and uncertainties, which should be taken into account when assessing any results. The geophysical system and its associated uncertainties are often represented by models of reduced complexity in integrated assessment modelling frameworks. Such models include simple representations of the carbon-cycle and climate system, and are often based on the global energy balance equation. A prominent example of such model is the 'Model for the Assessment of Greenhouse Gas Induced Climate Change', MAGICC. Here we show how a model like MAGICC can be used for the representation of geophysical uncertainties. Its strengths, weaknesses, and limitations are discussed and illustrated by means of an analysis which attempts to integrate socio-economic and geophysical uncertainties. These uncertainties in the geophysical response of the Earth system to greenhouse gases remains key for estimating the cost of greenhouse gas emission mitigation scenarios. We look at uncertainties in four dimensions: geophysical, technological, social and political. Our results indicate that while geophysical uncertainties are an important factor influencing projections of mitigation costs, political choices that delay mitigation by one or two decades a much more pronounced effect.

Making sense of global warming: Norwegians appropriating knowledge of anthropogenic climate change.

PubMed

Ryghaug, Marianne; Sørensen, Knut Holtan; Naess, Robert

2011-11-01

This paper studies how people reason about and make sense of human-made global warming, based on ten focus group interviews with Norwegian citizens. It shows that the domestication of climate science knowledge was shaped through five sense-making devices: news media coverage of changes in nature, particularly the weather, the coverage of presumed experts' disagreement about global warming, critical attitudes towards media, observations of political inaction, and considerations with respect to everyday life. These sense-making devices allowed for ambiguous outcomes, and the paper argues four main outcomes with respect to the domestication processes: the acceptors, the tempered acceptors, the uncertain and the sceptics.

Relationship Between Climate Change Impact, Migration and Socioeconomic Development

NASA Astrophysics Data System (ADS)

Sann Oo, Kyaw

2016-06-01

Geospatial data are available in raster and vector formats and some of them are available in open data form. The technique and tools to handle those data are also available in open source. Though it is free of charge, the knowledge to utilize those data is limited to non-educated in the specific field. The data and technology should be promoted to those levels to utilize in required fields with priceless in developing countries. Before utilize open data, which are required to verify with local knowledge to become usable information for the local people as priceless data resources. Developing country, which economic is based in agriculture, required more information about precise weather data and weather variation by the climate change impact for their socioeconomic development. This study found that rural to urban migration occurs in the developing countries such agriculture based country likes Myanmar when the agriculture economic are affected by unpredictable impact by the climate change. The knowledge sharing using open data resources to non-educated local people is one of the curable solutions for the agriculture economy development in the country. Moreover, the study will find ways to reduce the rural to urban migration.

Assessment of climate change effects on Canada's National Park system.

PubMed

Suffling, Roger; Scott, Daniel

2002-03-01

To estimate the magnitude of climate change anticipated for Canada's 38 National Parks (NPs) and Park Reserves, seasonal temperature and precipitation scenarios were constructed for 2050 and 2090 using the Canadian Centre for Climate Modelling and Analysis (CCCma) coupled model (CGCM1). For each park, we assessed impacts on physical systems, species, ecosystems and people. Important, widespread changes relate to marine and freshwater hydrology, glacial balance, waning permafrost, increased natural disturbance, shorter ice season, northern and upward altitudinal species and biome shifts, and changed visitation patterns. Other changes are regional (e.g., combined East coast subsidence and sea level rise increase coastal erosion and deposition, whereas, on the Pacific coast, tectonic uplift negates sea level rise). Further predictions concern individual parks (e.g., Unique fens of Bruce Peninsular NP will migrate lakewards with lowered water levels, but structural regulation of Lake Huron for navigation and power generation would destroy the fens). Knowledge gaps are the most important findings. For example: we could not form conclusions about glacial mass balance, or its effects on rivers and fjords. Likewise, for the East Coast Labrador Current we could neither estimate temperature and salinity effects of extra iceberg formation, nor the further effects on marine food chains, and breeding park seabirds. We recommend 1) Research on specific large knowledge gaps; 2) Climate change information exchange with protected area agencies in other northern countries; and 3) incorporating climate uncertainty into park plans and management. We discuss options for a new park management philosophy in the face of massive change and uncertainty.

Mangrove ecosystems under climate change

USGS Publications Warehouse

Jennerjahn, T.C.; Gilman, E.; Krauss, Ken W.; Lacerda, L.D.; Nordhaus, I.; Wolanski, E.

2017-01-01

This chapter assesses the response of mangrove ecosystems to possible outcomes of climate change, with regard to the following categories: (i) distribution, diversity, and community composition, (ii) physiology of flora and fauna, (iii) water budget, (iv) productivity and remineralization, (v) carbon storage in biomass and sediments, and (vi) the filter function for elements beneficial or harmful to life. These categories are then used to identify the regions most vulnerable to climate change. The four most important factors determining the response of mangrove ecosystems to climate change are sea level rise, an increase in frequency and/or intensity of storms, increases in temperature, and aridity. While these changes may be beneficial for some mangrove forests at latitudinal distribution limits, they will threaten forest structure and functions and related ecosystem services in most cases. The interaction of climate change with human interventions is discussed, as well as the effects on ecosystem services including possible adaptation and management options. The chapter closes with an outlook on knowledge gaps and priority research needed to fill these gaps.

The Pacific Northwest's Climate Impacts Group: Climate Science in the Public Interest

NASA Astrophysics Data System (ADS)

Mantua, N.; Snover, A.

2006-12-01

Since its inception in 1995, the University of Washington's Climate Impacts Group (CIG) (funded under NOAA's Regional Integrated Science and Assessments (RISA) Program) has become the leader in exploring the impacts of climate variability and climate change on natural and human systems in the U.S. Pacific Northwest (PNW), specifically climate impacts on water, forest, fish and coastal resource systems. The CIG's research provides PNW planners, decision makers, resource managers, local media, and the general public with valuable knowledge of ways in which the region's key natural resources are vulnerable to changes in climate, and how this vulnerability can be reduced. The CIG engages in climate science in the public interest, conducting original research on the causes and consequences of climate variability and change for the PNW and developing forecasts and decision support tools to support the use of this information in federal, state, local, tribal, and private sector resource management decisions. The CIG's focus on the intersection of climate science and public policy has placed the CIG nationally at the forefront of regional climate impacts assessment and integrated analysis.

A Review of the Impact of Climate Variability and Change on Aeroallergens and Their Associated Effects on Human Morbidity and Mortality in the U.S. (External Review Draft)

EPA Science Inventory

EPA has released for public comment a draft report entitled, A Review of the Impact of Climate Variability and Change on Aeroallergens and their Associated Effects. This draft report is a survey of the current state of scientific knowledge of the potential impacts of clim...

Exploring Students' Epistemological Knowledge of Models and Modelling in Science: Results from a Teaching/Learning Experience on Climate Change

ERIC Educational Resources Information Center

Tasquier, Giulia; Levrini, Olivia; Dillon, Justin

2016-01-01

The scientific community has been debating climate change for over two decades. In the light of certain arguments put forward by the aforesaid community, the EU has recommended a set of innovative reforms to science teaching such as incorporating environmental issues into the scientific curriculum, thereby helping to make schools a place of civic…

Climate trends and projections for the Andean Altiplano and strategies for adaptation

NASA Astrophysics Data System (ADS)

Valdivia, C.; Thibeault, J.; Gilles, J. L.; García, M.; Seth, A.

2013-04-01

Climate variability and change impact production in rainfed agricultural systems of the Bolivian highlands. Maximum temperature trends are increasing for the Altiplano. Minimum temperature increases are significant in the northern region, and decreases are significant in the southern region. Producers' perceptions of climate hazards are high in the central region, while concerns with changing climate and unemployment are high in the north. Similar high-risk perceptions involve pests and diseases in both regions. Altiplano climate projections for end-of-century highlights include increases in temperature, extreme event frequency, change in the timing of rainfall, and reduction of soil humidity. Successful adaptation to these changes will require the development of links between the knowledge systems of producers and scientists. Two-way participatory approaches to develop capacity and information that involve decision makers and scientists are appropriate approaches in this context of increased risk, uncertainty and vulnerability.

Leveraging 35 years of Pinus taeda research in the southeastern US to constrain forest carbon cycle predictions: regional data assimilation using ecosystem experiments

Treesearch

R. Quinn Thomas; Evan B. Brooks; Annika L. Jersild; Eric J. Ward; Randolph H. Wynne; Timothy J. Albaugh; Heather Dinon-Aldridge; Harold E. Burkhart; Jean-Christophe Domec; Timothy R. Fox; Carlos A. Gonzalez-Benecke; Timothy A. Martin; Asko Noormets; David A. Sampson; Robert O. Teskey

2017-01-01

Predicting how forest carbon cycling will change in response to climate change and management depends on the collective knowledge from measurements across environmental gradients, ecosystem manipulations of global change factors, and mathematical models. Formally integrating these sources of knowledge through data assimilation, or model–data fusion, allows the use of...

Biologically Based Methods for Pest Management in Agriculture under Changing Climates: Challenges and Future Directions.

PubMed

Chidawanyika, Frank; Mudavanhu, Pride; Nyamukondiwa, Casper

2012-11-09

The current changes in global climatic regimes present a significant societal challenge, affecting in all likelihood insect physiology, biochemistry, biogeography and population dynamics. With the increasing resistance of many insect pest species to chemical insecticides and an increasing organic food market, pest control strategies are slowly shifting towards more sustainable, ecologically sound and economically viable options. Biologically based pest management strategies present such opportunities through predation or parasitism of pests and plant direct or indirect defense mechanisms that can all be important components of sustainable integrated pest management programs. Inevitably, the efficacy of biological control systems is highly dependent on natural enemy-prey interactions, which will likely be modified by changing climates. Therefore, knowledge of how insect pests and their natural enemies respond to climate variation is of fundamental importance in understanding biological insect pest management under global climate change. Here, we discuss biological control, its challenges under climate change scenarios and how increased global temperatures will require adaptive management strategies to cope with changing status of insects and their natural enemies.

Psychological health challenges of the hill-tracts region for climate change in Bangladesh.

PubMed

Kabir, Syed Muhammad Sajjad

2018-04-01

The aim of this paper is to provide an overview of the deleterious effects of climate change on psychological health of the Hill-Tracts and government to deal with these adverse psychological health impacts. Although knowledge is still limited about the connections between climate change and psychological health, the evidence is indicating that impacts can be felt at both the individual and community levels, with psychological health outcomes ranging from psychological distress, depression, and anxiety, to increased addictions and suicide rates. Drawing from 125 in-depth interviews conducted between January 2015 and October 2016 with community members and local and regional health professionals, participants reported that climate change was negatively impacting psychological health and well-being. The results stated that climate change enhanced the possibility of an increased drug, family stress, alcohol use, amplified previous traumas, psychological health stressors, and were implicated in increased potential for suicide ideation of the Hill-Tracts region in Bangladesh. These exploratory findings indicate that climate change is becoming an additional psychological health stressor for Hill-Tracks' dwellers in Bangladesh. Copyright © 2018 Elsevier B.V. All rights reserved.

Envisioning the future of wildlife in a changing climate: Collaborative learning for adaptation planning

USGS Publications Warehouse

LeDee, Olivia E.; Karasov, W.H.; Martin, Karl J.; Meyer, Michael W.; Ribic, Christine; Van Deelen, Timothy R.

2011-01-01

Natural resource managers are tasked with assessing the impacts of climate change on conservation targets and developing adaptation strategies to meet agency goals. The complex, transboundary nature of climate change demands the collaboration of scientists, managers, and stakeholders in this effort. To share, integrate, and apply knowledge from these diverse perspectives, we must engage in social learning. In 2009, we initiated a process to engage university researchers and agency scientists and managers in collaborative learning to assess the impacts of climate change on terrestrial fauna in the state of Wisconsin, USA. We constructed conceptual Bayesian networks to depict the influence of climate change, key biotic and abiotic factors, and existing stressors on the distribution and abundance of 3 species: greater prairie-chicken (Tympanuchus cupido), wood frog (Lithobates sylvaticus), and Karner blue butterfly (Plebejus melissa samuelis). For each species, we completed a 2-stage expert review that elicited dialogue on information gaps, management opportunities, and research priorities. From our experience, collaborative network modeling proved to be a powerful tool to develop a common vision of the potential impacts of climate change on conservation targets.

Temperature drives abundance fluctuations, but spatial dynamics is constrained by landscape configuration: Implications for climate-driven range shift in a butterfly.

PubMed

Fourcade, Yoan; Ranius, Thomas; Öckinger, Erik

2017-10-01

Prediction of species distributions in an altered climate requires knowledge on how global- and local-scale factors interact to limit their current distributions. Such knowledge can be gained through studies of spatial population dynamics at climatic range margins. Here, using a butterfly (Pyrgus armoricanus) as model species, we first predicted based on species distribution modelling that its climatically suitable habitats currently extend north of its realized range. Projecting the model into scenarios of future climate, we showed that the distribution of climatically suitable habitats may shift northward by an additional 400 km in the future. Second, we used a 13-year monitoring dataset including the majority of all habitat patches at the species northern range margin to assess the synergetic impact of temperature fluctuations and spatial distribution of habitat, microclimatic conditions and habitat quality, on abundance and colonization-extinction dynamics. The fluctuation in abundance between years was almost entirely determined by the variation in temperature during the species larval development. In contrast, colonization and extinction dynamics were better explained by patch area, between-patch connectivity and host plant density. This suggests that the response of the species to future climate change may be limited by future land use and how its host plants respond to climate change. It is, thus, probable that dispersal limitation will prevent P. armoricanus from reaching its potential future distribution. We argue that models of range dynamics should consider the factors influencing metapopulation dynamics, especially at the range edges, and not only broad-scale climate. It includes factors acting at the scale of habitat patches such as habitat quality and microclimate and landscape-scale factors such as the spatial configuration of potentially suitable patches. Knowledge of population dynamics under various environmental conditions, and the incorporation of realistic scenarios of future land use, appears essential to provide predictions useful for actions mitigating the negative effects of climate change. © 2017 The Authors. Journal of Animal Ecology © 2017 British Ecological Society.

A climate adaptation strategy for conservation and management of yellowcedar in Alaska

Treesearch

Paul E. Hennon; Carol M. McKenzie; David D' Amore; Dustin T. Wittwer; Robin L. Mulvey; Melinda S. Lamb; Frances E. Biles; Rich C. Cronn

2016-01-01

A conservation and management strategy for yellow-cedar in Alaska is presented in the context of climate change. This document has four sections. Section 1 covers the ecology and silvics of yellow-cedar, as well as other background information. Section 2 outlines knowledge on the extensive mortality to yellow-cedar, including the role of climate. Section 3 describes...

Climate Vulnerability and Human Migration in Global Perspective.

