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..

Climate Change Professional Development: Design, Implementation, and Initial Outcomes on Teacher Learning, Practice, and Student Beliefs

NASA Astrophysics Data System (ADS)

Shea, Nicole A.; Mouza, Chrystalla; Drewes, Andrea

2016-04-01

In this work, we present the design, implementation, and initial outcomes of the Climate Academy, a hybrid professional development program delivered through a combination of face-to-face and online interactions, intended to prepare formal and informal science teachers (grades 5-16) in teaching about climate change. The Climate Academy was designed around core elements of successful environmental professional development programs and aligned with practices advocated in benchmarked science standards. Data were collected from multiple sources including observations of professional development events, participants' reflections on their learning, and collection of instructional units designed during the Academy. Data were also collected from a focal case study teacher in a middle school setting. Case study data included classroom observations, teacher interviews, and student beliefs toward climate change. Results indicated that the Climate Academy fostered increased learning among participants of both climate science content and pedagogical strategies for teaching about climate change. Additionally, results indicated that participants applied their new learning in the design of climate change instructional units. Finally, results from the case study indicated positive impacts on student beliefs and greater awareness about climate change. Results have implications for the design of professional development programs on climate change, a topic included for the first time in national standards.

Evaluation of the Alliance for Climate Education's national high school edutainment program (Invited)

NASA Astrophysics Data System (ADS)

Lappe, M.; Flora, J.; Saphir, M.; Roser-Renouf, C.; Maibach, E.; Leiserowitz, A.

2013-12-01

The Alliance for Climate Education educates high school students on the science of climate change and inspires them to create effective solutions. Since 2009, ACE has reached over 1.6 million students nationwide with its multi media assembly presentation. In this paper, we evaluate the climate science knowledge, beliefs, attitudes, behavior and communication impact of the ACE Assembly program in a random sample of 49 schools (from population of 779) and a panel of 1,241 high school students. Pre and post assembly surveys composed of questions from the Global Warming Six Americas segmentation and intervention specific questions were administered in classrooms. We demonstrate that exposure to climate science in an engaging edutainment format changes youths' beliefs, involvement, and behavior positively and moves them to more climate science literate audience segments. The net impact of scaled and engaging programs for youth could be a population shift in climate science literacy and positive engagement in the issue of climate change. In addition, such programs can empower youth for deeper engagement in school programs, personal action, political and consumer advocacy.

Undergraduate Students As Effective Climate Change Communicators

NASA Astrophysics Data System (ADS)

Sharif, H. O.; Joseph, J.; Mullendore, G. L.

2014-12-01

The University of Texas at San Antonio (UTSA), San Antonio College (SAC), and the University of North Dakota (UND) have partnered with NASA to provide underrepresented undergraduates from UTSA, SAC, and other community colleges climate-related research and education experiences through the Climate Change Communication: Engineer, Environmental science, and Education (C3E3) project. The program aims to develop a robust response to climate change by providing K-16 climate change education; enhance the effectiveness of K-16 education particularly in engineering and other STEM disciplines by use of new instructional technologies; increase the enrollment in engineering programs and the number of engineering degrees awarded by showing engineering's usefulness in relation to the much-discussed contemporary issue of climate change; increase persistence in STEM degrees by providing student research opportunities; and increase the ethnic diversity of those receiving engineering degrees and help ensure an ethnically diverse response to climate change. Students participated in the second summer internship funded by the project. The program is in its third year. More than 75 students participated in a guided research experiences aligned with NASA Science Plan objectives for climate and Earth system science and the educational objectives of the three institutions. The students went through training in modern media technology (webcasts), and in using this technology to communicate the information on climate change to others, especially high school students, culminating in production of webcasts on investigating the aspects of climate change using NASA data. Content developed is leveraged by NASA Earth observation data and NASA Earth system models and tools. Three Colleges were involved in the program: Engineering, Education, and Science.

Planning for Adaptation to Climate Change in the City of Chicago

NASA Astrophysics Data System (ADS)

Wuebbles, D. J.; Hayhoe, K.; Coffee, J.; McGraw, J.; Parzen, J.

2008-12-01

Under Mayor Richard M. Daley's leadership, the City of Chicago initiated the Chicago Climate Action Plan (CCAP) to better understand local implications of global climate change in both higher and lower emissions scenarios, reduce greenhouse gas emissions, and implement programs to build future climate change resilience. The City approached this work not only as a way to make Chicago more adaptable in the future, but also to improve Chicago's quality of life today. The Chicago Climate Action Plan adopted stresses the importance of both reducing greenhouse gas emissions in Chicago and preparing for climate changes that may be unavoidable. Building off of the City's significant environmental programs and projects, and based on our analyses of the climate effects and impacts that improved the scientific understanding of future climate change impacts on Chicago, the City then developed a set of climate change adaptation strategies, resulting in the City of Chicago Climate Change Adaptation Summary. This document includes prioritization of climate change adaptations based on relative risk as well as framework strategies for those tactics categorized as "must do/early action." In early 2008, The Mayor's Office asked five Commissioners from its Green Steering Committee to chair adaptation work groups including: extreme heat; extreme precipitation; buildings, infrastructure and equipment; ecosystems; and leadership, planning and communications. Working with staff from relevant departments, sister agencies and other stakeholders, these work groups developed 39 basic adaptation work plans, including plans for enhancing the City's existing projects and programs that relate to climate change adaptation. Climate change adaptation work will be on-going in City Departments under the Mayor's Office leadership. The City intends to continually monitor and improve its response to climate change, resulting in an improved quality of life for Chicago residents.

78 FR 29121 - Strategic Environmental Research and Development Program, Scientific Advisory Board; Notice of...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-05-17

... Director. 9:25 a.m Resource Dr. John Hall, Conservation and Resource Climate Change Conservation and Overview. Climate Change, Program Manager. 9:35 a.m 13 RC01-001 (RC- Dr. Curt Storlazzi, 2334): The Impact U.S. Geological of Sea-Level Rise Survey, Santa and Climate Change Cruz, CA. on Department of...

Climate Change Science Teaching through Integration of Technology in Instruction and Research

NASA Astrophysics Data System (ADS)

Sriharan, S.; Ozbay, G.; Robinson, L.; Klimkowski, V.

2015-12-01

This presentation demonstrates the importance of collaborations between the institutions with common focus on offering the academic program on climate change science. Virginia State University (VSU) developed and established the course on climate change and adaptation, AGRI 350 for undergraduates, in cooperation with two HBCUs, Delaware State University (DSU) and Morgan State University (MSU). This program was developed to enhance the science curriculum with funding from the USDA NIFA. The hands-on research opportunities for students were supported by the NSF HBCU UP Supplement Grant at VSU. The technical guidance and lesson plans were available through the courtesy of the AMS and faculty/student team training at the NCAR. In the initial stages, the faculty members participated in faculty development workshops hosted by the AMS and NCAR. This contributed to trained faculty members developing the courses on Climate Change at VSU, DSU, and MSU. To create awareness of global climate change and exposure of students to international programs, seven students from VSU, MSU, and DSU participated in the Climate Change course (ENS 320) at the University of Sunshine Coast (USC), Australia. This international experience included faculty members in using SimCLIM for climate change data into decision-making with regard to potential changes to cropping systems and tree growth. The Climate Change program at VSU, DSU, and MSU is emerging into comprehensive academic program which includes use of case studies and exchange of students' reflections with their peers through discussion board and videoconferencing, hands-on research on water quality monitoring and mapping the study sites, and integration of geospatial technologies and i-Tree. In addition, the students' engagement in intensive research was conducted through hands-on experience with Scanning Electron Microscopy in the Marine Science Department, University of Hawaii at Hilo in summer 2015.

Health Effects of Climate Change (Environmental Health Student Portal)

MedlinePlus

... your health. Read About It Climate Change and Human Health (Public Broadcasting Services (including their teacher resources)) - Web ... of the potential effects of climate change on human health. Climate and Health Program: Health Effects (Centers for ...

Solutions-based climate change education for K-Gray: Renewable energy and energy efficiency

NASA Astrophysics Data System (ADS)

Petrone, C.

2017-12-01

Through the National Science Foundation-funded MADE CLEAR (www.madeclear.org) climate change education project's Informal Climate Change Education (ICCE) Community, funds were received to collaboratively train teachers, informal educators, students, and university docents in climate change basics and solutions, specifically renewable energy and energy efficiency. In all, 10 docents, 50 classroom teachers, over 600 K-16 students, and several hundred science-interested citizens participated in programs and workshops lasting between one and seven hours. Using commercially available kits and other DIY projects, program participants used science content and engineering to develop models of wind turbines, wind mills, solar cells, solar cookers, solar stills, and wind-powered cars. Using thermal imaging cameras, Kill-a-Watt meters, "Carbon Food Print" kit, "Energy Matters" kit, and other tools, program participants learned about energy efficiency as not only a global climate change mitigation strategy, but also a way to save money. ICCE Community members and external partners, such as local electric cooperative personnel, university researchers, and state-sponsored energy efficiency program personnel, provided content presentations, discussions, and hands-on activities to program participants.

10 CFR 300.1 - General.

Code of Federal Regulations, 2014 CFR

2014-01-01

... CLIMATE CHANGE VOLUNTARY GREENHOUSE GAS REPORTING PROGRAM: GENERAL GUIDELINES § 300.1 General. (a) Purpose... under the Climate Leaders or Climate VISION programs to reduce its entity-wide emissions relative to a... (incorporated by reference, see § 300.13) and base its registered reductions on an assessment of annual changes...

10 CFR 300.1 - General.

Code of Federal Regulations, 2012 CFR

2012-01-01

... CLIMATE CHANGE VOLUNTARY GREENHOUSE GAS REPORTING PROGRAM: GENERAL GUIDELINES § 300.1 General. (a) Purpose... under the Climate Leaders or Climate VISION programs to reduce its entity-wide emissions relative to a... (incorporated by reference, see § 300.13) and base its registered reductions on an assessment of annual changes...

10 CFR 300.1 - General.

Code of Federal Regulations, 2013 CFR

2013-01-01

... CLIMATE CHANGE VOLUNTARY GREENHOUSE GAS REPORTING PROGRAM: GENERAL GUIDELINES § 300.1 General. (a) Purpose... under the Climate Leaders or Climate VISION programs to reduce its entity-wide emissions relative to a... (incorporated by reference, see § 300.13) and base its registered reductions on an assessment of annual changes...

10 CFR 300.1 - General.

Code of Federal Regulations, 2011 CFR

2011-01-01

... CLIMATE CHANGE VOLUNTARY GREENHOUSE GAS REPORTING PROGRAM: GENERAL GUIDELINES § 300.1 General. (a) Purpose... under the Climate Leaders or Climate VISION programs to reduce its entity-wide emissions relative to a... (incorporated by reference, see § 300.13) and base its registered reductions on an assessment of annual changes...

10 CFR 300.1 - General.

Code of Federal Regulations, 2010 CFR

2010-01-01

... CLIMATE CHANGE VOLUNTARY GREENHOUSE GAS REPORTING PROGRAM: GENERAL GUIDELINES § 300.1 General. (a) Purpose... under the Climate Leaders or Climate VISION programs to reduce its entity-wide emissions relative to a... (incorporated by reference, see § 300.13) and base its registered reductions on an assessment of annual changes...

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

ARS NP212 Climate change, soils and emissions program update

USDA-ARS?s Scientific Manuscript database

The Agricultural Research Service National Program 212 (Climate Change, Soils, and Emissions) has a significant component focused on air quality studies. Presented here for the Agricultural Air Quality Task Force is an update on the status of ARS programs with focus on air quality. National Program ...

The Girls on Ice program: Improving perceptions of climate change and environmental stewardship by exploring a glacier landscape

NASA Astrophysics Data System (ADS)

Young, J. C.; Conner, L.; Pettit, E. C.

2017-12-01

Girls on Ice is a unique, free, science and mountaineering experience for underserved girls aged 16 to 18. Each year, two teams of nine girls spend eight days on a remote Alaska or Washington glacier to learn about glaciology, climate change, and alpine ecology (as well as mountaineering, art and leadership). During the program, the girls live on, explore and study a glacier and the visibly climate change-altered landscape that surrounds it, through both instructor-led modules and scientific field studies the girls design themselves. Time spent on the glacier means witnessing rivers of meltwater running off the surface, climbing 300 m uphill to where the glacier last sat 150 years ago, and learning how scientists monitor the glacier's retreat. Previous studies have shown that pro-environmental behavior in youth is strongly influenced by having significant life experiences outdoors, and that engagement of citizens in a climate change-impacted landscape is emerging as a powerful way to connect people to environment and to motivate environmental action. Given the significant life experience provided by our unique wilderness format, and the interactions with a rapidly changing glacier landscape, this study examines how participation in Girls on Ice impacts the 16 to 18 year-old participants' perceptions of climate change, as well as their sense of environmental identity. We use mixed qualitative and quantitative methods, including pre- and post-program questionnaires, an in-program focus group discussion, end-of-program interviews, and early and late in-program concept (node-link) mapping exercises. Preliminary results from qualitative data show a shift in many girls' perceptions of climate change towards being motivated to act to combat it, with particular reference to glaciers as a key component prompting that shift. Ultimately, this study aims to demonstrate the value of tenets of environmental and outdoor education theory, namely significant life experiences and interactions with climate change-impacted landscapes, for motivating greater climate change awareness and mitigation behavior in youth.

Water resources in the twenty-first century; a study of the implications of climate uncertainty

USGS Publications Warehouse

Moss, Marshall E.; Lins, Harry F.

1989-01-01

The interactions of the water resources on and within the surface of the Earth with the atmosphere that surrounds it are exceedingly complex. Increased uncertainty can be attached to the availability of water of usable quality in the 21st century, therefore, because of potential anthropogenic changes in the global climate system. For the U.S. Geological Survey to continue to fulfill its mission with respect to assessing the Nation's water resources, an expanded program to study the hydrologic implications of climate uncertainty will be required. The goal for this program is to develop knowledge and information concerning the potential water-resources implications for the United States of uncertainties in climate that may result from both anthropogenic and natural changes of the Earth's atmosphere. Like most past and current water-resources programs of the Geological Survey, the climate-uncertainty program should be composed of three elements: (1) research, (2) data collection, and (3) interpretive studies. However, unlike most other programs, the climate-uncertainty program necessarily will be dominated by its research component during its early years. Critical new concerns to be addressed by the research component are (1) areal estimates of evapotranspiration, (2) hydrologic resolution within atmospheric (climatic) models at the global scale and at mesoscales, (3) linkages between hydrology and climatology, and (4) methodology for the design of data networks that will help to track the impacts of climate change on water resources. Other ongoing activities in U.S. Geological Survey research programs will be enhanced to make them more compatible with climate-uncertainty research needs. The existing hydrologic data base of the Geological Survey serves as a key element in assessing hydrologic and climatologic change. However, this data base has evolved in response to other needs for hydrologic information and probably is not as sensitive to climate change as is desirable. Therefore, as measurement and network-design methodologies are improved to account for climate-change potential, new data-collection activities will be added to the existing programs. One particular area of data-collection concern pertains to the phenomenon of evapotranspiration. Interpretive studies of the hydrologic implications of climate uncertainty will be initiated by establishing several studies at the river-basin scale in diverse hydroclimatic and demographic settings. These studies will serve as tests of the existing methodologies for studying the impacts of climate change and also will help to define subsequent research priorities. A prototype for these studies was initiated in early 1988 in the Delaware River basin.

Community-based participatory process--climate change and health adaptation program for Northern First Nations and Inuit in Canada.

PubMed

McClymont Peace, Diane; Myers, Erin

2012-05-08

Health Canada's Program for Climate Change and Health Adaptation in Northern First Nation and Inuit Communities is unique among Canadian federal programs in that it enables community-based participatory research by northern communities. The program was designed to build capacity by funding communities to conduct their own research in cooperation with Aboriginal associations, academics, and governments; that way, communities could develop health-related adaptation plans and communication materials that would help in adaptation decision-making at the community, regional, national and circumpolar levels with respect to human health and a changing environment. Community visits and workshops were held to familiarize northerners with the impacts of climate change on their health, as well as methods to develop research proposals and budgets to meet program requirements. Since the launch of the Climate Change and Health Adaptation Program in 2008, Health Canada has funded 36 community projects across Canada's North that focus on relevant health issues caused by climate change. In addition, the program supported capacity-building workshops for northerners, as well as a Pan-Arctic Results Workshop to bring communities together to showcase the results of their research. Results include: numerous films and photo-voice products that engage youth and elders and are available on the web; community-based ice monitoring, surveillance and communication networks; and information products on land, water and ice safety, drinking water, food security and safety, and traditional medicine. Through these efforts, communities have increased their knowledge and understanding of the health effects related to climate change and have begun to develop local adaptation strategies.

Introduction to Federal and EPA Climate Change Web Resources

EPA Science Inventory

Presentation provides an overview of four climate data and tool websites: the US Global Change Research Program (USGCRP) and Climate Resilience Toolkit (interagency websites); the main EPA climate change website; and the internal EPA Adaptation Resource Center website.

Multidisciplinary approaches to climate change questions

USGS Publications Warehouse

Middleton, Beth A.; LePage, Ben A.

2011-01-01

Multidisciplinary approaches are required to address the complex environmental problems of our time. Solutions to climate change problems are good examples of situations requiring complex syntheses of ideas from a vast set of disciplines including science, engineering, social science, and the humanities. Unfortunately, most ecologists have narrow training, and are not equipped to bring their environmental skills to the table with interdisciplinary teams to help solve multidisciplinary problems. To address this problem, new graduate training programs and workshops sponsored by various organizations are providing opportunities for scientists and others to learn to work together in multidisciplinary teams. Two examples of training in multidisciplinary thinking include those organized by the Santa Fe Institute and Dahlem Workshops. In addition, many interdisciplinary programs have had successes in providing insight into climate change problems including the International Panel on Climate Change, the Joint North American Carbon Program, the National Academy of Science Research Grand Challenges Initiatives, and the National Academy of Science. These programs and initiatives have had some notable success in outlining some of the problems and solutions to climate change. Scientists who can offer their specialized expertise to interdisciplinary teams will be more successful in helping to solve the complex problems related to climate change.

Climate Change Adaptation Act : report of the Committee on Commerce, Science, and Transportation on S. 2355

DOT National Transportation Integrated Search

2008-06-05

The Committee on Commerce, Science, and Transportation, to which was referred the bill (S. 2355) to amend the National Climate Program Act to enhance the ability of the United States to : develop and implement climate change adaptation programs and p...

Climate Science Program at California State University, Northridge

NASA Astrophysics Data System (ADS)

Steele Cox, H.; Klein, D.; Cadavid, A. C.; Foley, B.

2012-12-01

Due to its interdisciplinary nature, climate science poses wide-ranging challenges for science and mathematics students seeking careers in this field. There is a compelling need for universities to provide coherent programs in climate science in order to train future climate scientists. With funding from NASA Innovations in Climate Education (NICE), California State University, Northridge (CSUN), is creating the CSUN Climate Science Program. An interdisciplinary team of faculty members is working in collaboration with UCLA, Santa Monica College and NASA/JPL partners to create a new curriculum in climate science. The resulting sequence of climate science courses, or Pathway for studying the Mathematics of Climate Change (PMCC), is integrated into a Bachelor of Science degree program in the Applied Mathematical Sciences offered by the Mathematics Department at CSUN. The PMCC consists of courses offered by the departments of Mathematics, Physics, and Geography and is designed to prepare students for Ph.D. programs in technical fields relevant to global climate change and related careers. The students who choose to follow this program will be guided to enroll in the following sequence of courses for their 12 units of upper division electives: 1) A newly created course junior level course, Math 396CL, in applied mathematics which will introduce students to applications of vector calculus and differential equations to the study of thermodynamics and atmospheric dynamics. 2) An already existing course, Math 483, with new content on mathematical modeling specialized for this program; 3) An improved version of Phys 595CL on the mathematics and physics of climate change with emphasis on Radiative Transfer; 4) A choice of Geog 407 on Remote Sensing or Geog 416 on Climate Change with updated content to train the students in the analysis of satellite data obtained with the NASA Earth Observing System and instruction in the analysis of data obtained within a Geographical Information System (GIS). In addition the Geography department will similarly update the corresponding graduate courses on Remote Sensing, Geog 690D, and Climate Change Geog 620F, and there will be a reciprocal curriculum and data sharing collaboration with the Earth and Environmental Sciences program at Santa Monica College. Throughout the academic year a seminar series offers the students the opportunity to learn about ongoing work on Atmospheric Sciences and Climate and during the summer they have access to research experiences at NASA's Jet Propulsion Laboratory.

The U.S. Climate Change Science Program. Vision for the Program and Highlights of the Scientific Strategic Plan

DTIC Science & Technology

2003-07-01

CH4, N2O, O3, etc. Aerosols Clouds ATMOSPHERIC COMPOSITION WATER CYCLE LAND-USE/ LAND-COVER CHANGE HUMAN CONTRIBUTIONS AND RESPONSES CARBON...Oceanographic Institution. Climate Variability and Change ATMOSPHERIC COMPOSITION CLIMATE VARIABILITY AND CHANGE GLOBAL WATER CYCLE LAND-USE/LAND-COVER CHANGE...their access to and use of water. CCSP-supported research on the global water cycle focuses on how natural processes and human activities influence the

Climate Change and the Federal Budget

DTIC Science & Technology

1998-08-01

in the area of global climate change and to review current federal spending programs and tax policies that relate to climate change . The memorandum...policymakers as they consider options to respond to international proposals for reducing the threat of climate change . In accordance with CBO’s mandate

Climate Literacy and Cyberlearning: Emerging Platforms and Programs

NASA Astrophysics Data System (ADS)

McCaffrey, M. S.; Wise, S. B.; Buhr, S. M.

2009-12-01

With the release of the Essential Principles of Climate Science Literacy: A Guide for Individuals and Communities in the Spring of 2009, an important step toward an shared educational and communication framework about climate science was achieved. Designed as a living document, reviewed and endorsed by the thirteen federal agencies in the U.S. Climate Change Science Program (now U.S. Global Change Research Program), the Essential Principles of Climate Literacy complement other Earth system literacy efforts. A variety of emerging efforts have begun to build on the framework using a variety of cyberlearning tools, including an online Climate Literacy course developed by Education and Outreach group at CIRES, the Cooperative Institute for Research in Environmental Sciences, and the Independent Learning program of the Continuing Education Division at the University of Colorado at Boulder. The online course, piloted during the Summer of 2009 with formal classroom teachers and informal science educators, made use of the online Climate Literacy Handbook, which was developed by CIRES Education and Outreach and the Encyclopedia of Earth, which is supported by the National Council for Science and the Environment and hosted by Boston University. This paper will explore challenges and opportunities in the use of cyberlearning tools to support climate literacy efforts, highlight the development of the online course and handbook, and note related emerging cyberlearning platforms and programs for climate literacy, including related efforts by the Climate Literacy Network, the NASA Global Climate Change Education programs, the National STEM Education Distributed Learning (NSDL) and AAAS Project 2061.

Taming Typhon: Advancing Climate Literacy by Coordinating Federal Earth System Science Education Investments Through the U.S. Climate Change Science Program

NASA Astrophysics Data System (ADS)

Karsten, J. L.; Niepold, F.; Wei, M.; Waple, A. M.

2008-12-01

Thirteen Federal agencies in the United States invest in research, communication, and education activities related to climate and global change. The U.S. Climate Change Science Program (CCSP) works to integrate the research activities of these different agencies, with oversight from the Office of Science and Technology Policy, the Council on Environmental Quality, the National Economic Council and the Office of Management and Budget. The CCSP is the result of a Presidential initative in 2001 to build on the Global Change Research Program, which exists as a result of the Global Change Research Act of 1990. This initiative was to shift the focus of the Program from 'discovery and characterization' to 'differentiation and strategy investigation.' With this shift, CCSP's focus is now on evaluating optimal strategies for addressing climate change risks, improving coordination among the Federal agencies, communicating research results to all stakeholders (including national policy leaders and local resource managers), and improving public debate and decision-making related to global change. Implicit to these activities is the need to educate the general public about the science of climate change and its consequences, as well as coordinate Federal investments related to climate change education. This is no small task, given the variety of missions and approaches of the participating agencies. Recognizing that its Communications Interagency Working Group (CIWG) does not have the expertise or focus to adequately address issues related to science education, the CCSP recently established an ad-hoc Education Interagency Working Group (EIWG), comprising representatives from all 13 agencies, that will work closely with the CIWG to enhance education goals. Its mission is to advance literacy in climate and related sciences and increase informed decision making for the Nation. The EIWG envisions that its primary activities in the near-term will be focused on establishing: (1) a consensus framework to define climate literacy; (2) a protocol and process for vetting, reviewing, and assuring scientific quality of educational materials related to climate change; (3) a Federal network of professionals who can share, access, and identify complementary educational materials; (4) a suite of evaluation tools to gauge effectiveness of interagency programs related to climate change education; (5) a clearinghouse or central repository of climate change education resources and expertise; and (6) professional development resources for educators seeking to improve their understanding of climate change and related Earth system science principles.

Climate Change Student Summits: A Model that Works (Invited)

NASA Astrophysics Data System (ADS)

Huffman, L. T.

2013-12-01

The C2S2: Climate Change Student Summit project has completed four years of activities plus a year-long longitudinal evaluation with demonstrated positive impacts beyond the life of the project on both students and teachers. This presentation will share the lessons learned about implementing this climate change science education program and suggest that it is a successful model that can be used to scale up from its Midwestern roots to achieve measurable national impact. A NOAA Environmental Literacy grant allowed ANDRILL (ANtarctic geological DRILLing) to grow a 2008 pilot program involving 2 Midwestern sites, to a program 4 years later involving 10 sites. The excellent geographical coverage included 9 of the U.S. National Climate Assessment regions defined by the U.S. Global Change Research Program. Through the delivery of two professional development (PD) workshops, a unique opportunity was provided for both formal and informal educators to engage their classrooms/audiences in understanding the complexities of climate change. For maximum contact hours, the PD experience was extended throughout the school year through the use of an online grouphub. Student teams were involved in a creative investigative science research and presentation experience culminating in a Climate Change Student Summit, an on-site capstone event including a videoconference connecting all sites. The success of this program was based on combining multiple aspects, such as encouraging the active involvement of scientists and early career researchers both in the professional development workshops and in the Student Summit. Another key factor was the close working relationships between informal and formal science entities, including involvement of informal science learning facilities and informal science education leaders. The program also created cutting-edge curriculum materials titled the ELF, (Environmental Literacy Framework with a focus on climate change), providing an earth systems approach to climate change education which have been successfully integrated into existing curricula in grades 4-12, as well as at numerous science museums.

Development and nationwide scale-up of Climate Matters, a localized climate change education program delivered by TV weathercasters.

NASA Astrophysics Data System (ADS)

Cullen, H. M.; Maibach, E.

2016-12-01

Most Americans view climate change as a threat that is distant in space (i.e., not here), time (i.e., not now), and species (i.e., not us). TV weathercasters are ideally positioned to educate Americans about the current and projected impacts of climate change in their community: they have tremendous reach, are trusted sources of climate information, and are highly skilled science communicators. In 2009, we learned that many weathercasters were potentially interested in reporting on climate change, but few actually were, citing significant barriers including a lack of time to prepare and air stories, and lack of access to high quality content. To test the premise that TV weathercasters can be effective climate educators - if supported with high quality localized climate communication content - in 2010 George Mason University, Climate Central and WLTX-TV (Columbia, SC) developed and pilot-tested Climate Matters, a series of short on-air (and online) segments about the local impacts of climate change, delivered by the station's chief meteorologist. During the first year, more than a dozen stories aired. To formally evaluate Climate Matters, we conducted pre- and post-test surveys of local TV news viewers in Columbia. After one year, WLTX viewers had developed a more science-based understanding of climate change than viewers of other local news stations, confirming our premise that when TV weathercasters report on the local implications of climate change, their viewers learn. Through a series of expansions, including the addition of important new partners - AMS, NASA, NOAA & Yale University - Climate Matters has become a comprehensive nationwide climate communication resource program for American TV weathercasters. As of March 2016, a network of 313 local weathercasters nationwide (at 202 stations in 111 media markets) are participating in the program, receiving new content on a weekly basis. This presentation will review the theoretical basis of the program, detail its development and national scale-up, and conclude with insights for how to develop climate communication initiatives for other professional communities of practice in the U.S. and other countries.

Climate Adaptation Training for Natural Resource Professionals

NASA Astrophysics Data System (ADS)

Sorensen, H. L.; Meyer, N.

2016-02-01

The University of Minnesota Sea Grant Program and University of Minensota Extension are coordinating the development of a cohort-based training for natural resource professionals that prepares them with essential aptitude, resources and tools to lead climate adaptation activities in their organizations and municipalities. This course is geared toward the growing cadre of natural resources, water, municipal infrastructure, and human resources professionals who are called upon to lead climate adaptation initiatives but lack core training in climate change science, vulnerability assessment, and adaptation planning. Modeled on pre-existing UMN certificate programs, the online course encompasses approximately 40 contact hours of training. Content builds from basic climate mechanics to change science, vulnerability assessment, downscaled climate modeling, ecosystem response to climate change and strategies communicating climate change to diverse audiences. Minnesota as well as national case studies and expertise will anchor core climate adaptation concepts in a relevant context.

Community-based Participatory Process – Climate Change and Health Adaptation Program for Northern First Nations and Inuit in Canada

PubMed Central

Peace, Diane McClymont; Myers, Erin

2012-01-01

Objectives Health Canada's Program for Climate Change and Health Adaptation in Northern First Nation and Inuit Communities is unique among Canadian federal programs in that it enables community-based participatory research by northern communities. Study design The program was designed to build capacity by funding communities to conduct their own research in cooperation with Aboriginal associations, academics, and governments; that way, communities could develop health-related adaptation plans and communication materials that would help in adaptation decision-making at the community, regional, national and circumpolar levels with respect to human health and a changing environment. Methods Community visits and workshops were held to familiarize northerners with the impacts of climate change on their health, as well as methods to develop research proposals and budgets to meet program requirements. Results Since the launch of the Climate Change and Health Adaptation Program in 2008, Health Canada has funded 36 community projects across Canada's North that focus on relevant health issues caused by climate change. In addition, the program supported capacity-building workshops for northerners, as well as a Pan-Arctic Results Workshop to bring communities together to showcase the results of their research. Results include: numerous films and photo-voice products that engage youth and elders and are available on the web; community-based ice monitoring, surveillance and communication networks; and information products on land, water and ice safety, drinking water, food security and safety, and traditional medicine. Conclusions Through these efforts, communities have increased their knowledge and understanding of the health effects related to climate change and have begun to develop local adaptation strategies. PMID:22584509

Climate programs update: USDA Southwest Regional Climate Hub update

USDA-ARS?s Scientific Manuscript database

PROGRAM OVERVIEW: The overarching goal of the USDA SW Climate Hub is to assist farmers, ranchers and foresters in addressing the effects of climate change including prolonged drought, increased insect outbreaks and severe wildfires. In the first year of operations, the SW Climate Hub (est. Februa...

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.

BASINs 4.0 Climate Assessment Tool (CAT): Supporting ...

EPA Pesticide Factsheets

EPA announced the availability of the report, BASINS 4.0 Climate Assessment Tool (CAT): Supporting Documentation and User's Manual. This report was prepared by the EPA's Global Change Research Program (GCRP), an assessment-oriented program, that sits within the Office of Research and Development, that focuses on assessing how potential changes in climate and other global environmental stressors may impact water quality, air quality, aquatic ecosystems, and human health in the United States. The Program’s focus on water quality is consistent with the Research Strategy of the U.S. Climate Change Research Program—the federal umbrella organization for climate change science in the U.S. government—and is responsive to U.S. EPA’s mission and responsibilities as defined by the Clean Water Act and the Safe Drinking Water Act. A central goal of the EPA GCRP is to provide EPA program offices, Regions, and other stakeholders with tools and information for assessing and responding to any potential future impacts of climate change. In 2007, the EPA Global Change Research Program (GCRP), in partnership with the EPA Office of Water, supported development of a Climate Assessment Tool (CAT) for version 4 of EPA’s BASINS modeling system. This report provides supporting documentation and user support materials for the BASINS CAT tool. The purpose of this report is to provide in a single document a variety of documentation and user support materials supporting the use

U.S. Federal Investments in Climate Change Education: They're Warming Up! (Invited)

NASA Astrophysics Data System (ADS)

Karsten, J. L.; Niepold, F.; Wei, M.; Usgcrp Education Interagency Working Group

2010-12-01

Many similarities exist between the U.S. federal government and the climate system, in terms of their complexity. Government operates through a dynamic interplay of sub-systems (different agencies), pressure gradients (political interests), energy transformations (converting dollars into activity through Congressional appropriations, grants and contracts), and non-linear positive and negative feedback mechanisms (MOU’s, competing agency missions). ‘Viscosity’ in the system makes progress difficult. The good news is that, like the climate, federal investments in climate change education are heating up, due to man-made inputs. Individual agency investments in projects to improve and monitor public understanding of climate change and its impacts are rapidly becoming more coupled and coherent. This paper will discuss several efforts now underway. In FY 2009, dedicated, multi-million dollar funding led to creation of NSF’s Climate Change Education (CCE) and NASA’s Global Climate Change Education (GCCE) grant programs, which are funding a projects to develop pedagogically-sound learning resources, professional development strategies, tool kits, and web-based clearinghouses offering scientifically accurate information about climate change to different learner audiences. NOAA has been able to firmly establish their Environmental Literacy Grant (ELG) program because of the America COMPETES Act. Related programs are being developed within the EPA and USDA’s NIFA and U.S. Forest Service. Several other agencies have revamped their strategic plans to increase focus on communicating with and educating teachers, students, policymakers, and the general public about climate change, adaptation, and mitigation issues. To foster larger networks of scientists and educators, minimize duplication, and encourage synergy and scale-up, NSF, NOAA, and NASA have initiated joint meetings of their CCE, GCCE, and ELG Principal Investigators and shared evaluations. Additional cross-agency linkages are being encouraged through NSF’s new Climate Change Education Partnership (CCEP) program, which launched 15 Phase I Partnerships focused around specific geographic regions or scientific themes unified by common climate change impacts. When fully implemented in Phase II, CCEP expects to increase the adoption of high quality educational resources and their impact on public climate literacy. Phase I strategic planning efforts will identify and engage relevant stakeholders, inventory existing climate change education resources for that theme or region, conduct a needs analysis, and develop a robust strategic plan for implementation in Phase II. The U.S. Global Change Research Program (USGCRP) is the primary organizational structure through which the 13 federal agencies that conduct climate-related research, education, and outreach are coordinating their efforts. The Climate Literacy framework is one example of the constructive collaboration that has been achieved through the USGCRP Education Interagency Working Group. Additional efforts are being planned through a new Interagency Climate Communication and Education Task Force.

Collaborative Education in Climate Change Sciences and Adaptation through Interactive Learning

NASA Astrophysics Data System (ADS)

Ozbay, G.; Sriharan, S.; Fan, C.

2014-12-01

As a result of several funded climate change education grants, collaboration between VSU, DSU, and MSU, was established to provide the innovative and cohesive education and research opportunities to underrepresented groups in the climate related sciences. Prior to offering climate change and adaptation related topics to the students, faculty members of the three collaborating institutions participated at a number of faculty training and preparation workshops for teaching climate change sciences (i.e. AMS Diversity Project Workshop, NCAR Faculty-Student Team on Climate Change, NASA-NICE Program). In order to enhance the teaching and student learning on various issues in the Environmental Sciences Programs, Climatology, Climate Change Sciences and Adaptation or related courses were developed at Delaware State University and its partner institutions (Virginia State University and Morgan State University). These courses were prepared to deliver information on physical basis for the earth's climate system and current climate change instruction modules by AMS and historic climate information (NOAA Climate Services, U.S. and World Weather Data, NCAR and NASA Climate Models). By using Global Seminar as a Model, faculty members worked in teams to engage students in videoconferencing on climate change through Contemporary Global Studies and climate courses including Climate Change and Adaptation Science, Sustainable Agriculture, Introduction to Environmental Sciences, Climatology, and Ecology and Adaptation courses. All climate change courses have extensive hands-on practices and research integrated into the student learning experiences. Some of these students have presented their classroom projects during Earth Day, Student Climate Change Symposium, Undergraduate Summer Symposium, and other national conferences.

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.

Climate Matters: Increasing Climate Literacy Through Broadcast Meteorologists

NASA Astrophysics Data System (ADS)

Sanford, T. J.; Placky, B. W.

2015-12-01

Broadcast meteorologists are among the most trusted members of the media landscape and they have a unique opportunity to reach the broad public with information about climate change. A recent survey by Maibach, et al. (2015) has shown that more than 90% of TV weathercasters think that their audience is at least somewhat interested in learning about the local impacts of climate change and 7 in 10 think that it is appropriate for them to report the science of climate change to their audience. But about half of these TV weathercasters have experienced obstacles to reporting climate change - citing lack of time to research and produce material, in addition to lack of access to appropriate visuals/graphics and access to trusted scientific information. Climate Matters is an NSF funded program that partners with broadcast meteorologists to deliver scientifically sound climate change information to the public that is local and relevant. A team of climate scientists, meteorologists, data analysts, journalists, and multimedia artists analyze and prepare content on a weekly basis so that it may be readily included in a broadcast weather segment, online or during community outreach. The program started as a pilot project with just one meteorologist in 2010 before Climate Central launched a full-time, nationwide program in 2012. Since then, Climate Matters has grown to include over 250 meteorologists strong and in more than 100 markets across the country, including Spanish language TV stations.

Revised research plan for the U.S. Climate Change Science Program

DOT National Transportation Integrated Search

2008-05-01

The U.S. Climate Change Science Program (CCSP) released its Strategic Plan in 2003.This Revised Research Plan, in compliance with Section 104(a) of the Global Change Research Act of 1990, is an update to the 2003 Strategic Plan. It reflects both scie...

Preparedness for climate change among local health department officials in New York state: a comparison with national survey results.

PubMed

Carr, Jessie L; Sheffield, Perry E; Kinney, Patrick L

2012-01-01

Climate-change adaptation strategies that address locally specific climate hazards are critical for preventing negative health outcomes, and local public health care officials are key foci for adaptation planning. To assess New York State Local Health Department officials' perceptions and preparedness related to climate-sensitive health areas, and compare these with a national sample. Online survey instrument, originally used in a national survey of local health department (LHD) officials. New York State. Eligible participants included all New York State city and county LHD officials, 1 respondent per LHD. LHD officials' perceptions of (1) local climate-related public health effects, (2) preparation status and programming areas of LHDs, and (3) necessary resources to better address climate-related health risks. : Survey participants, representing a 54% response rate (with 93% of respondents completing more than 90% of the questions), perceived climate change as relevant to public health, and most noted that some of their existing programs already use or are planning to use climate adaptation strategies. Overall, fewer New York State respondents identified concerns or related expertise compared with the previous national survey. Many respondents expressed uncertainty regarding necessary additional resources. This type of assessment makes clear the high variability in perceived impacts and capacity at the level of LHD jurisdictions, and underscores the importance of sustained support for local climate-change preparedness programming. The implications of these findings are germane to other states with similar decentralized jurisdiction of public health. Findings from such surveys can bolster existing LHD programs, as well as inform long-term and emergency planning for climate change.

USGS global change research

USGS Publications Warehouse

,

1995-01-01

The Earth's global environment--its interrelated climate, land, oceans, fresh water, atmospheric and ecological systems-has changed continually throughout Earth history. Human activities are having ever-increasing effects on these systems. Sustaining our environment as population and demands for resources increase requires a sound understanding of the causes and cycles of natural change and the effects of human activities on the Earth's environmental systems. The U.S. Global Change Research Program was authorized by Congress in 1989 to provide the scientific understanding necessary to develop national and international policies concerning global environmental issues, particularly global climate change. The program addresses questions such as: what factors determine global climate; have humans already begun to change the global climate; will the climate of the future be very different; what will be the effects of climate change; and how much confidence do we have in our predictions? Through understanding, we can improve our capability to predict change, reduce the adverse effects of human activities, and plan strategies for adapting to natural and human-induced environmental change.

Climate Connections in Virginia: Your Actions Matter

NASA Astrophysics Data System (ADS)

Hoffman, J. S.; Maurakis, E. G.

2016-12-01

Our project objectives are to educate the general public about the science of climate change on global and local scales, highlight current and potential future impacts of climate change on Virginia and its communities, define community climate resiliency and why it is important, illustrate how individuals can contribute to the resiliency of their own community by taking personal steps to be prepared for weather events and health threats related to climate change, and, foster a conversion of climate change awareness and understanding into personal action to increase readiness and resiliency in homes, schools, and communities. The communication methods used to convey climate change and resiliency information are: development of new programming for the museum's NOAA Science on a Sphere® and digital Dome theater, production of a statewide digital media series (24 audio and 12 video content pieces/year), engagement with social media platforms, a public lecture series, facilitation of resiliency-themed programming (Art Lab, Challenge Lab, EcoLab), establishment of extreme event readiness challenge workshops, and enacting community preparedness and resiliency checklist and certification programs. A front-end evaluation was conducted to survey general audience understanding of the difference between climate and weather, climate change impacts, and resilience. We seek here to share some initial content and reflection based on the first few months of this project. Funded by NOAA Award NA15SEC0080009 and the Virginia Environmental Endowment.

Undergraduate Students as Climate Communicators

NASA Astrophysics Data System (ADS)

Sharif, H. O.; Joseph, J.; Mullendore, G. L.

2012-12-01

The University of Texas at San Antonio (UTSA), San Antonio College (SAC), and the University of North Dakota (UND) are partnering with NASA to provide underrepresented undergraduates from UTSA, SAC, and other community colleges climate-related research and education experiences. The program aims to develop a robust response to climate change by providing K-16 climate change education; enhance the effectiveness of K-16 education particularly in engineering and other STEM disciplines by use of new instructional technologies; increase the enrollment in engineering programs and the number of engineering degrees awarded by showing engineering's usefulness in relation to the much-discussed contemporary issue of climate change; increase persistence in STEM degrees by providing student research opportunities; and increase the ethnic diversity of those receiving engineering degrees and help ensure an ethnically diverse response to climate change. Students will have the opportunity to participate in guided research experiences aligned with NASA Science Plan objectives for climate and Earth system science and the educational objectives of the three institutions. An integral part of the learning process will include training in modern media technology (webcasts), and in using this technology to communicate the information on climate change to others, especially high school students, culminating in production of a webcast about investigating aspects of climate change using NASA data. Content developed is leveraged by NASA Earth observation data and NASA Earth system models and tools. Several departments are involved in the educational program.

Climate Change Communicators: The C3E3 Project

NASA Astrophysics Data System (ADS)

Sharif, H. O.; Joseph, J.

2013-12-01

The University of Texas at San Antonio (UTSA), San Antonio College (SAC), and the University of North Dakota (UND) have partnered with NASA to provide underrepresented undergraduates from UTSA, SAC, and other community colleges climate-related research and education experiences through the Climate Change Communication: Engineer, Environmental science, and Education (C3E3) project. The program aims to develop a robust response to climate change by providing K-16 climate change education; enhance the effectiveness of K-16 education particularly in engineering and other STEM disciplines by use of new instructional technologies; increase the enrollment in engineering programs and the number of engineering degrees awarded by showing engineering's usefulness in relation to the much-discussed contemporary issue of climate change; increase persistence in STEM degrees by providing student research opportunities; and increase the ethnic diversity of those receiving engineering degrees and help ensure an ethnically diverse response to climate change. Students participated in the second summer internship funded by the project. More than 60 students participated in guided research experiences aligned with NASA Science Plan objectives for climate and Earth system science and the educational objectives of the three institutions. The students went through training in modern media technology (webcasts), and in using this technology to communicate the information on climate change to others, especially high school students, culminating in production of webcasts on investigating the aspects of climate change using NASA data. Content developed is leveraged by NASA Earth observation data and NASA Earth system models and tools. Several departments are involved in the educational program.

Vulnerability Assessments in Support of the Climate Ready ...

EPA Pesticide Factsheets

As part of the Climate Ready Estuaries (CRE) program, the Global Change Research Program (GCRP) in the National Center for Environmental Assessment, Office of Research and Development at the U.S. Environmental Protection Agency has prepared a report exploring a new methodology for climate change vulnerability assessments using Massachusetts Bays’ salt marsh ecosystem as a demonstration. The aim is to synthesize place-based information on the potential implications of climate change for key ecosystem processes in each estuary, in a form that will enable managers to undertake management adaptation planning.

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.

Science Matters Podcast: Climate Change Research

EPA Pesticide Factsheets

Listen to a podcast with Dr. Andy Miller, the Associate Director for Climate for the Agency's Air, Climate, and Energy Research Program, as he answers questions about climate change research, or read some of the highlights from the conversation here.

Global climate change impacts in the United States

DOT National Transportation Integrated Search

2009-06-01

This report summarizes the science of climate change and the impacts of climate change on the United States, now and in the future. It is largely based on results of the U.S. Global Change Research Program (USGCRP), a and integrates those results wit...

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.

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…

Vulnerability Assessments in Support of the Climate Ready ...

EPA Pesticide Factsheets

As part of the Climate Ready Estuaries (CRE) program, the Global Change Research Program (GCRP) in the National Center for Environmental Assessment, Office of Research and Development at the U.S. Environmental Protection Agency has prepared this draft report exploring a new methodology for climate change vulnerability assessments using San Francisco Bay’s salt marsh and mudflat ecosystems as a demonstration. N/A

Implications of Climate Change for State Bioassessment ...

EPA Pesticide Factsheets

This draft report uses biological data collected by four states in wadeable rivers and streams to examine the components of state and tribal bioassessment and biomonitoring programs that may be vulnerable to climate change. The study investigates the potential to identify biological response signals to climate change within existing bioassessment data sets; analyzes how biological responses can be categorized and interpreted; and assesses how they may influence decision-making processes. The analyses suggest that several biological indicators may be used to detect climate change effects and such indicators can be used by state bioassessment programs to document changes at high-quality reference sites. The study investigates the potential to identify biological response signals to climate change within existing bioassessment data sets; analyzes how biological responses can be categorized and interpreted; and assesses how they may influence decision-making processes.

Office of Land and Emergency Management (OLEM) Climate Change Adaptation Training

EPA Pesticide Factsheets

This training discusses climate vulnerabilities and methods for incorporating adaptation measures into OLEM programs. This training is meant to follow completion of EPA's Introductory Climate Change Training.

The Climate Variability & Predictability (CVP) Program at NOAA - Recent Program Advancements

NASA Astrophysics Data System (ADS)

Lucas, S. E.; Todd, J. F.

2015-12-01

The Climate Variability & Predictability (CVP) Program supports research aimed at providing process-level understanding of the climate system through observation, modeling, analysis, and field studies. This vital knowledge is needed to improve climate models and predictions so that scientists can better anticipate the impacts of future climate variability and change. To achieve its mission, the CVP Program supports research carried out at NOAA and other federal laboratories, NOAA Cooperative Institutes, and academic institutions. The Program also coordinates its sponsored projects with major national and international scientific bodies including the World Climate Research Programme (WCRP), the International and U.S. Climate Variability and Predictability (CLIVAR/US CLIVAR) Program, and the U.S. Global Change Research Program (USGCRP). The CVP program sits within NOAA's Climate Program Office (http://cpo.noaa.gov/CVP). The CVP Program currently supports multiple projects in areas that are aimed at improved representation of physical processes in global models. Some of the topics that are currently funded include: i) Improved Understanding of Intraseasonal Tropical Variability - DYNAMO field campaign and post -field projects, and the new climate model improvement teams focused on MJO processes; ii) Climate Process Teams (CPTs, co-funded with NSF) with projects focused on Cloud macrophysical parameterization and its application to aerosol indirect effects, and Internal-Wave Driven Mixing in Global Ocean Models; iii) Improved Understanding of Tropical Pacific Processes, Biases, and Climatology; iv) Understanding Arctic Sea Ice Mechanism and Predictability;v) AMOC Mechanisms and Decadal Predictability Recent results from CVP-funded projects will be summarized. Additional information can be found at http://cpo.noaa.gov/CVP.

Polar Voices: Relaying the Science and Story of Polar Climate Change through Podcast

NASA Astrophysics Data System (ADS)

Moloney, M.; Quinney, A.; Murray, M. S.

2016-12-01

The resurgence of audio programming with the advent of podcasting in the early 2000's spawned a new medium for communicating advances in science, research, and technology. To capitalize on this informal educational outlet, the Arctic Institute of North America (AINA) partnered with the International Arctic Research Center, the University of Alaska Fairbanks, and the UA Museum of the North to develop a podcast series called PoLAR Voices for the Polar Learning and Responding (PoLAR) Climate Change Education Partnership. Now entering its third season of production, PoLAR Voices has facilitated the communication of scientific knowledge regarding the impact of climate change on the Arctic and Antarctic from the perspectives of both scientific researchers and Arctic indigenous peoples. We present a holistic program detailing both data and research related to climate change in addition to personal stories from those people and communities most affected. An evaluation of the program has been conducted by the Goodman Research Group to assess the effectiveness of the program for relaying the whole story of climate change to the public. The results of this assessment will be used to further develop the program to effectively reach larger and more diverse audiences. The series is currently available on thepolarhub.org and iTunes, and we are exploring opportunities to air the program on radio to reach as many people as possible.

The Climate Variability & Predictability (CVP) Program at NOAA - Observing and Understanding Processes Affecting the Propagation of Intraseasonal Oscillations in the Maritime Continent Region

NASA Astrophysics Data System (ADS)

Lucas, S. E.

2017-12-01

The Climate Variability & Predictability (CVP) Program supports research aimed at providing process-level understanding of the climate system through observation, modeling, analysis, and field studies. This vital knowledge is needed to improve climate models and predictions so that scientists can better anticipate the impacts of future climate variability and change. To achieve its mission, the CVP Program supports research carried out at NOAA and other federal laboratories, NOAA Cooperative Institutes, and academic institutions. The Program also coordinates its sponsored projects with major national and international scientific bodies including the World Climate Research Programme (WCRP), the International and U.S. Climate Variability and Predictability (CLIVAR/US CLIVAR) Program, and the U.S. Global Change Research Program (USGCRP). The CVP program sits within NOAA's Climate Program Office (http://cpo.noaa.gov/CVP). In 2017, the CVP Program had a call for proposals focused on observing and understanding processes affecting the propagation of intraseasonal oscillations in the Maritime Continent region. This poster will present the recently funded CVP projects, the expected scientific outcomes, the geographic areas of their work in the Maritime Continent region, and the collaborations with the Office of Naval Research, Indonesian Agency for Meteorology, Climatology and Geophysics (BMKG), Japan Agency for Marine-Earth Science and Technology (JAMSTEC) and other partners.

A Climate Ready Estuaries Vulnerability Assessment

EPA Science Inventory

The purpose of the the Climate Ready Estuaries program is to build capacity in the National Estuary Programs (NEPs) for local leadership and expertise to adapt to the effects of climate change through a joint effort with the NEPs and EPA.

Background

76 FR 55673 - Vulnerability Assessments in Support of the Climate Ready Estuaries Program: A Novel Approach...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-09-08

... exercise was designed to elicit judgments from experts in a workshop setting, regarding climate change... influence under both current and future climate change scenarios. The experts also discussed the high impact... in the diagram, and the potential for threshold changes. These reports show how climate-sensitive...

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;

BREEDING AND GENETICS SYMPOSIUM: Climate change and selective breeding in aquaculture.

PubMed

Sae-Lim, P; Kause, A; Mulder, H A; Olesen, I

2017-04-01

Aquaculture is the fastest growing food production sector and it contributes significantly to global food security. Based on Food and Agriculture Organization (FAO) of the United Nations, aquaculture production must increase significantly to meet the future global demand for aquatic foods in 2050. According to Intergovernmental Panel on Climate Change (IPCC) and FAO, climate change may result in global warming, sea level rise, changes of ocean productivity, freshwater shortage, and more frequent extreme climate events. Consequently, climate change may affect aquaculture to various extents depending on climatic zones, geographical areas, rearing systems, and species farmed. There are 2 major challenges for aquaculture caused by climate change. First, the current fish, adapted to the prevailing environmental conditions, may be suboptimal under future conditions. Fish species are often poikilothermic and, therefore, may be particularly vulnerable to temperature changes. This will make low sensitivity to temperature more important for fish than for livestock and other terrestrial species. Second, climate change may facilitate outbreaks of existing and new pathogens or parasites. To cope with the challenges above, 3 major adaptive strategies are identified. First, general 'robustness' will become a key trait in aquaculture, whereby fish will be less vulnerable to current and new diseases while at the same time thriving in a wider range of temperatures. Second, aquaculture activities, such as input power, transport, and feed production contribute to greenhouse gas emissions. Selection for feed efficiency as well as defining a breeding goal that minimizes greenhouse gas emissions will reduce impacts of aquaculture on climate change. Finally, the limited adoption of breeding programs in aquaculture is a major concern. This implies inefficient use of resources for feed, water, and land. Consequently, the carbon footprint per kg fish produced is greater than when fish from breeding programs would be more heavily used. Aquaculture should use genetically improved and robust organisms not suffering from inbreeding depression. This will require using fish from well-managed selective breeding programs with proper inbreeding control and breeding goals. Policymakers and breeding organizations should provide incentives to boost selective breeding programs in aquaculture for more robust fish tolerating climatic change.

Lens on Climate Change (LOCC) - Engaging Diverse Secondary Students in Climate Science through Videography

NASA Astrophysics Data System (ADS)

Gold, Anne; Smith, Lesley; Leckey, Erin; Oonk, David; Woods, Melanie

2016-04-01

The impact of climate change is often discussed using examples from Polar Regions, such as decreasing polar bear populations, but significant changes are happening to local climates around the world. Climate change is often perceived as happening elsewhere, evoking a sense that others have to take action to mitigate climate change. Learning about climate change is very tangible for students when it addresses impacts they can observe close to their home. The Lens on Climate Change (LOCC) program engages students, ages 11to18 in producing short videos about climate change topics in Colorado, USA, specifically ones that are impacting students' lives and their local community. Participating schools are located in rural, suburban and urban Colorado many of which have diverse student populations often from socioeconomically disadvantaged backgrounds. Project staff recruits university graduate and undergraduate students to mentor the students in their research and video production. With the help of these mentors, student groups select and research climate topics, interview science experts and stakeholders, and produce short videos. The program aims to engage students in self-motivated research and learning about a climate topic. Furthermore, it serves as a way to spark students' interest in a career in science by matching them with college students for the program duration and bringing them to a university campus for a final screening event. For many of the students it is their first visit to a college campus. The LOCC project aims to connect secondary students, who otherwise would not have this opportunity, with college life and the scientific community. Evaluation results show that the process of video production is a powerful tool for the students to explore and learn about climate change topics. Students and teachers appreciate the unique approach to learning. The here presented approach of teaching science with videography in an active, self-directed style can easily be transferred.

Successfully Engaging Family and Student Audiences in Climate Science Workshops in an Informal Learning Venue

NASA Astrophysics Data System (ADS)

DeFrancis, G.; Haynes, R.; Schroer, K.

2017-12-01

The Montshire Museum of Science, a regional science center serving families, teachers, and students in rural Vermont and New Hampshire, has been actively engaged in in climate literacy initiatives for over 10 years. The Museum's visitor evaluation data shows that before audiences can be engaged in conversations around climate change, they need to be introduced to the underlying earth processes that drive climate, and to the nature of how climate science is done. Through this work, the Museum has developed a suite of climate science programs that can be incorporated in informal science programming at museums, science centers, and libraries, and in the formal K-8 classroom environment. Front-end and formative evaluation data was used in the program design, and summative evaluation showed an increase in concept understanding in the topic presented. Family science and student workshops developed focused on Albedo and the Earth's energy budget, properties and characteristics of sea ice, sediment cores and ice cores to study changes in the climate over time, and the geography of the polar regions. We found that successful climate literacy learning experiences require meaningful hands-on, inquiry-based activities focused on a single earth process, and leads to an increase in science talk and conversation about climate change between the program instructor and audience members as learners begin to understand how these processes interact in the Earth's climate system.

Building the capacity of Extension educators to address climate change and agricultural sustainability

NASA Astrophysics Data System (ADS)

Pathak, T. B.; Doll, J. E.

2016-12-01

It is evident that changes in climate will adversely impact various sectors including agriculture and natural resources worldwide. Increased temperatures, longer than normal growing seasons, more frequent extreme weather events, decreased winter snowpack, earlier snowmelt, and vulnerability to pest are some of the examples of changes and impacts documented in the literature. According to the IPCC 2007, mainstreaming` climate change issues into decision-making is an important aspect for sustainability. Due to the lack of locally and regionally focused educational programs, it becomes difficult for people to translate the science into meaningful actions. One of the strengths of the Cooperative Extension system is that it is one of the most trusted sources of science-based information that is locally relevant. In order to utilize strong network of Cooperative Extension system, we implemented a project to provide regionally tailored climate change and sustainable agriculture professional development for Cooperative Extension and Natural Resources Conservation Services (NRCS) educators in 12 states in north central US. We conducted these activities: 1) creation and dissemination of a Climate Change and Sustainable Agriculture Resource Handbook and a curriculum and 2) two climate change and sustainable agriculture workshops. In general, this project resulted in improved ability of Cooperative Extension academics to respond to climate change questions with science-based information. Several workshop attendees also integrated information provided to them through resource handbook and curriculum into their existing programming. In the long-term, we hope these programs will result in educators and farmers making informed choices and recommendations that lead to sustainable agriculture in the face of climate change.

Adapting to the Changing Climate: An Assessment of Local Health Department Preparations for Climate Change-Related Health Threats, 2008-2012

PubMed Central

Roser-Renouf, Connie; Maibach, Edward W.; Li, Jennifer

2016-01-01

Background Climate change poses a major public health threat. A survey of U.S. local health department directors in 2008 found widespread recognition of the threat, but limited adaptive capacity, due to perceived lack of expertise and other resources. Methods We assessed changes between 2008 and 2012 in local public health departments' preparedness for the public health threats of climate change, in light of increasing national polarization on the issue, and widespread funding cutbacks for public health. A geographically representative online survey of directors of local public health departments was conducted in 2011–2012 (N = 174; response rate = 50%), and compared to the 2008 telephone survey results (N = 133; response rate = 61%). Results Significant polarization had occurred: more respondents in 2012 were certain that the threat of local climate change impacts does/does not exist, and fewer were unsure. Roughly 10% said it is not a threat, compared to 1% in 2008. Adaptation capacity decreased in several areas: perceived departmental expertise in climate change risk assessment; departmental prioritization of adaptation; and the number of adaptation-related programs and services departments provided. In 2008, directors' perceptions of local impacts predicted the number of adaptation-related programs and services their departments offered, but in 2012, funding predicted programming and directors' impact perceptions did not. This suggests that budgets were constraining directors' ability to respond to local climate change-related health threats. Results also suggest that departmental expertise may mitigate funding constraints. Strategies for overcoming these obstacles to local public health departments' preparations for climate change are discussed. PMID:26991658

Adapting to the Changing Climate: An Assessment of Local Health Department Preparations for Climate Change-Related Health Threats, 2008-2012.

PubMed

Roser-Renouf, Connie; Maibach, Edward W; Li, Jennifer

2016-01-01

Climate change poses a major public health threat. A survey of U.S. local health department directors in 2008 found widespread recognition of the threat, but limited adaptive capacity, due to perceived lack of expertise and other resources. We assessed changes between 2008 and 2012 in local public health departments' preparedness for the public health threats of climate change, in light of increasing national polarization on the issue, and widespread funding cutbacks for public health. A geographically representative online survey of directors of local public health departments was conducted in 2011-2012 (N = 174; response rate = 50%), and compared to the 2008 telephone survey results (N = 133; response rate = 61%). Significant polarization had occurred: more respondents in 2012 were certain that the threat of local climate change impacts does/does not exist, and fewer were unsure. Roughly 10% said it is not a threat, compared to 1% in 2008. Adaptation capacity decreased in several areas: perceived departmental expertise in climate change risk assessment; departmental prioritization of adaptation; and the number of adaptation-related programs and services departments provided. In 2008, directors' perceptions of local impacts predicted the number of adaptation-related programs and services their departments offered, but in 2012, funding predicted programming and directors' impact perceptions did not. This suggests that budgets were constraining directors' ability to respond to local climate change-related health threats. Results also suggest that departmental expertise may mitigate funding constraints. Strategies for overcoming these obstacles to local public health departments' preparations for climate change are discussed.

Students as Mentors and Owners of Geoscience and Environmental Education: Advancing the Science of Climate Change in the Public Schools

NASA Astrophysics Data System (ADS)

Schuster, D. A.; Thomas, C. W.; Smith, J. S.; Wood, E. J.; Filippelli, G. M.

2007-12-01

The importance of K-12 educational programs and resources that seek to share the science of climate change has recently come into focus. During the fall 2006 AGU meeting, we presented the conceptual framework used to guide both the curriculum and year-one programs of Students as Mentors and Owners of Geoscience and Environmental Education: The Global Warming Road Show. Currently this dynamic, three-phase, tiered mentoring program selects and empowers a diverse population of 11th and 12th grade students from a large urban high school in the Midwest to teach a curriculum on climate change to 7th graders from a local feeder school. In December 2007 we will complete year-one of the program and will present an overview of 1) students' conceptual representations of climate change, 2) the most recent curriculum and programs, and 3) the ongoing program evaluation. We will synthesize these three areas and reflect on how to improve upon year-two of both the curriculum and the program. During various stages of the program, students have constructed concept maps, written in journals, created lesson plans, and participated in focus group interviews. These materials are being analyzed to provide a brief overview of high school students' initial conceptualizations of climate change. During the intensive 2007 summer workshop, these 11th and 12th grade students were supported by university scientists and science educators, secondary science teachers, and museum educators as they attempted to better understand climate change and as they reflected on how to effectively teach this topic to 7th graders. During the fall semester of 2007, the workshop graduates are scheduled to teach 25 to 30 7th graders a five week climate unit. The program will culminate with the 11th and 12th grade student-mentors working with the 7th graders to create a "Road Show," which will be presented to other 7th and 8th graders within the same school district. To ensure that this program is current, a team of scientists and science educators supplemented and further developed a well known and tested 15-year-old curriculum (Great Explorations in Math and Science, 1990) with recent data and analysis focusing on key concepts of climate change. The updated curriculum was structured using two driving questions: - How do we know the earth has experienced climate change in the past, including the ice ages and the age of the dinosaurs? - How do we know that humans have an impact on climate? Science educators and scientists also worked together to create templates that prompted the 11th and 12th grade students to first reflect on their understandings of climate change and then on how they would teach their younger peers. As students work with experiments, data sets, and news-media articles, they are also prompted to reflect on discrepancies between primary science sources and secondary media sources (Drake and Nelson, 2005). An evaluation team observed the summer workshops, administered surveys, reviewed the adapted curriculum, and participated in planning sessions. The evaluators are in the process of analyzing these multiple indicators to examine the extent to which the program aligns with its stated goals. The initial formative evaluation findings suggest that students were active participants in the workshop and that they enjoyed their experience. Areas of year-two development include improved communication and collaboration between university and secondary school units.

Climate Change, Salmon in the NOAA Budget Spotlight

NASA Astrophysics Data System (ADS)

Showstack, Randy

2004-05-01

A U.S. Senate hearing on 29 April about the administration's proposed budget for the National Oceanic and Atmospheric Administration fiscal year 2005 turned testy when senators pressed for specific information about the agency's programs on abrupt climate change and protecting wild salmon. Sen. Olympia Snowe (R-Maine), chair of the Senate Commerce, Science, and Transportation's Subcommittee on Oceans, Fisheries, and Coast Guard, expressed concern that funding for the agency's program on abrupt climate change appears to be eliminated in the proposed budget.

National climate assessment technical report on the impacts of climate and land use and land cover change

Treesearch

Thomas Loveland; Rezaul Mahmood; Toral Patel-Weynand; Krista Karstensen; Kari Beckendorf; Norman Bliss; Andrew Carleton

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...

Response of western mountain ecosystems to climatic variability and change: The Western Mountain Initiative

USGS Publications Warehouse

Stephenson, Nathan L.; Peterson, Dave; Fagre, Daniel B.; Allen, Craig D.; McKenzie, Donald; Baron, Jill S.; O'Brian, Kelly

2007-01-01

Mountain ecosystems within our national parks and other protected areas provide valuable goods and services such as clean water, biodiversity conservation, and recreational opportunities, but their potential responses to expected climatic changes are inadequately understood. The Western Mountain Initiative (WMI) is a collaboration of scientists whose research focuses on understanding and predicting responses of western mountain ecosystems to climatic variability and change. It is a legacy of the Global Change Research Program initiated by the National Park Service (NPS) in 1991 and continued by the U.S. Geological Survey (USGS) to this day as part of the U.S. Climate Change Science Program (http://www.climatescience.gov/). All WMI scientists are active participants in CIRMOUNT, and seek to further its goals.

Lens on Climate Change (LOCC) - Engaging Secondary Students in Climate Science through Videography

NASA Astrophysics Data System (ADS)

Gold, A. U.; Oonk, D. J.; Smith, L. K.; Sullivan, S. B.; Boykoff, M.; Osnes, B.

2014-12-01

The impact of climate change is often discussed using examples from Polar Regions such as decreasing polar bear populations but significant changes are happening to local climates around the world. Climate change is often perceived as happening elsewhere, evoking a sense that others have to take action to mitigate climate change. Learning about climate change is very tangible for students when it addresses impacts they can observe close to their home. The Lens on Climate Change (LOCC) program engaged Colorado middle and high school students in producing short videos about climate change topics in Colorado, specifically ones that are impacting students' lives and their local community. Participating schools were located in rural, suburban and urban Colorado many of which have diverse student populations and high Free and Reduced Lunch rates. Project staff recruited university graduate and undergraduate student to mentor the students in their research and video production. With the help of these mentors, ten student groups selected and researched climate topics, interviewed science experts from local research institutes and produced short videos. The program aimed at engaging students in self-motivated researching and learning about a climate topic. Furthermore, it served as a way to spark students' interest in a career in science by matching them with college students for the program duration and bringing them to the University of Colorado campus for a final screening event, for many of students their first visit to a college campus. The LOCC middle and high school student groups were in addition paired with undergraduate student groups enrolled in a college course that explores climate change through artistic compositions. The undergraduate students were tasked to develop a companion video based only on a brief prompt from the secondary students. Both student videos were screened back-to-back at a final screening. The LOCC project's goal was to connect secondary students, who would otherwise not have the opportunity, with college life and the scientific community. Our evaluation results showed that the process of video production was a powerful tool for the students to explore and learn about climate change topics. Students and teachers appreciated the unique approach to learning.

Climate Literacy Ambassadors

NASA Astrophysics Data System (ADS)

Ackerman, S. A.; Mooney, M. E.

2011-12-01

The Climate Literacy Ambassadors program is a collaborative effort to advance climate literacy led by the Cooperative Institute of Meteorological Satellite Studies (CIMSS) at the University of Wisconsin-Madison. With support from NASA, CIMSS is coordinating a three-tiered program to train G6-12 teachers to be Ambassadors of Climate Literacy in their schools and communities. The complete training involves participation at a teacher workshop combined with web-based professional development content around Global and Regional Climate Change. The on-line course utilizes e-learning technology to clarify graphs and concepts from the 2007 Intergovernmental Panel on Climate Change Summary for Policy Makers with content intricately linked to the Climate Literacy: The Essential Principles of Climate Science. Educators who take the course for credit can develop lesson plans or opt for a project of their choosing. This session will showcase select lesson plans and projects, ranging from a district-wide action plan that engaged dozens of teachers to Ambassadors volunteering at the Aldo Leopold Climate Change Nature Center to a teacher who tested a GLOBE Student Climate Research Campaign (SCRC) learning project with plans to participate in the SCRC program. Along with sharing successes from the CIMSS Climate Literacy Ambassadors project, we will share lessons learned related to the challenges of sustaining on-line virtual educator communities.

Nevada Infrastructure for Climate Change Science, Education, and Outreach

NASA Astrophysics Data System (ADS)

Dana, G. L.; Lancaster, N.; Mensing, S. A.; Piechota, T.

2008-12-01

The Great Basin is characterized by complex basin and range topography, arid to semiarid climate, and a history of sensitivity to climate change. Mountain areas comprise about 10% of the landscape, yet are the areas of highest precipitation and generate 85% of groundwater recharge and most surface runoff. These characteristics provide an ideal natural laboratory to study the effects of climate change. The Nevada system of Higher Education, including the University of Nevada, Las Vegas, the University of Nevada, Reno, the Desert Research Institute, and Nevada State College have begun a five year research and infrastructure building program, funded by the National Science Foundation Experimental Program to Stimulate Competitive Research (NSF EPSCoR) with the vision "to create a statewide interdisciplinary program and virtual climate change center that will stimulate transformative research, education, and outreach on the effects of regional climate change on ecosystem resources (especially water) and support use of this knowledge by policy makers and stakeholders." Six major strategies are proposed to develop infrastructure needs and attain our vision: 1) Develop a capability to model climate change at a regional and sub-regional scale(Climate Modeling Component) 2) Analyze effects on ecosystems and disturbance regimes (Ecological Change Component) 3) Quantify and model changes in water balance and resources under climate change (Water Resources Component) 4) Assess effects on human systems and enhance policy making and outreach to communities and stakeholders (Policy, Decision-Making, and Outreach Component) 5) Develop a data portal and software to support interdisciplinary research via integration of data from observational networks and modeling (Cyberinfrastructure Component) and 6) Train teachers and students at all levels and provide public outreach in climate change issues (Education Component). Two new climate observational transects will be established across Great Basin Ranges, one anticipated on a mountain range in southern Nevada and the second to be located in north-central Nevada. Climatic, hydrologic and ecological data from these transects will be downloaded into high capacity data storage units and made available to researchers through creation of the Nevada climate change portal. Our research will aim to answer two interdisciplinary science questions key to understanding the effects of future climate change on Great Basin mountain ecosystems and the potential management strategies for responding to these changes: 1) How will climate change affect water resources and linked ecosystem resources and human systems? And 2) How will climate change affect disturbance regimes (e.g., wildland fires, invasive species, insect outbreaks, droughts) and linked systems? Infrastructure developed through this project will provide new interdisciplinary capability to detect, analyze, and model effects of regional climate change in mountainous regions of the west and provide a major contribution to existing climate change research and monitoring networks.

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...

Climate Change and Baleen Whale Trophic Cascades in Greenland

DTIC Science & Technology

2009-09-30

DISTRIBUTION STATEMENT A: Approved for public release; distribution is unlimited. Climate Change and Baleen Whale Trophic Cascades in Greenland...SUBTITLE Climate Change And Baleen Whale Trophic Cascades In Greenland 5a. CONTRACT NUMBER 5b. GRANT NUMBER 5c. PROGRAM ELEMENT NUMBER 6. AUTHOR(S

77 FR 19661 - Draft National Water Program 2012 Strategy: Response to Climate Change

Federal Register 2010, 2011, 2012, 2013, 2014

2012-04-02

... ENVIRONMENTAL PROTECTION AGENCY [EPA-HQ-OW-2011-0943; FRL-9655-1] Draft National Water Program 2012 Strategy: Response to Climate Change AGENCY: Environmental Protection Agency (EPA). ACTION: Notice of availability and request for comments. SUMMARY: The Environmental Protection Agency is publishing...

Research Summary: Projecting Vegetation and Wildfire Response to Changing Climate and Fire Management in Interior Alaska

DTIC Science & Technology

2016-08-21

USER GUIDE Research Summary: Projecting Vegetation and Wildfire Response to Changing Climate and Fire Management in Interior Alaska SERDP Project...Summary: Projecting Vegetation and Wildfire Response to Changing Climate and Fire Management in Interior Alaska 5b. GRANT NUMBER 5c. PROGRAM ELEMENT NUMBER...forecast landscape change in response to projected changes in climate , fire regime, and fire management. 15. SUBJECT TERMS 16. SECURITY CLASSIFICATION OF

Preview of Our Changing Planet. The U.S. Climate Change Science Program for Fiscal Year 2008

DTIC Science & Technology

2007-04-01

reduce the uncertainty in predictions of the global and regional water cycle and surface climate. Sunlight not reflected back to space provides the...research elements include atmospheric composition, climate variability and change, the global water cycle , land-use and land-cover change, the global...entire planet, and researchers with the ability to better explain observed changes in the climate system. Global Water Cycle – Research associated with

Development of a database system for near-future climate change projections under the Japanese National Project SI-CAT

NASA Astrophysics Data System (ADS)

Nakagawa, Y.; Kawahara, S.; Araki, F.; Matsuoka, D.; Ishikawa, Y.; Fujita, M.; Sugimoto, S.; Okada, Y.; Kawazoe, S.; Watanabe, S.; Ishii, M.; Mizuta, R.; Murata, A.; Kawase, H.

2017-12-01

Analyses of large ensemble data are quite useful in order to produce probabilistic effect projection of climate change. Ensemble data of "+2K future climate simulations" are currently produced by Japanese national project "Social Implementation Program on Climate Change Adaptation Technology (SI-CAT)" as a part of a database for Policy Decision making for Future climate change (d4PDF; Mizuta et al. 2016) produced by Program for Risk Information on Climate Change. Those data consist of global warming simulations and regional downscaling simulations. Considering that those data volumes are too large (a few petabyte) to download to a local computer of users, a user-friendly system is required to search and download data which satisfy requests of the users. We develop "a database system for near-future climate change projections" for providing functions to find necessary data for the users under SI-CAT. The database system for near-future climate change projections mainly consists of a relational database, a data download function and user interface. The relational database using PostgreSQL is a key function among them. Temporally and spatially compressed data are registered on the relational database. As a first step, we develop the relational database for precipitation, temperature and track data of typhoon according to requests by SI-CAT members. The data download function using Open-source Project for a Network Data Access Protocol (OPeNDAP) provides a function to download temporally and spatially extracted data based on search results obtained by the relational database. We also develop the web-based user interface for using the relational database and the data download function. A prototype of the database system for near-future climate change projections are currently in operational test on our local server. The database system for near-future climate change projections will be released on Data Integration and Analysis System Program (DIAS) in fiscal year 2017. Techniques of the database system for near-future climate change projections might be quite useful for simulation and observational data in other research fields. We report current status of development and some case studies of the database system for near-future climate change projections.

Revised U.S. Climate Science Plan Still Lacking in Key Areas

NASA Astrophysics Data System (ADS)

Showstack, Randy

2004-03-01

A U.S. National Research Council committee has found that a revised strategic plan for the U.S. Climate Change Science Program (CCSP) includes elements ``that could permit it to effectively guide research on climate and associated global changes over the next decades.'' However, the committee noted that the revision, issued by the CCSP, faces major hurdles related to funding, program priorities, management structure, and maintaining political independence.

Approaches to local climate action in Colorado

NASA Astrophysics Data System (ADS)

Huang, Y. D.

2011-12-01

Though climate change is a global problem, the impacts are felt on the local scale; it follows that the solutions must come at the local level. Fortunately, many cities and municipalities are implementing climate mitigation (or climate action) policies and programs. However, they face many procedural and institutional barriers to their efforts, such of lack of expertise or data, limited human and financial resources, and lack of community engagement (Krause 2011). To address the first obstacle, thirteen in-depth case studies were done of successful model practices ("best practices") of climate action programs carried out by various cities, counties, and organizations in Colorado, and one outside Colorado, and developed into "how-to guides" for other municipalities to use. Research was conducted by reading documents (e.g. annual reports, community guides, city websites), email correspondence with program managers and city officials, and via phone interviews. The information gathered was then compiled into a series of reports containing a narrative description of the initiative; an overview of the plan elements (target audience and goals); implementation strategies and any indicators of success to date (e.g. GHG emissions reductions, cost savings); and the adoption or approval process, as well as community engagement efforts and marketing or messaging strategies. The types of programs covered were energy action plans, energy efficiency programs, renewable energy programs, and transportation and land use programs. Between the thirteen case studies, there was a range of approaches to implementing local climate action programs, examined along two dimensions: focus on climate change (whether it was direct/explicit or indirect/implicit) and extent of government authority. This benchmarking exercise affirmed the conventional wisdom propounded by Pitt (2010), that peer pressure (that is, the presence of neighboring jurisdictions with climate initiatives), the level of community engagement and enthusiasm, and most importantly staff members dedicated to the area of climate planning have a significant effect on climate mitigation policy adoption. In addition, it supported the claim asserted by Toly (2008) that an emphasis on economic co-benefits perpetuates the principle that economic growth need not be compromised when addressing climate change and weakens our capacity to shift toward a bolder paradigm in what is politically achievable in climate legislation.

Preparing for Climate Change: A Perspective from Local Public Health Officers in California

PubMed Central

Bedsworth, Louise

2009-01-01

Background The most recent scientific findings show that even with significant emission reductions, some amount of climate change is likely inevitable. The magnitude of the climate changes will depend on future emissions and climate sensitivity. These changes will have local impacts, and a significant share of coping with these changes will fall on local governmental agencies. Public health is no exception, because local public health agencies are crucial providers of disease prevention, health care, and emergency preparedness services. Methods This article presents the results of a survey of California’s local pubic health officers conducted between August and October 2007. The survey gauged health officers’ concerns about the public health impacts of climate change, programs in place that could help to mitigate these health effects, and information and resource needs for better coping with a changing climate. Results The results of this survey show that most public health officers feel that climate change poses a serious threat to public health but that they do not feel well equipped in terms of either resources or information to cope with that threat. Nonetheless, public health agencies currently implement a number of programs that will help these agencies handle some of the challenges posed by a changing climate. Conclusions Overall, the results suggest that local public health agencies in California are likely in a better position than they perceive to address the threats associated with climate change but that there is a larger role for them to play in climate policy. PMID:19440502

Preparing for climate change: a perspective from local public health officers in California.

PubMed

Bedsworth, Louise

2009-04-01

The most recent scientific findings show that even with significant emission reductions, some amount of climate change is likely inevitable. The magnitude of the climate changes will depend on future emissions and climate sensitivity. These changes will have local impacts, and a significant share of coping with these changes will fall on local governmental agencies. Public health is no exception, because local public health agencies are crucial providers of disease prevention, health care, and emergency preparedness services. This article presents the results of a survey of California's local pubic health officers conducted between August and October 2007. The survey gauged health officers' concerns about the public health impacts of climate change, programs in place that could help to mitigate these health effects, and information and resource needs for better coping with a changing climate. The results of this survey show that most public health officers feel that climate change poses a serious threat to public health but that they do not feel well equipped in terms of either resources or information to cope with that threat. Nonetheless, public health agencies currently implement a number of programs that will help these agencies handle some of the challenges posed by a changing climate. Overall, the results suggest that local public health agencies in California are likely in a better position than they perceive to address the threats associated with climate change but that there is a larger role for them to play in climate policy.

Private land manager capacity to conserve threatened communities under climate change.

PubMed

Raymond, C M; Lechner, A M; Lockwood, M; Carter, O; Harris, R M B; Gilfedder, L

2015-08-15

Major global changes in vegetation community distributions and ecosystem processes are expected as a result of climate change. In agricultural regions with a predominance of private land, biodiversity outcomes will depend on the adaptive capacity of individual land managers, as well as their willingness to engage with conservation programs and actions. Understanding adaptive capacity of landholders is critical for assessing future prospects for biodiversity conservation in privately owned agricultural landscapes globally, given projected climate change. This paper is the first to develop and apply a set of statistical methods (correlation and bionomial regression analyses) for combining social data on land manager adaptive capacity and factors associated with conservation program participation with biophysical data describing the current and projected-future distribution of climate suitable for vegetation communities. We apply these methods to the Tasmanian Midlands region of Tasmania, Australia and discuss the implications of the modelled results on conservation program strategy design in other contexts. We find that the integrated results can be used by environmental management organisations to design community engagement programs, and to tailor their messages to land managers with different capacity types and information behaviours. We encourage environmental agencies to target high capacity land managers by diffusing climate change and grassland management information through well respected conservation NGOs and farm system groups, and engage low capacity land managers via formalized mentoring programs. Copyright © 2015 Elsevier Ltd. All rights reserved.

Climate and Global Change: Programs and Services Reaching Public and K-12 Audiences at a National Research Laboratory

NASA Astrophysics Data System (ADS)

Foster, S. Q.; Johnson, R. M.; Carbone, L.; Eastburn, T.; Munoz, R.; Lu, G.; Ammann, C.

2004-05-01

The study of climate and global change is an important on-going focal area for scientists at the National Center for Atmospheric Research (NCAR). Programs overseen by the University Corporation for Atmospheric Research Office of Education and Outreach (UCAR-EO) help to translate NCAR's scientific programs, methodologies, and technologies, and their societal benefits to over 80,000 visitors to the NCAR Mesa Laboratory each year. This is accomplished through the implementation of exhibits, guided tours, an audiotour, programs for school groups, and a teachers' guide to exhibits which is currently in development. The Climate Discovery Exhibit unveiled in July 2003 offers visitors a visually engaging and informative overview of information, graphics, artifacts, and interactives describing the Earth system's dynamic processes that contribute to and mediate climate change, the history of our planet's changing climate, and perspectives on geographic locations and societies around the world that have potential to be impacted by a changing climate. Climate Futures, an addition to this exhibit to open in the summer of 2004, will help visitors to understand why scientists seek to model the global climate system and how information about past and current climate are used to validate models and build scenarios for Earth's future climate, while clarifying the effects of natural and human-induced contributions to these predictions. UCAR-EO further strives to enhance public understanding and to dispel misconceptions about climate change by bringing scientists' explanations to visitors who learn about atmospheric sciences while on staff-guided tours and/or while using an audiotour developed in 2003 with a grant from the National Science Foundation. With advanced reservations, a limited number of visitors may experience demonstrations of climate models in the NCAR Visualization Laboratory. An instructional module for approximately 5,000 visiting school children and a teachers guide for the Climate Discovery Exhibit is in the development and field testing phase with a goal to promote interest in and understanding of how climate change studies align with K-12 science standards. Over the next year, much of the content will become available to national audiences via the new NCAR EO web site (www.ncar.ucar.edu/eo), UCAR-EO's summer teachers workshops, and sessions at the National Science Teacher Association meetings.

Earthwatch and the HSBC Climate Partnership: Impacting the Bottom Line One Citizen Scientist at a Time

NASA Astrophysics Data System (ADS)

Kusek, K. M.; Stover, D. B.; Phillips, R.; Jones, A.; Campbell, J.

2009-12-01

Earthwatch has engaged more than 90,000 citizen scientists in long-term research studies since its founding in 1971. One of its newer research and engagement programs is the HSBC Climate Partnership, a five-year global program on climate change to inspire action by individuals, businesses and governments (2007-2012). In this unique NGO-business partnership, Earthwatch has implemented five forest research-focused climate centers in the US, UK, Brazil, India and China. At each center, a team of scientists—supported by HSBC employees and local citizen scientists—is gathering data to determine how temperate and tropical forests are affected by changes in climate and human activity. Results will establish baseline data to empower forest managers, conservationists and communities with the information they need to better manage forests in a changing climate. A critical component of the program is the engagement of 2,200 HSBC employees who spend two weeks out of the office at one of the regional climate centers. They work alongside leading scientists to perform forest research by day, and participate each evening in an interactive education program on the ecological and socioeconomic impacts of climate change—including how climate change impacts HSBC’s bottom line. Their charge is to develop a project they will implement back in their office that furthers HSBC’s commitment to sustainability. In addition to the corporate engagement model, Earthwatch has successfully engaged scores of local community stakeholders in the HSBC Climate Partnership, including teachers who report back to their classrooms “live from the field,” reporters and other business/NGO leaders in modified versions of the two-week field program. New models of citizen science engagement are currently under development, and Earthwatch will share “lessons learned” and stories documenting the effectiveness of the program design from a research, engagement and business perspective. By the end of the partnership nearly 100,000 citizen science research hours will have been invested in the program globally—leading to scientific publications, policy development and citizen engagement.

US Naval Facilities Engineering Service Center Environmental Program on Climate Change

DTIC Science & Technology

2008-09-01

of environmental issues related to climate change . There is a growing recognition that the Navy will need to perform its national security mission in... climate change -related technology work at the Naval Facilities Engineering Service Center (NAVFAC ESC) in Port Hueneme, California. NAVFAC ESC...categorized technologies that can be applied to climate change as mitigation, adaptation, and intervention. An essential element of the Navy’s response to

78 FR 40935 - Amendments to Delegations of Authority

Federal Register 2010, 2011, 2012, 2013, 2014

2013-07-09

... policy issues relating to the effects of climate change on agriculture and forestry, including broader... relating to the effects of climate change on agriculture and forestry, including broader issues that affect... responsibilities of the Climate Change Program Office (CCPO) within the Office of the Chief Economist. CCPO, known...

77 FR 11533 - Inventory of U.S. Greenhouse Gas Emissions and Sinks: 1990-2010; Notice of Availability and...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-02-27

... recommended by the Intergovernmental Panel on Climate Change (IPCC), and reported in a format consistent with the United Nations Framework Convention on Climate Change (UNFCCC) reporting guidelines. The Inventory... of Atmospheric Programs, Climate Change Division, (202) 343-9432, [email protected

REGIONAL COORDINATION OF NOAA/NATIONAL WEATHER SERVICE CLIMATE SERVICES IN THE WEST (Invited)

NASA Astrophysics Data System (ADS)

Bair, A.

2009-12-01

The climate services program is an important component in the National Weather Service’s (NWS) mission, and is one of the National Oceanic and Atmospheric Administration’s (NOAA) top five priorities. The Western Region NWS started building a regional and local climate services program in late 2001, with input from local NWS offices and key partners. The original goals of the Western Region climate services program were to strive to provide climate services that were useful, easily accessible, well understood, coordinated and supported by partners, and reflect customer needs. While the program has evolved, and lessons have been learned, these goals are still guiding the program. Regional and local level Climate Services are a fundamental part of NOAA/NWS’s current and future role in providing climate services. There is an ever growing demand for climate information and services to aid the public in decision-making and no single entity alone can provide the range of information and services needed. Coordination and building strong partnerships at the local and regional levels is the key to providing optimal climate services. Over the past 8 years, Western Region NWS has embarked on numerous coordination efforts to build the regional and local climate services programs, such as: collaboration (both internally and externally to NOAA) meetings and projects, internal staff training, surveys, and outreach efforts. In order to gain regional and local buy-in from the NWS staff, multiple committees were utilized to plan and develop goals and structure for the program. While the regional and local climate services program in the NWS Western Region has had many successes, there have been several important lessons learned from efforts that have not been as successful. These lessons, along with past experience, close coordination with partners, and the need to constantly improve/change the program as the climate changes, form the basis for future program development and goals.

Modeling and assessing international climate financing

NASA Astrophysics Data System (ADS)

Wu, Jing; Tang, Lichun; Mohamed, Rayman; Zhu, Qianting; Wang, Zheng

2016-06-01

Climate financing is a key issue in current negotiations on climate protection. This study establishes a climate financing model based on a mechanism in which donor countries set up funds for climate financing and recipient countries use the funds exclusively for carbon emission reduction. The burden-sharing principles are based on GDP, historical emissions, and consumptionbased emissions. Using this model, we develop and analyze a series of scenario simulations, including a financing program negotiated at the Cancun Climate Change Conference (2010) and several subsequent programs. Results show that sustained climate financing can help to combat global climate change. However, the Cancun Agreements are projected to result in a reduction of only 0.01°C in global warming by 2100 compared to the scenario without climate financing. Longer-term climate financing programs should be established to achieve more significant benefits. Our model and simulations also show that climate financing has economic benefits for developing countries. Developed countries will suffer a slight GDP loss in the early stages of climate financing, but the longterm economic growth and the eventual benefits of climate mitigation will compensate for this slight loss. Different burden-sharing principles have very similar effects on global temperature change and economic growth of recipient countries, but they do result in differences in GDP changes for Japan and the FSU. The GDP-based principle results in a larger share of financial burden for Japan, while the historical emissions-based principle results in a larger share of financial burden for the FSU. A larger burden share leads to a greater GDP loss.

Implications of Climate Change for State Bioassessment Programs and Approaches to Account for Effects (Final Report)

EPA Science Inventory

EPA announced the availability of the final report, Implications of Climate Change for State Bioassessment Programs and Approaches to Account for Effects. This report uses biological data collected by four states in wadeable rivers and streams to examine the components ...

Implications of Climate Change for State Bioassessment Programs and Approaches to Account for Effects (External Review Draft)

EPA Science Inventory

This draft report uses biological data collected by four states in wadeable rivers and streams to examine the components of state and tribal bioassessment and biomonitoring programs that may be vulnerable to climate change. The study investigates the potential to identify biologi...

77 FR 76034 - National Water Program 2012 Strategy: Response to Climate Change

Federal Register 2010, 2011, 2012, 2013, 2014

2012-12-26

... ENVIRONMENTAL PROTECTION AGENCY [EPA-HQ-OW-2011-0943; FRL9716-6] National Water Program 2012... availability. SUMMARY: The Environmental Protection Agency (EPA) is publishing the final ``National Water...-term visions and goals for the management of water resources in light of climate change and charts key...

Climate change science : high quality greenhouse gas emissions data are a cornerstone of programs to address climate change

DOT National Transportation Integrated Search

2009-02-24

This testimony focuses on (1) the importance of quality data on emissions in the context of a program intended to limit greenhouse gas emissions, and (2) key considerations in developing reliable data on greenhouse gas emissions. This testimony is ba...

USEPA’s Water Resource Adaptation Program (WRAP) — Drinking Water Research and Global Climate Change

EPA Science Inventory

The Water Resource Adaptation Program (WRAP) contributes to EPA’s efforts to provide water resource managers and decision makers with the tools they need to adapt water resources (e.g., watersheds and infrastructure) to future climate change and demographic and economic developme...

Climate Impacts Already Affect Every Region of the United States, Report Warns

NASA Astrophysics Data System (ADS)

Showstack, Randy

2014-05-01

"Climate change, once considered an issue for a distant future, has moved firmly into the present," according to the third iteration of the U.S. National Climate Assessment (NCA), issued by the White House on 6 May. "The observed warming and other climatic changes are triggering wide-ranging impacts in every region of our country and throughout our economy," states the report, titled Climate Change Impacts in the United States, issued through the federal interagency U.S. Global Change Research Program.

Undergraduates study climate change science, philosophy, and public policy

NASA Astrophysics Data System (ADS)

Bullock, Mark A.; Frodeman, Robert L.

The National Science Foundation's (NSF) Research Experience for Undergraduates (REU) program provides undergraduate students with the opportunity to participate in ongoing scientific research. Existing either as stand-alone summer programs or as supplementary components to existing NSF research grants, the REU program focuses on introducing aspiring young scientists to the delights and complexities of science. Global Climate Change and Society (GCCS) is an intensive, 8-week REU program that began a 3-year run in the summer of 2001.Developed by a philosopher at the Colorado School of Mines, and a planetary scientist at Southwest Research Institute in Boulder, Colrado, GCCS is a unique experiment in research and pedagogy that introduces students to science by using a distinctive approach. Choosing as its topic the questions surrounding global climate change, the program explores the interwoven scientific, philosophical, and public policy issues that make the climate change debate such a volatile topic in contemporary society. Last summer, the program selected 12 undergraduates through a nationally advertised competition. Student interns came from diverse academic and cultural backgrounds and included physics, philosophy and public policy majors from elite liberal arts schools, major research institutions, and mainstream state universities. The program was held at the University of Colorado and the National Center for Atmospheric Research (NCAR), in Boulder, Colorado (Figure 1).

Forest Health Monitoring and Forest Inventory Analysis programs monitor climate change effects in forest ecosystems

Treesearch

Kenneth W. Stolte

2001-01-01

The Forest Health Monitoring (FHM) and Forest Inventory and Analyses (FIA) programs are integrated bilogical monitoring systems that use nationally standardized methods to evaluate and report on the health and sustainability of forest ecosystems in the United States. Many of the anticipated changes in forest ecosystems from climate change were also issues addressed in...

Regional-Scale Climate Change: Observations and Model Simulations

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

Bradley, Raymond S; Diaz, Henry F

2010-12-14

This collaborative proposal addressed key issues in understanding the Earth's climate system, as highlighted by the U.S. Climate Science Program. The research focused on documenting past climatic changes and on assessing future climatic changes based on suites of global and regional climate models. Geographically, our emphasis was on the mountainous regions of the world, with a particular focus on the Neotropics of Central America and the Hawaiian Islands. Mountain regions are zones where large variations in ecosystems occur due to the strong climate zonation forced by the topography. These areas are particularly susceptible to changes in critical ecological thresholds, andmore » we conducted studies of changes in phonological indicators based on various climatic thresholds.« less

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.

The Citizen Science Program "H2O SOS: Help Heal the Ocean—Student Operated Solutions: Operation Climate Change" teaches middle and high school students about ocean threats related to climate change through hands-on activities and learning experiences in the field. This is a continuation of the Program presented last year at the Poster Session.

NASA Astrophysics Data System (ADS)

Weiss, N. K.; Wood, J. H.

2017-12-01

TThe Citizen Science Program H2O SOS: Help Heal the Ocean—Student Operated Solutions: Operation Climate Change, teaches middle and high school students about ocean threats related to climate change through hands-on activities and learning experiences in the field. During each session (in-class or after-school as a club), students build an understanding about how climate change impacts our oceans using resources provided by ExplorOcean (hands-on activities, presentations, multi-media). Through a student leadership model, students present lessons to each other, interweaving a deep learning of science, 21st century technology, communication skills, and leadership. After participating in learning experiences and activities related to 6 key climate change concepts: 1) Introduction to climate change, 2) Increased sea temperatures, 3) Ocean acidification, 4) Sea level rise, 5) Feedback mechanisms, and 6) Innovative solutions. H2O SOS- Operation Climate change participants select one focus issue and use it to design a multi-pronged campaign to increase awareness about this issue in their local community. The campaign includes social media, an interactive activity, and a visual component. All participating clubs that meet participation and action goals earn a field trip to Ocean Quest where they dive deeper into their selected issue through hands-on activities, real-world investigations, and interviews or presentations with experts. In addition to self-selected opportunities to showcase their focus issue, teams will participate in one of several key events identified by Ocean Quest.

Integrating Media Production By Students Into Climate Change Education: Within and Beyond the Classroom

NASA Astrophysics Data System (ADS)

Rooney-Varga, J. N.; Brisk, A. A.; Grogan, M.; Ledley, T. S.

2012-12-01

Through the Climate Education in an Age of Media (CAM) Project (http://cleanet.org/cced_media/), we have developed approaches to integrate media production by students into climate change education in ways that are engaging, empowering, and can be readily adopted in a wide range of instructional environments. These approaches can be used to overcome many of the challenges that climate change education presents and provide a means to evoke experiential, affective, and social learning pathways. Video production combines many key twenty-first century literacy skills, including content research, writing, an understanding of the power of images and sounds, the ability to use that power, and the ability to manipulate, transform, and distribute digital media. Through collaboration, reflection, and visual expression of concepts, video production facilitates a deeper understanding of material and, potentially, shifts in mental models about climate change. Equally importantly, it provides a means to bridge formal and informal learning by enabling students to educate those beyond the classroom. We have piloted our approach in two intensive summer programs (2011 and 2012) for high school students, during which students learned about climate change science content in lessons that were paired with the production of short media pieces including animations, public service announcements, person-on-the-street interviews, mock trailers, mock news programs, and music videos. Two high school teachers were embedded in the program during the second year, providing feedback and assessment of the feasibility, accessibility, and utility of the approach. The programs culminated with students presenting and discussing their work at public screening events. The media lessons and climate change science content examples used in these programs form the backbone of a toolkit and professional development workshops for middle and high school teachers, in which teachers learn how to incorporate student media-making into their science classes. Here, we share the toolkit, describe the scope and structure of the teacher professional development workshops, and share several of the media products created by YEP participants. The confluence of falling financial and technological barriers to producing media; the need for innovative approaches to meet climate change education challenges; and the potential for media literacy to empower young people to add their voice to the societal discourse about climate change science creates an ideal opportunity for integration of science and media production in education.

Talking Climate Science in a Changing Media Landscape

NASA Astrophysics Data System (ADS)

Cullen, H. M.

2014-12-01

Founded in 2008 by leading scientists and communications experts at Princeton, Yale and Stanford, Climate Central brings together award-winning journalists and internationally recognized scientists to report the science and impacts of climate change through its research and journalism programs. Climate Central works to tackle the misperception that climate change is a distant thing - affecting other people and other places - by demonstrating the local and personal impacts of global warming. This talk will focus on describing three important Climate Central initiatives. First, our Climate Matters program delivers localized climate information at the regional and local level to weathercasters around the U.S., providing ready-to-use, broadcast quality graphics and analyses that put climate change in a local context. After three years, the program has grown from a pilot with just one TV meteorologist in Columbia, South Carolina to a network of more than 150 weathercasters across the country. Climate Central was also closely involved in the development and production of Years of Living Dangerously - a 9-part global warming documentary that premiered in April 2014. Finally, the World Weather Attribution project is a new initiative that aims to identify the human fingerprint in certain types of extreme weather events, including sea level rise and its contribution to storm surges, extreme heat events, heavy rainfall events/flooding, and drought. Our goal is to objectively and transparently assess certain extreme events and equip journalists and scientists with the tools to provide the larger global warming context in real-time while there is still media interest.

Climate change, sea-level rise, and conservation: keeping island biodiversity afloat.

PubMed

Courchamp, Franck; Hoffmann, Benjamin D; Russell, James C; Leclerc, Camille; Bellard, Céline

2014-03-01

Island conservation programs have been spectacularly successful over the past five decades, yet they generally do not account for impacts of climate change. Here, we argue that the full spectrum of climate change, especially sea-level rise and loss of suitable climatic conditions, should be rapidly integrated into island biodiversity research and management. Copyright © 2014 Elsevier Ltd. All rights reserved.

The Regional Integrated Sciences and Assessments (RISA) Program, Climate Services, and Meeting the National Climate Change Adaptation Challenge

NASA Astrophysics Data System (ADS)

Overpeck, J. T.; Udall, B.; Miles, E.; Dow, K.; Anderson, C.; Cayan, D.; Dettinger, M.; Hartmann, H.; Jones, J.; Mote, P.; Ray, A.; Shafer, M.; White, D.

2008-12-01

The NOAA-led RISA Program has grown steadily to nine regions and a focus that includes both natural climate variability and human-driven climate change. The RISAs are, at their core, university-based and heavily invested in partnerships, particularly with stakeholders, NOAA, and other federal agencies. RISA research, assessment and partnerships have led to new operational climate services within NOAA and other agencies, and have become important foundations in the development of local, state and regional climate change adaptation initiatives. The RISA experience indicates that a national climate service is needed, and must include: (1) services prioritized based on stakeholder needs; (2) sustained, ongoing regional interactions with users, (3) a commitment to improve climate literacy; (4) support for assessment as an ongoing, iterative process; (5) full recognition that stakeholder decisions are seldom made using climate information alone; (6) strong interagency partnership; (7) national implementation and regional in focus; (8) capability spanning local, state, tribal, regional, national and international space scales, and weeks to millennia time scales; and (9) institutional design and scientific support flexible enough to assure the effort is nimble enough to respond to rapidly-changing stakeholder needs. The RISA experience also highlights the central role that universities must play in national climate change adaptation programs. Universities have a tradition of trusted regional stakeholder partnerships, as well as the interdisciplinary expertise - including social science, ecosystem science, law, and economics - required to meet stakeholder climate-related needs; project workforce can also shift rapidly in universities. Universities have a proven ability to build and sustain interagency partnerships. Universities excel in most forms of education and training. And universities often have proven entrepreneurship, technology transfer and private sector partnership capability.