PubMed

Grecequet, Martina; DeWaard, Jack; Hellmann, Jessica J; Abel, Guy J

2017-05-01

The relationship between climate change and human migration is not homogenous and depends critically on the differential vulnerability of population and places. If places and populations are not vulnerable, or susceptible, to climate change, then the climate-migration relationship may not materialize. The key to understanding and, from a policy perspective, planning for whether and how climate change will impact future migration patterns is therefore knowledge of the link between climate vulnerability and migration. However, beyond specific case studies, little is known about this association in global perspective. We therefore provide a descriptive, country-level portrait of this relationship. We show that the negative association between climate vulnerability and international migration holds only for countries least vulnerable to climate change, which suggests the potential for trapped populations in more vulnerable countries. However, when analyzed separately by life supporting sector (food, water, health, ecosystem services, human habitat, and infrastructure) and vulnerability dimension (exposure, sensitivity, and adaptive capacity), we detect evidence of a relationship among more, but not the most, vulnerable countries. The bilateral (i.e., country-to-country) migration show that, on average, people move from countries of higher vulnerability to lower vulnerability, reducing global risk by 15%. This finding is consistent with the idea that migration is a climate adaptation strategy. Still, ~6% of bilateral migration is maladaptive with respect to climate change, with some movement toward countries with greater climate change vulnerability.

A National Road Map to a Climate Literate Society: Advancing Climate Literacy by Coordinating Federal Climate Change Educational Programs (Invited)

NASA Astrophysics Data System (ADS)

Niepold, F.; Karsten, J. L.

2009-12-01

Over the 21st century, climate scientists expect Earth's temperature to continue increasing, very likely more than it did during the 20th century. Two anticipated results are rising global sea level and increasing frequency and intensity of heat waves, droughts, and floods. [IPCC 2007, USGCRP 2009] These changes will affect almost every aspect of human society, including economic prosperity, human and environmental health, and national security. Climate change will bring economic and environmental challenges as well as opportunities, and citizens who have an understanding of climate science will be better prepared to respond to both. Society needs citizens who understand the climate system and know how to apply that knowledge in their careers and in their engagement as active members of their communities. Climate change will continue to be a significant element of public discourse. Understanding the essential principles of climate science will enable all people to assess news stories and contribute to their everyday conversations as informed citizens. Key to our nations response to climate change will be a Climate Literate society that understands their influence on climate and climate’s influence on them and society. In order to ensure the nation increases its literacy, the Climate Literacy: Essential Principles of Climate Science document has been endorsed by the 13 Federal agencies that make up the US Global Change Research Program (http://globalchange.gov/resources/educators/climate-literacy) and twenty-four other science and educational institutions. This session will explore the coordinated efforts by the federal agencies and partner organizations to ensure a climate literate society. "Climate Literacy: The Essential Principles of Climate Sciences: A Guide for Individuals and Communities" produced by the U.S. Global Change Research Program in March 2009

Managing scientific complexity in public policy: the case of U.S. climate change legislation in the 111th Congress

NASA Astrophysics Data System (ADS)

Mueller, J. A.; Runci, P. J.

2009-12-01

The recent passage of the American Climate and Energy Security Act by the U.S. House of Representatives in June of this year was a landmark in U.S. efforts to move climate change legislation through Congress. Although an historic achievement, the bill (and surrounding debate) highlights many concerns about the processes by which lawmakers and the public inform themselves about scientifically relevant problems and, subsequently, by which policy responses are crafted in a context of complexity, uncertainty, and competition for resources and attention. In light of the ever-increasing specialization of expertise in the sciences and other technical fields, and the inherent complexity of scientifically relevant problems such as climate change, society faces significant hurdles in its efforts to integrate knowledge and develop sufficient understanding of these problems to which it must respond with legislation or other effective collective or individual action. The emergence of a new class of experts who act as science-policy brokers may not be sufficient to cross these hurdles. Herein, we explore how society and the scientific community in particular can work toward closing the ever-growing gap between technical knowledge and society’s ability to comprehend and use it. Both authors are currently legislative fellows working on energy and climate change issues in the U.S. Senate.

Impact on Hydrological Flows and Water Quality Using the Swat Model - the Case of Piracicaba Watershed

NASA Astrophysics Data System (ADS)

Queiroz, M. R.; Rocha, H.

2013-05-01

Understanding the functionality of water cycle in Brazilian ecosystems is one of the factors that generate the power to formulate smart strategies for biodiversity conservation and sustainable productivity in agro-ecosystems, promoting the generation of information that support the demands of occupation. Good policy formulation of land use depends on the expected climate change in the coming decades, as well as, surface cover and management must adapt to the socio-economic regional vocations so as to cause minimal impact. The changes in the land use influence the quantity and quality of water, contributing to floods and environmental changes. Additionally, climate change and variability, either natural or manmade cause, directly affect the human life. One of the main effects of weather occurs in the runoff generated in the basins, which in turn affects the water supply and demand in various sectors such as supply, irrigation and energy. The results Will show the impacts of climate variability on water resources (quantity and quality) to the Piracicaba watershed, through numerical modeling SWAT (Soil and Water Assessment Tool), developed with the objective to analyze the impacts of changes in land use on runoff and underground production of sediment and water quality. The results of this proposal will provide information to answer better understanding of the ecological functionality and freshwater ecosystems in Brazil, and particularly in the study region in the state of São Paulo, increase the predictability of the Earth's climate system, from knowledge of the response of terrestrial biota to different forms of climate variability and increased knowledge of alternative socio-economic adaptation of terrestrial biota and climate change.

Engaging Key Stakeholders in Climate Change: A Community-Based Project for Youth-Led Participatory Climate Action

NASA Astrophysics Data System (ADS)

Trott, Carlie D.

Few studies have examined how youth think about, and take action on climate change and far fewer have sought to facilitate their engagement using participatory methods. This dissertation evaluated the impacts of Science, Camera, Action! (SCA), a novel after-school program that combined climate change education with participatory action through photovoice. The specific aims of this study were to: (1) Evaluate the impacts of SCA on youth participants' climate change knowledge, attitudes, and behaviors; (2) Examine how SCA participation served to empower youth agency; and (3) Explore SCA's influence on youths' science engagement. Participants were 55 youths (ages 10 to 12) across three Boys and Girls Club sites in Northern Colorado. SCA's Science component used interactive activities to demonstrate the interrelationships between Earth's changing climate, ecosystems, and sustainable actions within communities. Photovoice, SCA's Camera component, was used to explore youths' climate change perspectives and to identify opportunities for their active engagement. Finally, SCA's Action component aimed to cultivate youth potential as agents of change in their families and communities through the development and implementation of youth-led action projects. Action projects included local policy advocacy, a tree-planting campaign, a photo gallery opening, development of a website, and the establishment of a Boys and Girls Club community garden. To evaluate SCA impacts, a combination of survey and focus group methods were used. Following the program, youth demonstrated increased knowledge of the scientific and social dimensions of the causes and consequences of climate change, as well as its solutions through human action. Though participants expressed a mix of positive (e.g., hope) and negative (e.g., sadness) emotions about climate change, they left the program with an increased sense of respect for nature, an enhanced sense of environmental responsibility, and a greater sense of urgency towards the need for climate change action. Further, participants reported increased engagement in personal pro-environmental behaviors, an enhanced sense of agency in the context of climate change, and provided strong evidence of their role as agents of change in family and community contexts. Through SCA, participants gained a deeper appreciation for science (e.g., in school, careers, and society) and reported increased interest, participation, confidence, and performance in school science. Findings contribute to the vast and growing psychology literature on climate change perceptions and action, and from the understudied perspective of youth. Through a combination of innovative methods and interactive projects, the youth in this study gained a number of psychosocial and educational benefits, while tangibly contributing to the sustainable transformation of their families and communities. Findings of this dissertation have implications for educational programs, youth organizing, and interventions aimed to strengthen youths' active engagement with critical social and scientific issues that impact their lives.

Identifying climate risk perceptions, information needs, and barriers to information exchange among public land managers.

PubMed

Peters, Casey B; Schwartz, Mark W; Lubell, Mark N

2018-03-01

Meeting ecosystem management challenges posed by climate change requires building effective communication channels among researchers, planners and practitioners to focus research on management issues requiring new knowledge. We surveyed resource managers within two regions of the western United States regions to better understand perceived risks and vulnerabilities associated with climate change and barriers to obtaining and using relevant climate science information in making ecosystem management decisions. We sought to understand what types of climate science information resource managers find most valuable, and the formats in which they prefer to receive climate science information. We found broad concern among natural resource managers in federal agencies that climate change will make it more difficult for them to achieve their management goals. Primary barriers to incorporating climate science into planning are distributed among challenges identifying, receiving, and interpreting appropriate science and a lack of direction provided by agency leadership needed to meaningfully use this emerging science in resource planning. Copyright © 2017 Elsevier B.V. All rights reserved.

Integrating climate change into the state wildlife action plans: Biological responses to climate impacts with a focus on Regional Species of Greatest Conservation Need (RSGCN)

USGS Publications Warehouse

Morelli, Toni Lyn; DeLuca, William; Ellison, Colton; Jane, Stephen F.; Matthews, Stephen

2015-01-01

This chapter reviews the responses to climate change on the 367 Regional Species of Greatest Conservation Need (RSGCN) identified by the Northeast Fish and Wildlife Diversity Technical Committee (NEFWDTC), technical experts from states’ natural resource agencies (Appendix 3.1). These species were chosen based on their conservation status, listing in SWAPs, and the percentage of their range that occurs in the Northeast. The objectives of this chapter are to: summarize how regional biodiversity has already responded and is expected to respond to climate change; summarize information on specific RSGCN species responses to climate change to date and anticipated under future scenarios; characterize the greatest uncertainties about how biodiversity and RSGCN species will respond to climate change in the future; and highlight where other factors are expected to exacerbate the effects of climate change. This information was obtained through a systematic review of the peer-reviewed literature, primarily using the ISI Web of Knowledge to search for papers on each species related to “climate”, “temperature”, or “precipitation”. Although we undoubtedly missed some sources, the following allows us to review some of the ways climate change will affect regional species of conservation concern

Building of Environmental Literacy among Middle School Students: The Role of In-School, Out of School, and Psychological Factors

NASA Astrophysics Data System (ADS)

Stevenson, Kathryn Tate

Solving environmental challenges will require an environmentally literate citizenry, equipped with ecological knowledge, pro-environmental attitudes, problem-solving skills, and motivation toward environmentally responsible behaviors. This dissertation addresses three approaches to building environmental literacy (EL) among middle school students: through schools (Chapter 1), through activities outside of school (Chapter 2), and through understanding psychological factors that affect environmental perceptions (Chapter 3). Chapter 1. This study examined school-wide EE programs among middle schools in North Carolina, including the use of published EE curricula and time outdoors while controlling for teacher education level and experience, student demographics, and school attributes. Our sample included an EE group selected from schools with registered schoolwide EE programs, and a control group randomly selected from NC middle schools that were not registered as EE schools. Students were given an EL survey at the beginning and end of the spring 2012 semester. Use of published EE curricula, time outdoors, and having teachers with advanced degrees and mid-level teaching experience (between 3 and 5 years) were positively related with EL whereas minority status (Hispanic and black) was negatively related with EL. Results suggest that though school-wide EE programs may vary in effectiveness, the use of published EE curricula paired with time outdoors represents a promising strategy. Further, investments in both new and veteran teachers to build and maintain enthusiasm for EE may help to boost student EL levels. Middle school represents a pivotal time for influencing EL, as improvement was slower among older students. Differences in EL levels based on gender suggest boys and girls may possess complementary skills sets when approaching environmental issues. Our findings suggest ethnicity related disparities in EL levels may be mitigated by time spent in nature, especially among black and Hispanic students. Chapter 2. Significant life experience (SLE) research suggests presence of role models, time outdoors, and nature-related media foster pro-environmental behavior, but most research is qualitative. Based on a random sample of middle school students in North Carolina, USA, we found limited positive associations between presence of a role model and time outdoors with behavior and a negative association between watching nature television and environmental knowledge. The strongest predictors of environmental knowledge and behavior were student/teacher ratio and county income levels, respectively. We also found that Native Americans engaged in environmental behaviors more than Caucasians, and that African American and Hispanic students had lower levels of environmental knowledge. Accordingly, life experiences appear less important than promoting small class sizes and addressing challenges associated with lower incomes in schools. Chapter 3. Though many climate literacy efforts attempt to communicate climate change as a risk, these strategies may be ineffective because among adults, worldview rather than scientific understanding largely drives climate change risk perceptions. Further, increased science literacy may polarize worldview-driven perceptions, making some climate literacy efforts counterproductive among skeptics. Because worldviews are still forming in the teenage years, adolescents may represent a more receptive audience. This study examined how worldview and climate change knowledge related to acceptance of anthropogenic global warming (AGW) and in turn, climate change risk perception among middle school students. We found respondents with individualistic worldviews were 16.1 percentage points less likely to accept AGW than communitarian respondents at median knowledge levels, mirroring findings in similar studies among adults. The interaction between knowledge and worldview, however, was opposite from previous studies among adults, because increased climate change knowledge was positively related to acceptance of AGW among both groups, and had a stronger positive relationship among individualists. Thus, education efforts specific to climate change may counteract divisions based on worldviews among adolescents, versus polarize them as among adults.

SEEPLUS: A SIMPLE ONLINE CLIMATE MODEL

NASA Astrophysics Data System (ADS)

Tsutsui, Junichi

A web application for a simple climate model - SEEPLUS (a Simple climate model to Examine Emission Pathways Leading to Updated Scenarios) - has been developed. SEEPLUS consists of carbon-cycle and climate-change modules, through which it provides the information infrastructure required to perform climate-change experiments, even on a millennial-timescale. The main objective of this application is to share the latest scientific knowledge acquired from climate modeling studies among the different stakeholders involved in climate-change issues. Both the carbon-cycle and climate-change modules employ impulse response functions (IRFs) for their key processes, thereby enabling the model to integrate the outcome from an ensemble of complex climate models. The current IRF parameters and forcing manipulation are basically consistent with, or within an uncertainty range of, the understanding of certain key aspects such as the equivalent climate sensitivity and ocean CO2 uptake data documented in representative literature. The carbon-cycle module enables inverse calculation to determine the emission pathway required in order to attain a given concentration pathway, thereby providing a flexible way to compare the module with more advanced modeling studies. The module also enables analytical evaluation of its equilibrium states, thereby facilitating the long-term planning of global warming mitigation.

Solar ultraviolet radiation and ozone depletion-driven climate change: effects on terrestrial ecosystems.