US Climate Variability and Predictability Project

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

Patterson, Mike

The US CLIVAR Project Office administers the US CLIVAR Program with its mission to advance understanding and prediction of climate variability and change across timescales with an emphasis on the role of the ocean and its interaction with other elements of the Earth system. The Project Office promotes and facilitates scientific collaboration within the US and international climate and Earth science communities, addressing priority topics from subseasonal to centennial climate variability and change; the global energy imbalance; the ocean’s role in climate, water, and carbon cycles; climate and weather extremes; and polar climate changes. This project provides essential one-year supportmore » of the Project Office, enabling the participation of US scientists in the meetings of the US CLIVAR bodies that guide scientific planning and implementation, including the scientific steering committee that establishes program goals and evaluates progress of activities to address them, the science team of funded investigators studying the ocean overturning circulation in the Atlantic, and two working groups tackling the priority research topics of Arctic change influence on midlatitude climate and weather extremes and the decadal-scale widening of the tropical belt.« less

US Climate Variability and Predictability (CLIVAR) Project- Final Report

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

Patterson, Mike

The US CLIVAR Project Office administers the US CLIVAR Program with its mission to advance understanding and prediction of climate variability and change across timescales with an emphasis on the role of the ocean and its interaction with other elements of the Earth system. The Project Office promotes and facilitates scientific collaboration within the US and international climate and Earth science communities, addressing priority topics from subseasonal to centennial climate variability and change; the global energy imbalance; the ocean’s role in climate, water, and carbon cycles; climate and weather extremes; and polar climate changes. This project provides essential one-year supportmore » of the Project Office, enabling the participation of US scientists in the meetings of the US CLIVAR bodies that guide scientific planning and implementation, including the scientific steering committee that establishes program goals and evaluates progress of activities to address them, the science team of funded investigators studying the ocean overturning circulation in the Atlantic, and two working groups tackling the priority research topics of Arctic change influence on midlatitude climate and weather extremes and the decadal-scale widening of the tropical belt.« less

RELATIVE EFFECTS OF OBSERVATIONALLY-NUDGED MODEL METEOROLOGY AND DOWN-SCALED GLOBAL CLIMATE MODEL METEOROLOGY ON BIOGENIC EMISSIONS FOR THE UNITED STATES

EPA Science Inventory

The United States Environmental Protection Agency (USEPA) and National Oceanic and Atmospheric Administration (NOAA) participate in a multi-agency examination of the effects of climate change through the U.S. Climate Change Science Program (CCSP, 2003). The EPA Global Change Rese...

COASTAL ZONES, A REPORT OF THE MID-ATLANTIC REGIONAL ASSESSMENT TEAM FOR THE GLOBAL CHANGE RESEARCH PROGRAM

EPA Science Inventory

Impacts of climate change on coastal areas can be expected to have a regional signature that depends on the local climate change and the local geomorphological, biogeochemical, ecological and social factors that affect the sensitivity to climate. Here we present an assessment of...

75 FR 2517 - Notice of Solicitation for Estuary Habitat Restoration Program

Federal Register 2010, 2011, 2012, 2013, 2014

2010-01-15

... related to climate change on the viability of the proposed restoration. This may take the form of considering climate change in the planning, design, siting, and construction of the project, or in testing new restoration technologies that may help to alleviate effects of climate change. This document describes project...

Executive summary

Treesearch

Peter Backlund; Anthony Janetos; David Schimel; J. Hatfield; M. Ryan; S. Archer; D. Lettenmaier

2008-01-01

This report is an assessment of the effects of climate change on U.S. land resources, water resources, agriculture, and biodiversity. It is one of a series of 21 Synthesis and Assessment Products being produced under the auspices of the U.S. Climate Change Science Program (CCSP), which coordinates the climate change research activities of U.S. government agencies. The...

Linking Research, Education and Public Engagement in Geoscience: Leadership and Strategic Partnerships

NASA Astrophysics Data System (ADS)

Spellman, K.

2017-12-01

A changing climate has impacted Alaska communities at unprecedented rates, and the need for efficient and effective climate change learning in the Boreal and Arctic regions is urgent. Learning programs that can both increase personal understanding and connection to climate change science and also inform large scale scientific research about climate change are an attractive option for building community adaptive capacity at multiple scales. Citizen science has emerged as a powerful tool for facilitating learning across scales, and for building partnerships across natural sciences research, education, and outreach disciplines. As an early career scientist and interdisciplinary researcher, citizen science has become the centerpiece of my work and has provided some of the most rewarding moments of my career. I will discuss my early career journey building a research and leadership portfolio integrating climate change research, learning research, and public outreach through citizen science. I will share key experiences from graduate student to early career PI that cultivated my leadership skills and ability to build partnerships necessary to create citizen science programs that emphasize synergy between climate change research and education.

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.

U.S. Funding is insufficient to address the human health impacts of and public health responses to climate variability and change.

PubMed

Ebi, Kristie L; Balbus, John; Kinney, Patrick L; Lipp, Erin; Mills, David; O'Neill, Marie S; Wilson, Mark L

2009-06-01

The need to identify and try to prevent adverse health impacts of climate change has risen to the forefront of climate change policy debates and become a top priority of the public health community. Given the observed and projected changes in climate and weather patterns, their current and anticipated health impacts, and the significant degree of regulatory discussion underway in the U.S. government, it is reasonable to determine the extent of federal investment in research to understand, avoid, prepare for, and respond to the human health impacts of climate change in the United States. In this commentary we summarize the health risks of climate change in the United States and examine the extent of federal funding devoted to understanding, avoiding, preparing for, and responding to the human health risks of climate change. Future climate change is projected to exacerbate various current health problems, including heat-related mortality, diarrheal diseases, and diseases associated with exposure to ozone and aeroallergens. Demographic trends and geophysical and socioeconomic factors could increase overall vulnerability. Despite these risks, extramural federal funding of climate change and health research is estimated to be < $3 million per year. Given the real risks that climate change poses for U.S. populations, the National Institutes of Health, Centers for Disease Control and Prevention, U.S. Environmental Protection Agency, and other agencies need to have robust intramural and extramural programs, with funding of > $200 million annually. Oversight of the size and priorities of these programs could be provided by a standing committee within the National Academy of Sciences.

North Carolina Cooperative Extension Professionals' Climate Change Perceptions, Willingness, and Perceived Barriers to Programming: An Educational Needs Assessment

ERIC Educational Resources Information Center

Burnett, Rachel E.; Vuola, Aaron J.; Megalos, Mark A.; Adams, Damian C.; Monroe, Martha C.

2014-01-01

The educational needs assessment reported here measured North Carolina Cooperative Extension (NCCE) professionals' perceptions of global warming and identified barriers to climate change programming. Survey results from 400 NCCE professionals show 70% are cautious, concerned, or alarmed about global warming. Liberal and female Extension…

Climate Watch and Spoonbill Watch: Engaging Communities in Climate Science and Bird Conservation

NASA Astrophysics Data System (ADS)

Michel, N. L.; Baker, R.; Bergstrom, E.; Cox, D.; Cox, G.; Dale, K.; Jensen, C.; Langham, G.; LeBaron, G.; Loftus, W.; Rowden, J.; Slavin, Z.; Smithson-Stanley, L.; Wilsey, C.

2016-12-01

Climate change poses serious challenges for conservation scientists and policymakers. Yet with these challenges come equally great opportunities to engage communities of concerned citizens in climate science and conservation. National Audubon Society's 2014 Birds and Climate Change report found that 314 North American bird species could lose over half their breeding or wintering ranges by 2080 due to climate change. Consequently, in 2016 Audubon developed two new crowd-sourced science programs that mobilized existing birding communities (i.e., Audubon Society chapters) in partnership with scientists to evaluate climate change effects on birds, and take action to protect vulnerable populations. Climate Watch expands upon traditional monitoring programs by involving citizen scientists in hypothesis-driven science, testing predictions of climate-driven range expansion in bluebirds developed by National Audubon Society scientists. Spoonbill Watch is a partnership between an Audubon research scientist and the Pelican Island Audubon Society community, in which citizen scientists monitor a Roseate Spoonbill colony recently established in response to changing habitat and climatic conditions. Additionally, Spoonbill Watch participants and leaders have moved beyond monitoring to take action to protect the colony, by working with the Florida Fish and Wildlife Conservation Commission towards getting the site declared as a Critical Wildlife Area and by conducting local outreach and education efforts. We will present overviews, lessons learned, and conservation goals and opportunities achieved during the pilot year of Climate Watch and Spoonbill Watch. Scientific - community partnerships such as these are essential to confront the threats posed by climate change.

PoLAR Voices: Informing Adult Learners about the Science and Story of Climate Change in the Polar Regions Through Audio Podcast

NASA Astrophysics Data System (ADS)

Quinney, A.; Murray, M. S.; Gobroski, K. A.; Topp, R. M.; Pfirman, S. L.

2015-12-01

The resurgence of audio programming with the advent of podcasting in the early 2000s spawned a new medium for communicating advances in science, research, and technology. To capitalize on this informal educational outlet, the Arctic Institute of North America partnered with the International Arctic Research Center, the University of Alaska Fairbanks, and the UA Museum of the North to develop a podcast series called PoLAR Voices for the Polar Learning and Responding (PoLAR) Climate Change Education Partnership. PoLAR Voices is a public education initiative that uses creative storytelling and novel narrative structures to immerse the listener in an auditory depiction of climate change. The programs will feature the science and story of climate change, approaching topics from both the points of view of researchers and Arctic indigenous peoples. This approach will engage the listener in the holistic story of climate change, addressing both scientific and personal perspectives, resulting in a program that is at once educational, entertaining and accessible. Feedback is being collected at each stage of development to ensure the content and format of the program satisfies listener interests and preferences. Once complete, the series will be released on thepolarhub.org and on iTunes. Additionally, blanket distribution of the programs will be accomplished via radio broadcast in urban, rural and remote areas, and in multiple languages to increase distribution and enhance accessibility.

Adaptation to climate change in the Ontario public health sector

PubMed Central

2012-01-01

Background Climate change is among the major challenges for health this century, and adaptation to manage adverse health outcomes will be unavoidable. The risks in Ontario – Canada’s most populous province – include increasing temperatures, more frequent and intense extreme weather events, and alterations to precipitation regimes. Socio-economic-demographic patterns could magnify the implications climate change has for Ontario, including the presence of rapidly growing vulnerable populations, exacerbation of warming trends by heat-islands in large urban areas, and connectedness to global transportation networks. This study examines climate change adaptation in the public health sector in Ontario using information from interviews with government officials. Methods Fifty-three semi-structured interviews were conducted, four with provincial and federal health officials and 49 with actors in public health and health relevant sectors at the municipal level. We identify adaptation efforts, barriers and opportunities for current and future intervention. Results Results indicate recognition that climate change will affect the health of Ontarians. Health officials are concerned about how a changing climate could exacerbate existing health issues or create new health burdens, specifically extreme heat (71%), severe weather (68%) and poor air-quality (57%). Adaptation is currently taking the form of mainstreaming climate change into existing public health programs. While adaptive progress has relied on local leadership, federal support, political will, and inter-agency efforts, a lack of resources constrains the sustainability of long-term adaptation programs and the acquisition of data necessary to support effective policies. Conclusions This study provides a snapshot of climate change adaptation and needs in the public health sector in Ontario. Public health departments will need to capitalize on opportunities to integrate climate change into policies and programs, while higher levels of government must improve efforts to support local adaptation and provide the capacity through which local adaptation can succeed. PMID:22712716

AEERL (AIR AND ENERGY ENGINEERING RESEARCH LABORATORY) RESEARCH PLAN ON THE GLOBAL CLIMATE EMISSIONS ASSESSMENT AND STABILIZATION PROGRAM

EPA Science Inventory

The paper discusses the Environmental Protection Agency's (EPA) Air and Energy Engineering Research Laboratory (AEERL) research plan for work in the global climate area. The plan, written for discussion with senior scientists and program managers at EPA's Global Climate Change Re...

Policy Directions Addressing the Public Health Impact of Climate Change in South Korea: The Climate-change Health Adaptation and Mitigation Program

PubMed Central

Shin, Yong Seung

2012-01-01

Climate change, caused by global warming, is increasingly recognized as a major threat to mankind's survival. Climate change concurrently has both direct and modifying influences on environmental, social, and public health systems undermining human health as a whole. Environmental health policy-makers need to make use of political and technological alternatives to address these ramifying effects. The objective of this paper is to review public health policy in Korea, as well as internationally, particularly as it relates to climate change health adaptation and mitigation programs (such as C-CHAMP of Korea), in order to assess and elicit directions for a robust environmental health policy that is adaptive to the health impacts of climate change. In Korea, comprehensive measures to prevent or mitigate overall health effects are limited, and the diffusion of responsibility among various government departments makes consistency in policy execution very difficult. This paper proposes integration, synergy, and utilization as the three core principles of policy direction for the assessment and adaptation to the health impacts of climate change. For specific action plans, we suggest policy making based on scientifically integrated health impact assessments and the prioritization of environmental factors in climate change; the development of practical and technological tools that support policy decisions by making their political implementation more efficient; and customized policy development that deals with the vulnerability of local communities. PMID:23256088

Policy Directions Addressing the Public Health Impact of Climate Change in South Korea: The Climate-change Health Adaptation and Mitigation Program.

PubMed

Shin, Yong Seung; Ha, Jongsik

2012-01-01

Climate change, caused by global warming, is increasingly recognized as a major threat to mankind's survival. Climate change concurrently has both direct and modifying influences on environmental, social, and public health systems undermining human health as a whole. Environmental health policy-makers need to make use of political and technological alternatives to address these ramifying effects. The objective of this paper is to review public health policy in Korea, as well as internationally, particularly as it relates to climate change health adaptation and mitigation programs (such as C-CHAMP of Korea), in order to assess and elicit directions for a robust environmental health policy that is adaptive to the health impacts of climate change. In Korea, comprehensive measures to prevent or mitigate overall health effects are limited, and the diffusion of responsibility among various government departments makes consistency in policy execution very difficult. This paper proposes integration, synergy, and utilization as the three core principles of policy direction for the assessment and adaptation to the health impacts of climate change. For specific action plans, we suggest policy making based on scientifically integrated health impact assessments and the prioritization of environmental factors in climate change; the development of practical and technological tools that support policy decisions by making their political implementation more efficient; and customized policy development that deals with the vulnerability of local communities.

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.

OVERVIEW OF THE CLIMATE IMPACT ON REGIONAL AIR QUALITY (CIRAQ) PROJECT

EPA Science Inventory

The Climate Impacts on Regional Air Quality (CIRAQ) project will develop model-estimated impacts of global climate changes on ozone and particulate matter (PM) in direct support of the USEPA Global Change Research Program's (GCRP) national air quality assessment. EPA's urban/reg...

Climate-based seed zones for Mexico: guiding reforestation under observed and projected climate change

Treesearch

Dante Castellanos-Acuña; Kenneth W. Vance-Borland; J. Bradley St. Clair; Andreas Hamann; Javier López-Upton; Erika Gómez-Pineda; Juan Manuel Ortega-Rodríguez; Cuauhtémoc Sáenz-Romero

2018-01-01

Seed zones for forest tree species are a widely used tool in reforestation programs to ensure that seedlings are well adapted to their planting environments. Here, we propose a climate-based seed zone system for Mexico to address observed and projected climate change. The proposed seed zone classification is based on bands of climate variables often related to genetic...

Ensuring coordination and collaboration across climate science entities: toward effective stakeholder engagement for science-informed decisions

USDA-ARS?s Scientific Manuscript database

As one of the newest federal programs to emerge in response to climate change, the U.S. Department of Agriculture (USDA) Climate Hubs were established to assist farmers, ranchers and forest landowners in their adaptation and mitigation efforts under a changing climate. The Hubs’ mission is to delive...

Climate Change Professional Development: Design, Implementation, and Initial Outcomes on Teacher Learning, Practice, and Student Beliefs

ERIC Educational Resources Information Center

Shea, Nicole A.; Mouza, Chrystalla; Drewes, Andrea

2016-01-01

In this work, we present the design, implementation, and initial outcomes of the Climate Academy, a hybrid professional development program delivered through a combination of face-to-face and online interactions, intended to prepare formal and informal science teachers (grades 5-16) in teaching about climate change. The Climate Academy was…

The effects of climate change on agriculture, land resources, water resources, and biodiversity in the United States

Treesearch

Peter Backlund; Anthony Janetos; David Schimel

2008-01-01

This report provides an assessment of the effects of climate change on U.S. agriculture, land resources, water resources, and biodiversity. It is one of a series of 21 Synthesis and Assessment Products (SAP) that are being produced under the auspices of the U.S. Climate Change Science Program (CCSP).

Planning for climate change on the National Wildlife Refuge System

Treesearch

B. Czech; S. Covington; T. M. Crimmins; J. A. Ericson; C. Flather; M. Gale; K. Gerst; M. Higgins; M. Kaib; E. Marino; T. Moran; J. Morton; N. Niemuth; H. Peckett; D. Savignano; L. Saperstein; S. Skorupa; E. Wagener; B. Wilen; B. Wolfe

2014-01-01

This document originated in 2008 as a collaborative project of the U.S. Fish and Wildlife Service (FWS) and the University of Maryland's Graduate Program in Sustainable Development and Conservation Biology. The original title was A Primer on Climate Change for the National Wildlife Refuge System. The Primer has evolved into Planning for Climate Change on the...

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.

Approaches to Climate Literacy at the American Museum of Natural History

NASA Astrophysics Data System (ADS)

Steiner, R. V.

2015-12-01

The American Museum of Natural History (AMNH) offers a suite of courses, workshops and special events in climate change education for audiences ranging from young children to adults and utilizing both online and in-person formats. These offerings are supported by rich digital resources including video, animations and data visualizations. These efforts have the potential to raise awareness of climate change, deepen understandings and improve public discourse and decision-making on this critical issue. For adult audiences, Our Earth's Future offers participants a five-week course at AMNH that focuses on climate change science, impacts and communication, taking advantage of both AMNH expertise and exhibitry. Online versions of this course include both a ten-week course as well as three different three-week thematic courses. (The longer course is now available as a MOOC in Coursera.) These activities have been supported by a grant from IMLS. The results of independent evaluation provide insight into participant needs and how they might be addressed. For K-12 educators, the Museum's Seminars on Science program of online teacher professional development offers, in collaboration with its higher education partners, a graduate course in climate change that is authored by both an AMNH curator and leading NASA scientists. Developed with support from both NASA and NSF, the course provides a semester-equivalent introduction to climate change science for educators, including digital resources, assignments and discussions for classroom use. The results of independent evaluation will be presented. For younger audiences, the presentation will highlight resources from the AMNH Ology site; television programming conducted in partnership with HBO; Science Bulletinsvideos that include current climate change research; resources related to the GRACE mission for tracking water from space; and special event programming at the Museum on climate change. This presentation will address the opportunities and challenges of climate change education in an informal science institution as well as enduring questions of institutional capacity, scale and sustainability.

Creating Extension Programs for Change: Forest Landowners and Climate Change Communication

ERIC Educational Resources Information Center

Krantz, Shelby; Monroe, Martha; Bartels, Wendy-Lin

2013-01-01

The Cooperative Extension Service in the United States can play an important role in educating forest landowners to improve forest resilience in the face of climatic uncertainty. Two focus groups in Florida informed the development of a program that was conducted in Leon County; presurveys and postsurveys and observation provided evaluation data.…

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…

U.S. Global Change Research Program

MedlinePlus

... Announcing... Read more The Deepening Story of How Climate Change Threatens Human Health Read more Celebrating the 25th Anniversary of the U.S. Global Change Research... Read more Nomination Period Open for ... more Connecting America’s Communities with Actionable Climate ...

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.

Mitigation and adaptation within a climate change policy portfolio: A research program

EPA Science Inventory

It is now recognized that optimal global climate policy is a portfolio of the two key responses for reducing the risks of climate change: mitigation and adaptation. Significant differences between the two responses have inhibited understanding of how to appropriately view these...

Feframing Climate Change for Environmental Health.

PubMed

Weems, Caitlin; Subramaniam, Prithwi Raj

2017-04-01

Repeated warnings by the scientific community on the dire consequences of climate change through global warming to the ecology and sustenance of our planet have not been give appropriate attention by the U.S. public. Research has shown that climate change is responsible for catastrophic weather occurrences--such as floods, tornadoes, hurricanes, and heat waves--resulting in environmental and public health issues. The purpose of this report is to examine factors influencing public views on climate change. Theoretical and political perspectives are examined to unpack opinions held by the public in the U.S. on climate change. The Health Belief Model is used as an example to showcase the efficacy of an individual behavior change program in providing the synergy to understand climate change at the microlevel. The concept of reframing is discussed as a strategy to alter how the public views climate change.

Climate Change Workgroup Reports and Presentations

EPA Pesticide Factsheets

Climate Change Workgroup reports and presentations to discuss and identify the major issues and potential barriers to implementing the Prevention of Significant Deterioration program under the Clean Air Act for greenhouse gases.

Considering Climate Change in Road and Building Design

NASA Astrophysics Data System (ADS)

Jacobs, Jennifer M.; Kirshen, Paul H.; Daniel, Jo Sias

2013-07-01

What is the role of climate in infrastructure design? How can engineers design for a changing climate? How can climate scientists better inform the design process? These were the questions posed at the first Infrastructure and Climate Network (ICNet) Steering Committee Workshop, which was sponsored by a U.S. National Science Foundation research grant (CBET-1231326) from the Research Coordination Networks-Science, Engineering and Education for Sustainability (RCN-SEES) program.

Nevada Infrastructure for Climate Change Science, Education, and Outreach

NASA Astrophysics Data System (ADS)

Dana, G. L.; Piechota, T. C.; Lancaster, N.; Mensing, S. A.

2009-12-01

The Nevada system of Higher Education, including the University of Nevada, Las Vegas, the University of Nevada, Reno, the Desert Research Institute, and Nevada State College have begun a five year research and infrastructure building program, funded by the National Science Foundation Experimental Program to Stimulate Competitive Research (NSF EPSCoR) with the vision “to create a statewide interdisciplinary program and virtual climate change center that will stimulate transformative research, education, and outreach on the effects of regional climate change on ecosystem resources (especially water) and support use of this knowledge by policy makers and stakeholders.” Six major strategies are proposed: 1) Develop a capability to model climate change and its effects at a regional and sub-regional scales to evaluate different future scenarios and strategies (Climate Modeling Component) 2) Develop data collection, modeling, and visualization infrastructure to determine and analyze effects on ecosystems and disturbance regimes (Ecological Change Component) 3) Develop data collection, modeling, and visualization infrastructure to better quantify and model changes in water balance and resources under climate change (Water Resources Component) 4) Develop data collection and modeling infrastructure to assess effects on human systems, responses to institutional and societal aspects, and enhance policy making and outreach to communities and stakeholders (Policy, Decision-Making, and Outreach Component) 5) Develop a data portal and software to support interdisciplinary research via integration of data from observational networks and modeling (Cyberinfrastructure Component) and 6) Develop educational infrastructure to train students at all levels and provide public outreach in climate change issues (Education Component). As part of the new infrastructure, two observational transects will be established across Great Basin Ranges, one in southern Nevada in the Spring Mountains, and the second to be located in the Snake Range of eastern Nevada which will reach bristlecone pine stands. Climatic, hydrologic and ecological data from these transects will be downloaded into high capacity data storage units and made available to researchers through creation of the Nevada climate change portal. Our research will aim to answer two interdisciplinary science questions: 1) How will climate change affect water resources and linked ecosystem resources and human systems? And 2) How will climate change affect disturbance regimes (e.g., wildland fires, invasive species, insect outbreaks, droughts) and linked systems?

Communicating the Results and Activities of the U.S. Climate Change Science Program

NASA Astrophysics Data System (ADS)

Chatterjee, K.; Parker, K.

2004-12-01

The Climate Change Science Program (CCSP) has a responsibility for credible and effective communications on issues related to climate variability and climate change science. As an essential part of its mission and responsibilities, the CCSP aims to enhance the quality of public discussion by stressing openness and transparency in its scientific research processes and results, and ensuring the widespread availability of credible, science-based information. The CCSP and individual federal agencies generate substantial amounts of authoritative scientific information on climate variability and change. Research findings are generally well reported in the scientific literature, but relevant aspects of these findings need to be reported in formats suitable for use by diverse audiences whose understanding and familiarity with climate change science issues vary. To further its commitment to the effective communication of climate change science information, the CCSP has established the Communications Interagency Working Group, which has produced an implementation plan for Climate Change communication, aimed at achieving the following goals: * Disseminate the results of CCSP activities credibly and effectively * Make CCSP science findings and products easily available to a diverse set of audiences. In addition to CCSP efforts, the individual federal agencies that comprise CCSP disseminate science-based climate information through their agency networks. The agencies of the CCSP are the Departments of Agriculture, Commerce, Defense, Energy, Health and Human Services, Interior, State, and Transportation and the U.S. EPA, NASA, NSF, Smithsonian Institute, and USAID.

Climate Masters of Nebraska: An Action Based Approach to Climate Change Education

NASA Astrophysics Data System (ADS)

Umphlett, N.; Bernadt, T.; Pathak, T.

2014-12-01

The Climate Masters of Nebraska pilot program started in 2010 with the goal of assisting the community in becoming more knowledgeable and making informed decisions regarding climate change issues. First, participants engage in a 10-week training course where they learn from experts how to reduce their carbon footprint in everyday life. Participants then volunteer at least 30 hours educating the community through household consultations, outreach events, or other creative efforts they want to take to actively influence the community to reduce greenhouse gas (GHG) emissions. The first two groups of Climate Masters volunteers completed multiple household consultations, started a drip irrigation project, hosted an informational booth at local events, participated in an Adopt a Highway program, formed a Citizens Climate Lobby group, and worked with the City of Lincoln's reEnergize outreach program. All of these projects positively impacted the environment, reduced GHG emissions, or both. The program is continuing for a third year with a new and improved course in the fall. Taking into account suggestions from previous courses, this new course hopes to focus more on the climate issues that are particularly pressing in southeastern Nebraska.

In Brief: Climate Adaptation Summit report released

NASA Astrophysics Data System (ADS)

Showstack, Randy

2010-10-01

“We understand from the science that we have no choice between mitigation and adaptation. We have to do both,” John Holdren, President Barack Obama's science and technology advisor, said at a 29 September meeting where he was presented with a new report about national and regional preparations for adapting to changing climate. The report is based on the National Climate Adaptation Summit, which was convened by the University Corporation for Atmospheric Research in May 2010. Stating that the United States must adapt to a changing climate now and prepare for increasing impacts on urban infrastructure, food, water, human health, and ecosystems in the coming decades, the report identifies a set of priorities for near-term action. Among the priorities are developing an overarching national strategy, with research, planning, and management components to guide federal climate change adaptation programs. Other priorities include improving coordination of federal plans and programs and creating a federal climate information portal and a clearinghouse of best practices and tool kits for adaptation. The report also identifies other priorities, including the need for support for assessments in the U.S. Global Change Research Program agency budgets, for increasing funding for research on vulnerability and impacts, and for initiating a regional series of ongoing climate adaptation forums. For more information, see http://www.joss.ucar.edu/events/2010/ncas/index.html.

GSD Update: Checking the range for signs of climate change in the past, present and future

Treesearch

Lisa-Natalie Anjozian

2011-01-01

The July 2011 inaugural issue of GSDUpdate: Checking the Range for Signs of Climate Change In the Past, Present and Future, a research review of the Program, focuses on the efforts toward understanding the role of climate in shaping the environment.

Educating with Resilience in Mind: Addressing Climate Change in Post-Sandy New York City

ERIC Educational Resources Information Center

Dubois, Bryce; E. Krasny, Marianne

2016-01-01

How educators adapt their programs following a climate related disturbance can provide insights into potential climate education practices. Therefore, we used semi-structured interviews to explore changes in environmental education practice in NYC following Hurricane Sandy. Educators adopted new language to reflect funding opportunities and…

Accelerated Climate Modeling for Energy (ACME) Final Scientific/Technical Report

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

Chaudhary, Aashish

Seven Department of Energy (DOE) national laboratories, Universities, and Kitware, undertook a coordinated effort to build an Earth system modeling capability tailored to meet the climate change research strategic objectives of the DOE Office of Science, as well as the broader climate change application needs of other DOE programs.

"Roll up Your Sleeves and Get at It!" Climate Change Education in Teacher Education

ERIC Educational Resources Information Center

Berger, Paul; Gerum, Natalie; Moon, Martha

2015-01-01

We present findings from research on a nine-week elective course, "Climate Change Pedagogy," taught for the first time in the Bachelor of Education program at Lakehead University in winter 2014. After reviewing literature on what is needed for effective teaching about climate change and some of the neoliberal barriers to such teaching,…

Spectators or participants: How can SETAC become more engaged in international climate change research programs?

PubMed

Stahl, Ralph G; Stauber, Jennifer L; Clements, William H

2017-08-01

Environmental toxicologists and chemists have been crucial to evaluating the chemical fate and toxicological effects of environmental contaminants, including chlorinated pesticides, before and after Rachel Carson's publication of Silent Spring in 1962. Like chlorinated pesticides previously, global climate change is widely considered to be one of the most important environmental challenges of our time. Over the past 30 yr, climate scientists and modelers have shown that greenhouse gases such as CO 2 and CH 4 cause radiative forcing (climate forcing) and lead to increased global temperatures. Despite significant climate change research efforts worldwide, the climate science community has overlooked potential problems associated with chemical contaminants, in particular how climate change could magnify the ecological consequences of their use and disposal. It is conceivable that the impacts of legacy or new chemical contaminants on wildlife and humans may be exacerbated when climate changes, especially if global temperatures rise as predicted. This lack of attention to chemical contaminants represents an opportunity for environmental toxicologists and chemists to become part of the global research program, and our objective is to highlight the importance of and ways for that to occur. Environ Toxicol Chem 2017;36:1971-1977. © 2017 SETAC. © 2017 SETAC.

Atmospheric Radiation Measurement Program facilities newsletter, March 2000

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

Sisterson, D. L.

2000-04-03

The Atmospheric Radiation Measurement Program (ARM Program) is sending a copy of the ARM Video, an education overview of their program. In the video you will see and hear ARM scientists describe the importance of studying climate and climate change. It also contains a tour of some ARM sites and a look at state-of-the-art meteorological instrumentation, along with background information about the radiation budget and the complexity of climate modeling. The video was produced by the US Department of Energy.

Online Climate Change Modules Timothy C. Spangler, Ph.D., Victoria C. Johnson, Ed.D

NASA Astrophysics Data System (ADS)

Spangler, T. C.; Johnson, V. C.

2009-12-01

The COMET Program has recently published a new online module entitled "Climate Change: Fitting the Pieces Together." The module, sponsored by the National Environmental and Education Foundation (NEEF), gives a broad overview of the topic of climate change, including how scientists study climate change, observations of current changes, and projections of future impacts, as well as some thoughts on what can be done to minimize the effects. In addition, the module provides links to graphical resources, references, frequently asked questions, and a Powerpoint presentation that teachers, broadcast meteorologists, and others can adapt for their own use. The module presents the information in an engaging fashion, making full use of multimedia through audio, graphics, animations, and interactive features. COMET is also developing another module on a related topic for NEEF and the Instituto de Pesquisa Ambiental da Amazônia, an environmental organization in Brazil. In addition to providing the basics of climate change science, this course will focus on the interconnections between tropical forests, such as the Amazon, and climate change. The module also addresses international agreements to reduce climate change, with a highlight on the UN-REDD (United Nations Collaborative Programme on Reducing Emissions from Deforestation and Forest Degradation in Developing Countries) program. The module, which should be published in late 2009 or early 2010, will have versions in English and Portuguese and possibly Spanish.

Effects of global climate change on the US forest sector: response functions derived from a dynamic resource and market simulator.

Treesearch

Bruce A. McCarl; Darius M. Adams; Ralph J. Alig; Diana Burton; Chi-Chung. Chen

2000-01-01

A multiperiod, regional, mathematical programming economic model is used to evaluate the potential economic impacts of global climatic change on the US forest sector. A wide range of scenarios for the biological response of forests to climate change are developed, ranging from small to large changes in forest growth rates. These scenarios are simulated in the economic...

Online and classroom tools for Climate Change Education

NASA Astrophysics Data System (ADS)

Samenow, J. P.; Scott, K.

2004-12-01

EPA's Office of Atmospheric Programs has developed unique tools for educating students about the science of global warming and on actions that help address the issue. These tools have been highly successful and used in hundreds of classrooms across the country. EPA's Global Warming Kids' Site features interactive web-based animations for educating children, grades 4-8, about climate change. The animations illustrate how human activities likely influence the climate system through processes such as the greenhouse effect and carbon and water cycles. The pages also contain interactive quizzes. See: http://www.epa.gov/globalwarming/kids/animations.html For advanced high school and college students, EPA is nearing completion on the development of interactive visualizations of the emissions and climate scenarios featured in the Intergovernmental Panel on Climate Change's Third Assessment Report. These visualizations allow students to choose a scenario and see how emissions, the climate and the earth's surface change over time. The Global Warming Wheelcard Classroom Activity Kit is designed to help teachers of middle school students introduce the concept of human induced global warming in the context of how rates of energy usage can influence the increase or eventual slowing of climate change. The Climate Change, Wildlife, and Wildlands Toolkit for Teachers and Interpreters was produced in a partnership among three agencies - EPA, US Fish and Wildlife Service and the National Park Service (NPS). Both classroom teachers and outdoor interpreters find it useful in conveying information about climate change science and impacts to their students and visitors. The development of the toolkit led to a larger program between EPA and NPS that assists parks in inventorying their emissions, creating action plans, and talking to the public about what they are doing - a "lead by example" type program that the two agencies hope to replicate in other venues in the coming year.

Forestry in U.S. Climate Change Action Plans: From the Arch to Kyoto

Treesearch

Robert J. Moulton

1998-01-01

The international community has played a major role in prompting actions to address global climate change. The 1989 Summit of the Arch in Paris resulted in President Bush's announcement in his 1990 State of the Union message of the America the Beautiful (ATB) program, which greatly expanded federal funding for urban forestry and for forest stewardship programs...

Climate Change Education at the University of Washington: Bridging Academic Degrees, Departments and Disciplines

NASA Astrophysics Data System (ADS)

Thompson, L.; Bertram, M. A.

2012-12-01

Education on climate change occurs in many departments at large research universities, but providing a coordinated educational experience for students in this topic is challenging. Departmental boundaries, accounting for student credit hours, and curricula inertia create roadblocks to the creation of interdisciplinary curriculum for both graduate and undergraduate students. We describe a hierarchy of interdisciplinary programs that reach students from seniors in high school to graduate students, targeting students from a variety of disciplines. The UWHS (University of Washington in the High School) program allows high school teachers to be trained to teach UW courses to their own high school students at their own school. The students who enroll receive a UW grade and credit for the course (as well as high school credit). A UWHS course on Climate and Climate Change (Atmospheric Sciences 211) was created in 2011 supported by training to high school science teachers on the fundamentals of climate science. For the 2012-13 academic year we anticipate at least 5 schools in Washington State will be offering this course. Once students matriculate at UW, 211 serves as a prerequisite for the Climate Minor that began in 2011. The minor is hosted by the departments of Atmospheric Sciences, Earth and Space Sciences and Oceanography, offering instruction in three focus areas: climate chemistry and biology, the physical climate, and past climate and ice. Students also take an integrative seminar where they are required to communicate to both scientific and non-scientific audiences some topic in climate science. Students enrolled in graduate programs at UW can participate in the Graduate Certificate in Climate Science that began 2008. The certificate gives students instruction in climate science covering the same topic areas as the minor and with a capstone project where student communicate some aspect of climate science to a non-physical science audience. Projects have included describing to policy students how rainfall is expected to impact crops in Africa, the development of a series of talks on the health impacts of climate change for County Health officials, and the development of hands on curriculum modules for the 211 course. A climate and society track is under development for the Environmental Studies BA students who are also required to take 211. For these students capstone project will focus on societal implications of climate change. A track will be added to the Graduate Certificate focusing on impact, vulnerability and adaptation. This will serve students in natural resource sciences, public health, and social science programs. We are also working to linkage with the Graduate Certificate in Global Health so that group capstone experiences could focus on the climate impacts and adaption strategies for the most vulnerable people in the world. The richness of offerings at a large research intensive university can allow students to engage in all aspects of climate science, with the programs described above providing the structure that students need to be guided towards a deep and nuanced understanding of all aspects of climate change.

Decision analysis of shoreline protection under climate change uncertainty

NASA Astrophysics Data System (ADS)

Chao, Philip T.; Hobbs, Benjamin F.

1997-04-01

If global warming occurs, it could significantly affect water resource distribution and availability. Yet it is unclear whether the prospect of such change is relevant to water resources management decisions being made today. We model a shoreline protection decision problem with a stochastic dynamic program (SDP) to determine whether consideration of the possibility of climate change would alter the decision. Three questions are addressed with the SDP: (l) How important is climate change compared to other uncertainties?, (2) What is the economic loss if climate change uncertainty is ignored?, and (3) How does belief in climate change affect the timing of the decision? In the case study, sensitivity analysis shows that uncertainty in real discount rates has a stronger effect upon the decision than belief in climate change. Nevertheless, a strong belief in climate change makes the shoreline protection project less attractive and often alters the decision to build it.

Strengthening education in human values - The Link between Recycling and Climate Change

NASA Astrophysics Data System (ADS)

Kastanidou, Sofia

2014-05-01

This work is an environmental education program of 50 hours- off curriculum, currently run by High school of Nikaia - Larissas. I as coordinator teacher, another two teachers and 24 students participate in this program. Intended learning outcomes: students will be able to define the importance of climate change, to evaluate the effect of human activities on climate, and to recognize the role of recycling in preventing global climate change. It is an environmental program with social goals. That means students have to understand the link between human and environment and learn how to combine environmental protection with human help. As a consequence collaboration has already begun between High school of Nikaia and the Paraplegic & Physically Disabled Association of Pella-Greece. This is a nonprofit association that collects plastic caps; with the contribution of a recycling company the Paraplegic Association converts plastic caps in wheelchairs and gives them to needy families. So, recycling caps becomes a meaningful form of environmental and social activism. Students are educated about the meaning of recycling and encouraged to collect all types of plastic caps; they are also educated in the meaning of helping people. Further, this environmental education program consists of two parts, a theoretical and a practical one: a) Theoretical part: education is an essential element of the global response to climate change, so students have to research on climate change; they visit the Center for Environmental Education in Florina and experience the aquatic ecosystem of Prespa lakes; specialists of the Centre inform students about the effects of climate change on wetlands; students have further to research how recycling can help fight global climate change as well as examine how recycling a key component of modern waste reduction is, as the third component of the "Reduce, Reuse, Recycle" waste hierarchy; they discover the interdependence of society, economy and the natural environment; they visit the City Cleaning-Recycling Services; scientists visit our school and engage students in the climate change issue; students are educated in developing ecological consciousness paths to a sustainable future. b) Practical part: students use recycled materials to build containers where everyone can put the plastic caps; they decorate containers with other recyclable materials such as magazine clippings, ribbons etc.; students are encouraged to contact local organizations (municipality, post office, and banks), sports clubs and shops, to inform people about their action and to put the containers for plastic caps in the place they work or in their houses; they collect plastic caps frequently at school; at the end of the environmental education program all the students visit Paraplegic & Physically Disabled Association in Pella-Yannitsa and deliver the collected caps. We hope that students will leave the program with new skills, experiences and knowledge that can be used to help themselves, their communities, their environment and future generations. "Our changing planet - our changing society for a better future".

A National Program for Analysis of the Climate System

NASA Technical Reports Server (NTRS)

Schubert, Siegfried; Arkin, Phil; Kalnay, Eugenia; Laver, James; Trenberth, Kevin

2002-01-01

Perhaps the single greatest roadblock to fundamental advances in our understanding of climate variability and climate change is the lack of robust and unbiased long-term global observations of the climate system. Such observations are critical for the identification and diagnosis of climate variations, and provide the constraints necessary for developing and validating climate models. The first generation of reanalysis efforts, by using fixed analysis systems, eliminated the artificial climate signals that occurred in analyses generated at the operational numerical weather prediction centers. These datasets are now widely used by the scientific community in a variety of applications including atmosphere-ocean interactions, seasonal prediction, climate monitoring, the hydrological cycle, and a host of regional and other diagnostic studies. These reanalyses, however, had problems that made them sub-optimal or even unusable for some applications. Perhaps the most serious problem for climate applications was that, while the assimilation system remained fixed, changes in the observing systems did produce spurious changes in the perceived climate. The first generation reanalysis products also exposed problems with physical consistency of the products and the accurate representation of physical processes in the climate system. Examples are bias in the estimates of ocean surface fluxes, and inadequate representation of polar hydrology. In this talk, I will describe some initial plans for a national program on reananlysis. The program is envisioned to be part of an on-going activity to maintain, improve, and reprocess our record of climate observations. I will discuss various issues affecting the quality of reanalyses, with a special focus on those relevant to the ocean.

Engaging Students in Climate Change Science and Communication through a Multi-disciplinary Study Abroad Program

NASA Astrophysics Data System (ADS)

North, L. A.; Polk, J.; Strenecky, B.

2014-12-01

The implications of the climate change phenomenon are far-reaching, and will impact every person on Earth. These problems will be complex, and will require leaders well-versed in interdisciplinary learning and international understanding. To employ a multi-disciplinary approach to studying the impact climate change is having in the world in which we live, a team of 57 Western Kentucky University (WKU) faculty, staff, and students participated in a study abroad program to seven ports in the North Sea and North Atlantic, including three ports in Iceland, onboard the Semester at Sea ship, MV Explorer. This program combined interdisciplinary learning, service learning, and international understanding toward the goal of preparing the leaders of tomorrow with the skills to address climate change challenges. Together, the group learned how climate change affects the world from varied academic perspectives, and how more often than not these perspectives are closely interrelated. Courses taught during the experience related to climate change science and communication, economics, future trends, and K-12 education. Each student also participated in a The $100 Solution™ service-learning course. While in port, each class engaged in a discipline-specific activities related to the climate change topic, while at sea students participated in class lectures, engaged in shipboard lectures by international experts in their respective fields, and participated in conversations with lifelong learners onboard the ship. A culminating point of the study abroad experience was a presentation by the WKU students to over 100 persons from the University of Akureyri in Akureyri, Iceland, representatives of neighboring Icelandic communities, environmental agencies, and tourism bureaus about what they had learned about climate change during their travels. By forging this relationship, students were able to share their knowledge, which in turn gave them a deeper understanding of the issues they were learning throughout the voyage.

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.

U.S. Climate change science program. Synthesis and Assessment Product 4.2: Thresholds of change in ecosystems

USDA-ARS?s Scientific Manuscript database

In the past three decades, climate change has become a pronounced driver of ecosystem change. Changes in phenology, range shift of species, and increases in disturbances such as wildfires have all reflected ecosystem scales responses to a warming biosphere. There have also been abrupt, nonlinear cha...

Foreword: The dynamics of change in Alaska’s boreal forests: Resilience and vulnerability in response to climate warming

USGS Publications Warehouse

McGuire, A. David; Chapin, F. Stuart; Ruess, Roger W.

2016-01-01

Long-term research by the Bonanza Creek (BNZ) Long Term Ecological Research (LTER) program has documented natural patterns of interannual and successional variability of the boreal forest in interior Alaska against which we can detect changes in system behavior. Between 2004 and 2010 the BNZ LTER program focused on understanding the dynamics of change through studying the resilience and vulnerability of Alaska's boreal forest in response to climate warming. The overarching question in this endeavor has been “How are boreal ecosystems responding, both gradually and abruptly, to climate warming, and what new landscape patterns are emerging?”

Schools of the Pacific rainfall climate experiment

NASA Technical Reports Server (NTRS)

Postawko, S. E.; Morrissey, M. L.; Taylor, G. J.; Mouginis-Mark, P.

1993-01-01

The SPaRCE program is a cooperative rainfall climate field project involving high school and college level students and teachers from various Pacific island and atoll nations. The goals of the SPaRCE program are: (1) to foster interest and increase understanding among Pacific-area students and teachers of climate and climate change; (2) to educate the students and teachers as to the importance of rainfall in the Pacific area to climate studies; (3) to provide the students and teachers an opportunity of making a major contribution to the global climate research effort by collecting and analyzing Pacific rainfall data; and (4) to incorporate collected rainfall observations into a comprehensive Pacific daily rainfall data base to be used for climate research purposes. Schools participating in SPaRCE have received standard raingauges with which to measure rainfall at their sites. Students learned to site and use their raingauges by viewing a video produced at the University of Oklahoma. Four more videos will be produced which will include information on Earth's atmosphere, global climate and climate change, regional climate and implications of climate change, and how to analyze and use the rainfall data they are collecting. The videos are accompanied by workbooks which summarize the main points of each video, and contain concrete learning activities to help the student better understand climate and climate change. Following each video, interactive sessions are held with the students using the PEACESAT (Pan-Pacific Education And Communication Experiments by Satellite) satellite radio communication system.

Worldwide Emerging Environmental Issues Affecting the U.S. Military. January 2009

DTIC Science & Technology

2009-01-01

islands as a consequence of climate change effects. Coastal residents of Fiji were instructed to move to higher ground to avoid storms and flooding...environmental matters from energy security to international cooperation for addressing climate change . [See Appendix for more detail]. Military...military environmental programs could receive higher profiles. Since climate change is a new top priority, the military should identify all its resources

China’s Increasing Influence in Oceania: Implications for the United States

DTIC Science & Technology

2013-03-01

China’s Vice Foreign Minister announced that China’s development assistance would be focusing on climate change initiatives, agricultural...such as climate change and women’s representation in society. 68 These policies and programs are also focused on some of 15 the key identified...development in the region. These commonalities include climate change , agricultural development, fisheries conservation and management, environmental

An Interface between Law and Science: The Climate Change Regime

NASA Astrophysics Data System (ADS)

Kuleshov, Y.; Grandbois, M.; Kaniaha, S.

2012-04-01

Law and Science are jointly building the international climate change regime. Up to date, international law and climate science have been unable to take into consideration both regional law and Pacific climate science in this process. Under 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) significant efforts were dedicated to improve understanding of climate in the Pacific through the Pacific Climate Change Science Program (PCCSP) and through the Pacific Adaptation Strategy Assistance Program (PASAP). The first comprehensive PCCSP scientific report on the South Pacific climate has been published in 2011. Under the PASAP, web-based information tools for seasonal climate prediction have been developed and now outputs from dynamical climate model are used in 15 countries of the North-West and South Pacific for enhanced prediction of rainfall, air and sea surface temperatures which reduces countries' vulnerability to climate variability in the context of a changing climate. On a regional scale, the Meteorological and Geohazards Department of Vanuatu is preparing a full report on Climate change impacts on the country. These scientific reports and tools could lead to a better understanding of climate change in the South Pacific and to a better understanding of climate change science, for lawyers and policy-makers. The International climate change regime develops itself according to science findings, and at the pace of the four scientific reports issued by the Intergovernmental Panel on Climate Change (IPCC). In return, Law is a contributing factor to climate change, a structural data in the development and perception of environmental issues and it exerts an influence on Science. Because of the dependency of law on science, the PCCSP and PASAP outcomes will also stimulate and orientate developments in law of the Pacific Island countries, as well as it could increase countries' contributions to the future of international environmental law. Vanuatu is pioneering this process in the Pacific and could make a leading contribution to the development of Nationally appropriate mitigation actions by developing country Parties, according to the Bali action Plan and to participate actively in the negotiations of a successor agreement to the Kyoto Protocol. In studying and transposing the national climate change report, Vanuatu would also sensibly improve its own environmental laws in response to climate change. By building a bridge between law and science in the Pacific, we are training scientists to climate change law, and training lawyers and policy-makers to climate change science; increasing the collaborative process and the cooperation between scientists and lawyers, in drafting national environmental laws and in negotiating international climate change agreements; and enhancing the contribution of small vulnerable islands to the development of the international climate change regime, as it regards to law and to science. Training for climate scientists and for lawyers and policy-makers on climate change science and law will be provided through the USP Course on climate change international law and climate change science - the first course on this type in the Pacific.

Linking research, education and public engagement in geoscience: Leadership and strategic partnerships (invited)

NASA Astrophysics Data System (ADS)

Harcourt, P.

2017-12-01

Addressing the urgent issue of climate change requires mitigation and adaptation actions on individual to global scales, and appropriate action must be based upon geoscience literacy across population sectors. The NSF-funded MADE CLEAR (Maryland and Delaware Climate Change Education, Assessment, and Research) project provides a coordinated approach to embed climate change into education programs at the university level, in formal K12 classrooms, and among informal educators. We have worked with state agencies, university systems, non-profit organizations, and community groups to establish and support research-based education about climate change. In this panel I will describe how MADE CLEAR approached the task of infusing climate change education across sectors in the highly diverse states of Delaware and Maryland. I will share the characteristics of our strongest alliances, an analysis of significant barriers to climate change education, and our perspective on the outlook for the future of climate change education.

Vulnerability Assessments in Support of the Climate Ready Estuaries Program: A Novel Approach Using Expert Judgement, Volume II: Results for the Massachusetts Bays Program (External Review Draft)

EPA Science Inventory

As part of the Climate Ready Estuaries (CRE) program, the Global Change Research Program (GCRP) in the National Center for Environmental Assessment, Office of Research and Development at the U.S. Environmental Protection Agency has prepared a report exploring a new methodology fo...

Vulnerability Assessments in Support of the Climate Ready Estuaries Program: A Novel Approach Using Expert Judgement, Volume II: Results for the Massachusetts Bays Program (Final Report)

EPA Science Inventory

As part of the Climate Ready Estuaries (CRE) program, the Global Change Research Program (GCRP) in the National Center for Environmental Assessment, Office of Research and Development at the U.S. Environmental Protection Agency has prepared a report exploring a new methodology fo...

Bring Hidden Hazards to the Publics Attention, Understanding, and Informed Decision by Coordinating Federal Education Initiatives

NASA Astrophysics Data System (ADS)

Niepold, F.; Karsten, J. L.; Wei, M.; Jadin, J.

2010-12-01

In the 2010 National Research Council’s America’s Climate Choices’ report on Informing Effective Decisions and Actions Related to Climate Change concluded; “Education and communication are among the most powerful tools the nation has to bring hidden hazards to public attention, understanding, and action.” They conclude that the “current and future students, the broader public, and policymakers need to understand the causes, consequences, and potential solutions to climate change, develop scientific thinking and problem-solving skills, and improve their ability to make informed decisions.” The U.S. Global Change Research Program (USGCRP) works to integrate the climate related activities of these different agencies, with oversight from the Office of Science and Technology Policy and other White House offices. USGCRP’s focus is now on evaluating optimal strategies for addressing climate change risks, improving coordination among the Federal agencies, engaging stakeholders (including national policy leaders and local resource managers) on the research results to all and improving public understanding and decision-making related to global change. Implicit to these activities is the need to educate the public about the science of climate change and its consequences, as well as coordinate Federal investments related to climate change education. In a broader sense, the implementation of the proposed Interagency Taskforce on Climate Change Communication and Education will serve the evolving USGCRP mandates around cross-cutting, thematic elements, as recommended by the National Research Council (NRC, 2009) and the U.S. Climate Change Science Program Revised Research Plan: An update to the 2003 Strategic Plan (USGCRP, 2008), to help the Federal government “capitalize on its investments and aid in the development of increased climate literacy for the Nation.” This session will update the participants on the work to date and the near term coordinated plans of the proposed Interagency Taskforce on Climate Change Communication and Education.

WASCAL - West African Science Service Center on Climate Change and Adapted Land Use Regional Climate Simulations and Land-Atmosphere Simulations for West Africa at DKRZ and elsewhere

NASA Astrophysics Data System (ADS)

Hamann, Ilse; Arnault, Joel; Bliefernicht, Jan; Klein, Cornelia; Heinzeller, Dominikus; Kunstmann, Harald

2014-05-01

Changing climate and hydro-meteorological boundary conditions are among the most severe challenges to Africa in the 21st century. In particular West Africa faces an urgent need to develop effective adaptation and mitigation strategies to cope with negative impacts on humans and environment due to climate change, increased hydro-meteorological variability and land use changes. To help meet these challenges, the German Federal Ministry of Education and Research (BMBF) started an initiative with institutions in Germany and West African countries to establish together a West African Science Service Center on Climate Change and Adapted Land Use (WASCAL). This activity is accompanied by an establishment of trans-boundary observation networks, an interdisciplinary core research program and graduate research programs on climate change and related issues for strengthening the analytical capabilities of the Science Service Center. A key research activity of the WASCAL Competence Center is the provision of regional climate simulations in a fine spatio-temporal resolution for the core research sites of WASCAL for the present and the near future. The climate information is needed for subsequent local climate impact studies in agriculture, water resources and further socio-economic sectors. The simulation experiments are performed using regional climate models such as COSMO-CLM, RegCM and WRF and statistical techniques for a further refinement of the projections. The core research sites of WASCAL are located in the Sudanian Savannah belt in Northern Ghana, Southern Burkina Faso and Northern Benin. The climate in this region is semi-arid with six rainy months. Due to the strong population growth in West Africa, many areas of the Sudanian Savannah have been already converted to farmland since the majority of the people are living directly or indirectly from the income produced in agriculture. The simulation experiments of the Competence Center and the Core Research Program are accompanied by the WASCAL Graduate Research Program on the West African Climate System. The GRP-WACS provides ten scholarships per year for West African PhD students with a duration of three years. Present and future WASCAL PhD students will constitute one important user group of the Linux cluster that will be installed at the Competence Center in Ouagadougou, Burkina Faso. Regional Land-Atmosphere Simulations A key research activity of the WASCAL Core Research Program is the analysis of interactions between the land surface and the atmosphere to investigate how land surface changes affect hydro-meteorological surface fluxes such as evapotranspiration. Since current land surface models of global and regional climate models neglect dominant lateral hydrological processes such as surface runoff, a novel land surface model is used, the NCAR Distributed Hydrological Modeling System (NDHMS). This model can be coupled to WRF (WRF-Hydro) to perform two-way coupled atmospheric-hydrological simulations for the watershed of interest. Hardware and network prerequisites include a HPC cluster, network switches, internal storage media, Internet connectivity of sufficient bandwidth. Competences needed are HPC, storage, and visualization systems optimized for climate research, parallelization and optimization of climate models and workflows, efficient management of highest data volumes.

Reducing School Violence: School-Based Curricular Programs and School Climate

ERIC Educational Resources Information Center

Greene, Michael B.

2008-01-01

This article examines two different, but interrelated approaches to reduce school violence: school-based curricular programs and efforts to change school climate. The state of the research for each is reviewed and the relationship between them is explored.

SLICEIT and TAHMO Partnerships: Students Local and International Collaboration for Climate and Environmental Monitoring, Technology Development, Education, Adaptation and Mitigation

NASA Astrophysics Data System (ADS)

Aishlin, P. S.; Selker, J. S.

2015-12-01

Climate change understanding and impacts vary by community, yet the global nature of climate change requires international collaboration to address education, monitoring, adaptation and mitigation needs. We propose that effective climate change monitoring and education can be accomplished via student-led local and international community partnerships. By empowering students as community leaders in climate-environmental monitoring and education, as well as exploration of adaptation/mitigation needs, well-informed communities and young leadership are developed to support climate change science moving forward. Piloted 2013-2015, the SLICEIT1 program partnered with TAHMO2 to connect student leaders in North America, Europe and Africa. At the international level, schools in the U.S.A and Netherlands were partnered with schools in Ghana, Kenya, and Uganda for science and cultural exchange. Each school was equipped with a climate or other environmental sensing system, real-time data publication and curricula for both formal and informal science, technology, engineering and math education and skill development. African counterparts in TAHMO's School-2-School program collect critically important data for enhanced on-the-ground monitoring of weather conditions in data-scarce regions of Africa. In Idaho, student designed, constructed and installed weather stations provide real time data for classroom and community use. Student-designed formal educational activities are disseminated to project partners, increasing hands-on technology education and peer-based learning. At the local level, schools are partnered with a local agency, research institute, nonprofit organization, industry and/or community partner that supplies a climate science expert mentor to SLICEIT program leaders and teachers. Mentor engagement is facilitated and secured by program components that directly benefit the mentor's organization and local community via climate/environment monitoring, student workforce skill development, community education, and/or adaptation/mitigation activities. Students are motivated by advanced real-world skill development, leadership opportunity, internship, community service and opportunity for international peer communication.

Evaluating the potential for justice in urban climate change adaptation in the U.S.

EPA Science Inventory

Conference presentation that introduces the concept of justice as a consideration in evaluating climate change adaptation options. Provides an assessment of ongoing urban sustainability programs and identifies gaps and priority areas.

Conceptual Model of Climate Change Impacts at LANL

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

Dewart, Jean Marie

Goal 9 of the LANL FY15 Site Sustainability Plan (LANL 2014a) addresses Climate Change Adaptation. As part of Goal 9, the plan reviews many of the individual programs the Laboratory has initiated over the past 20 years to address climate change impacts to LANL (e.g. Wildland Fire Management Plan, Forest Management Plan, etc.). However, at that time, LANL did not yet have a comprehensive approach to climate change adaptation. To fill this gap, the FY15 Work Plan for the LANL Long Term Strategy for Environmental Stewardship and Sustainability (LANL 2015) included a goal of (1) establishing a comprehensive conceptual modelmore » of climate change impacts at LANL and (2) establishing specific climate change indices to measure climate change and impacts at Los Alamos. Establishing a conceptual model of climate change impacts will demonstrate that the Laboratory is addressing climate change impacts in a comprehensive manner. This paper fulfills the requirement of goal 1. The establishment of specific indices of climate change at Los Alamos (goal 2), will improve our ability to determine climate change vulnerabilities and assess risk. Future work will include prioritizing risks, evaluating options/technologies/costs, and where appropriate, taking actions. To develop a comprehensive conceptual model of climate change impacts, we selected the framework provided in the National Oceanic and Atmospheric Administration (NOAA) Climate Resilience Toolkit (http://toolkit.climate.gov/).« less

Reconstruction of Past Mediterranean Climate

NASA Astrophysics Data System (ADS)

García-Herrera, Ricardo; Luterbacher, Jürg; Lionello, Piero; Gonzáles-Rouco, Fidel; Ribera, Pedro; Rodó, Xavier; Kull, Christoph; Zerefos, Christos

2007-02-01

First MEDCLIVAR Workshop on Reconstruction of Past Mediterranean Climate; Pablo de Olavide University, Carmona, Spain, 8-11 November 2006; Mediterranean Climate Variability and Predictability (MEDCLIVAR; http://www.medclivar.eu) is a program that coordinates and promotes research on different aspects of Mediterranean climate. The main MEDCLIVAR goals include the reconstruction of past climate, describing patterns and mechanisms characterizing climate space-time variability, extremes at different time and space scales, coupled climate model/empirical reconstruction comparisons, seasonal forecasting, and the identification of the forcings responsible for the observed changes. The program has been endorsed by CLIVAR (Climate Variability and Predictability project) and is funded by the European Science Foundation.

The impacts of land use, radiative forcing, and biological changes on regional climate in Japan

NASA Astrophysics Data System (ADS)

Dairaku, K.; Pielke, R. A., Sr.

2013-12-01

Because regional responses of surface hydrological and biogeochemical changes are particularly complex, it is necessary to develop assessment tools for regional scale adaptation to climate. We developed a dynamical downscaling method using the regional climate model (NIED-RAMS) over Japan. The NIED-RAMS model includes a plant model that considers biological processes, the General Energy and Mass Transfer Model (GEMTM) which adds spatial resolution to accurately assess critical interactions within the regional climate system for vulnerability assessments to climate change. We digitalized a potential vegetation map that formerly existed only on paper into Geographic Information System data. It quantified information on the reduction of green spaces and the expansion of urban and agricultural areas in Japan. We conducted regional climate sensitivity experiments of land use and land cover (LULC) change, radiative forcing, and biological effects by using the NIED-RAMS with horizontal grid spacing of 20 km. We investigated regional climate responses in Japan for three experimental scenarios: 1. land use and land cover is changed from current to potential vegetation; 2. radiative forcing is changed from 1 x CO2 to 2 x CO2; and 3. biological CO2 partial pressures in plants are doubled. The experiments show good accuracy in reproducing the surface air temperature and precipitation. The experiments indicate the distinct change of hydrological cycles in various aspects due to anthropogenic LULC change, radiative forcing, and biological effects. The relative impacts of those changes are discussed and compared. Acknowledgments This study was conducted as part of the research subject "Vulnerability and Adaptation to Climate Change in Water Hazard Assessed Using Regional Climate Scenarios in the Tokyo Region' (National Research Institute for Earth Science and Disaster Prevention; PI: Koji Dairaku) of Research Program on Climate Change Adaptation (RECCA), and was supported by the SOUSEI Program, funded by Ministry of Education, Culture, Sports, Science and Technology, Government of Japan.

Forest Service Global Change Research Strategy, 2009-2019 Implementation Plan

Treesearch

Allen Solomon; Richard A. Birdsey; Linda A. Joyce

2010-01-01

In keeping with the research goals of the U.S. Global Change Research Program, the climate change strategy of the U.S. Department of Agriculture (USDA), and the climate change framework of the Forest Service, this Forest Service Global Change Research Strategy, 2009-2019 Implementation Plan (hereafter called the Research Plan), was written by Forest Service Research...

Urban Climate Change Resilience as a Teaching Tool for a STEM Summer Bridge Program

NASA Astrophysics Data System (ADS)

Rosenzweig, B.; Vorosmarty, C. J.; Socha, A.; Corsi, F.

2015-12-01

Community colleges have been identified as important gateways for the United States' scientific workforce development. However, students who begin their higher education at community colleges often face barriers to developing the skills needed for higher-level STEM careers, including basic training in mathematics, programming, analytical problem solving, and cross-disciplinary communication. As part of the Business Higher Education Forum's Undergraduate STEM Interventions in Industry (USI2) Consortium, we are developing a summer bridge program for students in STEM fields transferring from community college to senior (4-year) colleges at the City University of New York. Our scientific research on New York City climate change resilience will serve as the foundation for the bridge program curriculum. Students will be introduced to systems thinking and improve their analytical skills through guided problem-solving exercises using the New York City Climate Change Resilience Indicators Database currently being developed by the CUNY Environmental Crossroads Initiative. Students will also be supported in conducting an introductory, independent research project using the database. The interdisciplinary nature of climate change resilience assessment will allow students to explore topics related to their STEM field of interest (i.e. engineering, chemistry, and health science), while working collaboratively across disciplines with their peers. We hope that students that participate in the bridge program will continue with their research projects through their tenure at senior colleges, further enhancing their academic training, while actively contributing to the study of urban climate change resilience. The effectiveness of this approach will be independently evaluated by NORC at the University of Chicago, as well as through internal surveying and long-term tracking of participating student cohorts.

Framework for a U.S. Geological Survey Hydrologic Climate-Response Program in Maine

USGS Publications Warehouse

Hodgkins, Glenn A.; Lent, Robert M.; Dudley, Robert W.; Schalk, Charles W.

2009-01-01

This report presents a framework for a U.S. Geological Survey (USGS) hydrologic climate-response program designed to provide early warning of changes in the seasonal water cycle of Maine. Climate-related hydrologic changes on Maine's rivers and lakes in the winter and spring during the last century are well documented, and several river and lake variables have been shown to be sensitive to air-temperature changes. Monitoring of relevant hydrologic data would provide important baseline information against which future climate change can be measured. The framework of the hydrologic climate-response program presented here consists of four major parts: (1) identifying homogeneous climate-response regions; (2) identifying hydrologic components and key variables of those components that would be included in a hydrologic climate-response data network - as an example, streamflow has been identified as a primary component, with a key variable of streamflow being winter-spring streamflow timing; the data network would be created by maintaining existing USGS data-collection stations and establishing new ones to fill data gaps; (3) regularly updating historical trends of hydrologic data network variables; and (4) establishing basins for process-based studies. Components proposed for inclusion in the hydrologic climate-response data network have at least one key variable for which substantial historical data are available. The proposed components are streamflow, lake ice, river ice, snowpack, and groundwater. The proposed key variables of each component have extensive historical data at multiple sites and are expected to be responsive to climate change in the next few decades. These variables are also important for human water use and (or) ecosystem function. Maine would be divided into seven climate-response regions that follow major river-basin boundaries (basins subdivided to hydrologic units with 8-digit codes or larger) and have relatively homogeneous climates. Key hydrologic variables within each climate-response region would be analyzed regularly to maintain up-to-date analyses of year-to-year variability, decadal variability, and longer term trends. Finally, one basin in each climate-response region would be identified for process-based hydrologic and ecological studies.

Climatic Changes and Evaluation of Their Effects on Agriculture in Asian Monsoon Region- A project of GRENE-ei programs in Japan

NASA Astrophysics Data System (ADS)

Mizoguchi, M.; Matsumoto, J.; Takahashi, H. G.; Tanaka, K.; Kuwagata, T.

2015-12-01

It is important to predict climate change correctly in regional scale and to build adaptation measures and mitigation measures in the Asian monsoon region where more than 60 % of the world's population are living. The reliability of climate change prediction model is evaluated by the reproducibility of past climate in general. However, because there are many developing countries in the Asian monsoon region, adequate documentations of past climate which are needed to evaluate the climate reproducibility have not been prepared. In addition, at present it is difficult to get information on wide-area agricultural meteorological data which affect the growth of agricultural crops when considering the impact on agriculture of climate. Therefore, we have started a research project entitled "Climatic changes and evaluation of their effects on agriculture in Asian monsoon region (CAAM)" under the research framework of the Green Network of Excellence (GRENE) for the Japanese fiscal years from 2011 to 2015 supported by the Japanese Ministry of Education, Culture, Sports, Science and Technology (MEXT). This project aims to improve the reliability of future climate prediction and to develop the information platform which will be useful to design adaptation and mitigation strategies in agriculture against the predicted climatic changes in Asian monsoon regions. What is GRENE?Based on the new growth strategy which was approved by the Cabinet of Japan in June 2010, Green Network of Excellence program (GRENE) has started under MEXT from FY 2011. The objectives of this program are that the domestic leading universities work together strategically and promote a comprehensive human resource development and research of the highest level in the world while sharing research resources and research goals. In the field of environmental information, it is required that universities and research institutions, which are working on issues such as adaptation to climate change, cooperate to promote the utilization of environmental information and to develop human resources while using DIAS (Data Integration and Analysis System) which has been built by MEXT.

Engaging Storm Spotters and Community College Students in Regional Responses to Climate Change

NASA Astrophysics Data System (ADS)

Mooney, M. E.; Ackerman, S. A.; Buhr, S. M.

2012-12-01

Resiliency to natural hazards includes climate literacy. With a record number of billion dollar weather disasters in 2011, each one enhanced by a warmer atmosphere, our nation needs new strategies to respond, mitigate, communicate and adapt to the impacts of climate change. We know that actions we take today matter, but finding ways to mobilize our citizenry remains largely elusive. One way to galvanize a meaningful response to climate change could involve National Weather Service (NWS) storm spotters and Community College students. Dedicated storm spotters represent decades of NOAA NWS efforts to engage and enlist public participation in community safety. Why not leverage this wealth of human capital to cultivate a similar mitigation and stewardship response? The Cooperative Institute for Meteorological Satellite Studies (CIMSS) at the University of Wisconsin-Madison conducted a pilot project with NWS storm spotters in the spring of 2011 via a web seminar on climate change, climate mitigation and emerging applications to access weather and climate data with mobile devices. Nineteen storm spotters participated and eleven provided feedback via a follow-up survey. A third of the respondents indicated that they had taken actions to minimize their carbon footprint; a majority (90%) indicated their likelihood to take action in the near future and more than two-thirds said they wanted to learn more about climate mitigation and sustainability. One attendee commented "Thank-you for putting together this web seminar. As a weather spotter, I found the information helpful, even humbling, to know climate change is already happening." CIMSS is also collaborating with the Cooperative Institute for Research in Environmental Sciences (CIRES) and Madison Area Technical College (MATC) on a climate education project where community college students take an on-line climate change course followed by the opportunity to apply for a summer internship. Through this program, two students worked at renewable energy internships during the summer of 2012. We propose that these pilot projects be implemented on regional and national scales. The relative cost and carbon footprint to organize this effort could be kept to a minimum by leveraging established storm spotter programs at NOAA's 122 Weather Service Offices and existing outreach programs at NOAA's 18 Cooperative Institutes.

Exploring Science Teachers' Argumentation and Personal Epistemology About Global Climate Change

NASA Astrophysics Data System (ADS)

Liu, Shiyu; Roehrig, Gillian

2017-06-01

This case study investigated the nature of in-service science teachers' argumentation and personal epistemology about global climate change during a 3-year professional development program on climate change education. Qualitative analysis of data from interviews and written assessments revealed that while these teachers grounded their arguments on climate issues in evidence, the evidence was often insufficient to justify their causal claims. Compared with generating arguments for their own views, teachers had more difficulties in constructing evidence-based arguments for alternative perspectives. Moreover, while these teachers shared some similarities in their epistemology about climate science, they varied in their beliefs about specific aspects such as scientists' expertise and the credibility of scientific evidence. Such similarities and distinctions were shown to relate to how teachers used evidence to justify claims in their arguments. The findings also suggested a mismatch between teachers' personal epistemology about science in general and climate science, which was revealed through their argumentation. This work helps to further the ongoing discussions in environmental education about what knowledge and skills teachers need in order to teach climate issues and prepare students for future decision making. It constitutes first steps to facilitate reasoning and argumentation in climate change education and provides important implications for future design of professional development programs.

Exploring the Multifaceted Topic of Climate Change in Our Changing Climate and Living With Our Changing Climate

NASA Astrophysics Data System (ADS)

Brey, J. A.; Kauffman, C.; Geer, I. W.; Mills, E. W.; Nugnes, K. A.; Stimach, A. E.

2015-12-01

As the effects of climate change become more profound, climate literacy becomes increasingly important. The American Meteorological Society (AMS) responds to this need through the publication of Our Changing Climate and Living With Our Changing Climate. Both publications incorporate the latest scientific understandings of Earth's climate system from reports such as IPCC AR5 and the USGCRP's Third National Climate Assessment. Topic In Depth sections appear throughout each chapter and lead to more extensive, multidisciplinary information related to various topics. Additionally, each chapter closes with a For Further Exploration essay, which addresses specific topics that complement a chapter concept. Web Resources, which encourage additional exploration of chapter content, and Scientific Literature, from which chapter content was derived can also be found at the conclusion of each chapter. Our Changing Climate covers a breadth of topics, including the scientific principles that govern Earth's climate system and basic statistics and geospatial tools used to investigate the system. Released in fall 2015, Living With Our Changing Climate takes a more narrow approach and investigates human and ecosystem vulnerabilities to climate change, the role of energy choices in affecting climate, actions humans can take through adaption, mitigation, and policy to lessen vulnerabilities, and psychological and financial reasons behind climate change denial. While Living With Our Changing Climate is intended for programs looking to add a climate element into their curriculum, Our Changing Climate is part of the AMS Climate Studies course. In a 2015 survey of California University of Pennsylvania undergraduate students using Our Changing Climate, 82% found it comfortable to read and utilized its interactive components and resources. Both ebooks illuminate the multidisciplinary aspect of climate change, providing the opportunity for a more sustainable future.

Climate Trends and Farmers' Perceptions of Climate Change in Zambia.

PubMed

Mulenga, Brian P; Wineman, Ayala; Sitko, Nicholas J

2017-02-01

A number of studies use meteorological records to analyze climate trends and assess the impact of climate change on agricultural yields. While these provide quantitative evidence on climate trends and the likely effects thereof, they incorporate limited qualitative analysis of farmers' perceptions of climate change and/or variability. The present study builds on the quantitative methods used elsewhere to analyze climate trends, and in addition compares local narratives of climate change with evidence found in meteorological records in Zambia. Farmers offer remarkably consistent reports of a rainy season that is growing shorter and less predictable. For some climate parameters-notably, rising average temperature-there is a clear overlap between farmers' observations and patterns found in the meteorological records. However, the data do not support the perception that the rainy season used to begin earlier, and we generally do not detect a reported increase in the frequency of dry spells. Several explanations for these discrepancies are offered. Further, we provide policy recommendations to help farmers adapt to climate change/variability, as well as suggestions to shape future climate change policies, programs, and research in developing countries.

76 FR 6460 - Agency Information Collection Activities; Proposed Collection; Comment Request; Reporting and...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-02-04

...: Jerome Blackman, Office of Atmospheric Programs, Climate Change Division, (6207J), Environmental... FURTHER INFORMATION CONTACT. Dated: January 28, 2011. Dina Kruger, Director, Climate Change Division. [FR... policy is that all comments received will be included in the public docket without change and may be made...

Climate Change Now Apparent and Unequivocal, New Report Warns

NASA Astrophysics Data System (ADS)

Showstack, Randy

2009-06-01

Climate change is happening now in the United States and globally, and its impacts are expected to become increasingly severe for more people and places unless the rate of emissions of heat-trapping gases is substantially reduced, according to a new report, “Global Climate Change Impacts in the United States,” issued at a 16 June White House briefing. The 190-page report, a product of the interagency U.S. Global Change Research Program (USGCRP), states that “global warming is unequivocal and primarily human-induced.” Among other key findings of the report—which drew on USGCRP results and other studies including Intergovernmental Panel on Climate Change reports and the Arctic Climate Impact Assessment—is that climate change will have numerous impacts on water resources, ecosystems, agriculture, coastal areas, human health, and other sectors.

Effects of land use/land cover and climate changes on surface runoff in a semi-humid and semi-arid transition zone in northwest China

NASA Astrophysics Data System (ADS)

Yin, Jing; He, Fan; Jiu Xiong, Yu; Qiu, Guo Yu

2017-01-01

Water resources, which are considerably affected by land use/land cover (LULC) and climate changes, are a key limiting factor in highly vulnerable ecosystems in arid and semi-arid regions. The impacts of LULC and climate changes on water resources must be assessed in these areas. However, conflicting results regarding the effects of LULC and climate changes on runoff have been reported in relatively large basins, such as the Jinghe River basin (JRB), which is a typical catchment (> 45 000 km2) located in a semi-humid and arid transition zone on the central Loess Plateau, northwest China. In this study, we focused on quantifying both the combined and isolated impacts of LULC and climate changes on surface runoff. We hypothesized that under climatic warming and drying conditions, LULC changes, which are primarily caused by intensive human activities such as the Grain for Green Program, will considerably alter runoff in the JRB. The Soil and Water Assessment Tool (SWAT) was adopted to perform simulations. The simulated results indicated that although runoff increased very little between the 1970s and the 2000s due to the combined effects of LULC and climate changes, LULC and climate changes affected surface runoff differently in each decade, e.g., runoff increased with increased precipitation between the 1970s and the 1980s (precipitation contributed to 88 % of the runoff increase). Thereafter, runoff decreased and was increasingly influenced by LULC changes, which contributed to 44 % of the runoff changes between the 1980s and 1990s and 71 % of the runoff changes between the 1990s and 2000s. Our findings revealed that large-scale LULC under the Grain for Green Program has had an important effect on the hydrological cycle since the late 1990s. Additionally, the conflicting findings regarding the effects of LULC and climate changes on runoff in relatively large basins are likely caused by uncertainties in hydrological simulations.

Modeling Climate Change and Sturgeon Populations in the Missouri River

USGS Publications Warehouse

Wildhaber, Mark L.

2010-01-01

The U.S. Geological Survey (USGS) Columbia Environmental Research Center (CERC), in collaboration with researchers from the University of Missouri and Iowa State University, is conducting research to address effects of climate change on sturgeon populations (Scaphirhynchus spp.) in the Missouri River. The CERC is conducting laboratory, field, and modeling research to identify causative factors for the responses of fish populations to natural and human-induced environmental changes and using this information to understand sensitivity of sturgeon populations to potential climate change in the Missouri River drainage basin. Sturgeon response information is being used to parameterize models predicting future population trends. These models will provide a set of tools for natural resource managers to assess management strategies in the context of global climate change. This research complements and builds on the ongoing Comprehensive Sturgeon Research Program (CSRP) at the CERC. The CSRP is designed to provide information critical to restoration of the Missouri River ecosystem and the endangered pallid sturgeon (S. albus). Current research is being funded by USGS through the National Climate Change Wildlife Science Center (NCCWSC) and the Science Support Partnership (SSP) Program that is held by the USGS and the U.S. Fish and Wildlife Service. The national mission of the NCCWSC is to improve the capacity of fish and wildlife agencies to respond to climate change and to address high-priority climate change effects on fish and wildlife. Within the national context, the NCCWSC research on the Missouri River focuses on temporal and spatial downscaling and associated uncertainty in modeling climate change effects on sturgeon species in the Missouri River. The SSP research focuses on improving survival and population estimates for pallid sturgeon population models.

10 CFR 300.11 - Independent verification.

Code of Federal Regulations, 2014 CFR

2014-01-01

... DEPARTMENT OF ENERGY CLIMATE CHANGE VOLUNTARY GREENHOUSE GAS REPORTING PROGRAM: GENERAL GUIDELINES § 300.11..., Health and Safety Auditor Certification: California Climate Action Registry; Clean Development Mechanism... statements (or lack thereof) of any significant changes in entity boundaries, products, or processes; (iii...

10 CFR 300.11 - Independent verification.

Code of Federal Regulations, 2013 CFR

2013-01-01

... DEPARTMENT OF ENERGY CLIMATE CHANGE VOLUNTARY GREENHOUSE GAS REPORTING PROGRAM: GENERAL GUIDELINES § 300.11..., Health and Safety Auditor Certification: California Climate Action Registry; Clean Development Mechanism... statements (or lack thereof) of any significant changes in entity boundaries, products, or processes; (iii...

10 CFR 300.11 - Independent verification.

Code of Federal Regulations, 2012 CFR

2012-01-01

... DEPARTMENT OF ENERGY CLIMATE CHANGE VOLUNTARY GREENHOUSE GAS REPORTING PROGRAM: GENERAL GUIDELINES § 300.11..., Health and Safety Auditor Certification: California Climate Action Registry; Clean Development Mechanism... statements (or lack thereof) of any significant changes in entity boundaries, products, or processes; (iii...

Estuary 2100 Project, Phase 1: Resilient Watersheds for a Changing Climate

EPA Pesticide Factsheets

Information about the SFBWQP Estuary 2100 Project, Phase 1: Resilient Watersheds for a Changing Climate , part of an EPA competitive grant program to improve SF Bay water quality focused on restoring impaired waters and enhancing aquatic resources.

Federal climate change programs : funding history and policy issues

DOT National Transportation Integrated Search

2010-03-01

In recent years, the federal government has allocated several billion dollars annually for projects to expand the understanding of climate change or to reduce carbon dioxide and other greenhouse-gas (GHG) emissions. Most of that spending is done by t...

Minority Pre-service Teachers' and Faculty Training on Climate Change Education in Delaware State University

NASA Astrophysics Data System (ADS)

Ozbay, G.; Fox-Lykens, R.; Veron, D. E.; Rogers, M.; Merrill, J.; Harcourt, P.; Mead, H.

2015-12-01

Delaware State University is working toward infusing undergraduate education with climate change science and enhancing the climate change learning content of pre-service teacher preparation programs as part of the MADE-CLEAR project (www.madeclear.org). Faculty development workshops have been conducted to prepare and educate a cadre of faculty from different disciplines in global climate science literacy. Following the workshops, the faculty participants have integrated climate literacy tenets into their existing curriculum. Follow up meetings have helped the faculty members to use specific content in their curriculum such as greenhouse gases, atmospheric CO2, sea level rise, etc. Additional training provided to the faculty participants in pedagogical methods of climate change instruction to identify common misconceptions and barriers to student understanding. Some pre-service teachers were engaged in summer internships and learned how to become messenger of climate change science by the state parks staff during the summer. Workshops were offered to other pre-service teachers to teach them specific climate change topics with enhanced hands-on laboratory activities. The participants were provided examples of lesson plans and guided to develop their own lesson plans and present them. Various pedagogical methods have been explored for teaching climate change content to the participants. The pre-service teachers found the climate content very challenging and confusing. Training activities were modified to focus on targeted topics and modeling of pedagogical techniques for the faculty and pre-service teachers. Program evaluation confirms that the workshop participant show improved understanding of the workshop materials by the participants if they were introduced few climate topics. Learning how to use hands-on learning tools and preparing lesson plans are two of the challenges successfully implemented by the pre-service teachers. Our next activity includes pre-service teachers to use their lesson plans to teach the climate change content in the middle school science classes. This will mutually help the middle school science teachers' to learn and use the materials provided by the pre-service teachers and also pre-service teachers' to improve their teaching skills on climate change content.

GLOBAL CHANGE RESEARCH NEWS #23: PUBLICATION ANNOUNCEMENT - CLIMATE CHANGES IN THE UPPER GREAT LAKES REGION; A WORKSHOP REPORT

EPA Science Inventory

The Global Change Research Program is pleased to announce the publication of the first report from the Great Lakes Regional Assessment that is being conducted as part of the First U.S. National Assessment. The report is entitled, Climate Changes in the Upper Great Lakes Region --...

NCSE's 15th National Conference and Global Forum on Science, Policy, and the Environment: Energy and Climate Change, Final Report

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

Levine, Ellen

The National Council for Science and the Environment (NCSE) held its 15th National Conference and Global Forum on Science, Policy and the Environment: Energy and Climate Change, on January 27-29, 2015, at the Hyatt Regency Hotel, Crystal City, VA. The National Conference: Energy and Climate Change developed and advanced partnerships that focused on transitioning the world to a new “low carbon” and “climate resilient” energy system. It emphasized advancing research and technology, putting ideas into action, and moving forward on policy and practice. More than 900 participants from the scientific research, policy and governance, business and civil society, and educationmore » communities attended. The Conference was organized around four themes: (1) a new energy system (including energy infrastructure, technologies and efficiencies, changes in distribution of energy sources, and low carbon transportation); (2) energy, climate and sustainable development; (3) financing and markets; and (4) achieving progress (including ideas for the 21st Conference of Parties to the United Nations Framework Convention on Climate Change). The program featured six keynote presentations, six plenary sessions, 41 symposia and 20 workshops. Conference participants were involved in the 20 workshops, each on a specific energy and climate-related issue. The workshops were designed as interactive sessions, with each workshop generating 10-12 recommendations on the topic. The recommendations were prepared in the final conference report, were disseminated nationally, and continue to be available for public use. The conference also featured an exhibition and poster sessions. The National Conference on Energy and Climate Change addressed a wide range of issues specific to the U.S. Department of Energy’s programs; involved DOE’s scientists and program managers in sessions and workshops; and reached out to a broad array of DOE stakeholders.« less

Lightning-Related Indicators for National Climate Assessment (NCA) Studies

NASA Technical Reports Server (NTRS)

Koshak, W.

2017-01-01

Changes in climate can affect the characteristics of lightning (e.g., number of flashes that occur in a region, return stroke current and multiplicity, polarity of charge deposited to ground, and the lightning cloud-top optical energy emission). The NASA/MSFC Lightning Analysis Tool (LAT) monitors these and other quantities in support of the National Climate Assessment (NCA) program. Changes in lightning characteristics lead to changes in lightning-caused impacts to humans (e.g., fatalities, injuries, crop/property damage, wildfires, airport delays, changes in air quality).

Climate Ready Estuaries Partner Projects Map

EPA Pesticide Factsheets

CRE partners with the National Estuary Program to develop climate change projects in coastal U.S. areas, such as bays and harbors; to develop adaptation action plans, identify climate impacts and indicators, and more. This map shows project locations.

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.

Development and Application of Future Climate Scenarios for Natural Resource Management in Southwestern Colorado

NASA Astrophysics Data System (ADS)

Rangwala, I.; Rondeau, R.; Wyborn, C.; Clifford, K. R.; Travis, W.

2015-12-01

Locally relevant projections of climate change provide critical insights for natural resource managers seeking to adapt their management activities to climate change in the context of uncertainty. To provide such information, we developed climate scenarios, in form of narratives and quantitative information, of future climate change and its impacts in southwestern Colorado. This information was intended to provide detailed insights into the range of changes that natural resource managers may face in the future. The scenarios were developed in an iterative process through interactions among the ecologists, social and climate scientists. In our scenario development process, climate uncertainty is acknowledged by having multiple scenarios, where each scenario is regarded as a storyline with equal likelihood as another scenario. We quantified changes in several decision relevant climate and ecological responses based on our best available understanding and provided a tight storyline for each scenario to facilitate (a) a more augmented use of scientific information in a decision-making process, (b) differential responses from stakeholders across the different scenarios, and (c) identification of strategies that could work across these multiple scenarios. Here, we discuss the process of selecting the scenarios, quantifying climate and ecological responses, and the criteria for building the narrative for each scenario. We also discuss the process by which these scenarios get used, and provide an assessment of their effectiveness and users' feedbacks that could inform the future development of these tools and processes. This research involvement and collaboration occurred, in part, as a result of the PACE Fellowship Program that is associated with NOAA Climate Program Office and the U.S. CLIVAR community.

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.

Mainstreaming Climate Change: Recent and Ongoing Efforts to Understand, Improve, and Expand Consideration of Climate Change in Federal Water Resources Planning

NASA Astrophysics Data System (ADS)

Ferguson, I. M.; McGuire, M.; Broman, D.; Gangopadhyay, S.

2017-12-01

The Bureau of Reclamation is a Federal agency tasked with developing and managing water supply and hydropower projects in the Western U.S. Climate and hydrologic variability and change significantly impact management actions and outcomes across Reclamation's programs and initiatives, including water resource planning and operations, infrastructure design and maintenance, hydropower generation, and ecosystem restoration, among others. Planning, design, and implementation of these programs therefore requires consideration of future climate and hydrologic conditions will impact program objectives. Over the past decade, Reclamation and other Federal agencies have adopted new guidelines, directives, and mandates that require consideration of climate change in water resources planning and decision making. Meanwhile, the scientific community has developed a large number of climate projections, along with an array of models, methods, and tools to facilitate consideration of climate projections in planning and decision making. However, water resources engineers, planners, and decision makers continue to face challenges regarding how best to use the available data and tools to support major decisions, including decisions regarding infrastructure investments and long-term operating criteria. This presentation will discuss recent and ongoing research towards understanding, improving, and expanding consideration of climate projections and related uncertainties in Federal water resources planning and decision making. These research efforts address a variety of challenges, including: How to choose between available climate projection datasets and related methods, models, and tools—many of which are considered experimental or research tools? How to select an appropriate decision framework when design or operating alternatives may differ between climate scenarios? How to effectively communicate results of a climate impacts analysis to decision makers? And, how to improve robustness and resilience of water resources systems in the face of significant uncertainty? Discussion will focus on the intersection between technical challenges and decision making paradigms and the need for improved scientist-decision maker engagement through the lens of this Federal water management agency.

Increasing Communities Capacity to Effectively Address Climate Change Through Education, Civic Engagement and Workforce Development

NASA Astrophysics Data System (ADS)

Niepold, F., III; Ledley, T. S.; Stanton, C.; Fraser, J.; Scowcroft, G. A.

2017-12-01

Understanding the causes, effects, risks, and developing the social will and skills for responses to global change is a major challenge of the 21st century that requires coordinated contributions from the sciences, social sciences, humanities, arts, and beyond. There have been many effective efforts to implement climate change education, civic engagement and related workforce development programs focused on a multitude of audiences, topics and in multiple regions. This talk will focus on how comprehensive educational efforts across our communities are needed to support cities and their primary industries as they prepare for, and embrace, a low-carbon economy and develop the related workforce.While challenges still exist in identifying and coordinating all stakeholders, managing and leveraging resources, and resourcing and scaling effective programs to increase impact and reach, climate and energy literacy leaders have developed initiatives with broad input to identify the understandings and structures for climate literacy collective impact and to develop regional/metropolitan strategy that focuses its collective impact efforts on local climate issues, impacts and opportunities. This Climate Literacy initiative envisions education as a central strategy for community's civic actions in the coming decades by key leaders who have the potential to foster the effective and innovative strategies that will enable their communities to seize opportunity and prosperity in a post-carbon and resilient future. This talk discusses the advances and collaborations in the Climate Change Education community over the last decade by U.S. federal and non-profit organization that have been made possible through the partnerships of the Climate Literacy & Energy Awareness Network (CLEAN), U.S. National Science Foundation funded Climate Change Education Partnership (CCEP) Alliance, and the Tri-Agency Climate Change Education Collaborative.

Innovative Interactive Visitor Experiences Focused on Climate Change

NASA Astrophysics Data System (ADS)

Lettvin, E. E.

2011-12-01

Pacific Science Center has adopted a multi-pronged approach to introduce visitors to the concepts of climate change and linkages to human behavior in an informal science education setting. We leverage key fixed exhibit assets derived from collaborations with NOAA: Science on a Sphere and an exhibit kiosk showcasing local CO2 measurements that are adjacent on our exhibit floor. NOAA PMEL Scientists deployed a sensor at the top of the Space Needle that measures variability in atmospheric CO2 over Seattle; the kiosk showcases these near-real-time, daily, weekly and monthly measurements as well as similar observations from a NOAA buoy near Aberdeen, Washington. Displays of these data enable visitors to see first-hand varying CO2 levels in urban and remote marine environments as well as seasonal cycling. It also reveals quantifiable increases in CO2 levels over a relatively short time (~5 years). Trained interpreters help visitors understand linkages between personal behavior and corresponding CO2 footprints. Interpreters discuss connections between local and regional CO2 measurements displayed on the kiosk, and global Sphere datasets including NOAA Carbon Tracker, changing arctic sea ice coverage and sea level rise projections. Portable Discovery Carts, consisting of props and interactive, hands-on activities provide a platform for facilitated interpretation on a series of topics. We have developed two climate focused carts: 'Sinks and Sources' that examines materials and activities that produce and absorb carbon, and 'Ocean Acidification' that shows how absorption of atmospheric CO2 is changing ocean composition and its habitability for marine life. These carts can be deployed anywhere on the exhibit floor but are primarily used adjacent to the Sphere and the kiosk, making it possible to have a range of conversations about global and local CO2 levels, linkages to individual and collective behaviour and associated implications. Additional collaborations with members of the regional climate research community are showcased during regularly scheduled 'scientist spotlights' and 'research weekends'. Additional climate programs were developed targeting high school students. During the summer of 2010, 10 participants in a teen development program had summer internships with climate researchers working in horticulture, policy, arctic science and geology. The following fall, the teens hosted 4 'Family Climate Workshops' at community centers around Seattle. For these events, the teens developed hands-on activities and posters showcasing the climate research focus of their internships. These events were held in collaboration with the 'Cool School Challenge', a program that teaches how to conduct a greenhouse gas inventory and develop a corresponding action plan. The program culminated in the convening of the first 'High School Climate Change Symposium', held at Pacific Science Center. Nearly 200 teens attended on-site, and hundreds more live-streamed the event. The Symposium consisted of two panels: one focused on the scientific underpinnings of climate change and one focused on policies and implications. This innovative program provided a rare opportunity for teens to directly ask experts questions about climate change and its implications.

Dynamic Undergraduate Climate Change Affinity Program: University of Delaware Climate Program for Undergraduates (CPUG)

NASA Astrophysics Data System (ADS)

Merrill, J.

2017-12-01

Multidisciplinary undergraduate climate change education is critical for students entering any sector of the workforce. The University of Delaware has developed a new interdisciplinary affinity program—UD Climate Program for Undergraduates (CPUG)—open to undergraduate students of all majors to provide a comprehensive educational experience designed to educate skilled climate change problem-solvers for a wide range of professional careers. The program is designed to fulfill all General Education requirements, and includes a residential community commitment and experiential learning in community outreach and problem solving. Seminars will introduce current popular press and research materials and provide practice in confirming source credibility, communications training, and psychological support, as well as team building. As undergraduates, members of the UD CPUG team will define, describe, and develop a solution or solutions for a pressing local climate challenge that has the potential for global impact. The choice of a challenge and approach to addressing it will be guided by the student's advisor. Students are expected to develop a practical, multidisciplinary solution to address the challenge as defined, using their educational and experiential training. Solutions will be presented to the UD community during the spring semester of their senior year, as a collaborative team solution, with enhancement through individual portfolios from each team member. The logic model, structure, curricular and co-curricular supports for the CPUG will be provided. Mechanisms of support available through University administration will also be discussed.

Federal climate change programs in the water-limited Southwest: intersection of mission, stakeholders and geography to build successful collaboration

NASA Astrophysics Data System (ADS)

Elias, E.; Steele, C. M.; Rango, A.; Reyes, J. J.; Langston, M. A.; Johnson, K.

2016-12-01

As one of the newest federal programs to emerge in response to climate change, the U.S. Department of Agriculture (USDA) Climate Hubs were established to assist farmers, ranchers and forest landowners in their adaptation and mitigation efforts under a changing climate. The Hubs' mission is to deliver science-based information and tools to agricultural and natural resource land managers, to enable climate-informed decision-making. By facilitating and transferring tools and knowledge, the Hubs also provide value to cooperative extension, land grant institutions, and USDA itself, especially in leveraging existing resource capacity. Various federal agencies (NOAA, USGS, USFWS) have also developed climate change coordination networks: RISAs, CSCs, and LCCs. These regionally-based federal networks can best operate in collaboration with one another. At their programmatic level, however, there are fundamental discrepancies in mission, stakeholder definition and geographic region. In this presentation, we seek to compare and contrast these divergent characteristics by identifying `hot spots' and `hot moments' where definitions, programs, or priorities may intersect due to place-based or event-based issues. The Southwest (SW) region of the United States, which presently operates under warm and dry conditions, is projected to become warmer and drier in the future. On-going drought conditions have presented an opportunity to maintain and build professional networks among these federal climate change coordination networks, as well as within USDA, to better understand impacts and respond to stakeholder needs. Projects in the Rio Grande River Valley and with Tribal nations highlight successful collaboration based on geography and common stakeholders, respectively. Aridity and water scarcity characterize the SW region and provide an overarching theme to better support adaptation and mitigation, as well as create opportunities for collaborative success.

Setting Goals for Urban Scale Climate Governance

NASA Astrophysics Data System (ADS)

Rosenthal, J. K.; Brunner, E.

2007-12-01

The impacts of climate change on temperate urban areas may include the increase in frequency and intensity of damaging extreme weather events, such as heat waves, hurricanes, heavy rainfall or drought, and coastal flooding and erosion, and potential adverse impacts on infrastructure, energy systems, and public health. Warmer average summertime temperatures are also associated with environmental and public health liabilities, such as decreased air quality and increased peak electrical demand. Simultaneously, a strong global trend towards urbanization of poverty exists, with increased challenges for local governments to protect and sustain the well-being of growing cities and populations currently stressed by poverty, health and economic inequities. In the context of these trends, research at the city scale has sought to understand the social and economic impacts of climate change and variability and to evaluate strategies in the built environment that might serve as adaptive and mitigative responses to climate change. We review the goals and outcomes of several municipal climate protection programs, generally categorized as approaches based on technological innovation (e.g., new materials); changes in behavior and public education (e.g., neighborhood watch programs and cooling centers); improvements in urban design (e.g., zoning for mixed land-use; the use of water, vegetation and plazas to reduce the urban heat island effect); and efforts to incentivize the use of non-fossil-fuel based energy sources. Urban initiatives in European and American cities are assessed within the context of the global collective efforts enacted by the Kyoto Protocol and United Nations Framework Convention on Climate Change. Our concern is to understand the active networked role of urban managers in climate policies and programs in relation to supranational objectives and non-state actors.

The Climate Variability & Predictability (CVP) Program at NOAA - DYNAMO Recent Project Advancements

NASA Astrophysics Data System (ADS)

Lucas, S. E.; Todd, J. F.; Higgins, W.

2013-12-01

The Climate Variability & Predictability (CVP) Program supports research aimed at providing process-level understanding of the climate system through observation, modeling, analysis, and field studies. This vital knowledge is needed to improve climate models and predictions so that scientists can better anticipate the impacts of future climate variability and change. To achieve its mission, the CVP Program supports research carried out at NOAA and other federal laboratories, NOAA Cooperative Institutes, and academic institutions. The Program also coordinates its sponsored projects with major national and international scientific bodies including the World Climate Research Programme (WCRP), the International Geosphere-Biosphere Programme (IGBP), and the U.S. Global Change Research Program (USGCRP). The CVP program sits within the Earth System Science (ESS) Division at NOAA's Climate Program Office. Dynamics of the Madden-Julian Oscillation (DYNAMO): The Indian Ocean is one of Earth's most sensitive regions because the interactions between ocean and atmosphere there have a discernable effect on global climate patterns. The tropical weather that brews in that region can move eastward along the equator and reverberate around the globe, shaping weather and climate in far-off places. The vehicle for this variability is a phenomenon called the Madden-Julian Oscillation, or MJO. The MJO, which originates over the Indian Ocean roughly every 30 to 90 days, is known to influence the Asian and Australian monsoons. It can also enhance hurricane activity in the northeast Pacific and Gulf of Mexico, trigger torrential rainfall along the west coast of North America, and affect the onset of El Niño. CVP-funded scientists participated in the DYNAMO field campaign in 2011-12. Results from this international campaign are expected to improve researcher's insights into this influential phenomenon. A better understanding of the processes governing MJO is an essential step toward improving their representations in numerical models and improving MJO simulation and prediction. Recent results from CVP-funded projects will be summarized in this poster.

Undocumented migration in response to climate change

PubMed Central

Riosmena, Fernando; Hunter, Lori M.; Runfola, Daniel M.

2016-01-01

In the face of climate change induced economic uncertainty, households may employ migration as an adaptation strategy to diversify their livelihood portfolio through remittances. However, it is unclear whether such climate migration will be documented or undocumented. In this study we combine detailed migration histories with daily temperature and precipitation information for 214 weather stations to investigate whether climate change more strongly impacts undocumented or documented migration from 68 rural Mexican municipalities to the U.S. during the years 1986–1999. We employ two measures of climate change, the warm spell duration index (WSDI) and the precipitation during extremely wet days (R99PTOT). Results from multi-level event-history models demonstrate that climate-related international migration from rural Mexico was predominantly undocumented. We conclude that programs to facilitate climate change adaptation in rural Mexico may be more effective in reducing undocumented border crossings than increased border fortification. PMID:27570840

Undocumented migration in response to climate change.

PubMed

Nawrotzki, Raphael J; Riosmena, Fernando; Hunter, Lori M; Runfola, Daniel M

In the face of climate change induced economic uncertainty, households may employ migration as an adaptation strategy to diversify their livelihood portfolio through remittances. However, it is unclear whether such climate migration will be documented or undocumented. In this study we combine detailed migration histories with daily temperature and precipitation information for 214 weather stations to investigate whether climate change more strongly impacts undocumented or documented migration from 68 rural Mexican municipalities to the U.S. during the years 1986-1999. We employ two measures of climate change, the warm spell duration index ( WSDI ) and the precipitation during extremely wet days ( R99PTOT ). Results from multi-level event-history models demonstrate that climate-related international migration from rural Mexico was predominantly undocumented. We conclude that programs to facilitate climate change adaptation in rural Mexico may be more effective in reducing undocumented border crossings than increased border fortification.

A Training Partnership Focused on Climate Change Impact on Water Resources and Coastal Vulnerabilities

NASA Astrophysics Data System (ADS)

Abshire, W. E.; Brekke, L. D.; Arnold, J. R.