PubMed

Bornman, J F; Barnes, P W; Robinson, S A; Ballaré, C L; Flint, S D; Caldwell, M M

2015-01-01

In this assessment we summarise advances in our knowledge of how UV-B radiation (280-315 nm), together with other climate change factors, influence terrestrial organisms and ecosystems. We identify key uncertainties and knowledge gaps that limit our ability to fully evaluate the interactive effects of ozone depletion and climate change on these systems. We also evaluate the biological consequences of the way in which stratospheric ozone depletion has contributed to climate change in the Southern Hemisphere. Since the last assessment, several new findings or insights have emerged or been strengthened. These include: (1) the increasing recognition that UV-B radiation has specific regulatory roles in plant growth and development that in turn can have beneficial consequences for plant productivity via effects on plant hardiness, enhanced plant resistance to herbivores and pathogens, and improved quality of agricultural products with subsequent implications for food security; (2) UV-B radiation together with UV-A (315-400 nm) and visible (400-700 nm) radiation are significant drivers of decomposition of plant litter in globally important arid and semi-arid ecosystems, such as grasslands and deserts. This occurs through the process of photodegradation, which has implications for nutrient cycling and carbon storage, although considerable uncertainty exists in quantifying its regional and global biogeochemical significance; (3) UV radiation can contribute to climate change via its stimulation of volatile organic compounds from plants, plant litter and soils, although the magnitude, rates and spatial patterns of these emissions remain highly uncertain at present. UV-induced release of carbon from plant litter and soils may also contribute to global warming; and (4) depletion of ozone in the Southern Hemisphere modifies climate directly via effects on seasonal weather patterns (precipitation and wind) and these in turn have been linked to changes in the growth of plants across the Southern Hemisphere. Such research has broadened our understanding of the linkages that exist between the effects of ozone depletion, UV-B radiation and climate change on terrestrial ecosystems.

Florida-focused climate change lesson demonstrations from the ASK Florida global and regional climate change professional development workshops

NASA Astrophysics Data System (ADS)

Weihs, R. R.

2013-12-01

A variety of Florida-focused climate change activities will be featured as part of the ASK Florida global and regional climate change professional development workshops. In a combined effort from Florida State University's Center for Ocean-Atmospheric Prediction Studies (COAPS) and University of South Florida's Coalition for Science Literacy (CSL), and supported by NASA's NICE initiative, the ASK Florida professional development workshops are a series of workshops designed to enhance and support climate change information and related pedagogical skills for middle school science teachers from Title-I schools in Florida. These workshops took place during a two-year period from 2011 to 2013 and consisted of two cohorts in Hillsborough and Volusia counties in Florida. Featured activities include lab-style exercises demonstrating topics such as storm surge and coastal geometry, sea level rise from thermal expansion, and the greenhouse effect. These types of labs are modified so that they allow more independent, inquiry thinking as they require teachers to design their own experiment in order to test a hypothesis. Lecture based activities are used to cover a broad range of topics including hurricanes, climate modeling, and sink holes. The more innovative activities are group activities that utilize roll-playing, technology and resources, and group discussion. For example, 'Climate Gallery Walk' is an activity that features group discussions on each of the climate literacy principles established by the United States Global Change Research Program. By observing discussions between individuals and groups, this activity helps the facilitators gather information on their previous knowledge and identify possible misconceptions that will be addressed within the workshops. Furthermore, 'Fact or Misconception' presents the challenge of identifying whether a given statement is fact or misconception based on the material covered throughout the workshops. It serves as a way to evaluate retention of knowledge as well as clarification and reinforcement of topics. Another featured activity is 'Climate Change Scenario' in which teachers roll play as groups from various facets of local government, who decide how to deal with a given climate change scenario in the Miami-Dade county area. This activity demonstrates the complexities of negotiations that policy makers must make for the greater good of the local economy and ecology. Finally, we highlight activities that utilize online resources for both scientific information and pedagogical strategies for teaching climate change at the middle school level. Such resources include MYNASADATA, hurricane tracking websites, other scientist-vetted climate change lessons, and outreach events like NOAA's Adopt-a-drifter. These activities are highlighted for other scientists, educators, and professional development groups in the hopes that they will inspire further collaboration and further commitment to enhancing climate change education for our nation's youth.

Selection of climate policies under the uncertainties in the Fifth Assessment Report of the IPCC

NASA Astrophysics Data System (ADS)

Drouet, L.; Bosetti, V.; Tavoni, M.

2015-10-01

Strategies for dealing with climate change must incorporate and quantify all the relevant uncertainties, and be designed to manage the resulting risks. Here we employ the best available knowledge so far, summarized by the three working groups of the Fifth Assessment Report of the Intergovernmental Panel on Climate Change (IPCC AR5; refs , , ), to quantify the uncertainty of mitigation costs, climate change dynamics, and economic damage for alternative carbon budgets. We rank climate policies according to different decision-making criteria concerning uncertainty, risk aversion and intertemporal preferences. Our findings show that preferences over uncertainties are as important as the choice of the widely discussed time discount factor. Climate policies consistent with limiting warming to 2 °C above preindustrial levels are compatible with a subset of decision-making criteria and some model parametrizations, but not with the commonly adopted expected utility framework.

A multi-disciplinary approach to evaluate pluvial floods risk under changing climate: The case study of the municipality of Venice (Italy).

PubMed

Sperotto, A; Torresan, S; Gallina, V; Coppola, E; Critto, A; Marcomini, A

2016-08-15

Global climate change is likely to pose increasing threats in nearly all sectors and across all sub-regions worldwide (IPCC, 2014). Particularly, extreme weather events (e.g. heavy precipitations), together with changing exposure and vulnerability patterns, are expected to increase the damaging effect of storms, pluvial floods and coastal flooding. Developing climate and adaptation services for local planners and decision makers is becoming essential to transfer and communicate sound scientific knowledge about climate related risks and foster the development of national, regional and local adaptation strategies. In order to analyze the effect of climate change on pluvial flood risk and advice adaptation planning, a Regional Risk Assessment (RRA) methodology was developed and applied to the urban territory of the municipality of Venice. Based on the integrated analysis of hazard, exposure, vulnerability and risk, RRA allows identifying and prioritizing targets and sub-areas that are more likely to be affected by pluvial flood risk due to heavy precipitation events in the future scenario 2041-2050. From the early stages of its development and application, the RRA followed a bottom-up approach taking into account the requests, knowledge and perspectives of local stakeholders of the North Adriatic region by means of interactive workshops, surveys and discussions. Results of the analysis showed that all targets (i.e. residential, commercial-industrial areas and infrastructures) are vulnerable to pluvial floods due to the high impermeability and low slope of the topography. The spatial pattern of risk mostly reflects the distribution of the hazard and the districts with the higher percentage of receptors' surface in the higher risk classes (i.e. very high, high and medium) are Lido-Pellestrina and Marghera. The paper discusses how risk-based maps and statistics integrate scientific and local knowledge with the final aim to mainstream climate adaptation in the development of risk mitigation and urban plans. Copyright © 2016 Elsevier B.V. All rights reserved.

Putting the Assessment into Practice: Applications of Climate and Health Data and Information

NASA Astrophysics Data System (ADS)

Balbus, J. M.; Morris, J.; Luber, G.

2016-12-01

The USGCRP Climate and Health Assessment represents the most up to date synthesis of the scientific literature on the health impacts of climate change in the United States. One of its key messages is that climate change is already affecting the health of people in the United States and around the world, and these impacts are likely to become more extensive over time. Another key message is that all Americans have some degree of vulnerability to the health impacts of climate change at some point in their lives. Conclusions as significant as those call for measures to translate current knowledge into specific actions to protect populations and enhance resilience to the health impacts of climate change. This presentation will summarize efforts underway across the federal government to apply research results and climate and health data to enhancing the resilience of populations. These efforts include the development of early warning systems and other applications of predictive models of weather and climate-related health hazards; partnerships with health professional societies to help translate the assessment's findings into specific recommendations for health professionals; and the development of educational materials to help enhance the resilience of students and their families by enhancing their understanding of the connections between climate, climate change and health.

The 3rd Report on Climate Change in Catalonia: a joint initiative to bridge the gap between Science and Decision-Making

NASA Astrophysics Data System (ADS)

Queralt, Arnau; Llasat, Maria del Carmen; Serena, Josep Maria; Pont, Isabel

2017-04-01

In January 2017 the Government of Catalonia (Advisory Council for the Sustainable Development, Catalan Office for Climate Change, and Meteorological Service of Catalonia) and the Institute for Catalan Studies presented the Third Report on Climate Change in Catalonia, whose aims are (1) to gather and summarise the most recent information on climate change and its effects on the natural and human systems in Catalonia (and to identify existing knowledge gaps), (2) to make recommendations to decision-makers, and (3) to rise decision-makers and citizens awareness on the effects of climate change and the importance of reinforce mitigation and adaptation efforts. Although climate change is a global phenomenon, impacts and subsequent adaptive action may differ across countries and regions. In accordance to this, and with the aim of downscaling the contents of the IPCC reports, the first report on climate change in Catalonia was published in 2005 and was followed by a second edition in 2010. Directly linked to this second report, the Catalan Panel on Climate Change was established. During a year and a half more than 130 authors and 40 scientific and technical revisers (assisted by a board and technical staff from the leading institutions) have participated in the third assessment of climate change in Catalonia. The report updates the observations and projections related to the climate evolution at Catalonia and its impacts, gathering the most advanced scientific knowledge and providing the Catalan Government with sectorial recommendations to face these impacts. After its official launch in January 2017, the report will be presented and discussed with several ministers and officials within the Catalan Government, but also with the main stakeholders. These presentations and dialogue are strategic actions for bridging the gap between Science and Policy-making regarding climate change. An executive summary identifying in a very focused way the main messages arising from the report has been prepared to contribute to this information sharing process. The summary has been prepared in English, French and Spanish in order to share the information with the International Community. The promoters of this report are highly interested in making a broad diffusion of its conclusions and recommendations among stakeholders and citizens. According to this, an ambitious communication plan has been designed, including 10 sectorial workshops around Catalonia, specific presentations to selected stakeholders and institutions, and high impact articles and programs in the media. This communication plan will be implemented throughout the year 2017. The report has been published and disseminated thanks to the contribution of "La Caixa" Banking Foundation.

Multimedia learning for increasing knowledge on energy efficiency and promotion of proenvironmental behavior: A study of undergraduate students in Costa Rica

NASA Astrophysics Data System (ADS)

Walsh-Zuniga, Yoselyn

Promotion of energy efficiency practices among household has been employed in many interventions with a varying degree of success, mainly on developed countries. The purpose of the study is to promote and measure knowledge of proenvironmental behavior in undergraduate students in the Costa Rica Institute of Technology. The intervention used for this purpose provided personal and altruistic information about the impact of energy consumption activities in household. People's perceptions and attitudes about behaviors that contribute and mitigate climate change were also investigated. Participants were students from undergraduate programs who are also inhabitants of the residence hall provided by the institution. The participation consisted in two surveys and a learning module. Students responded a survey before and after exposure to a learning module. Surveys focused on identifying knowledge, attitudes and intentions. The learning module provided information about three hypothetical scenarios and corresponding energy consumption estimates for each one. Participants did not significantly improve their knowledge on energy efficiency topics and did not change perceptions about the topic of climate change. Yet for both, knowledge and perceptions, participants demonstrated an average knowledge on topics associated to climate change. In addition, participants did not use technical information to explain concepts and perceptions. Another important finding was that participants wrote their responses more third-person than in first person singular or plural, meaning that, excluding themselves from the solution and the problem. Results suggest that there is an average knowledge among participants about 2.5 out of 5 points that represent a start point to design more successful interventions that promote energy efficiency behaviors. A major recommendation to improve energy efficiency behaviors is to place a greater emphasis and awareness in personal consequences of the misuse of energy in household as part of future interventions. More studies based on real consumption data along with more engaging visualizations are highly encouraged.

Building Capacity: The National Network for Ocean and Climate Change Interpretation

NASA Astrophysics Data System (ADS)

Spitzer, W.

2014-12-01

In the US, more than 1,500 informal science venues (science centers, museums, aquariums, zoos, nature centers, national parks) are visited annually by 61% of the population. Research shows that these visitors are receptive to learning about climate change, and expect these institutions to provide reliable information about environmental issues and solutions. These informal science venues play a critical role in shaping public understanding. Since 2007, the New England Aquarium has led a national effort to increase the capacity of informal science venues to effectively communicate about climate change. We are now leading the NSF-funded National Network for Ocean and Climate Change Interpretation (NNOCCI), partnering with the Association of Zoos and Aquariums, FrameWorks Institute, Woods Hole Oceanographic Institution, Monterey Bay Aquarium, and National Aquarium, with evaluation conducted by the New Knowledge Organization, Pennsylvania State University, and Ohio State University. After two years of project implementation, key findings include: 1. Importance of adaptive management - We continue to make ongoing changes in training format, content, and roles of facilitators and participants. 2. Impacts on interpreters - We have multiple lines of evidence for changes in knowledge, skills, attitudes, and behaviors. 3. Social radiation - Trained interpreters have a significant influence on their friends, family and colleagues. 4. Visitor impacts - "Exposure to "strategically framed" interpretation does change visitors' perceptions about climate change. 5. Community of practice - We are seeing evidence of growing participation, leadership, and sustainability. 6. Diffusion of innovation - Peer networks are facilitating dissemination throughout the informal science education community. Over the next five years, NNOCCI will achieve a systemic national impact across the ISE community, embed its work within multiple ongoing regional and national climate change education networks, and leave an enduring legacy of impact. We believe that the NNOCCI project can serve as a model for how ISEIs can address other complex environmental, scientific, and policy topics as well.

The Promise and Limitations of Using Analogies to Improve Decision-Relevant Understanding of Climate Change

PubMed Central

Stern, Paul C.; Maki, Alexander

2017-01-01

To make informed choices about how to address climate change, members of the public must develop ways to consider established facts of climate science and the uncertainties about its future trajectories, in addition to the risks attendant to various responses, including non-response, to climate change. One method suggested for educating the public about these issues is the use of simple mental models, or analogies comparing climate change to familiar domains such as medical decision making, disaster preparedness, or courtroom trials. Two studies were conducted using online participants in the U.S.A. to test the use of analogies to highlight seven key decision-relevant elements of climate change, including uncertainties about when and where serious damage may occur, its unprecedented and progressive nature, and tradeoffs in limiting climate change. An internal meta-analysis was then conducted to estimate overall effect sizes across the two studies. Analogies were not found to inform knowledge about climate literacy facts. However, results suggested that people found the medical analogy helpful and that it led people—especially political conservatives—to better recognize several decision-relevant attributes of climate change. These effects were weak, perhaps reflecting a well-documented and overwhelming effect of political ideology on climate change communication and education efforts in the U.S.A. The potential of analogies and similar education tools to improve understanding and communication in a polarized political environment are discussed. PMID:28135337

Translating Knowledge: The role of Shared Learning in Bridging the Science-Application Divide

NASA Astrophysics Data System (ADS)

Moench, M.

2014-12-01

As the organizers of this session state: "Understanding and managing our future relation with the Earth requires research and knowledge spanning diverse fields, and integrated, societally-relevant science that is geared toward solutions." In most cases, however, integration is weak and scientific outputs do not match decision maker requirements. As a result, while scientific results may be highly relevant to society that relevance is operationally far from clear. This paper explores the use of shared learning processes to bridge the gap between the evolving body of scientific information on climate change and its relevance for resilience planning in cities across Asia. Examples related to understanding uncertainty, the evolution of scientific knowledge from different sources, and data extraction and presentation are given using experiences generated over five years of work as part of the Rockefeller Foundation supported Asian Cities Climate Change Resilience Network and other programs. Results suggest that processes supporting effective translation of knowledge between different sources and different applications are essential for the identification of solutions that respond to the dynamics and uncertainties inherent in global change processes.