2015-12-01

Beginning in 2010 the COMET® Program (www.comet.ucar.edu), a part of the UCAR Community Programs (UCP) at UCAR, entered into partnership with several Climate Change and Water Working Group (CCAWWG, http://www.ccawwg.us/) agencies to pilot a new training program. With funding coming from the Bureau of Reclamation and the US Army Corps of Engineers, a series of self-paced online lessons and live courses targeted at technical climate change and water science professionals have already been delivered. Since it's release in 2012, the first self-paced lesson developed under this partnership entitled, "Preparing Hydro-climate Inputs for Climate Change in Water Resource Planning", has been taken over 2600 times. Users have come from federal, state, and local agencies as well as academia, government and private sectors around the US as well as from other countries. Additionally, the most popular multi-day course, Hydrologic Impacts Under Climate Change (HIUCC), has been offered to a diverse audience in both residence and virtual formats. This presentation provides an overview of the training materials developed through this partnership as well as plans for future offerings. A recommended set of lessons for all users who wish explore the open materials will be highlighted, including excerpts from the newest materials covering climate change influences on water temperature for inland streams and watershed and channel sedimentation. These self-paced, online materials are currently freely available on the of the MetEd Web site (http://www.meted.ucar.edu) via the "Education & Training", "Climate" topic area. Users interested in directly accessing the materials can take these and many other lessons at http://meted.ucar.edu/climate. Additionally, the presentation highlights opportunities for learners to register for ongoing multi-day courses taught both live in person and at a distance. Now, in the beginning of the 6th year of partnership, new initiatives to train non-technical staff in many areas of climate science and water change management as well as training technical staff in topics related to coastal vulnerabilities and sea level change are underway. New self-paced training and live instructor courses will be developed to support these efforts and details will be provided in the presentation.

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).

Sediment color and reflectance record from Ocean Drilling Program Hole 625B, Gulf of Mexico (marine isotope stage 5 interval)

USGS Publications Warehouse

Dowsett, Harry J.

1999-01-01

Analysis of climate indicators from the North Atlantic, California Margin, and ice cores from Greenland suggest millennial scale climate variability is a component of earth's climate system during the last interglacial period (marine oxygen isotope stage 5). The USGS is involved in a survey of high resolution marine records covering the last interglacial period (MIS 5) to further document the variability of climate and assess the rate at which climate can change during warm intervals. The Gulf of Mexico (GOM) is an attractive area for analysis of climate variability and rapid change. Changes in the Mississippi River Basin presumably are translated to the GOM via the river and its effect on sediment distribution and type. Likewise, the summer monsoon in the southwestern US is driven by strong southerly winds. These winds may produce upwelling in the GOM which will be recorded in the sedimentary record. Several areas of high accumulation rate have been identified in the GOM. Ocean Drilling Program (ODP) Site 625 appears to meet the criteria of having a well preserved carbonate record and accumulation rate capable of discerning millennial scale changes.

The Swedish Regional Climate Modelling Programme, SWECLIM: a review.

PubMed

Rummukainen, Markku; Bergström, Sten; Persson, Gunn; Rodhe, Johan; Tjernström, Michael

2004-06-01

The Swedish Regional Climate Modelling Programme, SWECLIM, was a 6.5-year national research network for regional climate modeling, regional climate change projections and hydrological impact assessment and information to a wide range of stakeholders. Most of the program activities focussed on the regional climate system of Northern Europe. This led to the establishment of an advanced, coupled atmosphere-ocean-hydrology regional climate model system, a suite of regional climate change projections and progress on relevant data and process studies. These were, in turn, used for information and educational purposes, as a starting point for impact analyses on different societal sectors and provided contributions also to international climate research.

Linking Federal, State, and Local Adaptation Strategies in New York (Invited)

NASA Astrophysics Data System (ADS)

Rosenzweig, C.

2010-12-01

New York City and New York State are leaders in adaptation in the U.S. In 2008 Mayor Bloomberg convened the NYC Climate Change Adaptation Task Force and the New York City Panel on Climate Change (NPCC). Also in 2008, the New York State Energy Research and Development Authority (NYSERDA) initiated the Integrated Assessment for Effective Climate Change Adaptation Strategies (ClimAID), to provide New York State decision-makers with cutting-edge information on its vulnerability to climate change and to facilitate the development of adaptation strategies informed by both local experience and scientific knowledge. The two efforts are working together to develop effective adaptation strategies across multiple jurisdictions. The New York Task Force consists of approximate 40 city, state, and federal agencies, regional public authorities, and private companies that operate, maintain, or regulate critical infrastructure in the region. The NPCC consisted of climate change and impacts scientists, and legal, insurance, and risk-management experts and served as the technical advisory body for the Mayor and the Task Force on issues related to climate change, impacts, and adaptation. In its 2010 report, the NPCC recommended adoption of a risk-based approach to climate change; creation of a monitoring program to track and analyze key climate change factors, impacts, and adaptation indicators; review of relevant standards and codes; inclusion of multiple layers of government and a wide range of public and private stakeholder experts to build buy-in; and formation of crucial partnerships for development of coordinated adaptation strategies. The task now is for these partnerships to create pilot programs that move adaptation from the planning phase to implementation; urban areas can provide critical ‘test-beds’ for such efforts.

Climate Change and Arctic Issues in the Marine and Environmental Science Curriculum at the U.S. Coast Guard Academy

NASA Astrophysics Data System (ADS)

Vlietstra, L.; McConnell, M. C.; Bergondo, D. L.; Mrakovcich, K. L.; Futch, V.; Stutzman, B. S.; Fleischmann, C. M.

2016-02-01

As global climate change becomes more evident, demand will likely increase for experts with a detailed understanding of the scientific basis of climate change, the ocean's role in the earth-atmosphere system, and forecasted impacts, especially in Arctic regions where effects may be most pronounced. As a result, programs in marine and environmental sciences are uniquely poised to prepare graduates for the formidable challenges posed by changing climates. Here we present research evaluating the prevalence and themes of courses focusing on anthropogenic climate change in 125 Marine Science and Environmental Science undergraduate programs at 86 institutions in the United States. These results, in addition to the increasing role of the Coast Guard in the Arctic, led to the development of two new courses in the curriculum. Climate Change Science, a one-credit seminar, includes several student-centered activities supporting key learning objectives. Polar Oceanography, a three-credit course, incorporates a major outreach component to Coast Guard units and members of the scientific community. Given the importance of climate change in Arctic regions in particular, we also propose six essential "Arctic Literacy Principles" around which courses or individual lesson plans may be organized. We show how these principles are incorporated into an additional new three-credit course, Model Arctic Council, which prepares students to participate in a week-long simulation exercise of Arctic Council meetings, held in Fairbanks, Alaska. Students examine the history and mission of the Arctic Council and explore some of the issues on which the council has deliberated. Special attention is paid to priorities of the current U.S. chairmanship of the Arctic Council which include climate change impacts on, and stewardship of, the Arctic Ocean.

Mainstreaming climate change adaptation strategies into New York State Department of Transportation's operations.

DOT National Transportation Integrated Search

2011-10-31

This study identifies climate change adaptation strategies and recommends ways of mainstreaming them into planned actions, including legislation, policies, programs and projects in all areas and at all levels within the New York State Department of T...

A Scenario-Based Water Conservation Planning Support System (SB-WCPSS)

EPA Science Inventory

The potential of human-induced climate change requires adaptation strategies to minimize human impact, especially in areas sensitivity to climate change. In the U.S. Environmental Protection Agency (USEPA) Water Resource Adaptation Program (WRAP), studies are conducted to blunt t...

Integrating Climate Change into Great Lakes Protection

NASA Astrophysics Data System (ADS)

Hedman, S.

2012-12-01

Climate change is now recognized as one of the greatest threats to the Great Lakes. Projected climate change impacts to the Great Lakes include increases in surface water and air temperature; decreases in ice cover; shorter winters, early spring, and longer summers; increased frequency of intense storms; more precipitation falling as rain in the winter; less snowfall; and variations in water levels, among other effects. Changing climate conditions may compromise efforts to protect and restore the Great Lakes ecosystem and may lead to irrevocable impacts on the physical, chemical, and biological integrity of the Great Lakes. Examples of such potential impacts include the transformation of coastal wetlands into terrestrial ecosystems; reduced fisheries; increased beach erosion; change in forest species composition as species migrate northward; potential increase in toxic substance concentrations; potential increases in the frequency and extent of algal blooms; degraded water quality; and a potential increase in invasive species. The Great Lakes Restoration Initiative, signed into law by President Obama in 2010, represents the commitment of the federal government to protect, restore, and maintain the Great Lakes ecosystem. The GLRI Action Plan, issued in February 2010, identifies five focus areas: - Toxic Substances and Areas of Concern - Invasive Species - Nearshore Health and Nonpoint Source Pollution - Habitat and Wildlife Protection and Restoration - Accountability, Education, Monitoring, Evaluation, Communication, and Partnerships The Action Plan recognizes that the projected impacts of climate change on the Great Lakes have implications across all focus areas and encourages incorporation of climate change considerations into GLRI projects and programs as appropriate. Under the GLRI, EPA has funded climate change-related work by states, tribes, federal agencies, academics and NGOs through competitive grants, state and tribal capacity grants, and Interagency Agreements. EPA has provided GLRI funding for a diverse suite of climate change-related projects including Great Lakes climate change research and modeling; adaptation plan development and implementation; ecosystem vulnerability assessments; outreach and education programs; habitat restoration and protection projects that will increase ecosystem resilience; and other projects that address climate change impacts. This presentation will discuss how the GLRI is helping to improve the climate change science needed to support the Action Plan. It will further describe how the GLRI is helping coordinate climate change efforts among Great Lakes states, tribes, Federal agencies, and other stakeholders. Finally, it will discuss how the GLRI is facilitating adaptation planning by our Great Lakes partners. The draft Lake Superior Ecosystem Climate Change Adaptation Plan serves as a case study for an integrated, collaborative, and coordinated climate change effort.

Vulnerability Assessments in Support of the Climate Ready Estuaries Program: A Novel Approach Using Expert Judgment, Volume I: Results for the San Francisco Estuary Partnership (External Review Draft)

EPA Science Inventory

As part of the Climate Ready Estuaries (CRE) program, the Global Change Research Program (GCRP) in the National Center for Environmental Assessment, Office of Research and Development at the U.S. Environmental Protection Agency has prepared this draft report exploring a new metho...

Vulnerability Assessments in Support of the Climate Ready Estuaries Program: A Novel Approach Using Expert Judgment, Volume I: Results for the San Francisco Estuary Partnership (Final Report)

EPA Science Inventory

As part of the Climate Ready Estuaries (CRE) program, the Global Change Research Program (GCRP) in the National Center for Environmental Assessment, Office of Research and Development at the U.S. Environmental Protection Agency has prepared this draft report exploring a new metho...

The effects of climate change on the demand for municipal water for residential landscaping in Southern Nevada

NASA Astrophysics Data System (ADS)

Tchigriaeva, E.; Lott, C.; Rollins, K.

2013-12-01

We analyze urban residential water demand for Southern Nevada as a part of the Nevada Infrastructure for Climate Change Science, Education, and Outreach project. The Nevada Climate Change project is a statewide interdisciplinary program which has launched joint research, education, and outreach on the effects of regional climate change on ecosystem services in Nevada with a particular focus on water resources. We estimate a random effect multiple regression model of urban residential water demand in order to better understand how residential water use is impacted by weather conditions and landscape characteristics and ultimately to inform predictions of urban water demand. The project develops a methodology of unification for several datasets from various sources including the Las Vegas Valley Water District (LVVWD), the Southern Nevada Water Authority (SNWA), Clark County Assessor, and the National Climatic Data Center (NCDC) resulting in a sample of 3,671,983 observations for 62,237 households with uninterrupted water use history for Las Vegas urban residents for the period from February 2007 to December 2011. The presented results (i) are significantly robust and in accordance with the economics theories, (ii) support basic empirical knowledge of weather and surface influence on water outdoor consumption, (iii) suggest quantitative measurements for predicting future water use due to climate/temperature changes as well as landscape redesign practices, and (iv) provide quantitative evaluation of the effectiveness of the existing water conservation programs by the Southern Nevada Water Authority (SNWA). The further study of conservation programs and analysis of interactions between surfaces and weather using the developed approach looks promising.

78 FR 24287 - Call for Expert Reviewers to the U.S. Government Review of the 2013 Revised Supplementary Methods...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-04-24

... socio-economic information for understanding the scientific basis of climate change, potential impacts... submissions by Parties to the U.N. Framework Convention on Climate Change (UNFCCC). These reports are... SUMMARY: The United States Global Change Research Program, in cooperation with the Department of State...

The Process of Change Experimented by Teachers and Students when Voluntarily Trying Environmental Behaviors

ERIC Educational Resources Information Center

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

2006-01-01

During a training program on climate change education, teachers were invited to experiment with environmental behaviors in their personal lives. They then created their own climate change education model, with which they experimented in their classroom. Through teachers' and students' work, individual interviews, and questionnaires, researchers…

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

Uhle, Maria

These funds were transferred from DOE to NSF as DOE's contribution to the U.S. Global Change Research Program in support of 4 internationalnactivities/programs as approved by the U.S. Global Change Research Program on 14 March 2014. The programs are the International Geosphere-Biosphere Programme, the DIVERSITAS programme, and the World Climate Research Program. All program awards ended as of 09-23-2015.

GeoChange Global Change Data

USGS Publications Warehouse

,

1997-01-01

GeoChange is an online data system providing access to research results and data generated by the U.S. Geological Survey's Global Change Research Program. Researchers in this program study climate history and the causes of climatic variations, as well as providing baseline data sets on contemporary atmospheric chemistry, high-resolution meteorology, and dust deposition. Research results are packaged as data sets, groups of digital files containing scientific observations, documentation, and interpretation. The data sets are arranged in a consistent manner using standard file formats so that users of a variety of computer systems can access and use them.

ARM Climate Research Facility Annual Report 2004

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

Voyles, J.

2004-12-31

Like a rock that slowly wears away beneath the pressure of a waterfall, planet earth?s climate is almost imperceptibly changing. Glaciers are getting smaller, droughts are lasting longer, and extreme weather events like fires, floods, and tornadoes are occurring with greater frequency. Why? Part of the answer is clouds and the amount of solar radiation they reflect or absorb. These two factors clouds and radiative transfer represent the greatest source of error and uncertainty in the current generation of general circulation models used for climate research and simulation. The U.S. Global Change Research Act of 1990 established an interagency programmore » within the Executive Office of the President to coordinate U.S. agency-sponsored scientific research designed to monitor, understand, and predict changes in the global environment. To address the need for new research on clouds and radiation, the U.S. Department of Energy (DOE) established the Atmospheric Radiation Measurement (ARM) Program. As part of the DOE?s overall Climate Change Science Program, a primary objective of the ARM Program is improved scientific understanding of the fundamental physics related to interactions between clouds and radiative feedback processes in the atmosphere.« less

Climate change communication through networks and partnerships: A successful model of engaging and educating non-specialist audience in India

NASA Astrophysics Data System (ADS)

Choudhary, S.; Nayak, R.; Gore, A.

2013-12-01

There is an overwhelming international scientific consensus on climate change; however, the global community still lacks the resolve to implement meaningful solutions. No meaningful solutions can be found without educating and engaging non-scientific community in addressing the climate change. With more than 41 percent of world's population falling under 10-34 years age group, the future citizens, inspiring them is a great challenge for the climate scientists. In order to educate the youth and students in India, a model program named 'Climeducate' was created with the help of scientists in Indian Polar Research Network (IPRN), trained climate leaders in ';The Climate Reality Project', and a local organization (Planature Consultancy Services). This model was developed keeping in mind the obstacles that may be faced in reaching out to non-specialist audiences in different parts of India. The identified obstacles were 1- making such a presentation that could reveal the truth about the climate crisis in a way that ignites the moral courage in non-specialist audience 2- lack of funding for travel and boarding expenses of a climate communicator, 3- language barrier in educating local audiences, 4- logistical arrangements at the venue. In this presentation we will share how all the four obstacles were overcome. Audiences were also given short questionnaires before and after the presentation. Remarkable changes in the pattern of answers, data would be shared in the presentation, were observed between the two questionnaires. More importantly, a significant difference in audience engagement was observed comparing a presentation that integrated scientific data with audiovisuals prepared by The Climate Reality Project Chairman, Al Gore (also Former US Vice President) and the other using simple PowerPoint slides. With the success of this program which was implemented among 500 audiences in the eastern India, we aim to replicate this program soon in other parts of India. This presentation will outline how scientific story telling through an effective collaboration of network of scientists, climate mentors, school teachers and local organizations would derive significant results in inspiring, engaging and preparing non-specialists audiences to face the realities of climate change.

Air, Climate and Energy (ACE) Centers: Supporting Air Quality and Climate Solutions

EPA Pesticide Factsheets

EPA through its Science to Achieve Results (STAR) program, is providing $30 million in funding for three university-based research centers to investigate regional differences in air pollution and the effects of global climate change.

How Philadelphia is Integrating Climate Science and Policy: Changing Capital Planning Processes and Developing Flood-Depth Tools

NASA Astrophysics Data System (ADS)

Bhat, C.; Dix, B.; Choate, A.; Wong, A.; Asam, S.; Schultz, P. A.

2016-12-01

Policy makers can implement more effective climate change adaptation programs if they are provided with two tools: accessible information on the impacts that they need to prepare for, and clear guidance on how to integrate climate change considerations into their work. This presentation will highlight recent and ongoing efforts at the City of Philadelphia to integrate climate science into their decision-making. These efforts include developing a climate change information visualization tool, climate change risk assessments across the city, and processes to integrate climate change into routine planning and budgeting practices. The goal of these efforts is to make climate change science highly targeted to decision maker needs, non-political, easily accessible, and actionable. While sea level rise inundation maps have been available to communities for years, the maps do not effectively communicate how the design of a building or a piece of infrastructure would need to be modified to protect it. The Philadelphia Flood Risk Viewer is an interactive planning tool that allows Philadelphia to identify projected depths of flooding for any location within the City, for a variety of sea level rise and storm surge scenarios. Users can also determine whether a location is located in a FEMA floodplain. By having access to information on the projected depth of flooding at a given location, the City can determine what flood protection measures may be effective, or even inform the long-term viability of developing a particular area. With an understanding of climate vulnerabilities, cities have the opportunity to make smart, climate-resilient investments with their capital budgets that will yield multiple benefits for years to come. Few, however, have established protocols for doing so. Philadelphia, with support from ICF, developed a guidance document that identifies recommendations for integrating climate change considerations throughout the Capital Program and capital budgeting process. For each recommendation, the guidance also provides supplemental resources and information to make the recommendations actionable. Philadelphia is applying the guidance in their FY 2017 capital planning activities and taking advantage of opportunities to grow stronger in the face of climate change.

Tipping Points and Balancing Acts: Grand Challenges and Synergistic Opportunities of Integrating Research and Education, Science and Solutions

NASA Astrophysics Data System (ADS)

McCaffrey, M. S.; Stroeve, J. C.

2011-12-01

The "Grand Challenges" to address Global Change identified by the International Council for Science (ICSU) and its partners through the Earth System Sustainability Initiative-improving forecasting, enhancing and integrating observation systems, confining and minimizing global environmental change, responding effectively to change, as well as innovating and evaluating these efforts-require an integrative approach that engages and inspires society in general and young people in particular. What are some of the effective strategies-and stumbling blocks-in being able to make Earth System science and related sustainability efforts relevant and practical to non-technical audiences? Recent climate education projects have pioneered new strategies toward linking and infusing research with education, science with solutions. For example, the Climate Literacy and Energy Awareness Network (CLEAN), a National Science Digital Library Pathway funded by NSF, has approached this integral approach by "closing the loop" between climate and energy topics, identifying and annotating high quality online resources relating to the carbon cycle and related topics. The Inspiring Climate Education Excellence (ICEE) project, funded by NASA, offers professional development for teachers that infuses climate science with solutions as an emerging "best practice" while being sensitive to the emotional, psychological and political aspects of avoiding "gloom and doom" on one hand or advocating for particular policy solutions on another. Other examples includes NASA's climate website (http://climate.nasa.gov ), which serves as a robust, engaging portal for climate research and data, especially for educators. The recent PBS series Earth: The Operators' Manual and related book and website are other recent example of how climate science research, education and solutions can be incorporated in a way that is appealing and informative. The Alliance for Climate Education (ACE) has given assemblies in thousands of US high schools that integrate climate science and solutions in a way that inspires and informs youth, and similar programs exist internationally. Other approaches to prepare vulnerable communities, especially young people, for natural hazards and human-induced environmental change include programs such as Plan International's "Child Centered Disaster Risk Reduction- Building Resilience Through Participation," and their "Weathering the Storm" project, focusing on integrating the needs of teenage girls with climate change adaptation and risk reduction. While minimizing global environmental and climate change is crucial, these and related programs that weave research with education, science with solutions offer the potential for addressing the "Grand Challenges" by better preparing for societal and environmental tipping points through a more balanced and integrated approach to addressing change."

School Climate Assessment Programs. Technical Assistance Bulletin 38.

ERIC Educational Resources Information Center

National School Resource Network, Washington, DC.

Numerous studies indicate that climate, the prevailing "feeling" of the environment, not only contributes to behavioral and situational outcomes, but that climate can be changed to help bring about the behaviors and outcomes desired. Researchers have identified characteristics of positive school climates and ways of determining the presence or…

A University-Level Curriculum in Climate Change for SE Asia and the Asian Pacific

NASA Astrophysics Data System (ADS)

Furniss, M. J.; Saah, D. S.; Hines, S. J.; Radel, C. A.; McGroddy, M. E.; Ganz, D. J.

2014-12-01

A university-level curriculum has been developed for the SE Asia and Asia Pacific region and is currently being implemented by 12+ universities; in Vietnam, Cambodia, Laos, Thailand, Malaysia, and Papua New Guinea. The curriculum is supported by USAID (U.S. Agency for International Development) through the LEAF program (Lowering Emissions in Asian Forests), under the technical leadership of the U.S. Forest Service. Four modules have been developed: Basic Climate Change, Low-Emissions Land Use Planning, Social and Environmental Soundness, and Carbon Measurement and Monitoring. This presentation will focus on the Basic Climate Change module. This is a survey course that covers a wide range of climate change topics, including causes, effects, and responses. The level of detail in each of the covered topics is calibrated to current issues in the region. The module is elaborated in English and will be translated into the national language of the participating countries. The module is designed to be flexible and can be tailored to both degree and non-degree programs; as well as for trainings for natural resources professionals and policy-makers. Important training topics can be selected as short course trainings for practitioners and leaders working on climate change.

What Has Caused Desertification in China?

PubMed

Feng, Qi; Ma, Hua; Jiang, Xuemei; Wang, Xin; Cao, Shixiong

2015-11-03

Desertification is the result of complex interactions among various factors, including climate change and human activities. However, previous research generally focused on either meteorological factors associated with climate change or human factors associated with human activities, and lacked quantitative assessments of their interaction combined with long-term monitoring. Thus, the roles of climate change and human factors in desertification remain uncertain. To understand the factors that determine whether mitigation programs can contribute to desertification control and vegetation cover improvements in desertified areas of China, and the complex interactions that affect their success, we used a pooled regression model based on panel data to calculate the relative roles of climate change and human activities on the desertified area and on vegetation cover (using the normalized-difference vegetation index, NDVI, which decreases with increasing desertification) from 1983 to 2012. We found similar effect magnitudes for socioeconomic and environmental factors for NDVI but different results for desertification: socioeconomic factors were the dominant factor that affected desertification, accounting for 79.3% of the effects. Climate change accounted for 46.6 and 20.6% of the effects on NDVI and desertification, respectively. Therefore, desertification control programs must account for the integrated effects of both socioeconomic and natural factors.

What Has Caused Desertification in China?

PubMed Central

Feng, Qi; Ma, Hua; Jiang, Xuemei; Wang, Xin; Cao, Shixiong

2015-01-01

Desertification is the result of complex interactions among various factors, including climate change and human activities. However, previous research generally focused on either meteorological factors associated with climate change or human factors associated with human activities, and lacked quantitative assessments of their interaction combined with long-term monitoring. Thus, the roles of climate change and human factors in desertification remain uncertain. To understand the factors that determine whether mitigation programs can contribute to desertification control and vegetation cover improvements in desertified areas of China, and the complex interactions that affect their success, we used a pooled regression model based on panel data to calculate the relative roles of climate change and human activities on the desertified area and on vegetation cover (using the normalized-difference vegetation index, NDVI, which decreases with increasing desertification) from 1983 to 2012. We found similar effect magnitudes for socioeconomic and environmental factors for NDVI but different results for desertification: socioeconomic factors were the dominant factor that affected desertification, accounting for 79.3% of the effects. Climate change accounted for 46.6 and 20.6% of the effects on NDVI and desertification, respectively. Therefore, desertification control programs must account for the integrated effects of both socioeconomic and natural factors. PMID:26525278

Evaluating Urban Resilience to Climate Change: A Multi-Sector Approach (Final Report)

EPA Science Inventory

EPA is announcing the availability of this final report prepared by the Air, Climate, and Energy (ACE) Research Program, located within the Office of Research and Development, with support from Cadmus. One of the goals of the ACE research program is to provide scientific informat...

BASINs 4.0 Climate Assessment Tool (CAT): Supporting Documentation and User's Manual (Final Report)

EPA Science Inventory

EPA announced the availability of the report, BASINS 4.0 Climate Assessment Tool (CAT): Supporting Documentation and User's Manual. This report was prepared by the EPA's Global Change Research Program (GCRP), an assessment-oriented program, that sits within the Office of R...

Characterization and Quantification of Uncertainty in the NARCCAP Regional Climate Model Ensemble and Application to Impacts on Water Systems

NASA Astrophysics Data System (ADS)

Mearns, L. O.; Sain, S. R.; McGinnis, S. A.; Steinschneider, S.; Brown, C. M.

2015-12-01

In this talk we present the development of a joint Bayesian Probabilistic Model for the climate change results of the North American Regional Climate Change Assessment Program (NARCCAP) that uses a unique prior in the model formulation. We use the climate change results (joint distribution of seasonal temperature and precipitation changes (future vs. current)) from the global climate models (GCMs) that provided boundary conditions for the six different regional climate models used in the program as informative priors for the bivariate Bayesian Model. The two variables involved are seasonal temperature and precipitation over sub-regions (i.e., Bukovsky Regions) of the full NARCCAP domain. The basic approach to the joint Bayesian hierarchical model follows the approach of Tebaldi and Sansó (2009). We compare model results using informative (i.e., GCM information) as well as uninformative priors. We apply these results to the Water Evaluation and Planning System (WEAP) model for the Colorado Springs Utility in Colorado. We investigate the layout of the joint pdfs in the context of the water model sensitivities to ranges of temperature and precipitation results to determine the likelihoods of future climate conditions that cannot be accommodated by possible adaptation options. Comparisons may also be made with joint pdfs formed from the CMIP5 collection of global climate models and empirically downscaled to the region of interest.

ASSESSMENT OF THE IMPACTS OF GLOBAL CHANGE ON REGIONAL U.S. AIR QUALITY: A SYNTHESIS OF CLIMATE CHANGE IMPACTS ON GROUND-LEVEL OZONE (AN INTERIM REPORT OF THE U.S. EPA GLOBAL CHANGE RESEARCH PROGRAM)

EPA Science Inventory

The Air Quality Assessment Final Report is intended for managers and scientists working on air quality to provide them with information on the potential effects of climate change on regional air quality in the United States.

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.

77 FR 70805 - Presquile National Wildlife Refuge, Chesterfield County, VA; Final Comprehensive Conservation...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-11-27

... opportunities, including environmental education programs for approximately 120 school-aged students each year... species, protect cultural resources, monitor for climate change impacts, distribute refuge revenue sharing..., and a more aggressive response to habitat changes associated with invasive species, global climate...

Mainstreaming climate change adaptation strategies into New York State Department of Transportation's operations : final report.

DOT National Transportation Integrated Search

2011-10-31

This study identifies climate change adaptation strategies and recommends ways of mainstreaming them into planned actions, including legislation, policies, programs and projects in all areas and at all levels within the New York State Department of T...

What Climate Information Do Water Managers Need to Make Robust, Long-Term Plans?

NASA Astrophysics Data System (ADS)

Duran, R.; Lempert, R.; Groves, D.

2008-12-01

What climate information do water managers need to respond to threat of climate change? Southern California's Inland Empire Utilities Agency (IEUA) completed a long-range water resource management plan in 2005 that addressed expected economic and population growth in their service region, but did not consider the potential impacts of climate change. Using a robust decision making (RDM) approach for policy under deep uncertainty, we recently worked with IEUA to conduct a climate-change vulnerability and response options analysis of the agency's long-range plans. This analysis suggests that IEUA is vulnerable to future climate change, but can significantly reduce this vulnerability by increasing their near-term conservation programs and careful monitoring and updating to adjust their plan in the years ahead. In addition to helping IEUA, this analysis provides important guidance on the types of climate and other information that can be most useful for water managers as they attempt to take robust, near-term actions to increaase their resilience to climate change.

International Experiences with Quantifying the Co-Benefits of Energy-Efficiency and Greenhouse-Gas Mitigation Programs and Policies

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

Williams, Christopher; Hasanbeigi, Ali; Price, Lynn

Improving the efficiency of energy production and consumption and switching to lower carbon energy sources can significantly decrease carbon dioxide (CO2) emissions and reduce climate change impacts. A growing body of research has found that these measures can also directly mitigate many non-climate change related human health hazards and environmental damage. Positive impacts of policies and programs that occur in addition to the intended primary policy goal are called co-benefits. Policy analysis relies on forecasting and comparing the costs of policy and program implementation and the benefits that accrue to society from implementation. GHG reduction and energy efficiency policies andmore » programs face political resistance in part because of the difficulty of quantifying their benefits. On the one hand, climate change mitigation policy benefits are often global, long-term, and subject to large uncertainties, and subsidized energy pricing can reduce the direct monetary benefits of energy efficiency policies to below their cost. On the other hand, the co-benefits that accrue from these efforts’ resultant reductions in conventional air pollution (such as improved health, agricultural productivity, reduced damage to infrastructure, and local ecosystem improvements) are generally near term, local, and more certain than climate change mitigation benefits and larger than the monetary value of energy savings. The incorporation of co-benefits into energy efficiency and climate mitigation policy and program analysis therefore might significantly increase the uptake of these policies. Faster policy uptake is especially important in developing countries because ongoing development efforts that do not consider co-benefits may lock in suboptimal technologies and infrastructure and result in high costs in future years. Over the past two decades, studies have repeatedly documented that non-climate change related benefits of energy efficiency and fuel conversion efforts, as a part of GHG mitigation strategies, can be from between 30% to over 100% of the costs of such policies and programs strategies. Policy makers around the world are increasingly interested in including both GHG and non-GHG impacts in analyses of energy efficiency and fuel switching policies and programs and a set of methodologies has matured from the efforts of early moving jurisdictions such as the European Union, the United States, and Japan.« less

Air, Climate And Energy (ACE) Centers: Supporting Air Quality And Climate Solutions

EPA Pesticide Factsheets

EPA, through its Science to Achieve Results program, is funding three university-based research centers to investigate regional differences in air pollution and effects of climate change, technology, and societal choices on local air quality and health.

A community based approach to improving resilience of forests and water resources: A local and regional climate adaptation methodology

Treesearch

Toby Thaler; Gwen Griffith; Nancy Gilliam

2014-01-01

Forest-based ecosystem services are at risk from human-caused stressors, including climate change. Improving governance and management of forests to reduce impacts and increase community resilience to all stressors is the objective of forest-related climate change adaptation. The Model Forest Policy Program (MFPP) has applied one method designed to meet this objective...

The Nevada NSF EPSCoR infrastructure for climate change science, education, and outreach project: highlights and progress on investigations of ecological change and water resources along elevational gradients

NASA Astrophysics Data System (ADS)

Saito, L.; Biondi, F.; Fenstermaker, L. F.; Arnone, J.; Devitt, D.; Riddle, B.; Young, M.

2010-12-01

In 2008, the Nevada System of Higher Education received a 5-year, $15 million grant from the National Science Foundation’s (NSF) Experimental Program to Stimulate Competitive Research (EPSCoR). The mission of the project is to create a statewide interdisciplinary program to stimulate transformative research, education, and outreach about the effects of regional climate change on ecosystem services (especially water resources), and support use of this knowledge by policy makers and stakeholders. The overarching question that this effort will address is: how will climate change affect water resources, disturbance regimes and linked ecosystem and human services? While the overall project includes cyberinfrastructure, policy, education and climate modeling, this presentation will focus on the ecological change and water resources components. The goals of these two components are: 1) improving understanding of processes controlling local- and basin-wide impacts of climate on species dynamics, disturbance regimes, and water recharge rates; 2) evaluating interactions between landscape-level processes and biophysical indicators; 3) evaluating interactions between surface and groundwater systems; 4) predicting changes in wildfire regime, primary productivity, and biodiversity (including invasive species); and 5) assessing how interactions between water and ecology will differ under climate change and/or climate variability scenarios. To achieve these goals, the two components will quantify present-day climate variability at multiple temporal and spatial scales, including at multiple elevations within Nevada’s Basin and Range ecosystem continuum. This presentation will discuss key elements for achieving these goals, including the establishment of instrumented transects spanning a range of elevations and vegetation zones in eastern and southern Nevada.

Communication and marketing as climate change-intervention assets a public health perspective.

PubMed

Maibach, Edward W; Roser-Renouf, Connie; Leiserowitz, Anthony

2008-11-01

The understanding that global climate change represents a profound threat to the health and well-being of human and nonhuman species worldwide is growing. This article examines the potential of communication and marketing interventions to influence population behavior in ways consistent with climate change prevention and adaptation objectives. Specifically, using a framework based on an ecologic model of public health, the paper examines: (1) the potential of communication and marketing interventions to influence population behaviors of concern, including support for appropriate public policies; (2) potential target audiences for such programs; and (3) the attributes of effective climate change messages. Communication and marketing interventions appear to have considerable potential to promote important population behavior change objectives, but there is an urgent need for additional translational research to effectively harvest this potential to combat climate change.

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.

Forest Service Global Change Research Strategy, 2009-2019

Treesearch

Allen Solomon; Richard Birdsey; Linda A. Joyce; Jennifer Hayes

2009-01-01

In keeping with the research goals of the U.S. Climate Change Science Program, the Research and Development agenda of the Forest Service, U.S. Department of Agriculture (USDA), helps define climate change policy and develop best management practices for forests (both rural and urban) and grasslands. These actions are taken to sustain ecosystem health, adjust management...

Communicating Ocean Acidification

ERIC Educational Resources Information Center

Pope, Aaron; Selna, Elizabeth

2013-01-01

Participation in a study circle through the National Network of Ocean and Climate Change Interpretation (NNOCCI) project enabled staff at the California Academy of Sciences to effectively engage visitors on climate change and ocean acidification topics. Strategic framing tactics were used as staff revised the scripted Coral Reef Dive program,…

Advancing NOAA NWS Arctic Program Development

NASA Astrophysics Data System (ADS)

Timofeyeva-Livezey, M. M.; Horsfall, F. M. C.; Meyers, J. C.; Churma, M.; Thoman, R.

2016-12-01

Environmental changes in the Arctic require changes in the way the National Oceanic and Atmospheric Administration (NOAA) delivers hydrological and meteorological information to prepare the region's societies and indigenous population for emerging challenges. These challenges include changing weather patterns, changes in the timing and extent of sea ice, accelerated soil erosion due to permafrost decline, increasing coastal vulnerably, and changes in the traditional food supply. The decline in Arctic sea ice is opening new opportunities for exploitation of natural resources, commerce, tourism, and military interest. These societal challenges and economic opportunities call for a NOAA integrated approach for delivery of environmental information including climate, water, and weather data, forecasts, and warnings. Presently the NOAA Arctic Task Force provides leadership in programmatic coordination across NOAA line offices. National Weather Service (NWS) Alaska Region and the National Centers for Environmental Prediction (NCEP) provide the foundational operational hydro-meteorological products and services in the Arctic. Starting in 2016, NOAA's NWS will work toward improving its role in programmatic coordination and development through assembling an NWS Arctic Task Team. The team will foster ties in the Arctic between the 11 NWS national service programs in climate, water, and weather information, as well as between Arctic programs in NWS and other NOAA line offices and external partners. One of the team outcomes is improving decision support tools for the Arctic. The Local Climate Analysis Tool (LCAT) currently has more than 1100 registered users, including NOAA staff and technical partners. The tool has been available online since 2013 (http://nws.weather.gov/lcat/ ). The tool links trusted, recommended NOAA data and analytical capabilities to assess impacts of climate variability and climate change at local levels. A new capability currently being developed will enable analysis of sea ice changes in different parts of the Arctic, and allow users to link those change to phases of climate variability such as El Nino Southern Oscillation Arctic Oscillation, etc.

A Simple Climate Model Program for High School Education

NASA Astrophysics Data System (ADS)

Dommenget, D.

2012-04-01

The future climate change projections of the IPCC AR4 are based on GCM simulations, which give a distinct global warming pattern, with an arctic winter amplification, an equilibrium land sea contrast and an inter-hemispheric warming gradient. While these simulations are the most important tool of the IPCC predictions, the conceptual understanding of these predicted structures of climate change are very difficult to reach if only based on these highly complex GCM simulations and they are not accessible for ordinary people. In this study presented here we will introduce a very simple gridded globally resolved energy balance model based on strongly simplified physical processes, which is capable of simulating the main characteristics of global warming. The model shall give a bridge between the 1-dimensional energy balance models and the fully coupled 4-dimensional complex GCMs. It runs on standard PC computers computing globally resolved climate simulation with 2yrs per second or 100,000yrs per day. The program can compute typical global warming scenarios in a few minutes on a standard PC. The computer code is only 730 line long with very simple formulations that high school students should be able to understand. The simple model's climate sensitivity and the spatial structure of the warming pattern is within the uncertainties of the IPCC AR4 models simulations. It is capable of simulating the arctic winter amplification, the equilibrium land sea contrast and the inter-hemispheric warming gradient with good agreement to the IPCC AR4 models in amplitude and structure. The program can be used to do sensitivity studies in which students can change something (e.g. reduce the solar radiation, take away the clouds or make snow black) and see how it effects the climate or the climate response to changes in greenhouse gases. This program is available for every one and could be the basis for high school education. Partners for a high school project are wanted!

Emerging Forms of Climate Protection Governance: Urban Initiatives in the European Union

NASA Astrophysics Data System (ADS)

Rosenthal, J. K.; Brunner, E.

2006-12-01

Changes in climate patterns are expected to pose increasing challenges for cities in the following decades, with adverse impacts on urban populations currently stressed by poverty, health and economic inequities. Simultaneously, a strong global trend towards urbanization of poverty exists, with increased challenges for local governments to protect and sustain the well-being of growing cities. In the context of these two overarching trends, interdisciplinary research at the city scale is prioritized for understanding the social impacts of climate change and variability and for the evaluation of strategies in the built environment that might serve as adaptive and mitigative responses to climate change. Urban managers, and transnational networks of municipalities and non-state actors, have taken an increasingly active role in climate protection, through research, policies, programs and agreements on adaptation and mitigation strategies. Concerns for urban impacts of climate change include the potential increase in frequency and intensity of damaging extreme weather events, such as heat waves, hurricanes, heavy rainfall or drought, and coastal flooding and erosion, and potentially adverse impacts on infrastructure, energy systems, and public health. Higher average summertime temperatures in temperate zone cities are also associated with environmental and public health liabilities such as decreased air quality and increased peak electrical demand. We review municipal climate protection programs, generally categorized as approaches based on technological innovation (e.g., new materials); changes in behavior and public education (e.g., use of cooling centers); and improvements in urban design (e.g., zoning for mixed land-use; the use of water, vegetation and plazas to reduce the urban heat island effect). Climate protection initiatives in three European cities are assessed within the context of the global collective efforts enacted by the Kyoto Protocol and United Nations Framework Convention on Climate Change. Initiatives in Stockholm, London and Milan provide evidence that local actions are inevitable and of central importance to mitigate and adapt to the adverse impacts of climate change, the urban heat island effect, and extreme weather events.

The Role of Ethnographic Interviewing in Climate Change Evaluation Research: Investigating Intended and Unintended program effects

NASA Astrophysics Data System (ADS)

Lloro-Bidart, T.

2012-12-01

Ethnographic interviewing is an under-utilized tool in climate change evaluation research, even though it has the potential to serve as a powerful method of data collection. The utility of the ethnographic interview lies in its ability to elicit responses from program participants describing what a program is in practice, shedding light on both intended and unintended program impacts. Drawing on evaluation work involving a federally-funded climate change grant at the University of California, Riverside, I will discuss how to design an ethnographic interview protocol in an effort to share "best practices" with other climate change evaluators. Particular attention will be given to applying ethnographic approaches to various program types, even those differing from the one discussed. I will share some of the concrete findings from my work on this grant, to serve as examples of the kinds of data evaluators can collect when employing an ethnographic approach to interviewing. UC Riverside's climate change grant is multi-faceted, however the component studied ethnographically was a science fair mentoring program. About twenty K-12 students from high poverty, ethnically diverse schools who expressed an interest in participating in science fair were paired up with graduate student mentors to simultaneously research climate change and design authentic science fair projects to compete at various levels. Since one of the stated goals of the grant is to "stimulate…students to consider climate science as a career track through experiential education activities" I was particularly interested in how student experiences with the project might differ from school science which has historically "pushed out" ethnically diverse students like those in many of Riverside's schools. (In the program students are able to interact one-on-one with a mentor and in school settings there is typically one teacher for more than thirty students). I also sought to understand student perceptions of the project design and implementation and how these perceptions might influence their thinking about science as a career. Further, I aimed to explore how mentor pedagogical philosophies might impact student experiences with the projects, since the scholarly literature supports the idea that teaching practices are linked to student success and interest in science. The key to ethnographic interviewing, which sets it apart from survey research and other interviewing styles is that the evaluator or researcher designs guided, yet open-ended questions, allowing informants to discuss what is important to them. This type of questioning affords the researcher the opportunity to ascertain whether or not the grant met some of its intended goals and impacts, while simultaneously granting participants the freedom to discuss unintended impacts not anticipated by the principal investigator and evaluator.

Climate change policy : preliminary observations on options for distributing emissions allowances and revenue under a cap-and-trade program

DOT National Transportation Integrated Search

2009-08-01

According to the Intergovernmental Panel on Climate Changea United Nations organization that assesses scientific, technical, and economic information on the effects of climate changeglobal atmospheric concentrations of greenhouse gases have inc...

Further Evidence on the Effect of Acquisition Policy and Process on Cost Growth of Major Defense Acquisition Programs

DTIC Science & Technology

2016-06-01

several changes that may prove to be consequential. B. Funding Climates The amount appropriated to DoD each year for procurement over the period FY...important to realize that the turns in the funds appropriated for procurement are a lagging indicator of a change in budget climate . Funding and...each of the events identified to signal major and sustained changes in the defense funding climate , which in fact they did. Analysis of surrounding

Developing tools and strategies for communicating climate change

NASA Astrophysics Data System (ADS)

Bader, D.; Yam, E. M.; Perkins, L.

2011-12-01

Research indicates that the public views zoos and aquariums as reliable and trusted sources for information on conservation. Additionally, visiting zoos and aquariums helps people reconsider their connections to conservation issues and solutions. The Aquarium of the Pacific, an AZA-accredited institution that serves the most ethnically diverse population of all aquariums in the nation, is using exhibit space, technology, public programming, and staff professional development to present a model for how aquariums can promote climate literacy. Our newest galleries and programs are designed to immerse our visitors in experiences that connect our live animal collection to larger themes on ocean change. The Aquarium is supporting our new programming with a multifaceted staff professional development that exposes our interpretive staff to current climate science and researchers as well as current social science on public perception of climate science. Our staff also leads workshops for scientists; these sessions allow us to examine learning theory and develop tools to communicate science and controversial subjects effectively. Through our partnerships in the science, social science, and informal science education communities, we are working to innovate and develop best practices in climate communication.

Climate Change and Food Safety: Beyond Production

NASA Astrophysics Data System (ADS)

Ziska, L. H.; Crimmins, A. R.

2016-12-01

There is merited interest in determining the extent of climate disruption on agricultural production and food security. However, additional aspects of food security, including food safety, nutrition and distribution have, overall, received less attention. Beginning in 2013, the U.S. Global Change Research Program as part of the ongoing National Climate Assessment, began a directed effort to evaluate the vulnerability of climate change to these under-represented aspects of food security for developed countries. Based on this extensive review of current science, several key findings were developed: (a) Climate change, including rising temperatures and changes in weather extremes, is expected to increase the exposure of food to certain pathogens and toxins; (b) Climate change will increase human exposure to chemical contaminants in food through several pathways; (c) The nutritional value of agriculturally important food crops, including cereals, will decrease in response to the ongoing increase in atmospheric carbon dioxide; (d) Increases in the frequency or intensity of extreme weather events associated with climate change may disrupt food distribution. These findings will be presented as a means to describe the state of the science and expand on food security research in the broader context of public health and climate change.

Promoting Climate And Data Literacy: University Courses Engaging Students In Effective Teaching, Learning, Communication And Outreach Practices.

NASA Astrophysics Data System (ADS)

Halversen, C.; McDonnell, J. D.; Apple, J. K.; Weiss, E. L.

2016-02-01

Two university courses, 1) Promoting Climate Literacy and 2) Climate and Data Literacy, developed by the University of California Berkeley provide faculty across the country with course materials to help their students delve into the science underlying global environmental change. The courses include culturally responsive content, such as indigenous and place-based knowledge, and examine how people learn and consequently, how we should teach and communicate science. Promoting Climate Literacy was developed working with Scripps Institution of Oceanography, University of Washington, and Western Washington University. Climate and Data Literacy was developed with Rutgers University and Padilla Bay National Estuarine Research Reserve, WA. The Climate and Data Literacy course also focuses on helping students in science majors participating in U-Teach programs and students in pre-service teacher education programs gain skills in using real and near-real time data through engaging in investigations using web-based and locally-relevant data resources. The course helps these students understand and apply the scientific practices, disciplinary concepts and big ideas described in the Framework for K-12 Science Education and the Next Generation Science Standards (NGSS). This course focuses on students interested in teaching middle school science for three reasons: (1) teachers often have relatively weak understandings of the practices of science, and of complex Earth systems science and climate change; (2) the concepts that underlie climate change align well with the NGSS; and (3) middle school is a critical time for promoting student interest in science and for recruitment to STEM careers and lifelong climate literacy. This course is now being field tested in a number of U-Teach programs including Florida State University, Louisiana State University, as well as pre-service teacher education programs at California State University East Bay, and Western Washington University. The Promoting Climate Literacy course is focused on graduate and undergraduate science students interested in learning how to more effectively communicate climate science, while participating in outreach opportunities with the public. The course has been disseminated through a workshop for faculty at 17 universities.

Effective Teacher Practice on the Plausibility of Human-Induced Climate Change

NASA Astrophysics Data System (ADS)

Niepold, F.; Sinatra, G. M.; Lombardi, D.

2013-12-01

Climate change education programs in the United States seek to promote a deeper understanding of the science of climate change, behavior change and stewardship, and support informed decision making by individuals, organizations, and institutions--all of which are summarized under the term 'climate literacy.' The ultimate goal of climate literacy is to enable actors to address climate change, both in terms of stabilizing and reducing emissions of greenhouse gases, but also an increased capacity to prepare for the consequences and opportunities of climate change. However, the long-term nature of climate change and the required societal response involve the changing students' ideas about controversial scientific issues which presents unique challenges for educators (Lombardi & Sinatra, 2010; Sinatra & Mason, 2008). This session will explore how the United States educational efforts focus on three distinct, but related, areas: the science of climate change, the human-climate interaction, and using climate education to promote informed decision making. Each of these approaches are represented in the Atlas of Science Literacy (American Association for the Advancement of Science, 2007) and in the conceptual framework for science education developed at the National Research Council (NRC) in 2012. Instruction to develop these fundamental thinking skills (e.g., critical evaluation and plausibility reappraisal) has been called for by the Next Generation Science Standards (NGSS) (Achieve, 2013), an innovative and research based way to address climate change education within the decentralized U.S. education system. However, the promise of the NGSS is that students will have more time to build mastery on the subjects, but the form of that instructional practice has been show to be critical. Research has show that effective instructional activities that promote evaluation of evidence improve students' understanding and acceptance toward the scientifically accepted model of human-induced climate change (Lombardi, Sinatra, & Nussbaum, 2013). This study and many others show the critical role instructional practice plays in the development of a climate literate nation. Climate change communication faces many challenges, but federal agencies, civil society, and individuals have invested in numerous initiatives to develop a climate-literate citizenry. In the NRC Report America's Climate Choices the authors find that 'climate change is difficult to understand by its very nature,' however, 'education and communication are among the most powerful tools the nation has to bring hidden hazards to public attention, understanding, and action.' This session will explore how the federal science mission agencies and their partners are working to harness these tools and use the best available research to develop programs and partnership that build on the promise of the NGSS. When citizens have knowledge of the causes, likelihood, and severity of climate impacts, as well as of the range, cost, and efficacy of options to adapt to impacts, they are more prepared to effectively address the risks and opportunities

Antarctica and global change research

NASA Astrophysics Data System (ADS)

Weller, Gunter; Lange, Manfred

1992-03-01

The Antarctic, including the continent and Southern Ocean with the subantarctic islands, is a critical area in the global change studies under the International Geosphere-Biosphere Program (IGBP) and the World Climate Research Program (WCRP). Major scientific problems include the impacts of climate warming, the ozone hole, and sea level changes. Large-scale interactions between the atmosphere, ice, ocean, and biota in the Antarctic affect the entire global system through feedbacks, biogeochemical cycles, deep-ocean circulation, atmospheric transport of heat, moisture, and pollutants, and changes in ice mass balances. Antarctica is also a rich repository of paleoenvironmental information in its ice sheet and its ocean and land sediments.

Hope, Interpreter Self-efficacy, and Social Impacts: Assessment of the NNOCCI Training

NASA Astrophysics Data System (ADS)

Fraser, J.; Swim, J.

2012-12-01

Conservation educators at informal science learning centers are well-positioned to teach climate science and motivate action but have resisted the topic. Our research demonstrates their resist is due to self-doubt about climate science facts and the belief they will encounter negative audience feedback. Further, this self-doubt and self-silencing is emotional taxing. As a result we have developed a National Network for Ocean Climate Change Interpretation's (NNOCCI) program that addresses educators' needs for technical training and emotional scaffolding to help them fully engage with this work. The evaluation of this program sought to understand how to support educators interested in promoting public literacy on climate change through engagement with a structured training program aimed at increased the efficacy of interpreters through teaching strategic framing strategies. The program engaged educator dyads from informal science learning sites to attend an online and in-person program that initiated a new community of practice focused on sharing techniques and tools for ocean climate change interpretation. The presentation will summarize a model for embedded assessment across all aspects of a program and how social vectors, based upon educators' interpersonal and professional relationships, impact the understanding of an educator's work across their life-world. This summary will be followed by results from qualitative front-end research that demonstrated the psychologically complex emotional conditions that describe the experience of being an environmental educator. The project evaluators will then present results from their focus groups and social network analysis to demonstrate how training impacted in-group relationships, skill development, and the layered social education strategies that help communities engage with the content. Results demonstrated that skill training increased educator's hope--in the form of increased perceived agency and plans for educational objectives. Subsequent to the program, educators experienced socially supportive feedback from colleagues and peers and increased actions to engage the public in productive discussions about climate change at informal science learning venues. The front-end and formative assessment of this program suggests new strategies for measuring interpreter training, and a way of thinking holistically about an educator's impact in their community. The results challenge the concept that interpretation is limited to the workplace and suggest that the increased likelihood of effectiveness in interpretation across all social vectors is more likely to result in changed public understanding of climate science in ways that will promote public action toward remediation strategies.Emotions before and after study circlet; Personal hope scale was rescaled to range from 1 "strongly disagree"; 4 "strongly agree"; Distress, Anxiety vs. hopeful and Energized vs. Overwhelmed range from 1 "not at all" to 4 "very much."

Bridging the Divide Between Climate and Global Change Science and Education of Public and K-12 Visitors at the National Center for Atmospheric Research

NASA Astrophysics Data System (ADS)

Foster, S. Q.; Johnson, R. M.; Carbone, L.; Munoz, R.; Eastburn, T.; Ammann, C.; Lu, G.; Richmond, A.; Committee, S.

2004-12-01

The study of climate and global change is an important on-going focus for scientists at the National Center for Atmospheric Research (NCAR). Programs overseen by the University Corporation for Atmospheric Research Office of Education and Outreach (UCAR-EO) help to translate NCAR's scientific programs, methodologies, and technologies and their societal benefits to over 80,000 visitors to the NCAR Mesa Laboratory each year, including about 10,000 K-12 students. This is currently accomplished through the implementation of an increasingly integrated system of exhibits, guided tours, an audiotour, programs for school groups, and a teachers' guide to the exhibits, which is currently in development. The Climate Discovery Exhibit unveiled in July 2003 and expanded in 2004 offers visitors visually engaging and informative text panels, graphics, artifacts, and interactives describing Sun-Earth connections, dynamic processes that contribute to and mediate climate change, and the Earth's climate history. The exhibit seeks to help visitors to understand why scientists model the global climate system and how information about past and current climate is used to validate models and build scenarios for Earth's future climate. Exhibit-viewers are challenged to ask questions and reflect upon decision making challenges while considering the roles various natural and human-induced factors play in shaping these predictions. With support from NASA and NCAR, a K-12 Teacher's Guide has been developed corresponding the Climate Discovery exhibit's sections addressing the Sun-Earth connection and past climates (the Little Ice Age, in particular). This presentation will review efforts to identify the challenges of communicating with the public and school groups about climate change, while also describing several successful strategies for utilizing visitor questionnaires and interviews to learn how to develop and refine educational resources that will target their interests, bolster their knowledge, and address their misconceptions. Visitors view the exhibit every day of the year on their own, using an audiotour, or with a tour guide. NCAR/UCAR's educational content about climate change is increasingly available to national audiences through the new NCAR EO web site (www.ncar.ucar.edu/eo), Windows to the Universe (www.windows.ucar.edu), UCAR-EO's summer teachers workshops, and sessions at the National Science Teacher Association meetings and other professional education venues.

Local Communities and Schools Tackling Sustainability and Climate Change

ERIC Educational Resources Information Center

Flowers, Rick; Chodkiewicz, Andrew

2009-01-01

Local communities and their schools remain key sites for actions tackling issues of sustainability and climate change. A government-funded environmental education initiative, the Australian Sustainable Schools Initiative (AuSSI), working together with state based Sustainable Schools Programs (SSP), has the ability to support the development of…

Building Systems from Scratch: an Exploratory Study of Students Learning About Climate Change

NASA Astrophysics Data System (ADS)

Puttick, Gillian; Tucker-Raymond, Eli

2018-01-01

Science and computational practices such as modeling and abstraction are critical to understanding the complex systems that are integral to climate science. Given the demonstrated affordances of game design in supporting such practices, we implemented a free 4-day intensive workshop for middle school girls that focused on using the visual programming environment, Scratch, to design games to teach others about climate change. The experience was carefully constructed so that girls of widely differing levels of experience were able to engage in a cycle of game design. This qualitative study aimed to explore the representational choices the girls made as they took up aspects of climate change systems and modeled them in their games. Evidence points to the ways in which designing games about climate science fostered emergent systems thinking and engagement in modeling practices as learners chose what to represent in their games, grappled with the realism of their respective representations, and modeled interactions among systems components. Given the girls' levels of programming skill, parts of systems were more tractable to create than others. The educational purpose of the games was important to the girls' overall design experience, since it influenced their choice of topic, and challenged their emergent understanding of climate change as a systems problem.

Climate Literacy: Springboard to Action

NASA Astrophysics Data System (ADS)

Long, B.; Bader, D.

2011-12-01

Research indicates that the public views zoos and aquariums as reliable and trusted sources for information on conservation (Ocean Project, 2009). The Aquarium of the Pacific is using NOAA's Science on a Sphere (SOS)° and linked flat screens to convey climate concepts to the public and serve as a model for how aquariums can promote climate literacy. The Ocean Science Center houses the SOS and is designed to immerse our visitors in an experience that extends from the sphere, to our live animals, and to our public programming. The first SOS exhibit, the sea level rise story, opened as the cornerstone of an aquarium-wide climate literacy strategy. Large panels next to the SOS prompts visitors to pledge actions to reduce their personal carbon footprint. The exhibit objectives were to provide a visual presentation that conveys a dramatic story about sea level rise, and to engage the audience in confronting the impact of sea level rise, and the local implications. The Aquarium utilized Yale's Six Americas survey instrument during summer 2010 to measure our audience interpretations of and responses to climate change. The survey showed that 78% of visitors categorized themselves as either alarmed or concerned about climate change, greater than the national average. Thus our climate literacy programs do not focus on convincing visitors of climate change and its causes, but on encouraging adaptive responses to varying scenarios. University of California, Berkeley, Lawrence Hall of Science Center for Research Evaluation and Assessment (REA) conducted a pre-opening evaluation of the exhibit's impact. The participants, 58% of whom were families with children, did not want to know more about climate change, but wanted tangible activities they could engage in to mitigate human induced effects, and more details about the impact of climate change on marine animals. REA stated that, "the sea level rise programs (both facilitated and non-facilitated) are well positioned to be successful and effective at the goal of helping visitors understand the very real threat of sea level rise and inspiring them to take action." (REA, May 2011). REA also found that 31% of the Spanish-speaking visitors thought the Spanish captioning was important. Census data indicates that the local Hispanic population has grown 27.8% over the past decade, so translation will continue to be an important way to reach a diverse spectrum of peoples. The Six Americas survey of the Aquarium did not sample enough Spanish speaking visitors to produce meaningful results, and the Aquarium is working to resolve that issue. The Aquarium is developing another program for the SOS, marine ecosystems, connecting climate literacy messages to the live animal collection. REA will complete its evaluation of both programs in 2012, and the Aquarium will again conduct the Six Americas survey. Conveying climate literacy in an impactful way requires innovation and constant updates. The Aquarium uses informal education methodology combined with scientific discipline to bring actionable solutions to over 1.4 million visitors each year.

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.

Hydrologic and water quality sensitivity to climate and land ...

EPA Pesticide Factsheets

This page describes a current EPA ORD project. No project report or other download is available at this time. Please see the section Next Steps below for a timeline of anticipated products of this work. Background: Projected changes in climate during the next century could cause or contribute to increased flooding, drought, water quality degradation, and ecosystem impairment. The effects of climate change in different watersheds will vary due to regional differences in climate change, physiographic setting, and interaction with land-use, pollutant sources, and water management in different locations. EPA is conducting watershed modeling to develop hydrologic and water quality change scenarios for 20 relatively large U.S. watersheds. Watershed modeling will be conducted using the Hydrologic Simulation Program-FORTRAN (HSPF) and Soil Water Assessment Tool (SWAT) watershed models. Study areas range from about 10,000-15,000 square miles in size, and will cover nearly every ecoregion in the United States and a range of hydro-climatic conditions. A range of hydrologic and water quality endpoints will be determined for each watershed simulation. Endpoints will be selected to inform upon a range of stream flow, water quality, aquatic ecosystem, and EPA program management goals and targets. Model simulations will be conducted to evaluate a range of projected future (2040-2070) changes in climate and land-use. Simulations will include baseline conditions,

Impact of Climate Change and Human Intervention on River Flow Regimes

NASA Astrophysics Data System (ADS)

Singh, Rajendra; Mittal, Neha; Mishra, Ashok

2017-04-01

Climate change and human interventions like dam construction bring freshwater ecosystem under stress by changing flow regime. It is important to analyse their impact at a regional scale along with changes in the extremes of temperature and precipitation which further modify the flow regime components such as magnitude, timing, frequency, duration, and rate of change of flow. In this study, the Kangsabati river is chosen to analyse the hydrological alterations in its flow regime caused by dam, climate change and their combined impact using Soil and Water Assessment Tool (SWAT) and the Indicators of Hydrologic Alteration (IHA) program based on the Range of Variability Approach (RVA). Results show that flow variability is significantly reduced due to dam construction with high flows getting absorbed and pre-monsoon low flows being augmented by the reservoir. Climate change alone reduces the high peaks whereas a combination of dam and climate change significantly reduces variability by affecting both high and low flows, thereby further disrupting the functioning of riverine ecosystems. Analysis shows that in the Kangsabati basin, influence of dam is greater than that of the climate change, thereby emphasising the significance of direct human intervention. Keywords: Climate change, human impact, flow regime, Kangsabati river, SWAT, IHA, RVA.

In Brief: Climate Change Technology Program Plan

NASA Astrophysics Data System (ADS)

Bierly, Eugene

2006-09-01

The U.S. Department of Energy released its Plan for Climate Change Technology Programs (CCTP) at a 20 September hearing of the U.S. House of Representatives Science Subcommittee on energy. The goal of the hearing, which was chaired by Rep. Judy Biggert (R-Ill.), was to examine the Bush Administration's CCTP plan, review it in light of the Administration's stated goals, and determine what action might be undertaken to implement the plan. For details of the plan, see http://www.climatetechnology.gov/stratplan/final/index.htm

Interagency Collaboration in Support of Climate Change Education

NASA Astrophysics Data System (ADS)

Schoedinger, S. E.; Chambers, L. H.; Karsten, J. L.; McDougall, C.; Campbell, D.

2011-12-01

NASA, NOAA and NSF support climate change education (CCE) through their grant programs. As the agencies' investment in CCE has grown, coordination among the agencies has become increasingly important. Although the political landscape and budgets continue to change, the agencies are committed to continued coordination and collaboration. To date, this has taken the form of jointly hosted principal investigator (PI) meetings, the largest of which was held last February (see Eos Vol. 92, No. 24, 14 June 2011). The joint goals are: (1) increased collaboration among grantees and across programs; (2) building capacity among grantees in areas of mutual interest; (3) identification of gaps in investments to date; and (4) identification of opportunities for coordination of evaluation efforts. NOAA's primary funding opportunity for CCE projects is its Environmental Literacy Grant (ELG) Program. Although not exclusively focused on climate, there has been increased emphasis on this area since 2009. Through ELG, NOAA encourages the use of NOAA assets (data, facilities, educational resources, and people) in grantees' work. Thirty awards with a primary focus on CCE have been awarded to institutions of higher education, informal science education, and non-profit organizations involved in K-12 and informal/non-formal education. We anticipate this funding opportunity will continue to support the improvement of climate literacy among various audiences of learners in the future. NASA supported efforts in CCE in an ad hoc way for years. It became a focus area in 2008 with the launch of the NASA Global Climate Change Education (GCCE) Project. This project funded 57 awards in 2008-2010, the vast majority of them in teacher professional development, or use of data, models, or simulations. Beginning in FY11, NASA moved the project into the Minority University Research and Education Program. Fourteen awards were made to minority higher education institutions, non-profit organizations, and community colleges. These efforts are expected to continue in FY12 and beyond under NASA Innovations in Climate Education (NICE). A solicitation for the NICE project is currently anticipated in Summer 2012. Through its core programs, NSF supports a variety of efforts designed to improve teaching and learning about CCE in formal and informal settings, often through leveraging NSF-supported climate research. In 2009, dedicated CCE funding supported 10 new awards aimed at focusing NSF investments in key areas: preparing innovators for the workforce; strategies for scaling up and disseminating effective curricula and instructional resources; assessment of student learning of complex climate issues; and, increasing access to CCE and professional development for learners, educators, and policymakers. Phase I of the Climate Change Education Partnership (CCEP) program, launched in 2010, supports strategic planning activities within 15 regional and thematic partnerships that bring together climate scientists, learning scientists, and education practitioners. A solicitation for CCEP Phase II implementation is anticipated in Fall 2011. We will discuss agency funding opportunities, examples of collaborations, and common metrics/sharing tools for evaluation of CCE projects.

Representing climate change on public service television: A case study.

PubMed

Debrett, Mary

2017-05-01

Publicly funded broadcasters with a track record in science programming would appear ideally placed to represent climate change to the lay public. Free from the constraints of vested interests and the economic imperative, public service providers are better equipped to represent the scientific, social and economic aspects of climate change than commercial media, where ownership conglomeration, corporate lobbyists and online competition have driven increasingly tabloid coverage with an emphasis on controversy. This prime-time snapshot of the Australian Broadcasting Corporation's main television channel explores how the structural/rhetorical conventions of three established public service genres - a science programme, a documentary and a live public affairs talk show - impact on the representation of anthropogenic climate change. The study findings note implications for public trust, and discuss possibilities for innovation in the interests of better public understanding of climate change.

Climate Change Adopted Building Envelope as A Protector of Human Health in the Urban Environment

NASA Astrophysics Data System (ADS)

Januszkiewicz, Krystyna

2017-10-01

Recently, an expanded understanding of building performance acknowledges that all forces acting on buildings (climate, energies, information, and human agents) are not static and fixed, but rather mutable and transient. With the use of parametric and multi-criteria optimization digital tools, buildings’ envelopes can be designed to respond to various requirements. This paper explores the possibilities of architectural design to benefit human conditions, which encompasses mental well-being, environmental quality of life during the Climate Change era. The first part of the paper defines the main factors (such as: lack of green nature and sunlight, noise and pollution) which are influencing the formation of psychological disorder in big cities. The negative impact of these factors is constantly increasing in the time of Climate Change progressing. The second part presents results of the research program undertaken at West Pomeranian University of Technology in Szczecin by author. The program goes on to attempt to solve the problem through architectural design. This study highlights a social problem, such as mental well-being, resulting from urbanization or effects of the climate change, and serves as a useful background for further research on the possibilities of redefining sustainable and human friendly design.

Welcome to NASA's Earth Science Enterprise. Version 3

NASA Technical Reports Server (NTRS)

2001-01-01

There are strong scientific indications that natural change in the Earth system is being accelerated by human intervention. As a result, planet Earth faces the possibility of rapid environmental changes that would have a profound impact on all nations. However, we do not fully understand either the short-term effects of our activities, or their long-term implications - many important scientific questions remain unanswered. The National Aeronautics and Space Administration (NASA) is working with the national and international scientific communities to establish a sound scientific basis for addressing these critical issues through research efforts coordinated under the U.S. Global Change Research Program, the International Geosphere-Biosphere Program, and the World Climate Research Program. The Earth Science Enterprise is NASA's contribution to the U.S. Global Change Research Program. NASA's Earth Science Enterprise will use space- and surface-based measurement systems to provide the scientific basis for understanding global change. The space-based components will provide a constellation of satellites to monitor the Earth from space. A major component of the Earth Science Enterprise is the Earth Observing System (EOS). The overall objective of the EOS Program is to determine the extent, causes, and regional consequences of global climate change. EOS will provide sustained space-based observations that will allow researchers to monitor climate variables over time to determine trends. A constellation of EOS satellites will acquire global data, beginning in 1998 and extending well into the 21st century.

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.

Climate Action Program at Caltrans.

DOT National Transportation Integrated Search

2006-12-01

Greenhouse gas (GHG) emissions and the related subject of global climate change are : emerging as critical issues for the transportation community. The California Department : of Transportation (Department) recognizes the significance of cleaner, mor...

Climate Change in Colorado: Developing a Synthesis of the Science to Support Water Resources Management and Adaptation

NASA Astrophysics Data System (ADS)

Ray, A. J.; Barsugli, J. J.; Averyt, K. B.; Deheza, V.; Udall, B.

2008-12-01

In 2007 Colorado's Governor Ritter issued a Colorado Climate Action Plan, in response to the risks associated with climate change and sets a goal to adapt to those climate changes "that cannot be avoided." The Western Water Assessment, a NOAA funded RISA program, was commissioned to do a synthesis of the science on climate change aimed at planners, decisionmakers, and policymakers in water in Colorado. Changes in Colorado's climate and implications for water resources are occurring in a global context. The objective of the report is to communicate the state of the science regarding the physical aspects of climate change that are important for evaluating impacts on Colorado's water resources, and to support state efforts to develop a water adaptation plan. However, the identification of specific climate change impacts on water resources is beyond the scope of this report. Water managers have a long history of adapting to changing circumstances, including changes in economies and land use, environmental concerns, and population growth. Climate change will further affect the decisions made about use of water. However, current water management practices may not be robust enough to cope with this climate change. This presentation reports on the process of developing the report and challenges we faced. We developed the report based on ongoing interactions with the water management community and discussions with them about their decision processes and needs. A second presentation (see Barsugli et al) presents the synthesis findings from the report. We followed the IPCC WG1 model of observations, attribution, and projections. However, many published studies and datasets include information about Colorado, there are few climate studies that focus only on the state. Consequently, many important scientific analyses for Colorado have not been done, and Colorado- specific information is often imbedded in or averaged with studies of the larger Western U.S. We used findings from peer-reviewed regional studies, and conducted new analyses derived from existing datasets and model projections, and took advantage of new regional analyses. In addition to the IPCC Fourth Assessment, we also took advantage of very new Climate Change Science Program Assessments. Many water managers, although often technically savvy engineers, hydrologists and other professionals, but are not trained as climate or atmospheric scientists, and seeks to complexity by using Fahrenheit units, minimizing use of or defining jargon terms, and re-plotting published figures/data for simplicity. The report is written at a less technical level than the IPCC reports, and some features are intended to raise the level of climate literacy of our audience about climate and how climate science is done. For example, the report includes a primer on climate models and theory that situates Colorado in the context of global climate change and describes how the unique features of the state -- such as the complex topography -- relate to interpreting and using climate change projections. This report responds to Colorado state agencies' and water management community needs to understanding of climate change and is an initial step in establishing Colorado's water-related adaptation needs. Another impact of this report is as an experiment in climate services for climate change information and exploring the challenges of communicating the information to diverse decisionmakers.

The future of spaceborne altimetry. Oceans and climate change: A long-term strategy

NASA Technical Reports Server (NTRS)

Koblinsky, C. J. (Editor); Gaspar, P. (Editor); Lagerloef, G. (Editor)

1992-01-01

The ocean circulation and polar ice sheet volumes provide important memory and control functions in the global climate. Their long term variations are unknown and need to be understood before meaningful appraisals of climate change can be made. Satellite altimetry is the only method for providing global information on the ocean circulation and ice sheet volume. A robust altimeter measurement program is planned which will initiate global observations of the ocean circulation and polar ice sheets. In order to provide useful data about the climate, these measurements must be continued with unbroken coverage into the next century. Herein, past results of the role of the ocean in the climate system is summarized, near term goals are outlined, and requirements and options are presented for future altimeter missions. There are three basic scientific objectives for the program: ocean circulation; polar ice sheets; and mean sea level change. The greatest scientific benefit will be achieved with a series of dedicated high precision altimeter spacecraft, for which the choice of orbit parameters and system accuracy are unencumbered by requirements of companion instruments.

NASA Earth Observations Informing Renewable Energy Management and Policy Decision Making

NASA Technical Reports Server (NTRS)

Eckman, Richard S.; Stackhouse, Paul W., Jr.

2008-01-01

The NASA Applied Sciences Program partners with domestic and international governmental organizations, universities, and private entities to improve their decisions and assessments. These improvements are enabled by using the knowledge generated from research resulting from spacecraft observations and model predictions conducted by NASA and providing these as inputs to the decision support and scenario assessment tools used by partner organizations. The Program is divided into eight societal benefit areas, aligned in general with the Global Earth Observation System of Systems (GEOSS) themes. The Climate Application of the Applied Sciences Program has as one of its focuses, efforts to provide for improved decisions and assessments in the areas of renewable energy technologies, energy efficiency, and climate change impacts. The goals of the Applied Sciences Program are aligned with national initiatives such as the U.S. Climate Change Science and Technology Programs and with those of international organizations including the Group on Earth Observations (GEO) and the Committee on Earth Observation Satellites (CEOS). Activities within the Program are funded principally through proposals submitted in response to annual solicitations and reviewed by peers.

Public Health Climate Change Adaptation Planning Using Stakeholder Feedback.

PubMed

Eidson, Millicent; Clancy, Kathleen A; Birkhead, Guthrie S

2016-01-01

Public health climate change adaptation planning is an urgent priority requiring stakeholder feedback. The 10 Essential Public Health Services can be applied to adaptation activities. To develop a state health department climate and health adaptation plan as informed by stakeholder feedback. With Centers for Disease Control and Prevention (CDC) funding, the New York State Department of Health (NYSDOH) implemented a 2010-2013 climate and health planning process, including 7 surveys on perceptions and adaptation priorities. New York State Department of Health program managers participated in initial (n = 41, denominator unknown) and follow-up (72.2%) needs assessments. Surveillance system information was collected from 98.1% of surveillance system managers. For adaptation prioritization surveys, participants included 75.4% of NYSDOH leaders; 60.3% of local health departments (LHDs); and 53.7% of other stakeholders representing environmental, governmental, health, community, policy, academic, and business organizations. Interviews were also completed with 38.9% of other stakeholders. In 2011 surveys, 34.1% of state health program directors believed that climate change would impact their program priorities. However, 84.6% of state health surveillance system managers provided ideas for using databases for climate and health monitoring/surveillance. In 2012 surveys, 46.5% of state health leaders agreed they had sufficient information about climate and health compared to 17.1% of LHDs (P = .0046) and 40.9% of other stakeholders (nonsignificant difference). Significantly fewer (P < .0001) LHDs (22.9%) were incorporating or considering incorporating climate and health into planning compared to state health leaders (55.8%) and other stakeholders (68.2%). Stakeholder groups agreed on the 4 highest priority adaptation categories including core public health activities such as surveillance, coordination/collaboration, education, and policy development. Feedback from diverse stakeholders was utilized by NYSDOH to develop its Climate and Health Strategic Map in 2013. The CDC Building Resilience Against Climate Effects (BRACE) framework and funding provides a collaborative model for state climate and health adaptation planning.

Pacific-Australia Climate Change Science and Adaptation Planning program: supporting climate science and enhancing climate services in Pacific Island Countries

NASA Astrophysics Data System (ADS)

Kuleshov, Yuriy; Jones, David; Hendon, Harry; Charles, Andrew; Shelton, Kay; de Wit, Roald; Cottrill, Andrew; Nakaegawa, Toshiyuki; Atalifo, Terry; Prakash, Bipendra; Seuseu, Sunny; Kaniaha, Salesa

2013-04-01

Over the past few years, significant progress in developing climate science for the Pacific has been achieved through a number of research projects undertaken under the Australian government International Climate Change Adaptation Initiative (ICCAI). Climate change has major impact on Pacific Island Countries and advancement in understanding past, present and futures climate in the region is vital for island nation to develop adaptation strategies to their rapidly changing environment. This new science is now supporting new services for a wide range of stakeholders in the Pacific through the National Meteorological Agencies of the region. Seasonal climate prediction is particularly important for planning in agriculture, tourism and other weather-sensitive industries, with operational services provided by all National Meteorological Services in the region. The interaction between climate variability and climate change, for example during droughts or very warm seasons, means that much of the early impacts of climate change are being felt through seasonal variability. A means to reduce these impacts is to improve forecasts to support decision making. Historically, seasonal climate prediction has been developed based on statistical past relationship. Statistical methods relate meteorological variables (e.g. temperature and rainfall) to indices which describe large-scale environment (e.g. ENSO indices) using historical data. However, with observed climate change, statistical approaches based on historical data are getting less accurate and less reliable. Recognising the value of seasonal forecasts, we have used outputs of a dynamical model POAMA (Predictive Ocean Atmosphere Model for Australia), to develop web-based information tools (http://poama.bom.gov.au/experimental/pasap/index.shtml) which are now used by climate services in 15 partner countries in the Pacific for preparing seasonal climate outlooks. Initial comparison conducted during 2012 has shown that the predictive skill of POAMA is consistently higher than skill of statistical-based method. Presently, under the Pacific-Australia Climate Change Science and Adaptation Planning (PACCSAP) program, we are developing dynamical model-based seasonal climate prediction for climate extremes. Of particular concern are tropical cyclones which are the most destructive weather systems that impact on coastal areas of Australia and Pacific Island Countries. To analyse historical cyclone data, we developed a consolidate archive for the Southern Hemisphere and North-Western Pacific (http://www.bom.gov.au/cyclone/history/tracks/). Using dynamical climate models (POAMA and Japan Meteorological Agency's model), we work on improving accuracy of seasonal forecasts of tropical cyclone activity for the regions of Western Pacific. Improved seasonal climate prediction based on dynamical models will further enhance climate services in Australia and Pacific Island Countries.

Stormwater Management in Response to Climate Change Impacts: Lessons from the Chesapeake Bay and Great Lakes Regions (Final Report)

EPA Science Inventory

This report was prepared by the U.S. Environmental Protection Agency’s (EPA) Air, Climate, and Energy (ACE) research program, located within the Office of Research and Development, with support from ICF International. One of the goals of the ACE research program is to provide sci...

Stormwater Management in Response to Climate Change Impacts: Lessons from the Chesapeake Bay and Great Lakes Regions (External Review Draft)

EPA Science Inventory

This report was prepared by the U.S. Environmental Protection Agency’s (EPA) Air, Climate, and Energy (ACE) research program, located within the Office of Research and Development, with support from ICF International. One of the goals of the ACE research program is to provide sci...

Selected achievements, science directions, and new opportunities for the WEBB Small Watershed Research Program

Treesearch

Pierre D. Glynn; Matthew C. Larsen; Earl A. Greene; Heather L. Buss; David W. Clow; Randall J. Hunt; M. Alisa Mast; Sheila F. Murphy; Norman E. Peters; Stephen D. Sebestyen; James B. Shanley; John F. Walker

2009-01-01

Over nearly two decades, the Water, Energy, and Biogeochemical Budgets (WEBB) small watershed research program of the U.S. Geological Survey (USGS) has documented how water and solute fluxes, nutrient, carbon, and mercury dynamics, and weathering and sediment transport respond to natural and humancaused drivers, including climate, climate change, and atmospheric...

INTER-ANNUAL AND SEASONAL VARIABILITY OF METEOROLOGICALLY-INFLUENCED EMISSIONS

EPA Science Inventory

The EPA is a participant in the U.S. Global Change Research Program. The air quality portion of the GCRP addresses the effect on air quality attributable to climate change in the intermediate future (e.g., 2050). The first phase of the program examines the change in air quality...

Carbon pollution increases health inequities: lessons in resilience from the most vulnerable.

PubMed

Ebi, Kristie L; Fawcett, Stephen B; Spiegel, Jerry; Tovalin, Horacio

2016-09-01

Climate change is a social justice as well as an environmental issue. The magnitude and pattern of changes in weather and climate variables are creating differential exposures, vulnerabilities, and health risks that increase stress on health systems while exacerbating existing and creating new health inequities. Examples from national and local health adaptation projects highlight that developing partnerships across sectors and levels are critical for building climate-resilient health systems and communities. Strengthening current and implementing new health interventions, such as using environmental information to develop early warning systems, can be effective in protecting the most vulnerable. However, not all projected risks of climate change can be avoided by climate policies and programs, so health system strengthening is also critical. Applying a health inequity lens can reduce current vulnerabilities while building resilience to longer-term climate change. Taking inequities into account is critical if societies are to effectively prepare for and manage the challenges ahead.

An Oceanographic Perspective on the Charney Report

NASA Astrophysics Data System (ADS)

Wunsch, C. I.

2009-12-01

The Charney report (“Carbon Dioxide and Climate: A Scientific Assessment”, NRC 1979) was produced early in the discussions of oncoming climate change. Despite the somewhat crude understanding in 1979, its climate sensitivity estimates have proven remarkably stable over the past three decades. From the perspective of an oceanographic member of the Committee, the deliberations made it clear how primitive knowledge was of the ocean circulation at that time. The inability to say very much about how rapidly the ocean would take up carbon and heat led to the formulation and conduct of the World Ocean Circulation Experiment (WOCE) and associated programs such as the Joint Global Ocean Flux Study (JGOFS). Thus one less-obvious outcome of the Report was the various initiatives that brought a revolution in understanding of the ocean circulation and its climate impacts. That the range of uncertainty has not been reduced from its 1979 estimate is in part a consequence of the discovery of many elements influencing climate sensitivities which were only marginally perceived by the Committee. The climate system is far better understood today, but as the scientific cliché has it, we now know much more about what we don’t know.. One unexpected result of the Report was the insistence---by the G. W. Bush Administration---that since the uncertainty range had not diminished, the US global change research program had been a waste of money. The inference was dealt with in yet another, much longer, NRC report, “Thinking Strategically: The Appropriate Use of Metrics for the Climate Change Science Program.”

Modeling the influence of climate change on watershed systems: Adaptation through targeted practices

NASA Astrophysics Data System (ADS)

Dudula, John; Randhir, Timothy O.

2016-10-01

Climate change may influence hydrologic processes of watersheds (IPCC, 2013) and increased runoff may cause flooding, eroded stream banks, widening of stream channels, increased pollutant loading, and consequently impairment of aquatic life. The goal of this study was to quantify the potential impacts of climate change on watershed hydrologic processes and to evaluate scale and effectiveness of management practices for adaptation. We simulate baseline watershed conditions using the Hydrological Simulation Program Fortran (HSPF) simulation model to examine the possible effects of changing climate on watershed processes. We also simulate the effects of adaptation and mitigation through specific best management strategies for various climatic scenarios. With continuing low-flow conditions and vulnerability to climate change, the Ipswich watershed is the focus of this study. We quantify fluxes in runoff, evapotranspiration, infiltration, sediment load, and nutrient concentrations under baseline and climate change scenarios (near and far future). We model adaptation options for mitigating climate effects on watershed processes using bioretention/raingarden Best Management Practices (BMPs). It was observed that climate change has a significant impact on watershed runoff and carefully designed and maintained BMPs at subwatershed scale can be effective in mitigating some of the problems related to stormwater runoff. Policy options include implementation of BMPs through education and incentives for scale-dependent and site specific bioretention units/raingardens to increase the resilience of the watershed system to current and future climate change.

Service-Learning in the Undergraduate Geoscience Classroom: Establishing Community Partnerships to Enhance Education in Climate Change Science in Local Schools

NASA Astrophysics Data System (ADS)

Joseph, L. H.; Faust, R.

2009-12-01

The complexity of the science surrounding global climate change makes effective communication about this issue to the public difficult, especially at a time when many would argue that public understanding of science in general has decreased. As a service-learning project, a partnership was created between an upper-level environmental studies climate change class at Ursinus College (UC) and the UC Science In Motion (SIM) program to construct an appropriate lab activity that would foster scientific knowledge and abilities in high school students particularly in relation to basic climate change science. The Pennsylvania SIM program is a state-funded initiative to make a selection of lab activities, equipment, and expertise available to teachers at secondary schools at no cost to the schools with the goal to “strengthen the quality of science education for all.” The twelve SIM sites are dispersed throughout PA and serve over 200 school districts overall. The UC SIM program has served over 30 local schools with labs and activities from which the teachers may select. Prior to the partnership discussed here, there were no labs in the UC SIM program that incorporated the concepts of climate change and though a “drop-off” climate change lab was desired, the staff would have no time to design one. The adaptation of a previously written lab set on climate change was assigned as a project for the 9 environmental studies majors at UC enrolled in a Fall 2008 course exploring the science of global climate change. While an advanced course within the environmental studies curriculum, the science backgrounds of the college students themselves were mixed, ranging from science majors to students for whom this was the first or second science course taken at college. In addition to the typical load of coursework, the students worked in small groups on this project throughout the semester, collecting the supplies, testing and adapting the labs, creating a video to guide users through the lab, visiting a local high school for a trial run, and editing and writing the worksheets and teacher guides. It was necessary for the students to clearly understand the concepts behind the labs so the activities could be adapted and presented appropriately. Effective communication of the concepts through visuals and written work was also important. Continued coordination with UC SIM staff was required and helpful and the final product was turned over to the UC SIM for further adaptation and use. The college students appreciated the positive impact the lab could have on climate change science education even after the end of the semester and found it both motivating and rewarding. Partnering with an organization already established and utilized as a source of science education activities for the local school districts ensured quick dissemination of the lab activity. Between 1/09-6/09, ~12 teachers have used this global climate change lab with ~500 students of mixed academic levels. The lab has received positive feedback from teachers and supplies have been duplicated to meet demand, likely indicative of a desire for accessible lab activities within the field of environmental science.

A Review of the Foundational Processes that Influence Beliefs in Climate Change: Opportunities for Environmental Education Research

ERIC Educational Resources Information Center

Brownlee, Matthew T.J.; Powell, Robert B.; Hallo, Jeffery C.

2013-01-01

Recently, many organizations involved in environmental education have initiated programs that aim to educate visitors or other publics who interact with nature-based resources about the impacts and landscape transformations occurring because of climatic changes. However, many psychological, human-evolutionary, and social-ecological processes that…

Crop improvement in the era of climate change: an integrated, multi-disciplinary approach for common bean (Phaseolus vulgaris L.)

USDA-ARS?s Scientific Manuscript database

Two forces are converging that will jointly challenge researchers to design programs that ensure our crop production systems meet the world’s food demand. Climate change will potentially reduce productivity while a global population increase will require more food. If productivity is not increased...

Carbon stocks of mangroves within the Zambezi River Delta, Mozambique

Treesearch

Christina E. Stringer; Carl C. Trettin; Stanley J. Zarnoch; Wenwu Tang

2015-01-01

Mangroves are well-known for their numerous ecosystem services, including storing a globally significant C pool. There is increasing interest in the inclusion of mangroves in national climate change mitigation and adaptation plans in developing nations as they become involved with incentive programs for climate change mitigation. The quality and precision of data...

Integrating STEM Place-Based, Culturally Responsive and Citizen Science Learning in Exploring the Impacts and Feedbacks of a Changing Arctic

NASA Astrophysics Data System (ADS)

Sparrow, E. B.; Spellman, K. V.; Fabbri, C.; Comiso, J. C.; Chase, M.; Fochesatto, G. J.; Butcher, C. E.; Jones, D.; Bacsujlaky, M.; Yoshikawa, K.; Gho, C. L.; Wegner, K.

2016-12-01

To build capacity in navigating challenges associated with a changing climate, learning in Arctic communities must not only increase STEM and climate change literacy, but also generate new knowledge as the rapid changes occur. Among the new NASA Science Mission Directorate Science Education projects, Arctic and Earth SIGNs (STEM Integrating GLOBE and NASA assets) is providing opportunities for K-12 pre-service and in-service teachers, their students, and lifelong learners to engage in citizen science using the Global Learning and Observations to Benefit the Environment (GLOBE) methods and culturally responsive learning to help address climate change challenges within their unique community, and contribute to hypothesis driven research. This project will weave traditional knowledge and western science, and use ground observations and satellite data and best teaching practices in STEM learning, supported through a NASA cooperative agreement and collaborative partnerships. Implementation will begin in rural Alaska and grow within Alaska and throughout the United States to reach underserved and STEM underrepresented populations, through face-to-face and on-line teaching and learning as well as building partnerships among educators, scientists, local and indigenous experts, institutions, agencies, and learning communities. Partners include research and teaching institutions at the University of Alaska Fairbanks, the Association of Interior Native Educators, the North Slope Borough School District and other school districts, the Kenaitze Tribe Environmental Education program, NASA science education and research programs as well as those of NOAA and NSF, the GLOBE Implementation Office, the 4-H program and others. The program resources and model will be shared and disseminated within the United States and globally through partners for local, national and worldwide use in STEM climate change education and citizen empowerment.

Paleoclimates: Understanding climate change past and present

USGS Publications Warehouse

Cronin, Thomas M.

2010-01-01

The field of paleoclimatology relies on physical, chemical, and biological proxies of past climate changes that have been preserved in natural archives such as glacial ice, tree rings, sediments, corals, and speleothems. Paleoclimate archives obtained through field investigations, ocean sediment coring expeditions, ice sheet coring programs, and other projects allow scientists to reconstruct climate change over much of earth's history. When combined with computer model simulations, paleoclimatic reconstructions are used to test hypotheses about the causes of climatic change, such as greenhouse gases, solar variability, earth's orbital variations, and hydrological, oceanic, and tectonic processes. This book is a comprehensive, state-of-the art synthesis of paleoclimate research covering all geological timescales, emphasizing topics that shed light on modern trends in the earth's climate. Thomas M. Cronin discusses recent discoveries about past periods of global warmth, changes in atmospheric greenhouse gas concentrations, abrupt climate and sea-level change, natural temperature variability, and other topics directly relevant to controversies over the causes and impacts of climate change. This text is geared toward advanced undergraduate and graduate students and researchers in geology, geography, biology, glaciology, oceanography, atmospheric sciences, and climate modeling, fields that contribute to paleoclimatology. This volume can also serve as a reference for those requiring a general background on natural climate variability.

75 FR 54403 - U.S. National Climate Assessment Objectives, Proposed Topics, and Next Steps

Federal Register 2010, 2011, 2012, 2013, 2014

2010-09-07

..., methods and design, tools for assessing climate change and impacts, dealing with uncertainty, sources of..., coordination with other Federal climate-related programs, design of documents and tailored communications with... methodological perspectives related to selecting model and downscaling outputs and approaches for their use in...

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.

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.

Put a Frame on It: Contextualizing Climate Change for Museum Visitors

NASA Astrophysics Data System (ADS)

Canning, Katharine

Public opinion polls continue to show that Americans are divided---particularly along political and ideological lines---on whether climate change is real and warrants immediate action. Those in the natural and social sciences have recognized that effective communication is key to closing the gap that exists between scientific and public understanding on this issue. A body of social science research on climate change communication has emerged within the last decade. This field has identified strategies for climate change communicators and educators, emphasizing the importance of framing climate change issues in ways that help it resonate with a wider range of public concerns and values in order to develop a shared belief regarding the necessity of action. Museum exhibits and programs on climate change that were developed within the last five years are likely to have benefitted from this body of work. This qualitative research seeks to examine and analyze the various ways museums in the United States are communicating about climate change related issues to the public. Three case studies of museum exhibits on climate change issues were examined. The scope and purpose of climate change communication in museums, the specific messages that museums are choosing to communicate, and how those messages are being framed for public audiences were explored through these case studies. The findings suggest that museums are considering their audience when framing messages about climate change and have used work from the climate change communication field to inform message development. In particular, museums are making climate change issues more relevant by emphasizing social, economic, and human health concerns, and are considering strategies to counteract fear-fatigue and empower visitors to take action.

Clouds and Climate Change. Understanding Global Change: Earth Science and Human Impacts. Global Change Instruction Program.

ERIC Educational Resources Information Center

Shaw, Glenn E.

The Global Change Instruction Program was designed by college professors to fill a need for interdisciplinary materials on the emerging science of global change. This instructional module introduces the basic features and classifications of clouds and cloud cover, and explains how clouds form, what they are made of, what roles they play in…

U.S. Global Change Research Program National Climate Assessment Global Change Information System

NASA Technical Reports Server (NTRS)

Tilmes, Curt

2012-01-01

The program: a) Coordinates Federal research to better understand and prepare the nation for global change. b) Priori4zes and supports cutting edge scientific work in global change. c) Assesses the state of scientific knowledge and the Nation s readiness to respond to global change. d) Communicates research findings to inform, educate, and engage the global community.

Climate and Population Health Vulnerabilities to Vector-Borne Diseases: Increasing Resilience Under Climate Change Conditions in Africa

NASA Astrophysics Data System (ADS)

Ceccato, P.; McDonald, K. C.; Podest, E.; De La Torre Juarez, M.; Kruczkiewicz, A.; Lessel, J.; Jensen, K.; Thomson, M. C.

2014-12-01

The International Research Institute for Climate and Society (IRI), the City University of New York (CUNY) and NASA Jet Propulsion Laboratory (JPL) in collaboration with NASA SERVIR are developing tools to monitor climate variables (precipitation, temperature, vegetation, water bodies, inundation) that help projects in Africa to increase resilience to climate change for vector-borne diseases (i.e. malaria, trypanosomiasis, leishmaniasis, and schistosomiasis). Through the development of new products to monitor precipitation, water bodies and inundation, IRI, CUNY and JPL provide tools and capacity building to research communities, ministries of health and World Health Organization in Africa to: 1) Develop research teams' ability to appropriately use climate data as part of their research 2) Enable research teams and ministries to integrate climate information into social and economic drivers of vulnerability and opportunities for adaptation to climate change 3) Inform better policies and programs for climate change adaptation. This oral presentation will demonstrate how IRI, CUNY, and JPL developed new products, tools and capacity building to achieve the three objectives mentioned above.

Partners in Earth System Science: a Field, Laboratory and Classroom Based Professional Development Program for K-12 Teachers Designed to Build Scientific and Pedagogical Understandings of Teaching Climate Change.

NASA Astrophysics Data System (ADS)

Slattery, W.; Lunsford, S.; Diedrick, A.; Crane, C.

2015-12-01

The purpose of the Partners in Earth System Science summer and academic year professional development program for Ohio K-12 teachers is to build their understandings of the scientific observations, methods and resources that scientists use when studying past and present climate change. Participants then use these tools to develop inquiry-based activities to teach their K-12 students how the scientific method and data are used to understand the effects of global climate change. The summer portion of the program takes teachers from throughout Ohio to the Duke University Marine Laboratory in Beaufort, North Carolina. There they engage in a physical and biological exploration of the modern and ancient ocean. For example, they collect samples of sediment and test water samples collected from modern coastal environments and connect their findings with evidence of the fauna living in those environments. Then, using observations from the geological record of the Eocene through Pleistocene sediments exposed in eastern North Carolina and inferences from observations made from the modern ocean they seek to answer scientifically testable questions regarding the physical and biological characteristics of the ocean during Cenozoic climate change events. During the academic year participants connect with each other and project faculty online to support the development of inquiry based science activities for their K-12 students. These activities focus on how evidence and observations such as outcrop extent, sediment type and biological assemblages can be used to infer past climates. The activities are taught in participant's classrooms and discussed with other participants in an online discussion space. Assessment of both teachers and K-12 students document significant positive changes in science knowledge, their confidence in being able to do science and a clearer understanding of how oceans are impacted by global climate change.

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).

NASA Contributions to Improve Understanding of Extreme Events in the Global Energy and Water Cycle

NASA Technical Reports Server (NTRS)

Lapenta, William M.

2008-01-01

The U.S. Climate Change Science Program (CCSP) has established the water cycle goals of the Nation's climate change program. Accomplishing these goals will require, in part, an accurate accounting of the key reservoirs and fluxes associated with the global water and energy cycle, including their spatial and temporal variability. through integration of all necessary observations and research tools, To this end, in conjunction with NASA's Earth science research strategy, the overarching long-term NASA Energy and Water Cycle Study (NEWS) grand challenge can he summarized as documenting and enabling improved, observationally based, predictions of water and energy cycle consequences of Earth system variability and change. This challenge requires documenting and predicting trends in the rate of the Earth's water and energy cycling that corresponds to climate change and changes in the frequency and intensity of naturally occurring related meteorological and hydrologic events, which may vary as climate may vary in the future. The cycling of water and energy has obvious and significant implications for the health and prosperity of our society. The importance of documenting and predicting water and energy cycle variations and extremes is necessary to accomplish this benefit to society.

A CLEAN Network Initiative - Accelerating Transition to Post Carbon and Resilient Communities through Education and Engagement

NASA Astrophysics Data System (ADS)

Ledley, T. S.; Niepold, F., III; Bozuwa, J.; Davis, A.; Fraser, J.; Kretser, J.; Poppleton, K. L. I.; Qusba, L.; Ruggiero, K.; Spitzer, W.; Stylinski, C.

2016-12-01

The Climate Literacy and Energy Awareness Network (CLEAN) was formed in 2008 to help climate and energy literacy stakeholders implement the Climate and Energy Literacy Essential Principles to enable effective and responsible decisions with regard to actions that may affect climate. The ongoing conversations of the CLEAN Network have cultivated a culture of shared resources and expertise and allowed for the development of collective impact strategies. However, it has become clear that to accelerate and scale change, effective mitigation, adaptation, and resilience strategies must be developed by a diverse network of stakeholders at the community level to deal with the local impacts of climate change and move toward decarbonized and resilient economies. A group of CLEAN Network members, experienced in establishing effective networks and representing mature climate change education programs, came together to discuss at the community level 1) how we can collectively enable larger scale efforts to 2) develop effective strategies, 3) identify gaps in the system that limit action, and 4) coordinate possible vectors for interceding to advance community level decisions related to climate. We will describe our Theory of Change, based on both the power of communities and increasing climate literacy as a key requirement for sustained progress on the crisis climate change presents. From our Theory of Change, we have begun to outline a national monitoring strategy that can provide communities a measured way to understand their local readiness to respond to the impacts of climate change and understand the magnitude of those impacts in relation to their political and ecological economies. The scale would help describe the robustness of their programs and partnerships to address those impacts, the political climate for working in advance of pending change, and the degree of citizen engagement in resilience planning and action. The goal is to provide a common tool equivalent to GDP that communities could use to see their strengths and leverage points, and where they have the local resources to build solutions or co-develop solutions with others. Though this new tool, communities may be better able to focus on mitigation, adaptation, and the building of resilience that will put into practice the identified Theory of Change.

Picture This: The Art of Using Museum and Science Collaborations to Teach about Climate Change

NASA Astrophysics Data System (ADS)

Fiondella, F.; Fowler, R.; Davi, N. K.; Gawthrop, E.

2015-12-01

Connecting scientists and their research to photography galleries and museums is an effective way to promote climate literacy among a new, diverse audience. This approach requires creativity and a willingness to reach out to and work with staff unfamiliar with scientific institutions, but can result in broad exposure and understanding of the impacts of climate change. In this presentation we highlight the successful science-art collaboration among the International Center of Photography, Lamont-Doherty Earth Observatory and the International Research Institute for Climate and Society. The collaboration revolved around ICP's 2014-2015 exhibition of renowned photographer Sebastiao Salgado's Genesis, an eight-year worldwide survey of wildlife, landscapes, seascapes and indigenous peoples. Salgado's photographs acted as a springboard for a unique public education program based at ICP and aimed at raising awareness of the urgent issue of climate change. Over the course of six months, Lamont and IRI scientists with expertise in climatology, dendrochronology, seismology and glaciology led gallery tours for the public, making links between their research and the places and people of Salgado's photography. Lamont and IRI staff also gave talks throughout the exhibition period on topics ranging from climate change adaptation to the use of photography to help the public visualize the impacts of Earth's changing climate. The research institutions also took over ICP's Instagram feed for a week, showcasing the climate-related field work of more than a dozen scientists. All three institutions, the participating scientists and program attendees deemed the collaboration a success. We'll explain what made this collaboration successful and provide tips on how scientists and their institutes can form similar collaborations with museums and other arts-based organizations.

Climate change, urbanization, and optimal long-term floodplain protection

NASA Astrophysics Data System (ADS)

Zhu, Tingju; Lund, Jay R.; Jenkins, Marion W.; Marques, Guilherme F.; Ritzema, Randall S.

2007-06-01

This paper examines levee-protected floodplains and economic aspects of adaptation to increasing long-term flood risk due to urbanization and climate change. The lower American River floodplain in the Sacramento, California, metropolitan area is used as an illustration to explore the course of optimal floodplain protection decisions over long periods. A dynamic programming model is developed and suggests economically desirable adaptations for floodplain levee systems given simultaneous changes in flood climate and urban land values. Economic engineering optimization analyses of several climate change and urbanization scenarios are made. Sensitivity analyses consider assumptions about future values of floodplain land and damageable property along with the discount rate. Methodological insights and policy lessons are drawn from modeling results, reflecting the joint effects and relationships that climate, economic costs, and regional economic growth can have on floodplain levee planning decisions.

Assessing and Upgrading Ocean Mixing for the Study of Climate Change

NASA Astrophysics Data System (ADS)

Howard, A. M.; Fells, J.; Lindo, F.; Tulsee, V.; Canuto, V.; Cheng, Y.; Dubovikov, M. S.; Leboissetier, A.