Key Concepts for and Assessment of an Undergraduate Class that Engages Engineering Students in Climate Change Grand Challenge

NASA Astrophysics Data System (ADS)

Powers, S. E.; DeWaters, J.; Dhaniyala, S.

2015-12-01

Engineers must take a leading role in addressing the challenges of mitigating climate change and adapting to the inevitable changes that our world is facing. Yet climate change classes targeting engineering students are scarce. Technical education must focus on the problem formulation and solutions that consider multiple, complex interactions between engineered systems and the Earth's climate system and recognize that transformation raises societal challenges, including trade-offs among benefits, costs, and risks. Moreover, improving engineering students' climate science literacy will require strategies that also inspire students' motivation to work toward their solution. A climate science course for engineers has been taught 5 semesters as part of a NASA Innovations in Climate Education program grant (NNXlOAB57A). The basic premise of this project was that effective instruction must incorporate scientifically-based knowledge and observations and foster critical thinking, problem solving, and decision-making skills. Lecture, in-class cooperative and computer-based learning and a semester project provide the basis for engaging students in evaluating effective mitigation and adaptation solutions. Policy and social issues are integrated throughout many of the units. The objective of this presentation is to highlight the content and pedagogical approach used in this class that helped to contribute to significant gains in engineering students' climate literacy and critical thinking competencies. A total of 89 students fully participated in a pre/post climate literacy questionnaire. As a whole, students demonstrated significant gains in climate-related content knowledge (p<0.001), affect (p<0.001), and behavior (p=0.002). Mean post scores were above a 'passing' cutoff (70%) for all three subscales. Assessment of semester project reports with a critical thinking rubric showed that the students did an excellent job of formulating problem statements and solutions in a manner that incorporated a multidimensional systems perspective. These skills are sometimes foreign to technically focused, number crunching engineering students, but are critical for using their engineering skills and profession to address climate change mitigation and adaptation strategies.

Exploiting parallels between livestock and wildlife: Predicting the impact of climate change on gastrointestinal nematodes in ruminants

PubMed Central

Rose, Hannah; Hoar, Bryanne; Kutz, Susan J.; Morgan, Eric R.

2014-01-01

Global change, including climate, policy, land use and other associated environmental changes, is likely to have a major impact on parasitic disease in wildlife, altering the spatio-temporal patterns of transmission, with wide-ranging implications for wildlife, domestic animals, humans and ecosystem health. Predicting the potential impact of climate change on parasites infecting wildlife will become increasingly important in the management of species of conservation concern and control of disease at the wildlife–livestock and wildlife–human interface, but is confounded by incomplete knowledge of host–parasite interactions, logistical difficulties, small sample sizes and limited opportunities to manipulate the system. By exploiting parallels between livestock and wildlife, existing theoretical frameworks and research on livestock and their gastrointestinal nematodes can be adapted to wildlife systems. Similarities in the gastrointestinal nematodes and the life-histories of wild and domestic ruminants, coupled with a detailed knowledge of the ecology and life-cycle of the parasites, render the ruminant-GIN host–parasite system particularly amenable to a cross-disciplinary approach. PMID:25197625

Detecting and Attributing Health Burdens to Climate Change.

PubMed

Ebi, Kristie L; Ogden, Nicholas H; Semenza, Jan C; Woodward, Alistair

2017-08-07

Detection and attribution of health impacts caused by climate change uses formal methods to determine a ) whether the occurrence of adverse health outcomes has changed, and b ) the extent to which that change could be attributed to climate change. There have been limited efforts to undertake detection and attribution analyses in health. Our goal was to show a range of approaches for conducting detection and attribution analyses. Case studies for heatwaves, Lyme disease in Canada, and Vibrio emergence in northern Europe highlight evidence that climate change is adversely affecting human health. Changes in rates and geographic distribution of adverse health outcomes were detected, and, in each instance, a proportion of the observed changes could, in our judgment, be attributed to changes in weather patterns associated with climate change. The results of detection and attribution studies can inform evidence-based risk management to reduce current, and plan for future, changes in health risks associated with climate change. Gaining a better understanding of the size, timing, and distribution of the climate change burden of disease and injury requires reliable long-term data sets, more knowledge about the factors that confound and modify the effects of climate on health, and refinement of analytic techniques for detection and attribution. At the same time, significant advances are possible in the absence of complete data and statistical certainty: there is a place for well-informed judgments, based on understanding of underlying processes and matching of patterns of health, climate, and other determinants of human well-being. https://doi.org/10.1289/EHP1509.

10 CFR 63.305 - Required characteristics of the reference biosphere.

Code of Federal Regulations, 2013 CFR

2013-01-01

... the region surrounding the Yucca Mountain site. (b) DOE should not project changes in society, the biosphere (other than climate), human biology, or increases or decreases of human knowledge or technology... vary factors related to the geology, hydrology, and climate based upon cautious, but reasonable...

10 CFR 63.305 - Required characteristics of the reference biosphere.

Code of Federal Regulations, 2014 CFR

2014-01-01

... the region surrounding the Yucca Mountain site. (b) DOE should not project changes in society, the biosphere (other than climate), human biology, or increases or decreases of human knowledge or technology... vary factors related to the geology, hydrology, and climate based upon cautious, but reasonable...

10 CFR 63.305 - Required characteristics of the reference biosphere.

Code of Federal Regulations, 2012 CFR

2012-01-01

... the region surrounding the Yucca Mountain site. (b) DOE should not project changes in society, the biosphere (other than climate), human biology, or increases or decreases of human knowledge or technology... vary factors related to the geology, hydrology, and climate based upon cautious, but reasonable...

10 CFR 63.305 - Required characteristics of the reference biosphere.

Code of Federal Regulations, 2010 CFR

2010-01-01

... the region surrounding the Yucca Mountain site. (b) DOE should not project changes in society, the biosphere (other than climate), human biology, or increases or decreases of human knowledge or technology... vary factors related to the geology, hydrology, and climate based upon cautious, but reasonable...

Climate Vulnerability and Human Migration in Global Perspective

PubMed Central

Grecequet, Martina; DeWaard, Jack; Hellmann, Jessica J.; Abel, Guy J.

2018-01-01

The relationship between climate change and human migration is not homogenous and depends critically on the differential vulnerability of population and places. If places and populations are not vulnerable, or susceptible, to climate change, then the climate–migration relationship may not materialize. The key to understanding and, from a policy perspective, planning for whether and how climate change will impact future migration patterns is therefore knowledge of the link between climate vulnerability and migration. However, beyond specific case studies, little is known about this association in global perspective. We therefore provide a descriptive, country-level portrait of this relationship. We show that the negative association between climate vulnerability and international migration holds only for countries least vulnerable to climate change, which suggests the potential for trapped populations in more vulnerable countries. However, when analyzed separately by life supporting sector (food, water, health, ecosystem services, human habitat, and infrastructure) and vulnerability dimension (exposure, sensitivity, and adaptive capacity), we detect evidence of a relationship among more, but not the most, vulnerable countries. The bilateral (i.e., country-to-country) migration show that, on average, people move from countries of higher vulnerability to lower vulnerability, reducing global risk by 15%. This finding is consistent with the idea that migration is a climate adaptation strategy. Still, ~6% of bilateral migration is maladaptive with respect to climate change, with some movement toward countries with greater climate change vulnerability. PMID:29707262

Participatory Scenario Planning for Climate Change Adaptation: the Maui Groundwater Project

NASA Astrophysics Data System (ADS)

Keener, V. W.; Brewington, L.; Finucane, M.

2015-12-01

For the last century, the island of Maui in Hawai'i has been the center of environmental, agricultural, and legal conflict with respect to both surface and groundwater allocation. Planning for sustainable future freshwater supply in Hawai'i requires adaptive policies and decision-making that emphasizes private and public partnerships and knowledge transfer between scientists and non-scientists. We have downscaled dynamical climate models to 1 km resolution in Maui and coupled them with a USGS Water Budget model and a participatory scenario building process to quantify future changes in island-scale climate and groundwater recharge under different land uses. Although these projections are uncertain, the integrated nature of the Pacific RISA research program has allowed us to take a multi-pronged approach to facilitate the uptake of climate information into policy and management. This presentation details the ongoing work to support the development of Hawai'i's first island-wide water use plan under the new climate adaptation directive. Participatory scenario planning began in 2012 to bring together a diverse group of ~100 decision-makers in state and local government, watershed restoration, agriculture, and conservation to 1) determine the type of information (climate variables, land use and development, agricultural practices) they would find helpful in planning for climate change, and 2) develop a set of nested scenarios that represent alternative climate and management futures. This integration of knowledge is an iterative process, resulting in flexible and transparent narratives of complex futures comprised of information at multiple scales. We will present an overview of the downscaling, scenario building, hydrological modeling processes, and stakeholder response.

The building of knowledge, language, and decision-making about climate change science: a cross-national program for secondary students

NASA Astrophysics Data System (ADS)

Arya, Diana; Maul, Andrew

2016-04-01

The United Nations' declaration on climate change education in December 2014 has sparked a renewal of policies and programs initiated during the 'Decade of Education for Sustainable Development' (DESD, 2005-2014), aimed at promoting awareness, understanding, and civic action for environmental sustainability within learning communities all around the world. We present findings from a dialogic, multimodal, and literacies-based educational project designed to provide secondary students (N = 141) from four countries with the resources to read about and discuss evidence regarding climate change from seminal studies with peers and a core group of scientists (N = 7). Post-program interviews revealed a significant increase in language use related to evidence-based reasoning. Students also demonstrated an increased propensity to recycle. These findings support the hypothesis that providing opportunities for students to read and discuss seminal scientific sources incites positive changes in beliefs, attitudes, and behaviors related to climate change and climate science, and understandings of the nature of scientific evidence and argumentation.

Climate change and forest communities: prospects for building institutional adaptive capacity in the Congo Basin forests.

PubMed

Brown, H Carolyn Peach; Smit, Barry; Somorin, Olufunso A; Sonwa, Denis J; Nkem, Johnson Ndi

2014-10-01

Tropical forests are vulnerable to climate-change representing a risk for indigenous peoples and forest-dependent communities. Mechanisms to conserve the forest, such as REDD+, could assist in the mitigation of climate change, reduce vulnerability, and enable people to adapt. Ninety-eight interviews were conducted in three countries containing the Congo Basin forest, Cameroon, CAR, and DRC, to investigate perceptions of decision-makers within, and responses of the institutions of the state, private sector, and civil society to the challenges of climate change. Results indicate that while decision-makers' awareness of climate change is high, direct institutional action is at an early stage. Adaptive capacity is currently low, but it could be enhanced with further development of institutional linkages and increased coordination of multilevel responses across all institutions and with local people. It is important to build networks with forest-dependent stakeholders at the local level, who can contribute knowledge that will build overall institutional adaptive capacity.

Revisiting the Cassandra syndrome; the changing climate of coral reef research

NASA Astrophysics Data System (ADS)

Maynard, J. A.; Baird, A. H.; Pratchett, M. S.

2008-12-01

Climate change will be with us for decades, even with significant reductions in emissions. Therefore, predictions made with respect to climate change impacts on coral reefs need to be highly defensible to ensure credibility over the timeframes this issue demands. If not, a Cassandra syndrome could be created whereby future more well-supported predictions of the fate of reefs are neither heard nor acted upon. Herein, popularising predictions based on essentially untested assumptions regarding reefs and their capacity to cope with future climate change is questioned. Some of these assumptions include that: all corals live close to their thermal limits, corals cannot adapt/acclimatize to rapid rates of change, physiological trade-offs resulting from ocean acidification will lead to reduced fecundity, and that climate-induced coral loss leads to widespread fisheries collapse. We argue that, while there is a place for popularising worst-case scenarios, the coral reef crisis has been effectively communicated and, though this communication should be sustained, efforts should now focus on addressing critical knowledge gaps.

A Kaleidoscope of Understanding: Pre-service Elementary Teachers' Knowledge of Climate Change Concepts and Impacts

NASA Astrophysics Data System (ADS)

Hayhoe, D.; Bullock, S.; Hayhoe, K.

2010-12-01

Teachers are at the forefront of efforts to increase climate literacy; however, even teachers’ understanding can contain significant misconceptions. Probes aimed at capturing these misconceptions have been used with pre-service teachers in several countries. Here, we report on a unique 59-item questionnaire useful as a pre-post diagnostic for teacher training. Topics include Earth’s climate system, long-range climatic changes, recent changes, various gases and types of radiation involved in the greenhouse effect, future impacts of climate change, and mitigation options This questionnaire is unique in three ways: 1. the topics include climate change concepts not usually probed, 2. the questions have a binary-choice format that avoided both the “positive statement bias” of agree-disagree questions and the superfluous distractors of multiple-choice tests, and 3. the questionnaire was piloted with pre-service elementary teachers in Toronto, one of the most multicultural cities in the world. The questionnaire items were written for the Ontario curriculum (K-10); however, they also address almost all of the principles identified in Climate Literacy: The Essential Principles of Climate Science. The questionnaire was completed by 89 volunteers from a pool of 280. Most had a substantial knowledge of climate change concepts, with 34 of the 59 questions being answered correctly by more than 60% of the subjects. The item discrimination of most questions was relatively low, however, and only a very few item pairs showed a significant correlation. This suggests that subjects’ knowledge consisted of a “kaleidoscope of understanding,” rather than a coherent picture. Significant misconceptions were also identified, with 18 of the 59 items being answered incorrectly by more than 60% of the subjects. Of these, 11 correspond to misconceptions previously noted, while 7 suggest new misconceptions not yet identified in studies done with students or teachers, such as the idea that most of the Sun’s radiant energy is concentrated in the infrared part rather than in the visible part of the spectrum (92%), the amount of energy that Earth’s system radiates into outer space every day is much less than the amount of energy it receives from the Sun every day (65%), and waste heat resulting from human use of fossil fuel contributes significantly to global warming (82%). On the other hand, the pre-service teachers understood well several other important concepts such as the fact that Earth’s surface continues to give off radiation at night (94%) and that Earth’s climate has varied in long-period natural cycles (92%). These findings have several implications for the teaching of climate change concepts to elementary pre-service teachers: 1. the coherence between concepts taken from various sciences should be emphasized, 2. the concepts that are (surprisingly) understood well by a great majority of teachers should be built upon, and 3. activities should be developed to address the many misconceptions that continue to persist in pre-service elementary teachers’ understanding.

Regional Approaches to Climate Change for Inland Pacific Northwest Cereal Production Systems

NASA Astrophysics Data System (ADS)

Eigenbrode, S. D.; Abatzoglou, J. T.; Burke, I. C.; Capalbo, S.; Gessler, P.; Huggins, D. R.; Johnson-Maynard, J.; Kruger, C.; Lamb, B. K.; Machado, S.; Mote, P.; Painter, K.; Pan, W.; Petrie, S.; Paulitz, T. C.; Stockle, C.; Walden, V. P.; Wulfhorst, J. D.; Wolf, K. J.

2011-12-01

The long-term environmental and economic sustainability of agriculture in the Inland Pacific Northwest (northern Idaho, north central Oregon, and eastern Washington) depends upon improving agricultural management, technology, and policy to enable adaptation to climate change and to help realize agriculture's potential to contribute to climate change mitigation. To address this challenge, three land-grant institutions (Oregon State University, the University of Idaho and Washington State University) (OSU, UI, WSU) and USDA Agricultural Research Service (ARS) units are partners in a collaborative project - Regional Approaches to Climate Change for Pacific Northwest Agriculture (REACCH-PNA). The overarching goal of REACCH is to enhance the sustainability of Inland Pacific Northwest (IPNW) cereal production systems under ongoing and projected climate change while contributing to climate change mitigation. Supporting goals include: - Develop and implement sustainable agricultural practices for cereal production within existing and projected agroecological zones throughout the region as climate changes, - Contribute to climate change mitigation through improved fertilizer, fuel, and pesticide use efficiency, increased sequestration of soil carbon, and reduced greenhouse gas (GHG) emissions consistent with the 2030 targets set by the USDA National Institute for Food and Agriculture (NIFA), - Work closely with stakeholders and policymakers to promote science-based agricultural approaches to climate change adaptation and mitigation, - Increase the number of scientists, educators, and extension professionals with the skills and knowledge to address climate change and its interactions with agriculture. In this poster, we provide an overview of the specific goals of this project and activities that are underway since its inception in spring of 2011.

Conceptualizing, Understanding, and Predicting Responsible Decisions and Quality Input

NASA Astrophysics Data System (ADS)

Wall, N.; PytlikZillig, L. M.

2012-12-01

In areas such as climate change, where uncertainty is high, it is arguably less difficult to tell when efforts have resulted in changes in knowledge, than when those efforts have resulted in responsible decisions. What is a responsible decision? More broadly, when it comes to citizen input, what is "high quality" input? And most importantly, how are responsible decisions and quality input enhanced? The aim of this paper is to contribute to the understanding of the different dimensions of "responsible" or "quality" public input and citizen decisions by comparing and contrasting the different predictors of those different dimensions. We first present different possibilities for defining, operationalizing and assessing responsible or high quality decisions. For example, responsible decisions or quality input might be defined as using specific content (e.g., using climate change information in decisions appropriately), as using specific processes (e.g., investing time and effort in learning about and discussing the issues prior to making decisions), or on the basis of some judgment of the decision or input itself (e.g., judgments of the rationale provided for the decisions, or number of issues considered when giving input). Second, we present results from our work engaging people with science policy topics, and the different ways that we have tried to define these two constructs. In the area of climate change specifically, we describe the development of a short survey that assesses exposure to climate information, knowledge of and attitudes toward climate change, and use of climate information in one's decisions. Specifically, the short survey was developed based on a review of common surveys of climate change related knowledge, attitudes, and behaviors, and extensive piloting and cognitive interviews. Next, we analyze more than 200 responses to that survey (data collection is currently ongoing and will be complete after the AGU deadline), and report the predictors of reported use of climate information in one's personal and work-related decisions, as well as significant predictors of one's willingness to commit to attend a four-hour public meeting and discussion with city leaders and energy experts for the purposes of thinking about and discussing local energy-related decisions. Finally, in order to consider future directions for assessing "responsible" or "quality" input in the area of climate change, we report data and results from experimental studies conducted in a different area of science: nanotechnology. Specifically, we discuss our methods for assessing quality of written input on the future development and regulation of nanotechnology under different experimental conditions (e.g., written alone or after discussion with a group), and the compare and contrast the best predictors of those operational definitions to those that we have explored in the area of climate change outreach contexts. Discussion will focus on the pros and cons of different ways of assessing the quality of public input.

The Health Impacts of Climate Change: A Continuing Medical Education Needs Assessment Framework.

PubMed

Valois, Pierre; Blouin, Patrick; Ouellet, Claudine; Renaud, Jean-Sébastien; Bélanger, Diane; Gosselin, Pierre

2016-01-01

As the health consequences of climate change (CC) will likely become more manifest in the future, family physicians have to be knowledgeable about these impacts and the ways in which they can affect their patients. The main aim of this study was to propose a competency framework and questionnaire used to conduct a needs analysis to identify and prioritize family physicians' real educational needs regarding the health impacts of CC. A mixed method combining a qualitative interview and a quantitative online questionnaire was used (n = 24 physicians). The interview assessed key beliefs related to participating in an online continuing medical education (eCME) activity on the health impacts of climate change, and the perception of the key factors or conditions required to ensure the family physicians' satisfaction with this eCME activity. The questionnaire assessed the current and desired levels of competency on five general training themes: general knowledge about CC; heat-related illnesses; CC, extreme weather events and modification of vector-borne and zoonotic diseases; CC, extreme weather events and modification of water-borne diseases; and mental health impacts of natural disasters. Results revealed the need for improved medical education on climate change and health. Results also add to the literature by showing that a 3-hour eCME activity covering these topics would be useful and would allow family physicians to use this knowledge in their daily practice, notably through prevention and counseling. Introducing a CME needs assessment framework and a generic instrument that reflects family physicians' needs regarding the health impacts of CC has the added advantage of standardizing the assessment procedure.

Climate change effects on vegetation in the Pacific Northwest: a review and synthesis of the scientific literature and simulation model projections

Treesearch

David W. Peterson; Becky K. Kerns; Erich Kyle Dodson

2014-01-01

The purpose of this study was to review scientifi c knowledge and model projections on vegetation vulnerability to climatic and other environmental changes in the Pacifi c Northwest, with emphasis on fi ve major biome types: subalpine forests and alpine meadows, maritime coniferous forests, dry coniferous forests, savannas and woodlands (oak and juniper), and interior...

Changes in the Perceived Risk of Climate Change: Evidence from Sudden Climatic Events

NASA Astrophysics Data System (ADS)

Anttila-Hughes, J. K.

2009-12-01

In the course of the past two decades the threat of anthropogenic climate change has moved from a scientific concern of relative obscurity to become one of the largest environmental and public goods problems in history. During this period public understanding of the risk of climate change has shifted from negligible to quite large. In this paper I propose a means of quantifying this change by examining how sudden events supporting the theory of anthropogenic climate change have affected carbon intensive companies' stock prices. Using CAPM event study methodology for companies in several carbon-intensive industries, I find strong evidence that markets have been reacting to changes in the scientific evidence for climate change for some time. Specifically, the change in magnitude of response over time seems to indicate that investors believed climate change was a potentially serious risk to corporate profits as early as the mid 1990s. Moreover, market reaction dependence on event type indicates that investors are differentiating between different advances in the scientific knowledge. Announcements by NASA GISS that the previous year was a “record hot year” for the globe are associated with negative excess returns, while news of ice shelf collapses are associated with strong positive excess returns. These results imply that investors are aware of how different aspects of climate change will affect carbon intensive companies, specifically in terms of the link between warming in general and polar ice cover. This implies that policy choices based on observable public opinion have lagged actual private concern over climate change's potential threat.

Changes in the Perceived Risk of Climate Change: Evidence from Sudden Climatic Events

NASA Astrophysics Data System (ADS)

Anttila-Hughes, J. K.

2009-12-01

In the course of the past two decades the threat of anthropogenic climate change has moved from a scientific concern of relative obscurity to become one of the largest environmental and public goods problems in history. During this period public understanding of the risk of climate change has shifted from negligible to quite large. In this paper I propose a means of quantifying this change by examining how sudden events supporting the theory of anthropogenic climate change have affected carbon intensive companies' stock prices. Using CAPM event study methodology for companies in several carbon-intensive industries, I find strong evidence that markets have been reacting to changes in the scientific evidence for climate change for some time. Specifically, the change in magnitude of response over time seems to indicate that investors believed climate change was a potentially serious risk to corporate profits as early as the mid 1990s. Moreover, market reaction dependence on event type indicates that investors are differentiating between different advances in the scientific knowledge. Announcements by NASA GISS that the previous year was a “record hot year” for the globe are associated with negative excess returns, while news of ice shelf collapses are associated with strong positive excess returns. These results imply that investors are aware of how different aspects of climate change will affect carbon intensive companies, specifically in terms of the link between warming in general and polar ice cover.

Climate Change Community Outreach Initiative (CCCOI)--A Gulf of Mexico Education Partnership

NASA Astrophysics Data System (ADS)

Walker, S. H.; Stone, D.; Schultz, T.; LeBlanc, T.; Miller-Way, T.; Estrada, P.

2012-12-01

This five-year, Gulf of Mexico regional collaborative is funded by the National Oceanic and Atmospheric Administration (NOAA)-Office of Education and represents a successful grant submitted by the FL Aquarium as a member of the Association of Zoos and Aquariums (AZA). This climate change effort focuses on enhanced content knowledge and the manner in which personal actions and behaviors contribute to sustainability and stewardship. Diverse audiences—represented by visitors at the informal centers listed above—have been and are involved in the following activities: social networking via responses to climate change surveys; an "ocean and climate change defender" computer game, specifically designed for this project; an average of 10 annual outreach events implemented by these facilities at community festivals; climate change lectures provided to family audiences; and professional development workshops for informal and formal educators. This presentation will provide opportunities and challenges encountered during the first two years of implementation. This regional effort is also aligned with both the Ocean Literacy: Essential Principles and the Climate Literacy: Essential Principles. Additional partners include: Normandeau Associates, Conservation Enterprises, Unlimited, and Mindclay Creative.

Teaching About CO2 as a Climate Regulator During the Phanerozoic and Today

NASA Astrophysics Data System (ADS)

St John, K. K.; Krissek, L. A.; Jones, M. H.; Leckie, R. M.; Pound, K. S.

2010-12-01

As part of the NSF-funded CCLI Type 1 project “Building Core Knowledge - Reconstructing Earth History”, this new four-part student-active learning exercise explores how the exchange of carbon into and out of the atmosphere is a primary factor in regulating climate over timescales of years to millions of years. In Part 1, students make initial observations about the short term global carbon cycle, its reservoirs, and the rates of carbon transfer from one reservoir to another. In Part 2, students investigate how CO2 directly and indirectly affects temperature. This understanding is developed though quantitative analysis of the changes in radiative forcing of CO2 and other factors (e.g., land surface albedo) between 1750 and 2005 based on IPCC climate models, and by constructing qualitative logic scenarios of positive and negative feedbacks in Earth’s climate system. In Part 3, students examine instrumental and ice core records of atmospheric CO2 levels, and identify which parts of the carbon cycle are most important at regulating climate over historical time periods. In Part 4, students, investigate the long-term global carbon cycle, CO2, and Phanerozoic climate history. Using proxy data and general circulation model results they identify Greenhouse and Icehouse times, and place modern climate change in a geologic context. The exercise set is designed for use in introductory undergraduate geoscience classes, either as a series of separate 30 to 60-minute in-class activities, as a single concentrated lab activity, or as homework assignments. In addition to developing content knowledge about CO2 as a climate regulator during the Phanerozoic and today, students also develop and practice their skills in making observations, interpreting data from graphs and tables, performing calculations, differentiating and making connections between processes and results, identifying scientific uncertainties, and communicating scientific results. This exercise set is currently being classroom tested, and is part of a larger undergraduate curriculum called “Building Core Knowledge - Reconstructing Earth History”, which uses authentic data to teach anchor concepts of climate change through sediment core archives (NSF Grant # 0737335).

Analysis and Model Based Assessment of Water Quality in European Mesoscale Forest Catchments with Different Management Strategies (a Climatic Gradient Approach)

NASA Astrophysics Data System (ADS)

Tavares, Filipa; Schwaerzel, Kai; Nunes, João. Pedro; Feger, Karl-Heinz

2010-05-01

Forestry activities affect the environmental conditions of river basins by modifying soil properties and vegetation cover, leading to changes in e.g. runoff generation and routing, water yield or the trophic status of water bodies. Climate change is directly linked to forestry, since site-adapted sustainable forest management can buffer negative climate change impacts in river basins, while practices leading to over-harvesting or increasing wildfires can exacerbate these impacts. While studies relating hydrological processes with forestry practices or climate change have already been conducted, the combined impacts of both are rarely discussed. The main objective of the proposed work is to study the interactions between forest management and climate change and the effects of these upon water fluxes and water quality at the catchment scale, over medium to long-term periods and following an East-West climate gradient. Additional objectives are to increase knowledge about the relations between forest, water quality and soil conservation/degradation; and to improve the modelling of hydrological and matter transport processes in managed forests. The present poster shows a conceptual approach to understand this combined interaction by analysing an East-West climatic gradient (Ukraine-Germany-Portugal), with contrasting forestry practices and climate vulnerabilities. The activities within this workplan, to take place during the period 2010 - 2014, will be developed in close collaboration with several ongoing research projects in the host institution at the Dresden University of Technology (TUD) and in the University of Aveiro (UA). The Institute of Soil Science and Site-Ecology (ISSE) at TUD has an internationally renowned research tradition in forest hydrological topics using methods and findings from various (sub)disciplines in a multidisplinary approach. The measurement and simulation of forest catchments has also been a point of research at the Centre for Environmental and Marine Studies (CESAM) at UA. This work will profit greatly from the experience in both institutions, therefore enhancing knowledge exchange and collaboration between both parties.

Climate change and coastal environmental risk perceptions in Florida.

PubMed

Carlton, Stuart J; Jacobson, Susan K

2013-11-30

Understanding public perceptions of climate change risks is a prerequisite for effective climate communication and adaptation. Many studies of climate risk perceptions have either analyzed a general operationalization of climate change risk or employed a case-study approach of specific adaptive processes. This study takes a different approach, examining attitudes toward 17 specific, climate-related coastal risks and cognitive, affective, and risk-specific predictors of risk perception. A survey of 558 undergraduates revealed that risks to the physical environment were a greater concern than economic or biological risks. Perceptions of greater physical environment risks were significantly associated with having more pro-environmental attitudes, being female, and being more Democratic-leaning. Perceptions of greater economic risks were significantly associated with having more negative environmental attitudes, being female, and being more Republican-leaning. Perceptions of greater biological risks were significantly associated with more positive environmental attitudes. The findings suggest that focusing on physical environment risks maybe more salient to this audience than communications about general climate change adaptation. The results demonstrate that climate change beliefs and risk perceptions are multifactorial and complex and are shaped by individuals' attitudes and basic beliefs. Climate risk communications need to apply this knowledge to better target cognitive and affective processes of specific audiences, rather than providing simple characterizations of risks. Copyright © 2013 Elsevier Ltd. All rights reserved.

Climate change impacts on human exposures to air pollution ...

EPA Pesticide Factsheets

This is an abstract for a presentations at the Annual Conference of the International Society on Exposure Science and Environmental Epidemiology. This presentation will serve as an introduction to the symposium. As we consider the potential health impacts of a warming planet, the relationships between climate change and air pollutants become increasingly important to understand. These relationships are complex and highly variable, causing a variety of environmental impacts at local, regional and global scales. Human exposures and health impacts for air pollutants have the potential to be altered by changes in climate through multiple factors that drive population exposures to these pollutants. Research on this topic will provide both state and local governments with the tools and scientific knowledge base to undertake any necessary adaptation of the air pollution regulations and/or public health management systems in the face of climate change.