2016-12-01

Climate is critical. Climate variability affects us all; Climate Change is a burning issue. Droughts, floods, other extreme events, and Global Warming's effects on these and problems such as sea-level rise and ecosystem disruption threaten lives. Citizens must be informed to make decisions concerning climate such as "business as usual" vs. mitigating emissions to keep warming within bounds. Medgar Evers undergraduates aid NASA research while learning climate science and developing computer&math skills. To make useful predictions we must realistically model each component of the climate system, including the ocean, whose critical role includes transporting&storing heat and dissolved CO2. We need physically based parameterizations of key ocean processes that can't be put explicitly in a global climate model, e.g. vertical&lateral mixing. The NASA-GISS turbulence group uses theory to model mixing including: 1) a comprehensive scheme for small scale vertical mixing, including convection&shear, internal waves & double-diffusion, and bottom tides 2) a new parameterization for the lateral&vertical mixing by mesoscale eddies. For better understanding we write our own programs. To assess the modelling MATLAB programs visualize and calculate statistics, including means, standard deviations and correlations, on NASA-GISS OGCM output with different mixing schemes and help us study drift from observations. We also try to upgrade the schemes, e.g. the bottom tidal mixing parameterizations' roughness, calculated from high resolution topographic data using Gaussian weighting functions with cut-offs. We study the effects of their parameters to improve them. A FORTRAN program extracts topography data subsets of manageable size for a MATLAB program, tested on idealized cases, to visualize&calculate roughness on. Students are introduced to modeling a complex system, gain a deeper appreciation of climate science, programming skills and familiarity with MATLAB, while furthering climate science by improving our mixing schemes. We are incorporating climate research into our college curriculum. The PI is both a member of the turbulence group at NASA-GISS and an associate professor at Medgar Evers College of CUNY, an urban minority serving institution in central Brooklyn. Supported by NSF Award AGS-1359293.

Selected achievements, science directions, and new opportunities for the WEBB small watershed research program

USGS Publications Warehouse

Glynn, Pierre D.; Larsen, Matthew C.; Greene, Earl A.; Buss, Heather L.; Clow, David W.; Hunt, Randall J.; Mast, M. Alisa; Murphy, Sheila F.; Peters, Norman E.; Sebestyen, Stephen D.; Shanley, James B.; Walker, John F.

2009-01-01

Over nearly two decades, the Water, Energy, and Biogeochemical Budgets (WEBB) small watershed research program of the U.S. Geological Survey (USGS) has documented how water and solute fluxes, nutrient, carbon, and mercury dynamics, and weathering and sediment transport respond to natural and humancaused drivers, including climate, climate change, and atmospheric deposition. Together with a continued and increasing focus on the effects of climate change, more investigations are needed that examine ecological effects (e.g., evapotranspiration, nutrient uptake) and responses (e.g., species abundances, biodiversity) that are coupled with the physical and chemical processes historically observed in the WEBB program. Greater use of remote sensing, geographic modeling, and habitat/watershed modeling tools is needed, as is closer integration with the USGS-led National Phenology Network. Better understanding of process and system response times is needed. The analysis and observation of land-use and climate change effects over time should be improved by pooling data obtained by the WEBB program during the last two decades with data obtained earlier and (or) concurrently from other research and monitoring studies conducted at or near the five WEBB watershed sites. These data can be supplemented with historical and paleo-environmental information, such as could be obtained from tree rings and lake cores. Because of the relatively pristine nature and small size of its watersheds, the WEBB program could provide process understanding and basic data to better characterize and quantify ecosystem services and to develop and apply indicators of ecosystem health. In collaboration with other Federal and State watershed research programs, the WEBB program has an opportunity to contribute to tracking the short-term dynamics and long-term evolution of ecosystem services and health indicators at a multiplicity of scales across the landscape. 

The Longitudinal Impact of a Universal School-Based Social-Emotional and Literacy Intervention on Classroom Climate and Teacher Processes and Practices

ERIC Educational Resources Information Center

Brown, Joshua L.; Jones, Stephanie M.; Aber, J. Lawrence

2010-01-01

This presentation capitalizes on a three-year, longitudinal, school-randomized trial of the 4Rs Program, a comprehensive, school-based social-emotional and literacy program for elementary schools, to test intervention induced changes in features of classroom climate and key dimensions of teacher affective and pedagogical processes and practices…

The NASA Earth Science Program and Small Satellites

NASA Technical Reports Server (NTRS)

Neeck, Steven P.

2015-01-01

Earth's changing environment impacts every aspect of life on our planet and climate change has profound implications on society. Studying Earth as a single complex system is essential to understanding the causes and consequences of climate change and other global environmental concerns. NASA's Earth Science Division (ESD) shapes an interdisciplinary view of Earth, exploring interactions among the atmosphere, oceans, ice sheets, land surface interior, and life itself. This enables scientists to measure global and climate changes and to inform decisions by Government, other organizations, and people in the United States and around the world. The data collected and results generated are accessible to other agencies and organizations to improve the products and services they provide, including air quality indices, disaster prediction and response, agricultural yield projections, and aviation safety. ESD's Flight Program provides the spacebased observing systems and supporting infrastructure for mission operations and scientific data processing and distribution that support NASA's Earth science research and modeling activities. The Flight Program currently has 21 operating Earth observing space missions, including the recently launched Global Precipitation Measurement (GPM) mission, the Orbiting Carbon Observatory-2 (OCO-2), the Soil Moisture Active Passive (SMAP) mission, and the International Space Station (ISS) RapidSCAT and Cloud-Aerosol Transport System (CATS) instruments. The ESD has 22 more missions and instruments planned for launch over the next decade. These include first and second tier missions from the 2007 Earth Science Decadal Survey, Climate Continuity missions to assure availability of key climate data sets, and small-sized competitively selected orbital missions and instrument missions of opportunity belonging to the Earth Venture (EV) Program. Small satellites (500 kg or less) are critical contributors to these current and future satellite missions. Some examples are the aforementioned Orbiting Carbon Observatory-2 (OCO-2), the Gravity Recovery and Climate Experiment Follow On (GRACE FO), and the Cyclone Global Navigation Satellite System (CYGNSS) microsatellite constellation. Small satellites also support ESD in space validation and risk reduction of enabling technologies (components and systems). The status of the ESD Flight Program and the role of small satellites will be discussed.

Assessing vulnerability of giant pandas to climate change in the Qinling Mountains of China.

PubMed

Li, Jia; Liu, Fang; Xue, Yadong; Zhang, Yu; Li, Diqiang

2017-06-01

Climate change might pose an additional threat to the already vulnerable giant panda ( Ailuropoda melanoleuca ). Effective conservation efforts require projections of vulnerability of the giant panda in facing climate change and proactive strategies to reduce emerging climate-related threats. We used the maximum entropy model to assess the vulnerability of giant panda to climate change in the Qinling Mountains of China. The results of modeling included the following findings: (1) the area of suitable habitat for giant pandas was projected to decrease by 281 km 2 from climate change by the 2050s; (2) the mean elevation of suitable habitat of giant panda was predicted to shift 30 m higher due to climate change over this period; (3) the network of nature reserves protect 61.73% of current suitable habitat for the species, and 59.23% of future suitable habitat; (4) current suitable habitat mainly located in Chenggu, Taibai, and Yangxian counties (with a total area of 987 km 2 ) was predicted to be vulnerable. Assessing the vulnerability of giant panda provided adaptive strategies for conservation programs and national park construction. We proposed adaptation strategies to ameliorate the predicted impacts of climate change on giant panda, including establishing and adjusting reserves, establishing habitat corridors, improving adaptive capacity to climate change, and strengthening monitoring of giant panda.

Climate Change Education in Protected Areas: Highlights from the Earth to Sky NASA-NPS-USFWS Partnership

NASA Astrophysics Data System (ADS)

Davis, A.; Morris, J.; Paglierani, R.

2009-12-01

National Parks, Hatcheries, Refuges, and other protected lands provide ideal settings for communicating the immediate and obvious effects of climate change, from rapidly melting glaciers, increased intensity and length of fire seasons, to flooding of archeological and historical treasures. Our nation's protected areas demonstrate clearly that climate change is happening now, and the impacts are affecting us all. Highlights of interpretive, educational and informational products presented in these sites, and developed through the Earth to Sky (ETS) partnership are described. The visiting public in our nation's parks, refuges, cultural sites and other protected lands wants to learn more about climate change, and is asking questions—often, complex questions. A broad array of educational programs and media are delivered in these unique settings, to diverse audiences. To be good "honest brokers" of the best information, staff needs access to accurate, up-to-date data, descriptions, analysis, and imagery that make the issues understandable. Pairing real world experiences of climate effects such as glacial retreat or beetle infestations, with NASA’s unique planetary perspective provides opportunities to link local, regional, and global effects in the minds and hearts of the public and students. The perspective afforded by such linkages can create powerful and long lasting impressions, and will likely provoke further learning about this topic. About Earth to Sky Earth to Sky is a partnership between NASA's Space and Earth Science disciplines, the US Fish and Wildlife Service (USFWS), and the National Park Service (NPS). The partnership actively fosters collaborative work between the science and interpretation/education communities of NPS, USFWS, and NASA, centering around a series of professional development workshops aimed at informal educators. The workshops weave NASA content with NPS and USFWS interpretation and environmental education methodology, and use best practices in professional development. The partnership is funded by NASA, with in-kind contributions from NPS and USFWS. Earth to Sky III: Interpreting Climate Change, held in Jan. 2009, featured over 25 NASA scientists and education specialists who presented to 30 NPS rangers and several attendees from U.S. Fish and Wildlife Service (USFWS), and other informal education groups. Participant's action plans include Junior Ranger programs; pod casts; a public outreach campaign at one of our nation’s leading zoos; creation of talking points for staff at a variety of sites; use of the Landsat satellite's 35+ year record of changes in western parks for public programs, a site bulletin and a podcast; workshops for teachers; new exhibits in visitor centers; curriculum-based educational programming; fact sheets; training for USFWS regional staff; and of course standard ranger campfire and slide programs. Earth to Sky IV: Building Climate Literacy for Informal Educators will be held in Feb. 2010. A pilot course on Interpreting Climate Change is under development, and will be offered in September of 2011 at the USFWS’ National Conservation Training Center in Shepherdstown, WV.

Chapter 7 - Climate effects on lichen indicators for nitrogen

Treesearch

Sarah Jovan

2014-01-01

The Lichen Communities Indicator is a sensitive indicator of forest health changes caused by air quality, climate change, and other stressors. To date, more than 8,000 epiphytic lichen surveys have been collected across the Nation by the Forest Inventory Analysis (FIA) and Forest Health Monitoring (FHM) Programs and their partners (table 7.1; Phelan and others 2012)....

The Dialectical Problematic of Resolving the Black-White Academic Achievement Gap and Climate Change

ERIC Educational Resources Information Center

Mocombe, Paul C.

2018-01-01

In this article, I argue that resolving the Black-White academic achievement gap is incompatible with the emerging issues of global climate change. That is, solutions (equitable funding of schools and resources, school integration movements, and after-school and mentoring programs) for closing the gap in order so that Blacks in America and…

Introduction [Chapter 1

Treesearch

Peter Backlund; Anthony Janetos; David Schimel; J. Hatfield; M. Ryan; S. Archer; D. Lettenmaier

2008-01-01

This report is an assessment of the effects of climate change on U.S. land resources, water resources, agriculture, and biodiversity. It is based on extensive examination of the relevant scientific literature, and is one of a series of 21 Synthesis and Assessment Products that are being produced under the auspices of the U.S. Climate Change Science Program (CCSP). The...

Strategies for conserving forest genetic resources in the face of climate change

Treesearch

John Bradley St. Clair; Glenn Thomas Howe

2011-01-01

Conservation of genetic diversity is important for continued evolution of populations to new environments, as well as continued availability of traits of interest in genetic improvement programs. Rapidly changing climates present new threats to the conservation of forest genetic resources. We can no longer assume that in situ reserves will continue to preserve existing...

Climate Change Resilience Planning at the Department of Energy's Savannah River Site

NASA Astrophysics Data System (ADS)

Werth, D. W.; Johnson, A.

2015-12-01

The Savannah River National Laboratory (SRNL) is developing a site sustainability plan for the Department of Energy's Savannah River Site (SRS) in South Carolina in accordance with Executive Order 13693, which charges each DOE agency with "identifying and addressing projected impacts of climate change" and "calculating the potential cost and risk to mission associated with agency operations". The plan will comprise i) projections of climate change, ii) surveys of site managers to estimate the effects of climate change on site operations, and iii) a determination of adaptive actions. Climate change projections for SRS are obtained from multiple sources, including an online repository of downscaled global climate model (GCM) simulations of future climate and downscaled GCM simulations produced at SRNL. Taken together, we have projected data for temperature, precipitation, humidity, and wind - all variables with a strong influence on site operations. SRNL is working to engage site facility managers and facilitate a "bottom up" approach to climate change resilience planning, where the needs and priorities of stakeholders are addressed throughout the process. We make use of the Vulnerability Assessment Scoring Tool, an Excel-based program designed to accept as input various climate scenarios ('exposure'), the susceptibility of assets to climate change ('sensitivity'), and the ability of these assets to cope with climate change ('adaptive capacity'). These are combined to produce a series of scores that highlight vulnerabilities. Working with site managers, we have selected the most important assets, estimated their expected response to climate change, and prepared a report highlighting the most endangered facilities. Primary risks include increased energy consumption, decreased water availability, increased forest fire danger, natural resource degradation, and compromised outdoor worker safety in a warmer and more humid climate. Results of this study will aid in driving future management decisions and promoting sustainable practices at SRS.

Technology-Driven and Innovative Training for Sustainable Agriculture in The Face of Climate Change

NASA Astrophysics Data System (ADS)

Wishart, D. N.

2015-12-01

Innovative training in 'Sustainable Agriculture' for an increasingly STEM-dependent agricultural sector will require a combination of approaches and technologies for global agricultural production to increase while offsetting climate change. Climate change impacts the water resources of nations as normal global weather patterns are altered during El Nino events. Agricultural curricula must incorporate awareness of 'climate change' in order to find novel ways to (1) assure global food security; (2) improve soil productivity and conservation; (3) improve crop yields and irrigation; (4) inexpensively develop site specific principles of crop management based on variable soil and associated hydrological properties; and (5) improve precision farming. In February 2015, Central State University (CSU), Ohio became an 1890 Land-Grant institution vital to the sustainability of Ohio's agricultural sector. Besides agricultural extension, the agriculture curriculum at CSU integrates multidisciplinary courses in science, technology engineering, agriculture, and mathematics (STEAM). The agriculture program could benefit from a technology-driven, interdisciplinary soil science course that promotes climate change education and climate literacy while being offered in both a blended and collaborative learning environment. The course will focus on the dynamics of microscale to mesoscale processes occurring in farming systems, those of which impact climate change or could be impacted by climate change. Elements of this course will include: climate change webinars; soil-climate interactions; carbon cycling; the balance of carbon fluxes between soil storage and atmosphere; microorganisms and soil carbon storage; paleoclimate and soil forming processes; geophysical techniques used in the characterization of soil horizons; impact of climate change on soil fertility; experiments; and demonstrations.

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.

Fifty-Year Record of Glacier Change Reveals Shifting Climate in the Pacific Northwest and Alaska, USA

USGS Publications Warehouse

,

2009-01-01

Fifty years of U.S. Geological Survey (USGS) research on glacier change shows recent dramatic shrinkage of glaciers in three climatic regions of the United States. These long periods of record provide clues to the climate shifts that may be driving glacier change. The USGS Benchmark Glacier Program began in 1957 as a result of research efforts during the International Geophysical Year (Meier and others, 1971). Annual data collection occurs at three glaciers that represent three climatic regions in the United States: South Cascade Glacier in the Cascade Mountains of Washington State; Wolverine Glacier on the Kenai Peninsula near Anchorage, Alaska; and Gulkana Glacier in the interior of Alaska (fig. 1).

Projected 2050 Model Simulations for the Chesapeake Bay Program

EPA Science Inventory

The Chesapeake Bay Program as has been tasked with assessing how changes in climate systems are expected to alter key variables and processes within the Watershed in concurrence with land use changes. EPA’s Office of Research and Development will be conducting historic and...

Collaborating at a Regional Scale for Climate Literacy and Action

NASA Astrophysics Data System (ADS)

Carlton, C.; Shcherba, O.

2016-12-01

Since 2014, the Bay Area Climate Literacy Impact Collaborative (Bay-CLIC) has been the leading regional consortium dedicated to improving climate education and action. Collectively, Bay-CLIC members reach over 3 million individuals through their educational programming, serve counties all throughout the Bay Area, offer multiple methods of climate communication like place-based school programs and visitor centers, and serve audiences representing all age groups. With over 30 organizations ranging from park agencies to science museums and nonprofits promoting energy efficiency, Bay-CLIC is preparing to push out climate change messaging through a suite of projects. Currently, Bay-CLIC's work is centered on building connections between educators and local scientists and region-specific climate data, implementing joint campaigns to promote the social norming of sustainable behavior change, and developing a toolkit and trainings targeted to the needs of Bay Area environmental educators. Meeting the needs of this diverse group offers many opportunities for increasing impact, growing new, strategic partnerships, as well as overcoming a few challenges along the way. Come learn more about what we've accomplished so far and what new, exciting projects are coming down the pike.

Polish country study to address climate change: Strategies of the GHG`s emission reduction and adaptation of the Polish economy to the changed climate. Final report

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

NONE

1996-01-01

The Polish Country Study Project was initiated in 1992 as a result of the US Country Study Initiative whose objective was to grant the countries -- signatories of the United Nations` Framework Convention on Climate Change -- assistance that will allow them to fulfill their obligations in terms of greenhouse gases (GHG`s) inventory, preparation of strategies for the reduction of their emission, and adapting their economies to the changed climatic conditions. In February 1993, in reply to the offer from the United States Government, the Polish Government expressed interest in participation in this program. The Study proposal, prepared by themore » Ministry of Environmental Protection, Natural Resources and Forestry was presented to the US partner. The program proposal assumed implementation of sixteen elements of the study, encompassing elaboration of scenarios for the strategy of mission reduction in energy sector, industry, municipal management, road transport, forestry, and agriculture, as well as adaptations to be introduced in agriculture, forestry, water management, and coastal management. The entire concept was incorporated in macroeconomic strategy scenarios. A complementary element was the elaboration of a proposal for economic and legal instruments to implement the proposed strategies. An additional element was proposed, namely the preparation of a scenario of adapting the society to the expected climate changes.« less

Regional impacts of a program for private forest carbon offset sales

Treesearch

Darius M. Adams; Ralph Alig; Greg Latta; Eric M. White

2011-01-01

Policymakers are examining wide range of alternatives for climate change mitigation, including carbon offset sales programs, to enhance sequestration in the forest sector. Under an offset sales program, on-the-ground forestry could change as result of both afforestation and modifications in the management of existing forests. These effects could vary markedly by region...

Facilitating climate-change-induced range shifts across continental land-use barriers.

PubMed

Robillard, Cassandra M; Coristine, Laura E; Soares, Rosana N; Kerr, Jeremy T

2015-12-01

Climate changes impose requirements for many species to shift their ranges to remain within environmentally tolerable areas, but near-continuous regions of intense human land use stretching across continental extents diminish dispersal prospects for many species. We reviewed the impact of habitat loss and fragmentation on species' abilities to track changing climates and existing plans to facilitate species dispersal in response to climate change through regions of intensive land uses, drawing on examples from North America and elsewhere. We identified an emerging analytical framework that accounts for variation in species' dispersal capacities relative to both the pace of climate change and habitat availability. Habitat loss and fragmentation hinder climate change tracking, particularly for specialists, by impeding both propagule dispersal and population growth. This framework can be used to identify prospective modern-era climatic refugia, where the pace of climate change has been slower than surrounding areas, that are defined relative to individual species' needs. The framework also underscores the importance of identifying and managing dispersal pathways or corridors through semi-continental land use barriers that can benefit many species simultaneously. These emerging strategies to facilitate range shifts must account for uncertainties around population adaptation to local environmental conditions. Accounting for uncertainties in climate change and dispersal capabilities among species and expanding biological monitoring programs within an adaptive management paradigm are vital strategies that will improve species' capacities to track rapidly shifting climatic conditions across landscapes dominated by intensive human land use. © 2015 Society for Conservation Biology.

Climate and Health Vulnerability to Vector-Borne Diseases: Increasing Resilience under Climate Change Conditions in Africa

NASA Astrophysics Data System (ADS)

Ceccato, P.

2015-12-01

The International Research Institute for Climate and Society (IRI), the City University of New York (CUNY) and NASA Jet Propulsion Laboratory (JPL) in collaboration with NASA SERVIR are developing tools to monitor climate variables (precipitation, temperature, vegetation, water bodies, inundation) that help projects in Africa to increase resilience to climate change for vector-borne diseases ( malaria, trypanosomiasis, leishmaniasis, and schistosomiasis). Through the development of new products to monitor precipitation, water bodies and inundation, IRI, CUNY and JPL provide tools and capacity building to research communities; ministries of health; the WMO Global Framework for Climate and Services; and World Health Organization in Africa to: 1) Develop research teams' ability to appropriately use climate data as part of their research 2) Enable research teams and ministries to integrate climate information into social and economic drivers of vulnerability and opportunities for adaptation to climate change 3) Inform better policies and programs for climate change adaptation. This oral presentation will demonstrate how IRI, CUNY, and JPL developed new products, tools and capacity building to achieve the three objectives mentioned above with examples in South Africa, Zimbabwe, Tanzania and Malawi.

Storm Peak Laboratory 5th-6th Grade Climate and Weather Program

NASA Astrophysics Data System (ADS)

McCubbin, I. B.; Hallar, A. G.

2008-12-01

Storm Peak Laboratory (SPL) has created a place-based elementary school program, which has been implemented at five elementary schools in Northwest Colorado. Real understanding, not factual recall, is the primary goal and developing a desire to be lifelong learners in science is a secondary goal. The specific objectives of the program include the following: 1) Develop a weather and climate curriculum that teaches skills required by Colorado Student Assessment Program (CSAP). 2) Provide a hands-on place-based educational experience where students have an opportunity to use scientific equipment. 3) Provide students a three-day program that consists of an introduction, field program, and follow-up to help students grasp concepts and apply them to other school studies. 4) Provide all participating students with understanding of climate and weather 5) Build foundations for students to understand climate change. 6) Disseminate to alpine regions across the Western US, potentially impacting thousands of students that will experience the impacts of climate change during their lifetime. The SPL program spans three days for each school and includes five elementary schools. During the first day, a scientist and educators from SPL visit each classroom for two hours to introduce the concepts of climate and weather as well as teach students how to use scientific equipment. During the field program on the second day, students measure and record information about temperature, pressure, relative humidity, wind speed, and particle concentration while they travel to SPL via the gondola and chair lifts (in winter) or 4WD Suburbans (in fall). Once at the laboratory, students will meet with both SPL scientists and educators to tour the facility, discuss SPL research activities, and explore application of these activities to their curriculum. An alternative winter snowshoe program at the top of the gondola is offered to students who do not ski, where students have a program on snow science. At the end of the day each student has a data sheet with measurements recorded from 5 locations of different elevations to take back to the classroom. Following the field trip, SPL scientists and educators visit the school for a follow-up to help children grasp concepts, represent their data set collected in graphical formats, answer questions, and evaluate students" learning. Currently, approximately 250 students annually participate in the SPL 5th and 6th grade climate education program.

Potential of a national monitoring program for forests to assess change in high-latitude ecosystems

Treesearch

Tara M. Barrett; Andrew N. Gray

2011-01-01

Broad-scale monitoring in Alaska has become of increasing interest due to uncertainty about the potential impacts of changing climate on high-latitude ecosystems. The Forest Inventory and Analysis (FIA) program is a national monitoring program for all public and private forestlands in the US, but the program is not currently implemented in the boreal region of Alaska....

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.

Variation in Estimated Ozone-Related Health Impacts of Climate Change due to Modeling Choices and Assumptions

PubMed Central

Post, Ellen S.; Grambsch, Anne; Weaver, Chris; Morefield, Philip; Leung, Lai-Yung; Nolte, Christopher G.; Adams, Peter; Liang, Xin-Zhong; Zhu, Jin-Hong; Mahoney, Hardee

2012-01-01

Background: Future climate change may cause air quality degradation via climate-induced changes in meteorology, atmospheric chemistry, and emissions into the air. Few studies have explicitly modeled the potential relationships between climate change, air quality, and human health, and fewer still have investigated the sensitivity of estimates to the underlying modeling choices. Objectives: Our goal was to assess the sensitivity of estimated ozone-related human health impacts of climate change to key modeling choices. Methods: Our analysis included seven modeling systems in which a climate change model is linked to an air quality model, five population projections, and multiple concentration–response functions. Using the U.S. Environmental Protection Agency’s (EPA’s) Environmental Benefits Mapping and Analysis Program (BenMAP), we estimated future ozone (O3)-related health effects in the United States attributable to simulated climate change between the years 2000 and approximately 2050, given each combination of modeling choices. Health effects and concentration–response functions were chosen to match those used in the U.S. EPA’s 2008 Regulatory Impact Analysis of the National Ambient Air Quality Standards for O3. Results: Different combinations of methodological choices produced a range of estimates of national O3-related mortality from roughly 600 deaths avoided as a result of climate change to 2,500 deaths attributable to climate change (although the large majority produced increases in mortality). The choice of the climate change and the air quality model reflected the greatest source of uncertainty, with the other modeling choices having lesser but still substantial effects. Conclusions: Our results highlight the need to use an ensemble approach, instead of relying on any one set of modeling choices, to assess the potential risks associated with O3-related human health effects resulting from climate change. PMID:22796531

Providing the Larger Climate Context During Extreme Weather - Lessons from Local Television News

NASA Astrophysics Data System (ADS)

Woods, M.; Cullen, H. M.

2015-12-01

Local television weathercasters, in their role as Station Scientists, are often called upon to educate viewers about the science and impacts of climate change. Climate Central supports these efforts through its Climate Matters program. Launched in 2010 with support from the National Science Foundation, the program has grown into a network that includes more than 245 weathercasters from across the country and provides localized information on climate and ready-to-use, broadcast quality graphics and analyses in both English and Spanish. This presentation will focus on discussing best practices for integrating climate science into the local weather forecast as well as advances in the science of extreme event attribution. The Chief Meteorologist at News10 (Sacramento, CA) will discuss local news coverage of the ongoing California drought, extreme weather and climate literacy.

Tracing society in climate change: Societal negotiations and physical dynamics of water under climate change conditions in the Cordillera Blanca region, Peru

NASA Astrophysics Data System (ADS)

Neuburger, Martina; Gurgiser, Wolfgang; Maussion, Fabien; Singer, Katrin; Kaser, Georg

2017-04-01

Natural scientists observe and project changes in precipitation and temperature at different spatio-temporal scales and investigate impacts on glaciers and hydrological regimes. Simultaneously, social groups experience ecological phenomena as linked to climate change and integrate them into their understanding of nature and their logics of action, while political actors refer to scientific results as legitimization to focus on adaptation and mitigation strategies on global, national and regional/local level. However, natural and socio-political changes on various scales (regarding time and space) are not directly interlinked, but are communicated by energy and material flows, by discourses, power relations and institutional regulations. In this context, it remains still unclear how natural dynamics are (dis)entangled with societal processes in their historical dimensions and in their interrelations from global via national to regional and local scales. Considering the Cordillera Blanca region in Peru as an example, we analyze the intertwining of scales (global, national, regional, local) and spheres (natural, political, societal) to detect entanglements and disconnections of observed processes. Using the methodology of a time line, we present precipitation variability and glacier recession at different scales, estimate qualitative water availability and investigate the links to the implementation of international and national political programs on climate change adaptation in the Cordillera Blanca region focusing on water and agrarian programs. Finally, we include supposedly contradictory reports of rural population on climate change and related impacts on water availability and agricultural production to analyze the (dis)entanglement due to changing power relations and dominant discourses.

Active Climate Stabilization: Practical Physics-Based Approaches to Prevention of Climate Change

DOE R&D Accomplishments Database

Teller, E.; Hyde, T.; Wood, L.

2002-04-18

We offer a case for active technical management of the radiative forcing of the temperatures of the Earth's fluid envelopes, rather than administrative management of atmospheric greenhouse gas inputs, in order to stabilize both the global- and time-averaged climate and its mesoscale features. We suggest that active management of radiative forcing entails negligible--indeed, likely strongly negative--economic costs and environmental impacts, and thus best complies with the pertinent mandate of the UN Framework Convention on Climate Change. We propose that such approaches be swiftly evaluated in sub-scale in the course of an intensive international program.

Informal Education and Climate Change: An Example From The Miami Science Museum

NASA Astrophysics Data System (ADS)

Delaughter, J.

2007-12-01

The Miami Science Museum recently took part in the National Conversation on Climate Action, held on October 4, 2007. This nationwide event encouraged members of the general public to explore local climate policy options. It provided an opportunity for citizens to discuss the issues and science of climate change with experts and policy makers, as well as neighbors and friends. During the day, the Miami Science Museum hosted a variety of events with something for everyone. Local school groups played DECIDE games and competed to find the most "treasure" in trash. Members and visitors were encouraged to leave their mark by posting comments and ideas about climate change. A "Gates of Change" exhibit provided dramatic visual indication of the effects of climate change and sea level rise. And a special "Meet the scientists" forum allowed the general public to discuss the facts and fictions of climate change with experts from Miami University's Rosenstiel School of Marine and Atmospheric Science. This activity was part of the Association of Science and Technology Centers' (ASTC) International action on Global Warming (IGLO) program. ASTC is the largest association of public science venues, and has 540 member institutions in 40 countries.

Developing and Applying a Multi-scale Framework to Study the Relationship between Landscapes and Coastal Waters in the Texas Gulf Coast in a Changing Climate

NASA Astrophysics Data System (ADS)

Yang, Z. L.; McClelland, J. W.; Su, H.; Cai, X.; Lin, P.; Tavakoly, A. A.; Griffin, C. G.; Turner, E.; Maidment, D. R.; Montagna, P.

2014-12-01

This study seeks to improve our understanding of how upland landscapes and coastal waters, which are connected by watersheds, respond to changes in hydrological and biogeochemical cycles resulting from changes in climate, local weather patterns, and land use. This paper will report our progress in the following areas. (1) The Noah-MP land surface model is augmented to include the soil nitrogen leaching and plants fixation and uptake of nitrogen. (2) We have evaluated temperature, precipitation and runoff change (2039-2048 relative to 1989-1998) patterns in Texas under the A2 emission scenario using the North American Regional Climate Change Assessment Program (NARCCAP) product. (3) We have linked a GIS-based river routing model (RAPID) and a GIS-based nitrogen input dataset (TX-ANB). The modeling framework was conducted for total nitrogen (TN) load estimation in the San Antonio and Guadalupe basins. (4) Beginning in July 2011, the Colorado, Guadalupe, San Antonio, and Nueces rivers have been sampled on a monthly basis. Sampling continued until November 2013. We also have established an on-going citizen science sampling program. We have contacted the Lower Colorado River Authority and the Texas Stream Team at Texas State University to solicit participation in our program. (5) We have tested multiple scenarios of nutrient contribution to South Texas bays. We are modeling the behavior of these systems under stress due to climate change such as less overall freshwater inflow, increased inorganic nutrient loading, and more frequent large storms.

Preparing Informal Bay Area Educators for Climate Education Success

NASA Astrophysics Data System (ADS)

Romero, M.

2016-12-01

The Bay Area Climate Literacy Impact Collaborative (Bay-CLIC) joins informal science educators from over 30 environmental education organizations with the common goal of increasing climate literacy and action. Over this past year, the collaborative has been gathering existing tools and resources that will allow informal educators in the Bay Area to communicate on climate change with confidence. Bay-CLIC's work plans to bring climate science to life by equipping educators with climate data that resonates best with local audiences, which is data that is place-based and personal. Bay-CLIC is also researching effective sustainability campaigns focused on behavior change that can be crafted to fit our unique regional context and rolled out across multiple Bay-CLIC member organizations. This session will focus on sharing our findings from our six month information gathering phase. The overarching discussion will focus on the needs that Bay Area educators identified as necessary to address in order for them to provide the best quality climate education programming. We will also discuss the data we gathered on what local educators are already using in their work and share out on how this diverse array of informal educators will be implementing our research into their programs.

Creative Change: Art, Music, and Climate Science

NASA Astrophysics Data System (ADS)

Dahlberg, R. A.; Hoffman, J. S.; Maurakis, E. G.

2017-12-01

As part of ongoing climate science education initiatives, the Science Museum of Virginia hosted Creative Change in March 2017. The event featured multidisciplinary programming created by scientists, artists, and students reacting to and interpreting climate change and resiliency through a variety of artistic mediums and informal science education. Creative Change was developed in consideration of studies conducted at Columbia University that indicate traditional educational approaches, which rely heavily on scientific information and data literacy, fail to engage and inspire action in a majority of people. Our informal science education programming developed for Creative Change, by contrast, is inclusive to all ages and backgrounds, integrating scientific data and an artistic human touch. Our goal was to increase public awareness of climate change and resiliency through the humanities in support of the Museum's mission to inspire Virginians to enrich their lives through science. Visitors were invited to attend Coral Reef Fever, a dance performance of coral bleaching; high school and university art exhibitions; climate data performed by a string quartet; poetry, rap, and theater performances; and a panel discussion by artists and scientists on communicating science through the arts and humanities. Based on 26 post- event survey results, we found as a result that visitors enjoyed the event (mean of 9.58 out of 10), learned new information (9.07), and strongly agreed that the arts and humanities should be used more in communicating science concepts (9.77). Funded in part by Bond Bradley Endowment and NOAA ELG Award #NA15SEC0080009.

MIDWESTERN REGIONAL CENTER OF THE DOE NATIONAL INSTITUTE FOR CLIMATIC CHANGE RESEARCH

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

Burton, Andrew J.

2014-02-28

The goal of NICCR (National Institute for Climatic Change Research) was to mobilize university researchers, from all regions of the country, in support of the climatic change research objectives of DOE/BER. The NICCR Midwestern Regional Center (MRC) supported work in the following states: North Dakota, South Dakota, Nebraska, Kansas, Oklahoma, Minnesota, Iowa, Missouri, Wisconsin, Illinois, Michigan, Indiana, and Ohio. The MRC of NICCR was able to support nearly $8 million in climatic change research, including $6,671,303 for twenty projects solicited and selected by the MRC over five requests for proposals (RFPs) and $1,051,666 for the final year of ten projectsmore » from the discontinued DOE NIGEC (National Institute for Global Environmental Change) program. The projects selected and funded by the MRC resulted in 135 peer-reviewed publications and supported the training of 25 PhD students and 23 Masters students. Another 36 publications were generated by the final year of continuing NIGEC projects supported by the MRC. The projects funded by the MRC used a variety of approaches to answer questions relevant to the DOE’s climate change research program. These included experiments that manipulated temperature, moisture and other global change factors; studies that sought to understand how the distribution of species and ecosystems might change under future climates; studies that used measurements and modeling to examine current ecosystem fluxes of energy and mass and those that would exist under future conditions; and studies that synthesized existing data sets to improve our understanding of the effects of climatic change on terrestrial ecosystems. In all of these efforts, the MRC specifically sought to identify and quantify responses of terrestrial ecosystems that were not well understood or not well modeled by current efforts. The MRC also sought to better understand and model important feedbacks between terrestrial ecosystems, atmospheric chemistry, and regional and global climate systems. The broad variety of projects the MRC has supported gave us a unique opportunity to greatly improve our ability to predict the future health, composition and function of important agricultural and natural terrestrial ecosystems within the Midwestern Region.« less

Assessment of the Impacts of Climate Change on Stream Discharge and Water Quality in an Arid, Urbanized Watershed

NASA Astrophysics Data System (ADS)

Ranatunga, T.; Tong, S.; Yang, J.

2011-12-01

Hydrologic and water quality models can provide a general framework to conceptualize and investigate the relationships between climate and water resources. Under a hot and dry climate, highly urbanized watersheds are more vulnerable to changes in climate, such as excess heat and drought. In this study, a comprehensive watershed model, Hydrological Simulation Program FORTRAN (HSPF), is used to assess the impacts of future climate change on the stream discharge and water quality in Las Vegas Wash in Nevada, the only surface water body that drains from the Las Vegas Valley (an area with rapid population growth and urbanization) to Lake Mead. In this presentation, the process of model building, calibration and validation, the generation of climate change scenarios, and the assessment of future climate change effects on stream hydrology and quality are demonstrated. The hydrologic and water quality model is developed based on the data from current national databases and existing major land use categories of the watershed. The model is calibrated for stream discharge, nutrients (nitrogen and phosphorus) and sediment yield. The climate change scenarios are derived from the outputs of the Global Climate Models (GCM) and Regional Climate Models (RCM) simulations, and from the recent assessment reports from the Intergovernmental Panel on Climate Change (IPCC). The Climate Assessment Tool from US EPA's BASINS is used to assess the effects of likely future climate scenarios on the water quantity and quality in Las Vegas Wash. Also the presentation discusses the consequences of these hydrologic changes, including the deficit supplies of clean water during peak seasons of water demand, increased eutrophication potentials, wetland deterioration, and impacts on wild life habitats.

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.

Review of Climate Change and Health in Ethiopia: Status and Gap Analysis.

PubMed

Simane, Belay; Beyene, Hunachew; Deressa, Wakgari; Kumie, Abera; Berhane, Kiros; Samet, Jonathan

2016-01-01

This review assessed Ethiopia's existing situation on issues related to the environment, climate change and health, and identifies gaps and needs that can be addressed through research, training, and capacity building. The research was conducted through a comprehensive review of available secondary data and interviewing key informants in various national organizations involved in climate change adaptation and mitigation activities. Climate change-related health problems, such as mortality and morbidity due to floods and heat waves, vector-borne diseases, water-borne diseases, meningitis, and air pollution-related respiratory diseases are increasing in Ethiopia. Sensitive systems such as agriculture, health, and water have been affected, and the effects of climate change will continue to magnify without the right adaptation and mitigation measures. Currently, research on climate change and health is not adequately developed in Ethiopia. Research and other activities appear to be fragmented and uncoordinated. As a result, very few spatially detailed and methodologically consistent studies have been made to assess the impact of climate in the country. There has often been a lack of sufficient collaboration among organizations on the planning and execution of climate change and health activities, and the lack of trained professionals who can perform climate change and health-related research activities at various levels. Firstly, there is a lack of organized structure in the various organizations. Secondly, there is inadequate level of inter-sectoral collaboration and poor coordination and communication among different stakeholders. Thirdly, there are no reliable policy guidelines and programs among organizations, agencies and offices that target climate change and health. Fourth, the existing policies fail to consider the gender and community-related dimensions of climate change. Fifth, the monitoring and evaluation efforts exerted on climate change and health activities are not strong enough to address the climate change and health issues in the country.

Review of Climate Change and Health in Ethiopia: Status and Gap Analysis

PubMed Central

Simane, Belay; Beyene, Hunachew; Deressa, Wakgari; Kumie, Abera; Berhane, Kiros; Samet, Jonathan

2017-01-01

Background This review assessed Ethiopia’s existing situation on issues related to the environment, climate change and health, and identifies gaps and needs that can be addressed through research, training, and capacity building. Methods The research was conducted through a comprehensive review of available secondary data and interviewing key informants in various national organizations involved in climate change adaptation and mitigation activities. Results Climate change-related health problems, such as mortality and morbidity due to floods and heat waves, vector-borne diseases, water-borne diseases, meningitis, and air pollution-related respiratory diseases are increasing in Ethiopia. Sensitive systems such as agriculture, health, and water have been affected, and the effects of climate change will continue to magnify without the right adaptation and mitigation measures. Currently, research on climate change and health is not adequately developed in Ethiopia. Research and other activities appear to be fragmented and uncoordinated. As a result, very few spatially detailed and methodologically consistent studies have been made to assess the impact of climate in the country. There has often been a lack of sufficient collaboration among organizations on the planning and execution of climate change and health activities, and the lack of trained professionals who can perform climate change and health-related research activities at various levels. Conclusion Firstly, there is a lack of organized structure in the various organizations. Secondly, there is inadequate level of inter-sectoral collaboration and poor coordination and communication among different stakeholders. Thirdly, there are no reliable policy guidelines and programs among organizations, agencies and offices that target climate change and health. Fourth, the existing policies fail to consider the gender and community-related dimensions of climate change. Fifth, the monitoring and evaluation efforts exerted on climate change and health activities are not strong enough to address the climate change and health issues in the country. PMID:28867919

Impacts of oak pollen on allergic asthma in the United States ...

EPA Pesticide Factsheets

Oak pollen season length for moderate (RCP4.5) and severe climate change scenarios (RCP8.5) are estimated through 2090 using five climate models and published relationships between temperature, precipitation, and oak pollen season length. We calculated asthma ED visit counts associated with 1994-2010 average oak pollen concentrations and simulated future oak pollen season length changes using the Environmental Benefits Mapping and Analysis Program (BenMAP-CE), driven by epidemiologically-derived concentration-response relationships. Future climate change is expected to lengthen and intensify pollen seasons in the U.S., potentially increasing incidence of allergic asthma. We developed a proof-of-concept approach for estimating asthma emergency department (ED) visits in the U.S. associated with present-day and climate-induced changes in oak pollen.

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.

Impacts of Climate Change on Human Health in the United ...

EPA Pesticide Factsheets

Climate change threatens human health and well-being in the United States. To address this growing threat, the Interagency Group on Climate Change and Human Health (CCHHG), a working group of the U.S. Global Change Research Program’s (USGCRP), has developed this assessment as part of the ongoing efforts of the USGCRP’s National Climate Assessment (NCA) and as called for under the President’s Climate Action Plan. The authors of this assessment have compiled and assessed current research on human health impacts of climate change and summarized the current “state of the science” for a number of key impact areas. This assessment provides a comprehensive update to the most recent detailed technical assessment for the health impacts of climate change, 2008 Synthesis and Assessment Product 4.6 (SAP 4.6) Analyses of the Effects of Global Change on Human Health and Welfare and Human Systems (CCSP 2008). It also updates and builds upon the health chapter of the third NCA (Melillo et al. 2014). The lead and coordinating Federal agencies for the USGCRP Climate and Health Assessment are the Centers for Disease Control and Prevention (CDC), Environmental Protection Agency (EPA), National Institute of Health (NIH), and National Oceanic and Atmospheric Administration (NOAA). Available at https://health2016.globalchange.gov/ The interagency U.S. Global Change Research Program (USGCRP) has developed this assessment as part of the ongoing efforts of their National C

Integrating Climate Change Science and Sustainability in Environmental Science, Sociology, Philosophy and Business Courses.

NASA Astrophysics Data System (ADS)

Boudrias, M. A.; Cantzler, J.; Croom, S.; Huston, C.; Woods, M.

2015-12-01

Courses on sustainability can be taught from multiple perspectives with some focused on specific areas (environmental, socio-cultural, economic, ethics) and others taking a more integrated approach across areas of sustainability and academic disciplines. In conjunction with the Climate Change Education Program efforts to enhance climate change literacy with innovative approaches, resources and communication strategies developed by Climate Education Partners were used in two distinct ways to integrate climate change science and impacts into undergraduate and graduate level courses. At the graduate level, the first lecture in the MBA program in Sustainable Supply Chain Management is entirely dedicated to climate change science, local and global impacts and discussions about key messages to communicate to the business community. Basic science concepts are integrated with discussions about mitigation and adaptation focused on business leaders. The concepts learned are then applied to the semester-long business plan project for the students. At the undergraduate level, a new model of comprehensive integration across disciplines was implemented in Spring 2015 across three courses on Sustainability each with a specific lens: Natural Science, Sociology and Philosophy. All three courses used climate change as the 'big picture' framing concept and had similar learning objectives creating a framework where lens-specific topics, focusing on depth in a discipline, were balanced with integrated exercises across disciplines providing breadth and possibilities for integration. The comprehensive integration project was the creation of the climate action plan for the university with each team focused on key areas of action (water, energy, transportation, etc.) and each team built with at least one member from each class ensuring a natural science, sociological and philosophical perspective. The final project was presented orally to all three classes and an integrated paper included all three perspectives. The best projects are being compiled so they can be shared with the University of San Diego's planning committee.

Toward Collective Impact for Climate Resilience: Maximizing Climate Change Education for Preparedness, Adaptation, and Mitigation

NASA Astrophysics Data System (ADS)

Ledley, T. S.; Niepold, F., III; McCaffrey, M.

2014-12-01

Increasing the capacity of society to make informed climate decisions based on scientific evidence is imperative. While a wide range of education programs and communication efforts to improve understanding and facilitate responsible effective decision-making have been developed in recent years, these efforts have been largely disconnected. The interdisciplinary and trans-disciplinary nature of the problems and potential responses to climate change requires a broad range of expertise and a strategy that overcomes the inherent limitations of isolated programs and efforts. To extend the reach and impact of climate change education and engagement efforts, it is necessary to have a coordination that results in greater collective impact. The Collective Impact model, as described by Kania & Kramer (2011), requires five elements: 1) a common agenda; 2) shared measurement systems; 3) mutually reinforcing activities; 4) continuous communication; and 5) a well-funded backbone support organization. The CLEAN Network has facilitated a series of discussions at six professional meetings from late 2012 through spring 2014 to begin to develop and define the elements of collective impact on climate change education and engagement. These discussions have focused on getting input from the community on a common agenda and what a backbone support organization could do to help extend their reach and impact and enable a longer-term sustainability. These discussions will continue at future meetings, with the focus shifting to developing a common agenda and shared metrics. In this presentation we will summarize the outcomes of these discussions thus far, especially with respect to what activities a backbone support organization might provide to help increase the collective impact of climate change education effort and invite others to join the development of public-private partnership to improve the nations climate literacy. The cumulative input into this evolving discussion on collective impact on climate literacy can be viewed at http://tinyurl.com/mgwndtr.

WATERSHED BOUNDARY CONDITIONS FOR GLOBAL CHANGE IMPACT ANALYSIS

EPA Science Inventory

The US Global Change Research Program (USGCRP) studies (among other issues) the impact of global change on water quality. This field study evaluates the impact of global changes (land-use change and climate change) on source water quality. Changes in source water quality change...

Climate Change Draws World Attention: The 2007 Nobel Peace Award Goes to Gore and IPCC

ERIC Educational Resources Information Center

Bisland, Beverly Milner; Ahmad, Iftikhar

2008-01-01

In the fall of 2007, the Nobel Committee awarded their Peace Prize to the Intergovernmental Panel on Climate Change (a scientific intergovernmental body set up by the World Meteorological Organization and by the United Nations Environment Program) and to former Vice-President Al Gore, Jr. The committee praised the United Nations panel for creating…

Air pollution and climate change effects on health of the Ukrainian forests: monitoring and evalution

Treesearch

Igor F. Buksha; Valentina L. Meshkova; Oleg M. Radchenko; Alexander S. Sidorov

1998-01-01

Forests in the Ukraine are affected by environmental pollution, intensive forestry practice, and recreational uses. These factors make them sensitive to impacts of climate change. Since 1989 Ukraine has participated in the International Cooperative Program on Assessment and Monitoring of Air Pollution Effects on Forests (ICP-Forests). A network of monitoring plots has...

Preliminary Steps Towards Integrating Climate and Land Use (ICLUS): the Development of Land-Use Scenarios Consistent with Climate Change Emissions Storylines (2008, External Review Draft)

EPA Science Inventory

This report was prepared by the Global Change Research Program (GCRP) in the National Center for Environmental Assessment (NCEA) of the Office of Research and Development (ORD) at the U.S. Environmental Protection Agency (EPA). This draft report is a description of the methods u...

Creating an informed citizenry through SMOGEE: Students as Mentors and Owners of Geoscience and Environmental Education: The Global Warming Road Show

NASA Astrophysics Data System (ADS)

Schuster, D. A.; Thomas, C. W.; Filippelli, G. M.

2006-12-01

Creating an informed citizenry through the promotion of the earth sciences as a long-term educational and employment option has become increasingly difficult: In recent years less than 7% of high school students and less than 12% of 8th graders in our nation have participated in an earth science course. These percentages are even lower among students of color, who often lack role models in the sciences. SMOGEE: Students as Mentors and Owners of Geoscience and Environmental Education: The Global Warming Road Show; is a dynamic, three-phase, tiered mentoring program that selects and empowers 11th and 12th graders from science magnet programs to teach well-known and tested climate change curricula to 8th graders from local feeder schools. This program, which was recently funded by the National Science Foundation, focuses on a student population comprised of 75% non-white students and above 50% students on free or reduced lunch, and will be supported by an expert team consisting of university scientists and science educators, secondary science teachers, and museum educators. Global warming provides an outstanding "teachable moment" in that the processes leading to it are straightforward, but the net rate of impact and the human response are not so simple. This topic is also media- friendly (being politically sensitive, but also easy to translate in terms of rising temperatures and sea level, melting of ice sheets, possible increases in hurricane activity), and nearly all students have been exposed to information about climate change. However, students are probably not as aware of the geologic context of climate change, which provides nearly all of the scenarios for the potential impacts of future climate change. The 8th grade curriculum for this program is being developed primarily using Global Warming and the Greenhouse Effect (Great Explorations in Math and Science, 1990). The expert team will supplement and further develop this 15 year old curriculum with recent data and analysis focusing on key concepts of climate change (feedback loops, ice sheet melting, ocean circulation and sea level changes, climatic history, evolutionary adaptations to climate, etc.) to ensure that this intervention is current and to demonstrate the dynamic nature of science. During an intensive summer workshop 11th and 12th grade students will work with scientists and educators to understand and think about how to effectively teach climate change content to 8th graders. During the fall semester of the following year the workshop graduates will teach 25 to 30 8th graders a five week climate unit. The project will culminate with the 11th and 12th grade student-mentors working with the 8th graders to create a "Road Show," which will be presented to approximately 1000 underrepresented middle school students in our city.

Integrated regional assessment of global climatic change: lessons from the Mackenzie Basin Impact Study (MBIS)

NASA Astrophysics Data System (ADS)

Cohen, Stewart J.

1996-04-01

This paper outlines the potential role integrated regional assessments of global climatic change scenarios could play in building better links between science and related policy concerns. The concept is illustrated through description of an ongoing case study from Canada—the Mackenzie Basin Impact Study (MBIS). As part of the Government of Canada's Green Plan, the Global Warming Science Program includes a study of regional impacts of global warming scenarios in the Mackenzie Basin, located in northwestern Canada. The MBIS is a six-year program focussing on potential climate-induced changes in the land and water resource base, and the implications of four scenarios of global climatic change on land use and economic policies in this region. These policy issues include interjurisdictional water management, sustainability of native lifestyles, economic development opportunities (agriculture, forestry, tourism, etc.), sustainability of ecosystems and infrastructure maintenance. MBIS is due to be completed in 1997. MBIS represents an attempt to address regional impacts by incorporating a "family of integrators" into the study framework, and by directly involving stakeholders in planning and research activities. The experience in organizing and carrying out this project may provide some lessons for others interested in organizing regional or country studies.