Identifying Predictors of Arsenic Bioavailability in Low-Sulfide, Quartz-Hosted Gold Deposits: Case Study at the Empire Mine State Historic Park, CA, USA

NASA Astrophysics Data System (ADS)

Foster, A. L.; Alpers, C. N.; Burlak Regnier, T.; Blum, A.; Petersen, E. U.; Basta, N. T.; Whitacre, S.; Casteel, S. W.; Kim, C. S.

2016-12-01

Seattle Public Utilities (SPU) provides high quality drinking water to 1.4 million people in the greater Seattle area and storm, wastewater and solid waste services to the City of Seattle. SPU's engagement on climate change has evolved significantly over the past 20 years. What began in 1997 as an inquiry into how El Nino may affect water supply has evolved into a broad based ongoing exploration that includes extensive in-house knowledge, capacity and expertise. This presentation will describe SPU's evolution from a funder and consumer of climate research to an active contributor to the development of applied research products, highlighted SPU's changing role in three climate impacts assessment studies. It will describe how SPU has leveraged these studies and partnerships to enhance its knowledge base, build its internal institutional capacity and produce actionable science that it is helping to foster incorporation of climate change into various aspects of utility planning and decision making. It will describe the PUMA Project and how the results from that research effort are being factored into SPU's state mandated Water System Plan.

Definition and preliminary design of the LAWS (Laser Atmospheric Wind Sounder), volume 2, phase 2

NASA Technical Reports Server (NTRS)

1992-01-01

Accurate knowledge of winds is critical to our understanding of the earth's climate and to our ability to predict climate change. Winds are a fundamental component of highly nonlinear interactions between oceans, land surfaces, and the atmosphere. Interactions at these interfaces are the focus of much climate change research. Although wind information is critical for advancing our understanding, currently most of our description of atmospheric motion is obtained indirectly - i.e., derived from observations of temperature and moisture through geostrophic relationships. Direct measurement of winds over the globe is limited to land-based rawinsonde surface stations and a few ship/aircraft reports. Cloud track winds using satellite imagery are calculated but must be used with great care. The LAWS mission objective, therefore, is to provide diurnal and global direct observations of winds - an observation that will incrementally enhance our knowledge of the earth's climate and physical processes responsible for its change. This document is Volume 2 of the LAWS Phase 2 Final Study Report and describes the definition and preliminary design of the LAWS instrument, together with details of the laser breadboard program conducted during the last 18 months of the program.

Updating beliefs and combining evidence in adaptive forest management under climate change: a case study of Norway spruce (Picea abies L. Karst) in the Black Forest, Germany.

PubMed

Yousefpour, Rasoul; Temperli, Christian; Bugmann, Harald; Elkin, Che; Hanewinkel, Marc; Meilby, Henrik; Jacobsen, Jette Bredahl; Thorsen, Bo Jellesmark

2013-06-15

We study climate uncertainty and how managers' beliefs about climate change develop and influence their decisions. We develop an approach for updating knowledge and beliefs based on the observation of forest and climate variables and illustrate its application for the adaptive management of an even-aged Norway spruce (Picea abies L. Karst) forest in the Black Forest, Germany. We simulated forest development under a range of climate change scenarios and forest management alternatives. Our analysis used Bayesian updating and Dempster's rule of combination to simulate how observations of climate and forest variables may influence a decision maker's beliefs about climate development and thereby management decisions. While forest managers may be inclined to rely on observed forest variables to infer climate change and impacts, we found that observation of climate state, e.g. temperature or precipitation is superior for updating beliefs and supporting decision-making. However, with little conflict among information sources, the strongest evidence would be offered by a combination of at least two informative variables, e.g., temperature and precipitation. The success of adaptive forest management depends on when managers switch to forward-looking management schemes. Thus, robust climate adaptation policies may depend crucially on a better understanding of what factors influence managers' belief in climate change. Copyright © 2013 Elsevier Ltd. All rights reserved.

USGCRP's Sustained Assessment Process: Progress to date and future plans

NASA Astrophysics Data System (ADS)

DeAngelo, B. J.; Reidmiller, D.; Lipschultz, F.; Cloyd, E. T.

2016-12-01

One of the four main objectives of the U.S. Global Change Research Program's (USGCRP's) Strategic Plan is to "Conduct Sustained Assessments", which seeks to build a process that synthesizes and advances the state of scientific knowledge on global change, develops future scenarios and potential impacts, and evaluates how effectively science is being and can be used to inform and support the Nation's response to climate change. To do so, USGCRP strives to establish a standing capacity to conduct national climate assessments with sectoral and regional information to evaluate climate risks and opportunities, and to inform decision-making, especially with regard to resiliency planning and adaptation measures. Building on the success of the 3rd National Climate Assessment (NCA) (2014), we discuss the range of USGCRP activities that embody the sustained assessment concept. Special reports, such as the recent Climate and Human Health Assessment and upcoming Climate Science Special Report, fill gaps in our understanding and provide crucial building blocks for next NCA report (NCA4). To facilitate the use of consistent assumptions across NCA4, new scenario products for climate, population, and land use will be made available through initiatives such as NOAA's Climate Resilience Toolkit. NCA4 will be informed by user engagement to advance the customization of knowledge. The report will strive to advance our ability to quantify various risks, monetize certain impacts, and communicate the benefits (i.e., avoided impacts) of various mitigation pathways. NCAnet (a national network of climate-interested stakeholders) continues to grow and foster collaborations across levels of governance and within civil society. Finally, USGCRP continues to actively engage with other assessment processes, at international, state, city, and tribal levels, to exchange ideas and to facilitate the potential for "linked" assessments across spatial scales.

Two Challenges to Communicating Climate Science

NASA Astrophysics Data System (ADS)

Oreskes, N.; Evans, J. H.; Feng, J.

2011-12-01

Climate scientists have been frustrated by the persistence of public opinion at odds with established scientific evidence about anthropogenic climate change. Traditionally, scientists have attributed the gap between scientific knowledge and public perception to scientific illiteracy, which could be remedied by a better and more abundant supply of well-communicated scientific information. Social scientific research, however, illustrates that this "deficit model" is insufficient to explain the current state of affairs: many individuals who reject the conclusions of climate scientists are highly educated, and some evidence suggests that, among certain demographics, more educated people are more likely than less educated ones to reject climate science. This talk explores two possible sources of resistance to, or outright rejection of, scientific conclusions about climate change: 1) the effects of long-standing organized efforts to challenge climate science and the credibility of climate scientists; 2) conservative Protestant religious beliefs concerning how factual claims about the earth are determined and how their significance is judged.

Measuring Student Engagement, Knowledge, and Perceptions of Climate Change in an Introductory Environmental Geology Course

ERIC Educational Resources Information Center

McNeal, Karen S.; Spry, Jacob M.; Mitra, Ritayan; Tipton, Jamie L.

2014-01-01

This research examines a semester-long introductory environmental geology course, which emphasized climate science using an Earth systems approach and employed a multipronged teaching strategy comprising lecture, movie viewing, class dialogues, and journaling. Evidence of student engagement during various pedagogical approaches (e.g., movie…

Improving scientific knowledge

Treesearch

James M. Vose; David L. Peterson

2012-01-01

Scientific literature on the effects of climatic variability and change on forest ecosystems has increased significantly over the past decade, providing a foundation for establishing forest-climate relationships and projecting the effects of continued warming on a wide range of forest resources and ecosystem services. In addition, certainty about the nature of some of...

Assessment of Campus Climate to Enhance Student Success

ERIC Educational Resources Information Center

Vogel, Susan A.; Holt, Janet K.; Sligar, Steven; Leake, Elizabeth

2008-01-01

This article describes the development, content, and use of four questionnaires that comprise the Assessment of Campus Climate to Enhance Student Success with the focus on the Faculty Questionnaire. Faculty development activities are described as an example of how the questionnaires can be used to enhance knowledge and change attitudes and…

Physiological plasticity increases resilience of ectothermic animals to climate change

NASA Astrophysics Data System (ADS)

Seebacher, Frank; White, Craig R.; Franklin, Craig E.

2015-01-01

Understanding how climate change affects natural populations remains one of the greatest challenges for ecology and management of natural resources. Animals can remodel their physiology to compensate for the effects of temperature variation, and this physiological plasticity, or acclimation, can confer resilience to climate change. The current lack of a comprehensive analysis of the capacity for physiological plasticity across taxonomic groups and geographic regions, however, constrains predictions of the impacts of climate change. Here, we assembled the largest database to date to establish the current state of knowledge of physiological plasticity in ectothermic animals. We show that acclimation decreases the sensitivity to temperature and climate change of freshwater and marine animals, but less so in terrestrial animals. Animals from more stable environments have greater capacity for acclimation, and there is a significant trend showing that the capacity for thermal acclimation increases with decreasing latitude. Despite the capacity for acclimation, climate change over the past 20 years has already resulted in increased physiological rates of up to 20%, and we predict further future increases under climate change. The generality of these predictions is limited, however, because much of the world is drastically undersampled in the literature, and these undersampled regions are the areas of greatest need for future research efforts.

Climate forcings and feedbacks

NASA Technical Reports Server (NTRS)

Hansen, James

1993-01-01

Global temperature has increased significantly during the past century. Understanding the causes of observed global temperature change is impossible in the absence of adequate monitoring of changes in global climate forcings and radiative feedbacks. Climate forcings are changes imposed on the planet's energy balance, such as change of incoming sunlight or a human-induced change of surface properties due to deforestation. Radiative feedbacks are radiative changes induced by climate change, such as alteration of cloud properties or the extent of sea ice. Monitoring of global climate forcings and feedbacks, if sufficiently precise and long-term, can provide a very strong constraint on interpretation of observed temperature change. Such monitoring is essential to eliminate uncertainties about the relative importance of various climate change mechanisms including tropospheric sulfate aerosols from burning of coal and oil smoke from slash and burn agriculture, changes of solar irradiance changes of several greenhouse gases, and many other mechanisms. The considerable variability of observed temperature, together with evidence that a substantial portion of this variability is unforced indicates that observations of climate forcings and feedbacks must be continued for decades. Since the climate system responds to the time integral of the forcing, a further requirement is that the observations be carried out continuously. However, precise observations of forcings and feedbacks will also be able to provide valuable conclusions on shorter time scales. For example, knowledge of the climate forcing by increasing CFC's relative to the forcing by changing ozone is important to policymakers, as is information on the forcing by CO2 relative to the forcing by sulfate aerosols. It will also be possible to obtain valuable tests of climate models on short time scales, if there is precise monitoring of all forcings and feedbacks during and after events such as a large volcanic eruption or an El Nino.

Cool Science: Engaging Adult and K-16 Audiences in Climate Change Science

NASA Astrophysics Data System (ADS)

Lustick, D.; Lohmeier, J.; Chen, R. F.

2012-12-01

A team of educators and scientists from the University of Massachusetts Lowell and the University of Massachusetts Boston will report on an informal science learning research project using mass transit spaces in Lowell, MA. Cool Science (CS) uses advertising spaces on buses and terminals to engage the public with an Out of Home Multi-Media (OHMM) learning experience. K-16 classrooms throughout Massachusetts will submit original artwork that conveys a scientific concept central to understanding climate change. The best 6 works submitted will be printed and placed on every bus in the city over a 6 month period during the first half of 2013. CS aims to promote and evaluate learning about climate change science among the general adult public and k-16 students/teachers. Cool Science offers teachers an efficient and effective means of seamlessly bringing the study of climate change into classroom learning both within science and across disciplines. The products of this effort are then used to improve public engagement with the science of climate change in mass transit environments. Cool Science is an example of Science, Technology, Engineering, Art and Math education (STEAM). The goals of CS are: 1) Engage professors, teachers, and their respective students in a climate change science communication competition. 2) Run the winning 6 selected placards and posters throughout the LRTA. 3) Identify how different communities of risk among the riding public approach and understand climate change. 4) Identify the advantages and disadvantages of using buses as a context for research on informal science learning. 5) Determine the extent to which student artwork serves as a trusted source of information. As advances in technology allow for more scientific knowledge to be generated, the role of informal education to improve adult understanding of science has never been greater. We see the convergence of circumstances (ISE, climate change, OHMM, mobile technology) as an enormous opportunity develop and evaluate a new approach to improving the level of scientific literacy among adults. Cool Science is an example of how an individual's daily routine may be enhanced with an informal science learning opportunity. This paper will report on project progress, research challenges encountered to date, and present preliminary findings. Among the results presented will be the 6 winning student artworks, analysis of teacher/student interviews, and audience attitudes and knowledge of climate change prior to the intervention. In addition, a comparison of website use before and during the implementation of the public learning campaign will be available.; Learning the Climate Change Science on the Go!

Traditional Ecological Knowledge of Stem Concepts in Informal and Place-Based Western Educational Systems: Lessons from the North Slope, Alaska

NASA Astrophysics Data System (ADS)

Nicholas-Figueroa, Linda

Upon regaining the right to direct education at the local level, the North Slope Borough (NSB) of Alaska incorporated Inupiat educational philosophies into the educational system. The NSB in partnership with the University of Alaska Fairbanks established Ilisagvik College, the only tribal college in Alaska. Ilisagvik College seeks to broaden science, technology, engineering, and mathematical education on the North Slope. Incorporation of place-based and informal lessons with traditional ecological knowledge engages students in education. Ilisagvik hosted a 2-week climate change program from 2012 - 2015 for high school and middle school students that examined climate science and the effects of a warming climate on the local environment from a multitude of perspectives from scientists, Inupiat Elders, and instructor-led field trips. Pre-assessments and post-assessments using the Student Assessment of Learning Gains tool measured students' interests and conceptual understanding. Students developed and enhanced their understanding of science concepts and, at the end of the program, could articulate the impact of climatic changes on their local environment. Similarly, methods to incorporate Indigenous knowledge into research practices have been achieved, such as incorporating field trips and discussion with Elders on the importance of animal migration, whale feeding patterns, and the significance of sea-ice conditions, which are important community concerns.

Climate Change Education Roundtable: A Coherent National Strategy

NASA Astrophysics Data System (ADS)

Storksdieck, M.; Feder, M.; Climate Change Education Roundtable

2010-12-01

The Climate Change Education (CCE) Roundtable fosters ongoing discussion of the challenges to and strategies for improving public understanding of climate science and climate change among federal agencies, the business community, non-profit, and academic sectors. The CCE Roundtable is provides a critical mechanism for developing a coherent, national strategy to advance climate change education guided by the best available research evidence. Through its meetings and workshops, the roundtable brings together 30 federal and state policymakers, educators, communications and media experts, and members from the business and scientific community. The roundtable includes a number of ex officio members from federal agencies with dedicated interests in climate change education, including officials from the National Science Foundation’s EHR Directorate and its collaborating partner divisions, the National Oceanic and Atmospheric Administration (NOAA), the National Aeronautics and Space Administration (NASA), the Department of Interior, the Department of Energy, and the Department of Education. The issues that are addressed by the roundtable include: - ways to incorporate knowledge about learning and understanding in developing informative programs and materials for decision-makers who must cope with climate change - the design of educational programs for professionals such as local planners, water managers, and the like, to enable them to better understand the implications of climate change for their decisions - development of training programs for scientists to help them become better communicators to decision-makers about implications of, and solutions to climate change - coordinated and collaborative efforts at the national level between federal agencies and other stakeholders This presenation will describe how the roundtable is fostering a coherent direction for climate change education.

Investigating the Sensitivity of Streamflow and Water Quality to Climate Change and Urbanization in 20 U.S. Watersheds

NASA Astrophysics Data System (ADS)

Johnson, T. E.; Weaver, C. P.; Butcher, J.; Parker, A.

2011-12-01

Watershed modeling was conducted in 20 large (15,000-60,000 km2), U.S. watersheds to address gaps in our knowledge of the sensitivity of U.S. streamflow, nutrient (N and P) and sediment loading to potential future climate change, and methodological challenges associated with integrating existing tools (e.g., climate models, watershed models) and datasets to address these questions. Climate change scenarios are based on dynamically downscaled (50x50 km2) output from four of the GCMs used in the Intergovernmental Panel on Climate Change (IPCC) 4th Assessment Report for the period 2041-2070 archived by the North American Regional Climate Change Assessment Program (NARCCAP). To explore the potential interaction of climate change and urbanization, model simulations also include urban and residential development scenarios for each of the 20 study watersheds. Urban and residential development scenarios were acquired from EPA's national-scale Integrated Climate and Land Use Scenarios (ICLUS) project. Watershed modeling was conducted using the Hydrologic Simulation Program-FORTRAN (HSPF) and Soil and Water Assessment Tool (SWAT) models. Here we present a summary of results for 5 of the study watersheds; the Minnesota River, the Susquehanna River, the Apalachicola-Chattahoochee-Flint, the Salt/Verde/San Pedro, and the Willamette River Basins. This set of results provide an overview of the response to climate change in different regions of the U.S., the different sensitivities of different streamflow and water quality endpoints, and illustrate a number of methodological issues including the sensitivities and uncertainties associated with use of different watershed models, approaches for downscaling climate change projections, and interaction between climate change and other forcing factors, specifically urbanization and changes in atmospheric CO2 concentration.

How much should we know about energy to better implement climate change education?

NASA Astrophysics Data System (ADS)

Silva-Send, N.; Anders, S.

2011-12-01

Anthropogenic climate change requires us to understand complex and multidisciplinary aspects of climate science. But without also grasping the connection between our lifestyles, behavior, and energy use, it will be difficult for many of us to make changes to contribute to climate change mitigation and energy conservation. A deeper understanding of the energy-climate relationship related to our behavior is thus warranted because, as the internet-based EnergyLiteracy.org points out, albeit within a different but related context of national security and development, "The vast majority of Americans simply don't adequately understand the magnitude and urgency of our national energy crisis ..." and "That lack of understanding deprives our democracy of the political will that must be generated in order to adequately address...." these issues. Our NSF Climate Change Education Program Project, the San Diego Regional Climate Education Partnership (SDRCEP), has as its overarching aim to inform citizens to make balanced decisions based on climate change and energy literacy. The project targets a selected group of 30 key influential persons in the region, and their audiences, representing, for example, the banking sector, the construction industry, the health sector, and commercial real estate. Interviews carried out so far suggest that the connection between climate change and energy use is not easily made. On the other hand, the interviews indicate that a connection is easily made, in this region, between climate change and water availability. Therefore, the purpose of this presentation is to discuss what specific knowledge about personal and societal energy use might be useful to (a) inform and empower key decision-makers responsible for energy-use decisions that significantly affect our lives in the next decades, and (b) empower people to contribute to reducing the impacts of climate change through behavioral or even life-style changes.

The Trajectory of Dispersal Research in Conservation Biology. Systematic Review

PubMed Central

Driscoll, Don A.; Banks, Sam C.; Barton, Philip S.; Ikin, Karen; Lentini, Pia; Lindenmayer, David B.; Smith, Annabel L.; Berry, Laurence E.; Burns, Emma L.; Edworthy, Amanda; Evans, Maldwyn J.; Gibson, Rebecca; Heinsohn, Rob; Howland, Brett; Kay, Geoff; Munro, Nicola; Scheele, Ben C.; Stirnemann, Ingrid; Stojanovic, Dejan; Sweaney, Nici; Villaseñor, Nélida R.; Westgate, Martin J.

2014-01-01

Dispersal knowledge is essential for conservation management, and demand is growing. But are we accumulating dispersal knowledge at a pace that can meet the demand? To answer this question we tested for changes in dispersal data collection and use over time. Our systematic review of 655 conservation-related publications compared five topics: climate change, habitat restoration, population viability analysis, land planning (systematic conservation planning) and invasive species. We analysed temporal changes in the: (i) questions asked by dispersal-related research; (ii) methods used to study dispersal; (iii) the quality of dispersal data; (iv) extent that dispersal knowledge is lacking, and; (v) likely consequences of limited dispersal knowledge. Research questions have changed little over time; the same problems examined in the 1990s are still being addressed. The most common methods used to study dispersal were occupancy data, expert opinion and modelling, which often provided indirect, low quality information about dispersal. Although use of genetics for estimating dispersal has increased, new ecological and genetic methods for measuring dispersal are not yet widely adopted. Almost half of the papers identified knowledge gaps related to dispersal. Limited dispersal knowledge often made it impossible to discover ecological processes or compromised conservation outcomes. The quality of dispersal data used in climate change research has increased since the 1990s. In comparison, restoration ecology inadequately addresses large-scale process, whilst the gap between knowledge accumulation and growth in applications may be increasing in land planning. To overcome apparent stagnation in collection and use of dispersal knowledge, researchers need to: (i) improve the quality of available data using new approaches; (ii) understand the complementarities of different methods and; (iii) define the value of different kinds of dispersal information for supporting management decisions. Ambitious, multi-disciplinary research programs studying many species are critical for advancing dispersal research. PMID:24743447

The trajectory of dispersal research in conservation biology. Systematic review.

PubMed

Driscoll, Don A; Banks, Sam C; Barton, Philip S; Ikin, Karen; Lentini, Pia; Lindenmayer, David B; Smith, Annabel L; Berry, Laurence E; Burns, Emma L; Edworthy, Amanda; Evans, Maldwyn J; Gibson, Rebecca; Heinsohn, Rob; Howland, Brett; Kay, Geoff; Munro, Nicola; Scheele, Ben C; Stirnemann, Ingrid; Stojanovic, Dejan; Sweaney, Nici; Villaseñor, Nélida R; Westgate, Martin J

2014-01-01

Dispersal knowledge is essential for conservation management, and demand is growing. But are we accumulating dispersal knowledge at a pace that can meet the demand? To answer this question we tested for changes in dispersal data collection and use over time. Our systematic review of 655 conservation-related publications compared five topics: climate change, habitat restoration, population viability analysis, land planning (systematic conservation planning) and invasive species. We analysed temporal changes in the: (i) questions asked by dispersal-related research; (ii) methods used to study dispersal; (iii) the quality of dispersal data; (iv) extent that dispersal knowledge is lacking, and; (v) likely consequences of limited dispersal knowledge. Research questions have changed little over time; the same problems examined in the 1990s are still being addressed. The most common methods used to study dispersal were occupancy data, expert opinion and modelling, which often provided indirect, low quality information about dispersal. Although use of genetics for estimating dispersal has increased, new ecological and genetic methods for measuring dispersal are not yet widely adopted. Almost half of the papers identified knowledge gaps related to dispersal. Limited dispersal knowledge often made it impossible to discover ecological processes or compromised conservation outcomes. The quality of dispersal data used in climate change research has increased since the 1990s. In comparison, restoration ecology inadequately addresses large-scale process, whilst the gap between knowledge accumulation and growth in applications may be increasing in land planning. To overcome apparent stagnation in collection and use of dispersal knowledge, researchers need to: (i) improve the quality of available data using new approaches; (ii) understand the complementarities of different methods and; (iii) define the value of different kinds of dispersal information for supporting management decisions. Ambitious, multi-disciplinary research programs studying many species are critical for advancing dispersal research.

Solar influences on global change

NASA Technical Reports Server (NTRS)

1994-01-01

Monitoring of the Sun and the Earth has yielded new knowledge essential to this debate. There is now no doubt that the total radiative energy from the Sun that heats the Earth's surface changes over decadal time scales as a consequence of solar activity. Observations indicate as well that changes in ultraviolet radiation and energetic particles from the Sun, also connected with the solar activity, modulate the layer of ozone that protects the biosphere from the solar ultraviolet radiation. This report reassesses solar influences on global change in the light of this new knowledge of solar and atmospheric variability. Moreover, the report considers climate change to be encompassed within the broader concept of global change; thus the biosphere is recognized to be part of a larger, coupled Earth system. Implementing a program to continuously monitor solar irradiance over the next several decades will provide the opportunity to estimate solar influences on global change, assuming continued maintenance of observations of climate and other potential forcing mechanisms. In the lower atmosphere, an increase in solar radiation is expected to cause global warming. In the stratosphere, however, the two effects produce temperature changes of opposite sign. A monitoring program that would augment long term observations of tropospheric parameters with similar observations of stratospheric parameters could separate these diverse climate perturbations and perhaps isolate a greenhouse footprint of climate change. Monitoring global change in the troposphere is a key element of all facets of the United States Global Change Research Program (USGCRP), not just of the study of solar influences on global change. The need for monitoring the stratosphere is also important for global change research in its own right because of the stratospheric ozone layer.

The influence of climate change on the global distribution and fate processes of anthropogenic persistent organic pollutants.

PubMed

Kallenborn, Roland; Halsall, Crispin; Dellong, Maud; Carlsson, Pernilla

2012-11-01

The effect of climate change on the global distribution and fate of persistent organic pollutants (POPs) is of growing interest to both scientists and policy makers alike. The impact of warmer temperatures and the resulting changes to earth system processes on chemical fate are, however, unclear, although there are a growing number of studies that are beginning to examine these impacts and changes in a quantitative way. In this review, we examine broad areas where changes are occurring or are likely to occur with regard to the environmental cycling and fate of chemical contaminants. For this purpose we are examining scientific information from long-term monitoring data with particular emphasis on the Arctic, to show apparent changes in chemical patterns and behaviour. In addition, we examine evidence of changing chemical processes for a number of environmental compartments and indirect effects of climate change on contaminant emissions and behaviour. We also recommend areas of research to address knowledge gaps. In general, our findings indicate that the indirect consequences of climate change (i.e. shifts in agriculture, resource exploitation opportunities, etc.) will have a more marked impact on contaminants distribution and fate than direct climate change.

Using Content-Aligned Assessments to Identify Weaknesses in Students' Understanding of Fundamental Weather and Climate Ideas

NASA Astrophysics Data System (ADS)

Wertheim, J.; Willard, S.

2011-12-01

There is growing interest in ensuring that citizens understand weather and climate sufficiently to make informed decisions, and these topics are gaining increased attention in K-12 education. The National Research Council recently released A Framework for K-12 Science Education with the expectation that U.S. 12th graders must have a sophisticated knowledge of climate change, including the role of deep time, variability, and computer modeling in the prediction of climate impacts on the planet and human activity. This requirement demands that students extend their understanding of climate change to the past and future, but it is important to recognize that many students know little about prerequisite ideas, such as daily and annual weather and climate processes, and this problem must be addressed prior to introducing the complexities of the climate system. In order to diagnose weaknesses in students' foundational understanding of the complex climate system, we primarily assessed a middle school (MS)-level understanding of the core elements of the system, in addition to a high school (HS)-level understanding of seasons. We described grade appropriate, coherent, functioning conceptual models for each targeted idea, and decomposed them into explicit learning goals. We then applied Project 2061's rigorous item development procedure to produce 235 high-quality, misconception-based multiple choice test items. These items were tested with a national sample of approximately 20,000 students, grades 6-12, in two phases (Spring 2010 & 2011). Here we report results from the second phase, including items targeting knowledge about convection, daily and annual air temperature patterns, factors that influence air temperature, and seasons. Overall, HS students outperformed MS students on these items by an average of only 3% (MS:31% correct; HS:34% correct). These data show a few strong misconceptions (e.g., 47% of students think that the North Pole is always angled toward the Sun). But a much more prevalent issue is that most students lack schematic knowledge for any concept tested, as demonstrated by results indicative of random guessing on items that require cognitive demands beyond declarative knowledge. For example, 83% of students know that the maximum height of the sun in the sky above a given place can change during July, but only 32% know both that it changes continuously through the month and could correctly identify if it gets higher or lower. These basic elements of an accurate mental model are needed to explain annual temperature patterns. If students do not have an accurate understanding of processes controlling key elements of the climate system, it is unsurprising that they struggle to comprehend how these elements interact within the system itself. The results of this study underscore the need to 1) ensure that fundamentals are given the necessary attention, even as our expectations for students become increasingly sophisticated; 2) define grade appropriate, coherent, functioning conceptual models for each climate idea and for each grade level; and 3) develop instructional materials that build schematic knowledge.

WRF Test on IBM BG/L:Toward High Performance Application to Regional Climate Research

DOE Office of Scientific and Technical Information (OSTI.GOV)

Chin, H S

The effects of climate change will mostly be felt on local to regional scales (Solomon et al., 2007). To develop better forecast skill in regional climate change, an integrated multi-scale modeling capability (i.e., a pair of global and regional climate models) becomes crucially important in understanding and preparing for the impacts of climate change on the temporal and spatial scales that are critical to California's and nation's future environmental quality and economical prosperity. Accurate knowledge of detailed local impact on the water management system from climate change requires a resolution of 1km or so. To this end, a high performancemore » computing platform at the petascale appears to be an essential tool in providing such local scale information to formulate high quality adaptation strategies for local and regional climate change. As a key component of this modeling system at LLNL, the Weather Research and Forecast (WRF) model is implemented and tested on the IBM BG/L machine. The objective of this study is to examine the scaling feature of WRF on BG/L for the optimal performance, and to assess the numerical accuracy of WRF solution on BG/L.« less

Computer models and the evidence of anthropogenic climate change: An epistemology of variety-of-evidence inferences and robustness analysis.

PubMed

Vezér, Martin A

2016-04-01

To study climate change, scientists employ computer models, which approximate target systems with various levels of skill. Given the imperfection of climate models, how do scientists use simulations to generate knowledge about the causes of observed climate change? Addressing a similar question in the context of biological modelling, Levins (1966) proposed an account grounded in robustness analysis. Recent philosophical discussions dispute the confirmatory power of robustness, raising the question of how the results of computer modelling studies contribute to the body of evidence supporting hypotheses about climate change. Expanding on Staley's (2004) distinction between evidential strength and security, and Lloyd's (2015) argument connecting variety-of-evidence inferences and robustness analysis, I address this question with respect to recent challenges to the epistemology robustness analysis. Applying this epistemology to case studies of climate change, I argue that, despite imperfections in climate models, and epistemic constraints on variety-of-evidence reasoning and robustness analysis, this framework accounts for the strength and security of evidence supporting climatological inferences, including the finding that global warming is occurring and its primary causes are anthropogenic. Copyright © 2016 Elsevier Ltd. All rights reserved.

Community-level climate change vulnerability research: trends, progress, and future directions

NASA Astrophysics Data System (ADS)

McDowell, Graham; Ford, James; Jones, Julie

2016-03-01

This study systematically identifies, characterizes, and critically evaluates community-level climate change vulnerability assessments published over the last 25 years (n = 274). We find that while the field has advanced considerably in terms of conceptual framing and methodological approaches, key shortcomings remain in how vulnerability is being studied at the community-level. We argue that vulnerability research needs to more critically engage with the following: methods for evaluating future vulnerability, the relevance of vulnerability research for decision-making, interdependencies between social and ecological systems, attention to researcher / subject power dynamics, critical interpretation of key terms, and consideration of the potentially positive opportunities presented by a changing climate. Addressing these research needs is necessary for generating knowledge that supports climate-affected communities in navigating the challenges and opportunities ahead.

Integrating Native knowledge and community perspectives in geoscience research and education

NASA Astrophysics Data System (ADS)

Sparrow, E. B.; Stephens, S.; Schneider, W.

2010-12-01

Multiple perspectives are being incorporated in geoscience research and education exemplified by ongoing projects at the University of Alaska Fairbanks. This presentation will highlight two such projects. In the Seasons and Biomes project, that monitors seasons through global learning communities, in an effort to increase K-12 student understanding of Earth as a system and the environmental changes occurring in their local environment, students are accessing different knowledge systems in their studies. During professional development workshops for K-12 teachers, Alaska Native elders and community experts have been invited to be part of the scientist-educator team to help teachers engage their students in geoscience studies. Teachers learn and practice scientific measurement protocols in investigations such as atmosphere/weather, phenology and hydrology, learn about increasing their observation skills and systems thinking and how to engage and guide their students in environmental investigations. Native elders have been involved in classroom projects to help students understand what changes have occurred and currently occurring in their villages. They have also been involved in projects where small groups of students have conducted investigations under their guidance and the teachers’/scientists’ guidance. A student group from Shageluk, Alaska, successfully completed their study on effects of environmental changes and fire, and was invited and funded along with their Native mentor, to present their findings at an international student conference. In the Stakeholders and Climate Change project, fieldwork, meetings and numerous interviews have been conducted with Tanana, Ft. Yukon, and Chalkyitsik elders and middle-aged travelers and subsistence users. These video-taped interviews have been transcribed, digitized and processed into a draft Alaska Stakeholders and Climate Change/Project Jukebox website using Drupal CMA to create and maintain dynamic content and XSLT to create synchronized transcription. Interviews also have been analyzed and sorted according to 6 emerging themes: weather, rivers and lakes, fire, permafrost, plants and animals, and seasonality. Additionally, an interview “sampler” has been produced in DVD format for sharing with communities. This past February, we conducted a Stakeholders and Climate Change Workshop that melded local and indigenous observations and scientific research. Residents of Fort Yukon, Chalkyitsik and Tanana, Alaska and IARC and other UAF scientists met for two days to discuss changes in weather, climate, seasonality and the effects on landscape, subsistence resources and activities. Participating scientists were stimulated by the questions and observations of local residents and are interested in how their knowledge and future investigations might align more directly with local concerns. Local residents were appreciative of attention to their climate change concerns and are particularly interested in how their observations link to scientific explanations and to climate change forecasts for their specific location and getting climate change information out to communities and schools.

Key ecological responses to nitrogen are altered by climate ...

EPA Pesticide Factsheets

Here we review the effects of nitrogen and climate (e.g. temperature and precipitation) on four aspects of ecosystem structure and function including hydrologic-coupled nitrogen cycling, carbon cycling, acidification and biodiversity. Ecosystems are simultaneously exposed to multiple stressors; two dominant drivers threatening ecosystems are anthropogenic nitrogen loading and climate change. Evaluating the cumulative effects of these stressors provides a holistic view of ecosystem vulnerability, which would better inform policy decisions aimed to protect the sustainability of ecosystems. Our current knowledge of the cumulative effects of these stressors is growing, but limited. The goal of this paper is to synthesize the state of scientific knowledge on how ecosystems are affected by the interactions of meteorlogic/climatic factors (e.g., temperature and precipitation) and nitrogen addition. Understanding the interactions of meteorlogic/climatic factors and nitrogen will help to inform how current and projected variability may affect ecosystem response.

Public Inaccuracy in Meta-perceptions of Climate Change

NASA Astrophysics Data System (ADS)

Swim, J.; Fraser, J.

2012-12-01

Public perceptions of climate change and meta-perceptions of the public and climate scientist's perceptions of climate change were assessed to benchmark the National Network for Climate Change Interpretation's impacts. Meta-perceptions are important to examine because they can have implications for willingness to take action to address climate change. For instance, recent research suggests a tendency to misperceive that there is disagreement among climate scientists is predictive of lack of support for climate change policies. Underestimating public concern about climate change could also be problematic: it could lead individuals to withdraw from personal efforts to reduce impact and engage others in discussions about climate change. Presented results will demonstrate that respondents in a national survey underestimated the percent of the public who were very concerned, concerned or cautious about climate change and overestimated the extent others were disengaged, doubted, or non-believers. They underestimated the percent of the public who likely believed that humans caused climate change and overestimate the percent that believed climate change was not happening nor human induced. Finally, they underestimated the percent of the public that believed climate change threatened ocean health. The results also explore sources of misperceptions. First, correlates with TV viewing habits suggest that inaccuracy is a result of too little attention to network news, with one exception: Greater attention to FOX among doubters reduced accuracy. Second, adding to other evidence that basic cognitive heuristics (such as availability heuristic) influence perceptions of climate change, we show that that false consensus effects account for meta-perceptions of the public and climate scientists beliefs. The false consensus effect, in combination with underestimating concern among the public, results in those most concerned about climate change and those who believe it to be human caused to be more accurate in their meta-perceptions than their disbelieving counterparts. Yet, even this group underestimates the public's concern about climate change and the presence of the false consensus effect suggests that greater accuracy is not a result of greater knowledge about other's beliefs but rather a result of personal cognitive or motivational biases counteracting a general trend toward underestimating the general public's concern. We conclude that there is need to inform the public about wide-spread agreement that human caused climate change and its impacts on oceans is believed by the majority of the public and to increase the public's confidence in climate scientist agreement about the existence, causes, and impacts of climate change.; Perceptions and metaperceptions of concern about climate change

Global Climate Change and Children's Health.

PubMed

2015-11-01

Rising global temperatures are causing major physical, chemical, and ecological changes in the planet. There is wide consensus among scientific organizations and climatologists that these broad effects, known as "climate change," are the result of contemporary human activity. Climate change poses threats to human health, safety, and security, and children are uniquely vulnerable to these threats. The effects of climate change on child health include: physical and psychological sequelae of weather disasters; increased heat stress; decreased air quality; altered disease patterns of some climate-sensitive infections; and food, water, and nutrient insecurity in vulnerable regions. The social foundations of children's mental and physical health are threatened by the specter of far-reaching effects of unchecked climate change, including community and global instability, mass migrations, and increased conflict. Given this knowledge, failure to take prompt, substantive action would be an act of injustice to all children. A paradigm shift in production and consumption of energy is both a necessity and an opportunity for major innovation, job creation, and significant, immediate associated health benefits. Pediatricians have a uniquely valuable role to play in the societal response to this global challenge. Copyright © 2015 by the American Academy of Pediatrics.

Technology for Climate Change Adaptation in Nepal Himalaya: Policy, Practices and Perspective

NASA Astrophysics Data System (ADS)

Gautam, K.; Panthi, J., Sr.

2016-12-01

The recent scientific findings and the periodic reports corroborated by IPCC has disclosed the climate change is unequivocal and the Himalayan region is one of the hardest hit by the change and variability in climatic system due to its sensitive ecosystem, low resilience capacity and geographical extremes. Nepal, which lies in the central Himalayan region, has developed its strategies to mitigate the impacts of climate change by developing national, regional and local plan of actions which are being implemented and some of them have already been proven. Nepal, as a party to the UNFCCC, has accomplished technology need assessment that identifies the need for new technology, equipment, knowledge and skills for reducing vulnerability to climate change. The plan has recommended an enabling framework for the diffusion of the prioritized technologies and the actions necessary to reduce or remove policy finance and technology related barriers. This paper aims to analyze the technological penetration in national level policy instruments such as NAPA, LAPA, Climate Change Policy and how those technologies have been used in actual field during the implementation of LAPA activities in western Nepal taking two administrative districts, one from low land and another from highland, as a pilot study.

Infusion of Climate Change and Geospatial Science Concepts into Environmental and Biological Science Curriculum

NASA Astrophysics Data System (ADS)

Balaji Bhaskar, M. S.; Rosenzweig, J.; Shishodia, S.

2017-12-01

The objective of our activity is to improve the students understanding and interpretation of geospatial science and climate change concepts and its applications in the field of Environmental and Biological Sciences in the College of Science Engineering and Technology (COEST) at Texas Southern University (TSU) in Houston, TX. The courses of GIS for Environment, Ecology and Microbiology were selected for the curriculum infusion. A total of ten GIS hands-on lab modules, along with two NCAR (National Center for Atmospheric Research) lab modules on climate change were implemented in the "GIS for Environment" course. GIS and Google Earth Labs along with climate change lectures were infused into Microbiology and Ecology courses. Critical thinking and empirical skills of the students were assessed in all the courses. The student learning outcomes of these courses includes the ability of students to interpret the geospatial maps and the student demonstration of knowledge of the basic principles and concepts of GIS (Geographic Information Systems) and climate change. At the end of the courses, students developed a comprehensive understanding of the geospatial data, its applications in understanding climate change and its interpretation at the local and regional scales during multiple years.

Developing Climate Change Literacy With the Humanities: A Narrative Approach

NASA Astrophysics Data System (ADS)

Siperstein, S.

2015-12-01

Teaching the science and policy of climate change is necessary but insufficient for helping students to develop a robust climate literacy. Climate change educators must also teach students how to evaluate historical trends, to unpack the assumptions in shared cultural narratives, to grapple with ethical dilemmas, and more generally to traverse the turbulence of feeling that is a hallmark of living in a time of global climate chaos. In short, climate literacy must include the skills and strategies of the humanities, and specifically literary and cultural studies. After providing an overview of how literary and cultural studies scholars from around the world are developing innovative pedagogical methods for addressing climate change (drawing on the presenter's experience editing the forthcoming volume Teaching Climate Change in the Humanities), the presentation will then report on a specific Literary Genres course taught at the University of Oregon. The course, offered to undergraduate non-majors who entered the class with little or no knowledge of climate change, constituted a case study of action research into the transdisciplinary teaching of climate change. The presentation will thus draw on quantitative course assessments, student coursework, and the instructor's own experiences in arguing that three key narratives underpin the work we do as multidisciplinary climate change educators: narratives of observation, narratives of speculation, and narratives of conversion. That is, we guide students through the processes of witnessing climate change, imagining more just and sustainable futures, and by so doing, transforming themselves and their communities. In the particular Literary Genres course under consideration, students used the tools of literary and cultural studies first to analyze existing versions of these narratives and then to compose their own versions of these narratives based on their local communities and ecologies. In the context of multidisciplinary climate change education, one of the most important roles of the humanities is to empower students by giving them the critical and creative tools to tell their own climate stories.

Communicating Urban Climate Change

NASA Astrophysics Data System (ADS)

Snyder, S.; Crowley, K.; Horton, R.; Bader, D.; Hoffstadt, R.; Labriole, M.; Shugart, E.; Steiner, M.; Climate; Urban Systems Partnership

2011-12-01

While cities cover only 2% of the Earth's surface, over 50% of the world's people live in urban environments. Precisely because of their population density, cities can play a large role in reducing or exacerbating the global impact of climate change. The actions of cities could hold the key to slowing down climate change. Urban dwellers are becoming more aware of the need to reduce their carbon usage and to implement adaptation strategies. However, messaging around these strategies has not been comprehensive and adaptation to climate change requires local knowledge, capacity and a high level of coordination. Unless urban populations understand climate change and its impacts it is unlikely that cities will be able to successfully implement policies that reduce anthropogenic climate change. Informal and formal educational institutions in urban environments can serve as catalysts when partnering with climate scientists, educational research groups, and public policy makers to disseminate information about climate change and its impacts on urban audiences. The Climate and Urban Systems Partnership (CUSP) is an interdisciplinary network designed to assess and meet the needs and challenges of educating urban audiences about climate change. CUSP brings together organizations in Philadelphia, Pittsburgh, Queens, NY and Washington, DC to forge links with informal and formal education partners, city government, and policy makers. Together this network will create and disseminate learner-focused climate education programs and resources for urban audiences that, while distinct, are thematically and temporally coordinated, resulting in the communication of clear and consistent information and learning experiences about climate science to a wide public audience. Working at a community level CUSP will bring coordinated programming directly into neighborhoods presenting the issues of global climate change in a highly local context. The project is currently exploring a number of models for community programming and this session will present early results of these efforts while engaging participants in exploring approaches to connecting urban communities and their local concerns to the issues of global climate change.

EPA's Sustainable Port Communities: Anticipating Changes in Exposures and a Proposal to Facilitate Resilience through Knowledge Flows (MTS Workshop May 2017)

EPA Science Inventory

Port Communities Face Many Challenges: • Climate change – Sea Level Rise, Extreme Events: “Assets” become Vulnerabilities; Nuisance flooding; Changes in waste water and stormwater capacity; Changes in near-shore ecology and water quality • Port Exp...

Collaboration Across Worldviews: Managers and Scientists on Hawai'i Island Utilize Knowledge Coproduction to Facilitate Climate Change Adaptation.

PubMed

Laursen, Scott; Puniwai, Noelani; Genz, Ayesha S; Nash, Sarah A B; Canale, Lisa K; Ziegler-Chong, Sharon

2018-05-30

Complex socio-ecological issues, such as climate change have historically been addressed through technical problem solving methods. Yet today, climate science approaches are increasingly accounting for the roles of diverse social perceptions, experiences, cultural norms, and worldviews. In support of this shift, we developed a research program on Hawai'i Island that utilizes knowledge coproduction to integrate the diverse worldviews of natural and cultural resource managers, policy professionals, and researchers within actionable science products. Through their work, local field managers regularly experience discrete land and waterscapes. Additionally, in highly interconnected rural communities, such as Hawai'i Island, managers often participate in the social norms and values of communities that utilize these ecosystems. Such local manager networks offer powerful frameworks within which to co-develop and implement actionable science. We interviewed a diverse set of local managers with the aim of incorporating their perspectives into the development of a collaborative climate change research agenda that builds upon existing professional networks utilized by managers and scientists while developing new research products. We report our manager needs assessment, the development process of our climate change program, our interactive forums, and our ongoing research products. Our needs assessment showed that the managers' primary source of information were other professional colleagues, and our in-person forums informed us that local managers are very interested in interacting with a wider range of networks to build upon their management capacities. Our initial programmatic progress suggests that co-created research products and in-person forums strengthen the capacities of local managers to adapt to change.