Ecosystems and Climate Change. Research Priorities for the U.S. Climate Change Science Program

DTIC Science & Technology

2006-06-01

ORION, NSF’s proposed NEON network) to gain quantitative understanding of ecosystem processes in representative systems and across gradients of...these interactions and subsequent effects expected to vary across gradients of land use (i.e., from unmanaged to managed or urban ecosystems) and...ecosystem processes along a gradient of managed to unmanaged landscapes? How will changes in freshwater inputs affect the coastal oceans? 2.4 How

Hydrologic impacts of climate and land use changes over the Three-North region of China: implication for the forestation programs in arid and semiarid regions

NASA Astrophysics Data System (ADS)

Xie, X.; Liang, S.

2013-12-01

The Three-North region of China, including the northeastern, northern, and northwestern areas, covers an area of more than three million square kilometers. This region is featured for its arid and semiarid environments with annual rainfall less than 450 mm. During the past few decades, the Three-North region has experienced noticeable water-cycle variations owing to the climate and land use changes. Typically, several large-scale forestation programs such as the Three Norths Forest Shelterbelt Program began since late 1970s, have been implemented across this region in order to solve desertification and dust storm problems, and to combat the loss of water and soil. These programs raised debates, however, because their effectiveness does not likely achieve what was expected and they even imposed negative influences on the eco-hydrologic system in some areas. Currently most studies were based on in-situ measurements and individual catchments and primarily attributed the water-cycle variations to the forestation. In this study we attempt to evaluate the impact of combined climate and land use changes using remote sensing data and a sophisticated land surface model, i.e., the Three-Layer Variable Infiltration Capacity (VIC-3L). Four land use maps derived from Landsat TM images for 1990, 1995, 2000 and 2005 were used to detect the land use changes in the three-north regions, and leaf area index (LAI) from the Global Land Surface Satellite (GLASS) LAI product was employed to assess the land cover change and the effect of forestation programs. After model calibration and validation based on gauged streamflow and evapotranspiration from China FluxNet, a series of simulation scenarios were designed to examine the impacts of climate and land use changes on soil moisture, runoff and evapotranspiration and to identify each contribution to water fluxes. It was found that within the study area as a whole, LAI shows an increasing trend during 1980-2009 in response to the forestation programs. However, the hydrologic variables (i.e., the soil moisture, runoff and evapotranspiration) in northern and northwestern regions are more significantly affected by the precipitation and temperature than by the land use changes, although the impacts of land use change are uneven across the entire region. So, the forestation probably plays a modest role in the hydrologic system.

ASK Florida; a climate change education professional development program for middle school teachers in Florida

NASA Astrophysics Data System (ADS)

Weihs, R. R.

2012-12-01

A series of professional development workshops covering the fundamentals of climate change have been developed and facilitated for two groups of middle school science teachers in three Florida counties. The NASA-supported joint venture between Florida State University's Center for Ocean-Atmospheric Prediction Studies (COAPS) and the University of South Florida's (USF's) Coalition for Science Literacy, ASK Florida, focuses on expanding and deepening teachers' content knowledge of a wide range of climate change topics, connecting local and regional changes to the global picture, and supporting classroom implementation and effective teaching practices. Education experts from USF, climate scientists from COAPS, and Hillsborough county teachers and science coaches coordinated and developed the workshop content, which is based on Florida's Next Generation Sunshine State Standards in science, science curriculum guides for 6th grade, and teacher interest. Several scientists have facilitated activities during the workshop, including professors in meteorology and climatology, research scientists in the field, a NOAA program manager, the state climatologists for Florida, and others. Having these climate scientists present during the workshop provides teachers an opportunity to interact directly with the scientists and gain insight into the climatology field. Additionally, we host an open-forum discussion panel during which teachers can ask the experts about any topics of interest. Activities are designed to enhance the scientific skill level of the teachers. Introductory activities reinforce teachers' abilities to distinguish facts from opinions and to evaluate sources. Other activities provide hands-on experience using actual scientific data from NASA and other agencies. For example, teachers analyze precipitation data to create distributions of Florida rainfall, examine sea level trends at various locations, identify Atlantic hurricane frequencies during the phases of ENSO, and create maps of climate data available on the MYNASADATA web portal. The human aspect of climate change is addressed by discussing anthropological influences such as land use changes. In addition, we examine scientific and public use and interpretation of climate models, scenarios, and projections, and explore adaptation and mitigation strategies for Florida-specific climate projections. Pedagogy is incorporated throughout the workshops to demonstrate how the content and activities can be adapted for their students. Furthermore, we support educators in overcoming obstacles associated with teaching global and regional climate change. This program targets teachers from Title-I schools because students from these schools are typically underrepresented in the STEM fields. Additionally, classroom technology is often limited; therefore, it is important to adapt resources so they can be used in the classroom with or without computers. Activities are presented through an inquiry-based format to encourage knowledge acquisition and discovery similar to that occurring in the actual scientific field. Finally, we prepare teachers to address apathetic or antiscientific sentiments their students may have about climate change by identifying the background issues and ideology and developing strategies to make the content more relevant to their students' lives.

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.

Pre-service teacher professional development on climate change: Assessment of workshop success and influence of prior knowledge

NASA Astrophysics Data System (ADS)

Veron, D. E.; Ad-Marbach, G.; Fox-Lykens, R.; Ozbay, G.; Sezen-Barrie, A.; Wolfson, J.

2017-12-01

As states move to adopt the next generation science standards, in-service teachers are being provided with professional development that introduces climate change content and best practices for teaching climate change in the classroom. However, research has shown that it is challenging to bring this information into the higher education curriculum in education courses for pre-service teachers due to curricular and programming constraints. Over two years, the Maryland and Delaware Climate Change Assessment and Research (MADE-CLEAR) project explored a professional development approach for pre-service teachers which employed paired workshops that resulted in participant-developed lesson plans based on climate change content. The workshops were designed to provide pre-service teachers with climate change content related to the carbon cycle and to model a variety of techniques and activities for presenting this information in the classroom. Lesson plans were developed between the first and second workshop, presented at the second workshop and discussed with peers and in-service teachers, and then revised in response to feedback from the second workshop. Participant climate change content knowledge was assessed before the first workshop, and after the final revision of the lesson plan was submitted to the MADE-CLEAR team. Climate content knowledge was also assessed using the same survey for additional pre-service teacher groups who did not participate in the professional development. Results show that while the paired workshop approach increased climate content knowledge, the amount of improvement varied depending on the participants' prior knowledge in climate change content. In addition, some alternate conceptions of climate change were not altered by participant involvement in the professional development approach. Revised lesson plans showed understanding of underlying climate change impacts and demonstrated awareness of appropriate techniques for introducing this complex topic. These findings will be useful to those planning pre-service teacher professional development on climate change in the future.

Carbon cycle observations: gaps threaten climate mitigation policies

Treesearch

Richard Birdsey; Nick Bates; MIke Behrenfeld; Kenneth Davis; Scott C. Doney; Richard Feely; Dennis Hansell; Linda Heath; et al.

2009-01-01

Successful management of carbon dioxide (CO2) requires robust and sustained carbon cycle observations. Yet key elements of a national observation network are lacking or at risk. A U.S. National Research Council review of the U.S. Climate Change Science Program earlier this year highlighted the critical need for a U.S. climate observing system to...

Using Rain Gardens to Promote Service Learning and Climate Science Education with Urban Youth

ERIC Educational Resources Information Center

Kinsey, Sharon B.; Haberland, Michael W.

2012-01-01

The Jersey Roots, Global Reach 4-H Climate Science Program conducted in Camden, New Jersey introduces middle school students to the evidence, impacts, and potential solutions to climate change. For their service learning project, students installed two rain gardens at the school. Rain gardens are shallow landscaped depressions in the soil that can…

GFDL's Data Portal

Science.gov Websites

Regional Climate Change Assessment Program (NARCCAP) Related Info CM2.1 experiments (6hr data) AM2.1 : oar.gfdl.webmaster-data1@ Spotlight on NOMADS NOMADS is being developed as a Unified Climate and Weather Archive to observed and simulated data to the climate and weather communities. The infrastructure created within GO

Partnering International Universities to Enhance Climate Literacy through Interdisciplinary, Cross-Cultural Learning

NASA Astrophysics Data System (ADS)

North, L. A.; Polk, J.; Strenecky, B.

2015-12-01

The climate change phenomenon will present complex, far-reaching challenges and opportunities, which will require leaders well-versed in interdisciplinary learning and international understanding. In an effort to develop the next generation of future leaders prepared for these challenges and opportunities, faculty from Western Kentucky University (WKU) and the University of Akureyri (UNAK), Iceland partnered to co-teach a course in climate change science and communication in Iceland. Students from both Institutions participated in the course to further enhance the cross-learning opportunity presented to the students. The 11-day course stationed out of three cities in Iceland, including Reykjavík, Vik, and Akureyri, the Icelandic gateway to the Arctic. In addition to undertaking field experiences such as hiking on glaciers, exploring ice caves, and touring geothermal plants, the group also hosted forums to discuss climate change with members of the Icelandic community, and completed The $100 Solution™ service-learning projects. A culminating point of the study abroad experience was a presentation by the students to persons from the University of Akureyri and representatives from the neighboring Icelandic communities about what they had learned about climate change science and communication during their travels. Through this experience, students were able to share their knowledge, which in turn gave them a deeper understanding of the issues they were learning throughout the study abroad program. In short, the program combined interdisciplinary learning, service-learning, and international understanding toward the goal of preparing the leaders of tomorrow with the skills to address climate change challenges.

In a Time of Change: Integrating the Arts and Humanities with Climate Change Science in Alaska

NASA Astrophysics Data System (ADS)

Leigh, M.; Golux, S.; Franzen, K.

2011-12-01

The arts and humanities have a powerful capacity to create lines of communication between the public, policy and scientific spheres. A growing network of visual and performing artists, writers and scientists has been actively working together since 2007 to integrate scientific and artistic perspectives on climate change in interior Alaska. These efforts have involved field workshops and collaborative creative processes culminating in public performances and a visual art exhibit. The most recent multimedia event was entitled In a Time of Change: Envisioning the Future, and challenged artists and scientists to consider future scenarios of climate change. This event included a public performance featuring original theatre, modern dance, Alaska Native Dance, poetry and music that was presented concurrently with an art exhibit featuring original works by 24 Alaskan visual artists. A related effort targeted K12 students, through an early college course entitled Climate Change and Creative Expression, which was offered to high school students at a predominantly Alaska Native charter school and integrated climate change science, creative writing, theatre and dance. Our program at Bonanza Creek Long Term Ecological Research (LTER) site is just one of many successful efforts to integrate arts and humanities with science within and beyond the NSF LTER Program. The efforts of various LTER sites to engage the arts and humanities with science, the public and policymakers have successfully generated excitement, facilitated mutual understanding, and promoted meaningful dialogue on issues facing science and society. The future outlook for integration of arts and humanities with science appears promising, with increasing interest from artists, scientists and scientific funding agencies.

"Nuestra Tierra Dinamica" Global Climate Change STEM Education Fostering Environmental Stewardship

NASA Astrophysics Data System (ADS)

La Grave, M.; de Valenzuela, M.; Russell, R.

2012-12-01

CLUB ECO LÓGICO is a democratic and participatory program that provides active citizenship in schools and community, placing climate change into context for the Latino Community. The program's objectives focus on: 1. The Environment. Reducing the school and community impact on the environment through environmental footprint through stewardship actions. 2. Empowerment. Engaging participants through project and service learning and make decisions about how to improve their schools, their homes and their community's environment. 3. Community and Research Partnerships. Fostering collaborations with local community, stakeholders, government, universities, research organizations, and businesses that have expertise in environmental research, management, education and climate change. 4. Awareness. Increasing environmental and climate science knowledge of participants through STEM activities and hands-on access to technology. 5. Research and evaluation. Assessing the relevance of program activities through the engagement of the Latino community in planning and the effectiveness and impact of STEM activities through formative and summative evaluation. To address these objectives, the program has several inter related components in an after school setting: SUN EARTH Connections: Elementary (grades K to 2) students learn the basic climate change concepts through inquiry and hands on STEM activities. Bilingual 8 facilitators adapt relevant NASA educational resources for use in inquiry based, hands on activities. Drama and the arts provide unique experiences as well as play a key role in learning, participation and facilitation. GREEN LABS: Elementary students (grades 3 to 5) participate in stations where each Lab is staffed by at least two professionals: a College level fully bilingual Latin American Professional and a stakeholder representing either a research organization or other relevant environmental organization. Our current Green Lab themes include: Air, Soils, Water, Energy, Health, Waste and Communicating Science. Parental and Community Engagement: Family or Community Nights and community events showcasing student products, videos, and service learning projects in a bilingual format; and presentations by research scientists on climate and environmental science topics of interest to the Latino community. Our events have been highlighted on Univision television evening news, reaching Latinos across the state. Digital Story Telling: Our Video Lab involves Latino high school students who are trained as mentors, encouraged to research climate change topics, meet scientists and learn about video technology. By fall 2013, our HS Video Lab will mentor local middle school students. Throughout the year students take field trips to film and interview key scientists and educators. The project will share lessons learned concerning several issues: 1. What environmental and climate science issues are most relevant for Latinos; 2. What strategies are effective in engaging the Latino community in program planning and in engaging participation; 3. What approaches are effective in developing or adapting environmental and climate science education activities for Latino students and families; 4. How to develop effective partnerships with research and other environmental organizations; 5. How to develop culturally sensitive evaluation strategies.

In Brief: Climate Change Science Program comment period; Ocean Commission comment period; Fine-tuning particulate matter research

NASA Astrophysics Data System (ADS)

Showstack, Randy

2004-04-01

Public comments on the draft guidelines for the synthesis and assessment products being prepared by the U.S. Climate Change Science Program are being accepted through 7 May; The long-anticipated preliminary report of the U.S. Commission on Ocean Policy is being released on 20 April. The comment period extends through 21 May; Determining the most hazardous chemical components and other characteristics of aerosol particulate matter should be a focus of research by the U.S. Environmental Protection Agency, according to a 24 March report by the National Academies' National Research Council.

Integrating Climate Change into Habitat Conservation Plans Under the U.S. Endangered Species Act

NASA Astrophysics Data System (ADS)

Bernazzani, Paola; Bradley, Bethany A.; Opperman, Jeffrey J.

2012-06-01

Habitat Conservation Plans (HCPs) under the Endangered Species Act (ESA) are an important mechanism for the acquisition of land and the management of terrestrial and aquatic ecosystems. HCPs have become a vital means of protecting endangered and threatened species and their habitats throughout the United States, particularly on private land. The scientific consensus that climate is changing and that these changes will impact the viability of species has not been incorporated into the conservation strategies of recent HCPs, rendering plans vulnerable biologically. In this paper we review the regulatory context for incorporating climate change into HCPs and analyze the extent to which climate change is linked to management actions in a subset of large HCPs. We conclude that most current plans do not incorporate climate change into conservation actions, and so we provide recommendations for integrating climate change into the process of HCP development and implementation. These recommendations are distilled from the published literature as well as the practice of conservation planning and are structured to the specific needs of HCP development and implementation. We offer nine recommendations for integrating climate change into the HCP process: (1) identify species at-risk from climate change, (2) explore new strategies for reserve design, (3) increase emphasis on corridors, linkages, and connectivity, (4) develop anticipatory adaptation measures, (5) manage for diversity, (6) consider assisted migration, (7) include climate change in scenarios of water management, (8) develop future-oriented management actions, and (9) increase linkages between the conservation strategy and adaptive management/monitoring programs.

Integrating climate change into habitat conservation plans under the U.S. endangered species act.

PubMed

Bernazzani, Paola; Bradley, Bethany A; Opperman, Jeffrey J

2012-06-01

Habitat Conservation Plans (HCPs) under the Endangered Species Act (ESA) are an important mechanism for the acquisition of land and the management of terrestrial and aquatic ecosystems. HCPs have become a vital means of protecting endangered and threatened species and their habitats throughout the United States, particularly on private land. The scientific consensus that climate is changing and that these changes will impact the viability of species has not been incorporated into the conservation strategies of recent HCPs, rendering plans vulnerable biologically. In this paper we review the regulatory context for incorporating climate change into HCPs and analyze the extent to which climate change is linked to management actions in a subset of large HCPs. We conclude that most current plans do not incorporate climate change into conservation actions, and so we provide recommendations for integrating climate change into the process of HCP development and implementation. These recommendations are distilled from the published literature as well as the practice of conservation planning and are structured to the specific needs of HCP development and implementation. We offer nine recommendations for integrating climate change into the HCP process: (1) identify species at-risk from climate change, (2) explore new strategies for reserve design, (3) increase emphasis on corridors, linkages, and connectivity, (4) develop anticipatory adaptation measures, (5) manage for diversity, (6) consider assisted migration, (7) include climate change in scenarios of water management, (8) develop future-oriented management actions, and (9) increase linkages between the conservation strategy and adaptive management/monitoring programs.

Conservation in the face of climate change: The roles of alternative models, monitoring, and adaptation in confronting and reducing uncertainty

USGS Publications Warehouse

Conroy, M.J.; Runge, M.C.; Nichols, J.D.; Stodola, K.W.; Cooper, R.J.

2011-01-01

The broad physical and biological principles behind climate change and its potential large scale ecological impacts on biota are fairly well understood, although likely responses of biotic communities at fine spatio-temporal scales are not, limiting the ability of conservation programs to respond effectively to climate change outside the range of human experience. Much of the climate debate has focused on attempts to resolve key uncertainties in a hypothesis-testing framework. However, conservation decisions cannot await resolution of these scientific issues and instead must proceed in the face of uncertainty. We suggest that conservation should precede in an adaptive management framework, in which decisions are guided by predictions under multiple, plausible hypotheses about climate impacts. Under this plan, monitoring is used to evaluate the response of the system to climate drivers, and management actions (perhaps experimental) are used to confront testable predictions with data, in turn providing feedback for future decision making. We illustrate these principles with the problem of mitigating the effects of climate change on terrestrial bird communities in the southern Appalachian Mountains, USA. ?? 2010 Elsevier Ltd.

Land Use and Climate Impacts on Fluvial Systems (LUCIFS): A PAGES - Focus 4 (PHAROS) research activity

NASA Astrophysics Data System (ADS)

Dearing, John; Hoffmann, Thomas

2010-05-01

LUCIFS is a global research program which is concerned with understanding past interactions between climate, human activity and fluvial systems. Its focus is on evaluating the geomorphic impact of humans on landscapes, with a strong emphasis on geomorphological and sedimentological perspectives on mid- to long-term man-landscape interactions. Of particular relevance are aspects of sediment redistribution systems such as non-linear behaviour, the role of system configuration, scale effects, and emergent properties Over the last decade the LUCIFS program has been investigating both contemporary and long-term river response to global change with the principal aims of i)quantifying land use and climate change impacts of river-borne fluxes of water, sediment, C, N and P; ii) identification of key controls on these fluxes at the catchment scale; and iii) identification of the feedback on both human society and biogeochemical cycles of long-term changes in the fluxes of these materials The major scientific tasks of the LUCIFS-program are: • synthesising results of regional case studies • identify regional gaps and encouraging new case studies • addressing research gaps and formulating new research questions • organising workshops and conferences In this paper we present the LUCIFS program within the new PAGES structure. LUCIFS is located in the Focus 4 (PHAROS) dealing with how a knowledge of human-climate-ecosystem interactions in the past can help inform understanding and management today. In conjunction with the other working groups HITE (Human Impacts on Terrestrial Ecosystems), LIMPACS (Human Impacts on Lake Ecosystems) and IHOPE (Integrated History of People on Earth) PHAROS aims to compare regional-scale reconstructions of environmental and climatic processes using natural archives, documentary and instrumental data, with evidence of past human activity obtained from historical, paleoecological and archaeological records.

Creating a Partnering Community Aimed to Foster Climate Literacy in the Southeastern United States

NASA Astrophysics Data System (ADS)

Rutherford, D.; McNeal, K. S.; Smith, R.; Hare, D.; Nair, U. S.

2011-12-01

The Climate Literacy Partnership in the Southeast (CLiPSE) is a part of the Climate Change Education Program supported by the National Science Foundation (http://CLiPSE-project.org). The established CLiPSE partnership is dedicated to improving climate literacy in the southeast through crafting a shared vision and strategic plan among stakeholders that promotes scientific formal and informal educational resources, materials and programs; a diverse network of key partnering organizations throughout the Southeastern United States (SE US); and effective public dialogues that address diverse learners and audiences and supports learning of climate, climate change, and its relevance upon human and environmental systems. The CLiPSE project has been successful in creating partnerships with more than fifty key stakeholders that stem from a few key publics such as agriculture, education, leisure, religious organizations, and culturally diverse communities. These key publics in the SE US frequently consist of individuals that place great trust in local, private efforts, and CLiPSE has realized the importance of the role of the partnering organizations in providing information through a trusted source. A second unique characteristic of the SE US is the predominately conservative and Protestant citizenry in the region. Working with and through these communities enhances climate change education outreach to this citizenry. The CLiPSE project rests on solid climate science and learning science research in order to formulate an effective plan with desired learning outcomes of critical thinking and civil conversation through effective communication strategies. This paper will present the CLiPSE model in reaching the key publics that traditionally hold ideologies that are traditionally perceived as incompatible with climate change science. We will present the strategies utilized to bring together experts and researchers in climate science, learning science, and social science with practitioners and leaders of key stakeholder groups to formulate a shared climate change education plan in the SE US that is uniquely formatted for each target audience. We will also share what we have learned from interacting with the leaders of our partnering organizations in crafting effective messages for their audiences and addressing learners' affective and cognitive domains.

The National Oceanic and Atmospheric Administration (NOAA) Climate Services Portal: A New Centralized Resource for Distributed Climate Information

NASA Astrophysics Data System (ADS)

Burroughs, J.; Baldwin, R.; Herring, D.; Lott, N.; Boyd, J.; Handel, S.; Niepold, F.; Shea, E.

2010-09-01

With the rapid rise in the development of Web technologies and climate services across NOAA, there has been an increasing need for greater collaboration regarding NOAA's online climate services. The drivers include the need to enhance NOAA's Web presence in response to customer requirements, emerging needs for improved decision-making capabilities across all sectors of society facing impacts from climate variability and change, and the importance of leveraging climate data and services to support research and public education. To address these needs, NOAA (during fiscal year 2009) embarked upon an ambitious program to develop a NOAA Climate Services Portal (NCS Portal). Four NOAA offices are leading the effort: 1) the NOAA Climate Program Office (CPO), 2) the National Ocean Service's Coastal Services Center (CSC), 3) the National Weather Service's Climate Prediction Center (CPC), and 4) the National Environmental Satellite, Data, and Information Service's (NESDIS) National Climatic Data Center (NCDC). Other offices and programs are also contributing in many ways to the effort. A prototype NCS Portal is being placed online for public access in January 2010, http://www.climate.gov. This website only scratches the surface of the many climate services across NOAA, but this effort, via direct user engagement, will gradually expand the scope and breadth of the NCS Portal to greatly enhance the accessibility and usefulness of NOAA's climate data and services.

Addressing climate challenges in developing countries

NASA Astrophysics Data System (ADS)

Tilmes, Simone; Monaghan, Andrew; Done, James

2012-04-01

Advanced Study Program/Early Career Scientist Assembly Workshop on Regional Climate Issues in Developing Countries; Boulder, Colorado, 19-22 October 2011 The Early Career Scientist Assembly (ECSA) and the Advanced Study Program of the National Center for Atmospheric Research (NCAR) invited 35 early-career scientists from nearly 20 countries to attend a 3-day workshop at the NCAR Mesa Laboratory prior to the World Climate Research Programme (WCRP) Open Science Conference in October 2011. The goal of the workshop was to examine a range of regional climate challenges in developing countries. Topics included regional climate modeling, climate impacts, water resources, and air quality. The workshop fostered new ideas and collaborations between early-career scientists from around the world. The discussions underscored the importance of establishing partnerships with scientists located in typically underrepresented countries to understand and account for the local political, economic, and cultural factors on which climate change is superimposed.

SmartWay Program Successes

EPA Pesticide Factsheets

This page provides success metrics and statistics about the SmartWay program and what is has done to reduce greenhouse gas emissions, climate change, and other environmental impacts of freight transportation and supply chain.

Green cities, smart people and climate change

NASA Astrophysics Data System (ADS)

Mansouri Kouhestani, F.; Byrne, J. M.; Hazendonk, P.; Brown, M. B.; Harrison, T.

2014-12-01

Climate change will require substantial changes to urban environments. Cities are huge sources of greenhouse gases. Further, cities will suffer tremendously under climate change due to heat stresses, urban flooding, energy and water supply and demand changes, transportation problems, resource supply and demand and a host of other trials and tribulations. Cities that evolve most quickly and efficiently to deal with climate change will likely take advantage of the changes to create enjoyable, healthy and safer living spaces for families and communities. Technology will provide much of the capability to both mitigate and adapt our cities BUT education and coordination of citizen and community lifestyle likely offers equal opportunities to make our cities more sustainable and more enjoyable places to live. This work is the first phase of a major project evaluating urban mitigation and adaptation policies, programs and technologies. All options are considered, from changes in engineering, planning and management; and including a range of citizen and population-based lifestyle practices.

Global climate change and children's health: threats and strategies for prevention.

PubMed

Sheffield, Perry E; Landrigan, Philip J

2011-03-01

Global climate change will have multiple effects on human health. Vulnerable populations-children, the elderly, and the poor-will be disproportionately affected. We reviewed projected impacts of climate change on children's health, the pathways involved in these effects, and prevention strategies. We assessed primary studies, review articles, and organizational reports. Climate change is increasing the global burden of disease and in the year 2000 was responsible for > 150,000 deaths worldwide. Of this disease burden, 88% fell upon children. Documented health effects include changing ranges of vector-borne diseases such as malaria and dengue; increased diarrheal and respiratory disease; increased morbidity and mortality from extreme weather; changed exposures to toxic chemicals; worsened poverty; food and physical insecurity; and threats to human habitation. Heat-related health effects for which research is emerging include diminished school performance, increased rates of pregnancy complications, and renal effects. Stark variation in these outcomes is evident by geographic region and socioeconomic status, and these impacts will exacerbate health disparities. Prevention strategies to reduce health impacts of climate change include reduction of greenhouse gas emissions and adaptation through multiple public health interventions. Further quantification of the effects of climate change on children's health is needed globally and also at regional and local levels through enhanced monitoring of children's environmental health and by tracking selected indicators. Climate change preparedness strategies need to be incorporated into public health programs.

NASA Tools for Climate Impacts on Water Resources

NASA Technical Reports Server (NTRS)

Toll, David; Doorn, Brad

2010-01-01

Climate and environmental change are expected to fundamentally alter the nation's hydrological cycle and water availability. Satellites provide global or near-global coverage using instruments, allowing for consistent, well-calibrated, and equivalent-quality data of the Earth system. A major goal for NASA climate and environmental change research is to create multi-instrument data sets to span the multi-decadal time scales of climate change and to combine these data with those from modeling and surface-based observing systems to improve process understanding and predictions. NASA and Earth science data and analyses will ultimately enable more accurate climate prediction, and characterization of uncertainties. NASA's Applied Sciences Program works with other groups, including other federal agencies, to transition demonstrated observational capabilities to operational capabilities. A summary of some of NASA tools for improved water resources management will be presented.

Cities and “budget-based” management of the energy-water-climate nexus: Case studies in transportation policy, infrastructure systems, and urban utility risk management

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

Sperling, Joshua B.; Ramaswami, Anu

This article reviews city case studies to inform a framework for developing urban infrastructure design standards and policy instruments that together aim to pursue energy efficiency and greenhouse gas mitigation through city carbon budgets and water use efficiency and climate risk adaptation through city water budgets. Here, this article also proposes combining carbon and water budgeting at the city-scale for achieving successful coupled city carbon and water budget (CCCWB) programs. Under a CCCWB program, key actors including local governments, infrastructure designers/operators, and households would be assigned a GHG emissions and water 'budget' and be required by state or federal levelsmore » to keep within this budget through the use of flexibility mechanisms, incentive programs, and sanctions. Multiple incentives and cross-scale governance arrangements would be tied to energy-water systems integration, resource-efficient transportation and infrastructure development, and effective monitoring and management of energy use, emissions, climate risks to, and security of energy-water-transport-food and other critical systems. As a first step to promote strategies for CCCWB development, we systematically review approaches of and shortcomings to existing budget-based programs in the UK and US, and suggest improvements in three areas: measurement, modeling effectiveness of interventions for staying within a budget, and governance. To date, the majority of climate action or sustainability plans by cities, while mentioning climate impacts as a premise for the plan, do not address these impacts in the plan. They focus primarily on GHG mitigation while ignoring resource depletion challenges and energy-climate-water linkages, whereby water supplies can begin to limit energy production and energy shifts to mitigate climate change can limit water availability. Coupled carbon-water budget plans, programs, and policies - described in this study- may address these concerns as well as the emerging trends that will exacerbate these problems - e.g., including population growth, climatic changes, and emerging policy choices that are not coordinated. Cities and 'Budget-Based' Management of the Energy-Water-Climate Nexus: Case Studies to Inform Strategy for Integrated Performance- and Incentive-Based Design and Policy Instruments.« less

Cities and “budget-based” management of the energy-water-climate nexus: Case studies in transportation policy, infrastructure systems, and urban utility risk management

DOE PAGES

Sperling, Joshua B.; Ramaswami, Anu

2017-11-03

This article reviews city case studies to inform a framework for developing urban infrastructure design standards and policy instruments that together aim to pursue energy efficiency and greenhouse gas mitigation through city carbon budgets and water use efficiency and climate risk adaptation through city water budgets. Here, this article also proposes combining carbon and water budgeting at the city-scale for achieving successful coupled city carbon and water budget (CCCWB) programs. Under a CCCWB program, key actors including local governments, infrastructure designers/operators, and households would be assigned a GHG emissions and water 'budget' and be required by state or federal levelsmore » to keep within this budget through the use of flexibility mechanisms, incentive programs, and sanctions. Multiple incentives and cross-scale governance arrangements would be tied to energy-water systems integration, resource-efficient transportation and infrastructure development, and effective monitoring and management of energy use, emissions, climate risks to, and security of energy-water-transport-food and other critical systems. As a first step to promote strategies for CCCWB development, we systematically review approaches of and shortcomings to existing budget-based programs in the UK and US, and suggest improvements in three areas: measurement, modeling effectiveness of interventions for staying within a budget, and governance. To date, the majority of climate action or sustainability plans by cities, while mentioning climate impacts as a premise for the plan, do not address these impacts in the plan. They focus primarily on GHG mitigation while ignoring resource depletion challenges and energy-climate-water linkages, whereby water supplies can begin to limit energy production and energy shifts to mitigate climate change can limit water availability. Coupled carbon-water budget plans, programs, and policies - described in this study- may address these concerns as well as the emerging trends that will exacerbate these problems - e.g., including population growth, climatic changes, and emerging policy choices that are not coordinated. Cities and 'Budget-Based' Management of the Energy-Water-Climate Nexus: Case Studies to Inform Strategy for Integrated Performance- and Incentive-Based Design and Policy Instruments.« less

"Climate Matters Documoments": Enabling Regionally-Specific Climate Awareness

NASA Astrophysics Data System (ADS)

Keener, V. W.; Finucane, M.

2012-12-01

The Pacific Regional Integrated Sciences & Assessments (RISA) is a multidisciplinary program that enhances the ability of Pacific Island communities to understand, plan for, and adapt to climate-induced change. Using both social and physical science research methods, the Pacific RISA engages a network of regional decision-makers and stakeholders to help solve climate-related issues. Pacific RISA has a broad audience of local and regional decision-makers (i.e. natural resource managers, community planners, state and federal government agencies) and stakeholders (i.e. farmers and ranchers, fishermen, community and native islander groups). The RISA program engages with this audience through a mixed-method approach of two-way communication, including one-on-one interviews, workshops, consensus discussions and public presentations that allow us to tailor our efforts to the needs of specific stakeholders. A recent Pacific RISA project was the creation and production of four short, educational "documoment" videos that explore the different ways in which climate change in Hawaii affects stakeholders from different sectors. The documoments, generally titled "Climate Matters", start with a quote about why climate matters to each stakeholder: a rancher, a coastal hotel owner, the manager of a landfill, and the local branch of the National Weather Service. The narratives then have each stakeholder discussing how climate impacts their professional and personal lives, and describing the types of climate change they have experienced in the islands. Each video ends with a technical fact about how different climate variables in Hawaii (sea level, precipitation, ENSO) have actually changed within the last century of observational data. Freely available on www.PacificRISA.org, the Documoments have been viewed over 350 times, and have inspired similar video projects and received positive attention from different audiences of stakeholders and scientists. In other assessment work the Pacific RISA has done, we found that many stakeholders who regularly make climate sensitive decisions do not always realize it. By viewing videos like the Climate Matters Documoments, it may help a wide variety of community stakeholders and natural resource decision makers realize the myriad ways in which climate change affects their communities and jobs. In addition, when viewed outside of the Pacific Islands region, the different stories told in the Documoments help foster a greater understanding of the unique climate-related issues faced within the Hawaiian Islands.

The I.A.G./A.I.G. SEDIBUD (Sediment Budgets in Cold Environments) Program (2005 - 2017): Key activities and outcomes

NASA Astrophysics Data System (ADS)

Beylich, Achim A.

2017-04-01

Amplified climate change and ecological sensitivity of high-latitude and high-altitude cold climate environments has been highlighted as a key global environmental issue. Projected climate change in largely undisturbed cold regions is expected to alter melt-season duration and intensity, along with the number of extreme rainfall events, total annual precipitation and the balance between snowfall and rainfall. Similarly, changes to the thermal balance are expected to reduce the extent of permafrost and seasonal ground frost and increase active-layer depths. These combined effects will undoubtedly change Earth surface environments in cold regions and will alter the fluxes of sediments, solutes and nutrients. However, the absence of quantitative data and coordinated analysis to understand the sensitivity of the Earth surface environment are acute in cold regions. Contemporary cold climate environments generally provide the opportunity to identify solute and sedimentary systems where anthropogenic impacts are still less important than the effects of climate change. Accordingly, it is still possible to develop a library of baseline fluvial yields and sedimentary budgets before the natural environment is completely transformed. The SEDIBUD (Sediment Budgets in Cold Environments) Program, building on the European Science Foundation (ESF) Network SEDIFLUX (Sedimentary Source-to-Sink Fluxes in Cold Environments, since 2004) was formed in 2005 as a new Program (Working Group) of the International Association of Geomorphologists (I.A.G./A.I.G.) to address this still existing key knowledge gap. SEDIBUD (2005-2017) has currently about 400 members worldwide and the Steering Committee of this international program is composed of eleven scientists from ten different countries. The central research question of this global program is to: Assess and model the contemporary sedimentary fluxes in cold climates, with emphasis on both particulate and dissolved components. Research carried out at 56 defined SEDIBUD key test sites (selected catchment systems) varies by scientific program, logistics and available resources, but typically represent interdisciplinary collaborations of geomorphologists, hydrologists, ecologists, permafrost scientists and glaciologists with different levels of detail. SEDIBUD has developed a key set of primary research data requirements intended to incorporate results from these varied projects and allow quantitative analysis across the program. Defined SEDIBUD key test sites provide field data on annual climatic conditions, total discharge and particulate and dissolved fluxes and yields as well as information on other relevant denudational Earth surface processes. A number of selected key test sites are providing high-resolution data on climatic conditions, runoff and solute and sedimentary fluxes and yields, which - in addition to the annual data - contribute to the SEDIBUD metadata database. To support these coordinated efforts, the SEDIFLUX manual and a set of framework papers and book chapters have been produced to establish the integrative approach and common methods and data standards. Comparable field-datasets from different SEDIBUD key test sites are analyzed and integrated to address key research questions of the SEDIBUD program as defined in the SEDIBUD working group objective. A key SEDIBUD synthesis book was published in 2016 by the group and a synthesis key paper is currently in preparation. Detailed information on all SEDIBUD activities, outcomes and published products is found at http://www.geomorph.org/sedibud-working-group/.

The Climate Science Special Report (CSSR) of the Fourth National Climate Assessment (NCA4)

NASA Astrophysics Data System (ADS)

Wuebbles, D. J.; Fahey, D. W.; Hibbard, K. A.

2016-12-01

The Climate Science Special Report (CSSR) will provide key input into the Fourth National Climate Assessment (NCA4). The report was initiated in 2016 under the guidance of the U.S. Global Change Research Program (USGCRP) as a new, stand-alone report of the state-of-science relating to climate change and its physical impacts. The report is undergoing peer and public review in late 2016 with the aim for final publication in the fourth quarter of 2017. CSSR will provide a comprehensive assessment of the science underlying the changes occurring in the Earth's climate system, with a special focus on the United States. CSSR will serve several purposes for NCA4, including 1) providing an updated detailed analysis of the findings of how climate change is affecting weather and climate across the United States, 2) providing an executive summary that will be used as the basis for the climate science discussion in NCA4, and 3) providing foundational information and projections for climate change, including extremes, to improve "end-to-end" consistency in sectoral, regional, and resilience analyses for NCA4. We will present a summary of the origins and development of CSSR, the writing team, the chapter topics and the relation of CSSR content to NCA4, other assessments and relevance to policy and research communities.

Global climate change and international security.

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

Karas, Thomas H.

2003-11-01

This report originates in a workshop held at Sandia National Laboratories, bringing together a variety of external experts with Sandia personnel to discuss 'The Implications of Global Climate Change for International Security.' Whatever the future of the current global warming trend, paleoclimatic history shows that climate change happens, sometimes abruptly. These changes can severely impact human water supplies, agriculture, migration patterns, infrastructure, financial flows, disease prevalence, and economic activity. Those impacts, in turn, can lead to national or international security problems stemming from aggravation of internal conflicts, increased poverty and inequality, exacerbation of existing international conflicts, diversion of national andmore » international resources from international security programs (military or non-military), contribution to global economic decline or collapse, or international realignments based on climate change mitigation policies. After reviewing these potential problems, the report concludes with a brief listing of some research, technology, and policy measures that might mitigate them.« less

NPOESS, Essential Climates Variables and Climate Change

NASA Astrophysics Data System (ADS)

Forsythe-Newell, S. P.; Bates, J. J.; Barkstrom, B. R.; Privette, J. L.; Kearns, E. J.

2008-12-01

Advancement in understanding, predicting and mitigating against climate change implies collaboration, close monitoring of Essential Climate Variable (ECV)s through development of Climate Data Record (CDR)s and effective action with specific thematic focus on human and environmental impacts. Towards this end, NCDC's Scientific Data Stewardship (SDS) Program Office developed Climate Long-term Information and Observation system (CLIO) for satellite data identification, characterization and use interrogation. This "proof-of-concept" online tool provides the ability to visualize global CDR information gaps and overlaps with options to temporally zoom-in from satellite instruments to climate products, data sets, data set versions and files. CLIO provides an intuitive one-stop web site that displays past, current and planned launches of environmental satellites in conjunction with associated imagery and detailed information. This tool is also capable of accepting and displaying Web-based input from Subject Matter Expert (SME)s providing a global to sub-regional scale perspective of all ECV's and their impacts upon climate studies. SME's can access and interact with temporal data from the past and present, or for future planning of products, datasets/dataset versions, instruments, platforms and networks. CLIO offers quantifiable prioritization of ECV/CDR impacts that effectively deal with climate change issues, their associated impacts upon climate, and this offers an intuitively objective collaboration and consensus building tool. NCDC's latest tool empowers decision makers and the scientific community to rapidly identify weaknesses and strengths in climate change monitoring strategies and significantly enhances climate change collaboration and awareness.

Dynamics of change in Alaska's boreal forests: resilience and vulnerability in response to climate warming

Treesearch

A. David McGuire; F.S. Chapin; R.W. Ruess

2010-01-01

Long-term research by the Bonanza Creek (BNZ) Long Term Ecological Research (LTER) program has documented natural patterns of interannual and successional variability of the boreal forest in interior Alaska against which we can detect changes in system behavior. Between 2004 and 2010 the BNZ LTER program focused on understanding the dynamics of change through studying...

Developing an approach to effectively use super ensemble experiments for the projection of hydrological extremes under climate change

NASA Astrophysics Data System (ADS)

Watanabe, S.; Kim, H.; Utsumi, N.

2017-12-01

This study aims to develop a new approach which projects hydrology under climate change using super ensemble experiments. The use of multiple ensemble is essential for the estimation of extreme, which is a major issue in the impact assessment of climate change. Hence, the super ensemble experiments are recently conducted by some research programs. While it is necessary to use multiple ensemble, the multiple calculations of hydrological simulation for each output of ensemble simulations needs considerable calculation costs. To effectively use the super ensemble experiments, we adopt a strategy to use runoff projected by climate models directly. The general approach of hydrological projection is to conduct hydrological model simulations which include land-surface and river routing process using atmospheric boundary conditions projected by climate models as inputs. This study, on the other hand, simulates only river routing model using runoff projected by climate models. In general, the climate model output is systematically biased so that a preprocessing which corrects such bias is necessary for impact assessments. Various bias correction methods have been proposed, but, to the best of our knowledge, no method has proposed for variables other than surface meteorology. Here, we newly propose a method for utilizing the projected future runoff directly. The developed method estimates and corrects the bias based on the pseudo-observation which is a result of retrospective offline simulation. We show an application of this approach to the super ensemble experiments conducted under the program of Half a degree Additional warming, Prognosis and Projected Impacts (HAPPI). More than 400 ensemble experiments from multiple climate models are available. The results of the validation using historical simulations by HAPPI indicates that the output of this approach can effectively reproduce retrospective runoff variability. Likewise, the bias of runoff from super ensemble climate projections is corrected, and the impact of climate change on hydrologic extremes is assessed in a cost-efficient way.

76 FR 46756 - Strategic Environmental Research and Development Program (SERDP), Scientific Advisory Board

Federal Register 2010, 2011, 2012, 2013, 2014

2011-08-03

... research and development projects related to the Munitions Response and Resource Conservation and Climate Change program areas. These projects are requesting Strategic Environmental Research and Development...

Comparative study on Climate Change Policies in the EU and China

NASA Astrophysics Data System (ADS)

Bray, M.; Han, D.

2012-04-01

Both the EU and China are among the largest CO2 emitters in the world; their climate actions and policies have profound impacts on global climate change and may influence the activities in other countries. Evidence of climate change has been observed across Europe and China. Despite the many differences between the two regions, the European Commission and Chinese government support climate change actions. The EU has three priority areas in climate change: 1) understanding, monitoring and predicting climate change and its impact; 2) providing tools to analyse the effectiveness, cost and benefits of different policy options for mitigating climate change and adapting to its impacts; 3) improving, demonstrating and deploying existing climate friendly technologies and developing the technologies of the future. China is very vulnerable to climate change, because of its vast population, fast economic development, and fragile ecological environment. The priority policies in China are: 1) Carbon Trading Policy; 2) Financing Loan Policy (Special Funds for Renewable Energy Development); 3) Energy Efficiency Labelling Policy; 4) Subsidy Policy. In addition, China has formulated the "Energy Conservation Law", "Renewable Energy Law", "Cleaner Production Promotion Law" and "Circular Economy Promotion Law". Under the present EU Framework Programme FP7 there is a large number of funded research activities linked to climate change research. Current climate change research projects concentrate on the carbon cycle, water quality and availability, climate change predictors, predicting future climate and understanding past climates. Climate change-related scientific and technological projects in China are mostly carried out through national scientific and technological research programs. Areas under investigation include projections and impact of global climate change, the future trends of living environment change in China, countermeasures and supporting technologies of global environment change, formation mechanism and prediction theory of major climate and weather disasters in China, technologies of efficient use of clean energy, energy conservation and improvement of energy efficiency, development and utilisation technology of renewable energy and new energy. The EU recognises that developing countries, such as China and India, need to strengthen their economies through industrialisation. However this needs to be achieved at the same time as protecting the environment and sustainable use of energy. The EU has committed itself to assisting developing countries to achieve their goals in four priority areas: 1) raising the policy profile of climate change; 2) support for adaption to climate change; 3) support for mitigation of climate change; and 4) capacity development. This comparative study is part of the EU funded SPRING project which seeks to understand and assess Chinese and European competencies, with the aim of facilitating greater cooperation in future climate and environment research.

The GLOBE Carbon Project: Integrating the Science of Carbon Cycling and Climate Change into K-12 Classrooms.

NASA Astrophysics Data System (ADS)

Ollinger, S. V.; Silverberg, S.; Albrechtova, J.; Freuder, R.; Gengarelly, L.; Martin, M.; Randolph, G.; Schloss, A.

2007-12-01

The global carbon cycle is a key regulator of the Earth's climate and is central to the normal function of ecological systems. Because rising atmospheric CO2 is the principal cause of climate change, understanding how ecosystems cycle and store carbon has become an extremely important issue. In recent years, the growing importance of the carbon cycle has brought it to the forefront of both science and environmental policy. The need for better scientific understanding has led to establishment of numerous research programs, such as the North American Carbon Program (NACP), which seeks to understand controls on carbon cycling under present and future conditions. Parallel efforts are greatly needed to integrate state-of-the-art science on the carbon cycle and its importance to climate with education and outreach efforts that help prepare society to make sound decisions on energy use, carbon management and climate change adaptation. Here, we present a new effort that joins carbon cycle scientists with the International GLOBE Education program to develop carbon cycle activities for K-12 classrooms. The GLOBE Carbon Cycle project is focused on bringing cutting edge research and research techniques in the field of terrestrial ecosystem carbon cycling into the classroom. Students will collect data about their school field site through existing protocols of phenology, land cover and soils as well as new protocols focused on leaf traits, and ecosystem growth and change. They will also participate in classroom activities to understand carbon cycling in terrestrial ecosystems, these will include plant- a-plant experiments, hands-on demonstrations of various concepts, and analysis of collected data. In addition to the traditional GLOBE experience, students will have the opportunity to integrate their data with emerging and expanding technologies including global and local carbon cycle models and remote sensing toolkits. This program design will allow students to explore research questions from local to global scales with both present and future environmental conditions.

Engaging Scientists and Users in Climate Change Research and Results

NASA Astrophysics Data System (ADS)

Cloyd, E. T.; Reeves, K.; Shimamoto, M. M.; Zerbonne, S.

2016-12-01

The U.S. Global Change Research Program has a mandate to "consult with actual and potential users of the results of the program" in developing products that will support learning about and responding to climate change. USGCRP has sought to engage stakeholders throughout the development and dissemination of key products, such as the Third National Climate Assessment (NCA3, 2014) and the Climate and Health Assessment (CHA, 2016), in the strategic planning processes leading to the National Global Change Research Plan (2012) and Update to the Strategic Plan (2016), and through regular postings to social media that highlight research results and opportunities for engagement. Overall, USGCRP seeks to promote dialogue between scientific experts, stakeholders, and decision makers about information needs in regions or sectors, the potential impacts of climate change, and possible responses. This presentation will describe how USGCRP has implemented various stakeholder engagement measures during the planning, development, and release of products such as NCA3 and CHA. Through repeated opportunities for stakeholder input, USGCRP has promoted process transparency and inclusiveness in the framing of assessments and other products. In addition, USGCRP has supported scientists' engagement with a range of audiences and potential collaborators through a variety of mechanisms, including community-based meetings, deliberative forums, and identification of non-Federal speaking and knowledge co-production opportunities. We will discuss key lessons learned and successful approaches for engaging users as well as opportunities and challenges for future engagement.

Secrets of the Sediments: Using ANDRILL's Scientific Adventure on Ice to Transfer Climate Change Science to K-12 Audiences

NASA Astrophysics Data System (ADS)

Huffman, L. T.; Dahlman, L.; Frisch-Gleason, R.; Harwood, D.; Pound, K.; Rack, F.; Riesselman, C.; Trummel, E.; Tuzzi, E.; Winter, D.

2008-12-01

Antarctica's harsh environment and the compelling story of living and working there, provides the backdrop for hooking the interest of young learners on science research and the nature of science. By using the adventure stories of today's researcher-explorers, teachers accompanying the ANDRILL team have taken the technical science of drilling rock cores to understand the history of climate change and the advance and retreat of the Antarctic ice sheet, and translated it for non-technical audiences from K-12 school children, to adult community groups. In order to understand the important issues surrounding global climate change, members of the public need access to accurate and relevant information, high quality educational materials, and a variety of learning opportunities in different learning environments. By taking lessons learned from early virtual polar adventure learning expeditions like Will Steger's Trans-Antarctic Expedition, coupled with educators-in-the-field programs like TEA (Teachers Experiencing Antarctica and the Arctic), ARMADA and Polar Trec, ANDRILL's Education and Outreach Program has evolved into successful and far-reaching integrated education projects including 1) the ARISE (ANDRILL Research Immersion for Science Educators) Program, 2) Climate Change Student Summits, 3) the development of Flexhibit (flexible exhibit) teaching resources, 4) virtual online learning communities, and 5) partnering young researchers with teachers and classrooms. Formal evaluations indicate lasting interest in science studies on the part of students and an increase in teachers' scientific background knowledge.

Global Change: A View from Space

NASA Technical Reports Server (NTRS)

Lau, William K. M.

2003-01-01

In this talk, I will discuss the fundamental science and society problems associated with global change, with an emphasis on the view from space. I will provide an overview of the vision and activities of the World Climate Research Program in the next two decades. Then I will show regional climate changes and environmental problems in the East Asian region, such as biomass burning, urban pollutions, yellow sand, and their possible interaction with the Asian monsoon, particularly over Southern China.

Soil-transmitted helminthiases: implications of climate change and human behavior.

PubMed

Weaver, Haylee J; Hawdon, John M; Hoberg, Eric P

2010-12-01

Soil-transmitted helminthiases (STHs) collectively cause the highest global burden of parasitic disease after malaria and are most prevalent in the poorest communities, especially in sub-Saharan Africa. Climate change is predicted to alter the physical environment through cumulative impacts of warming and extreme fluctuations in temperature and precipitation, with cascading effects on human health and wellbeing, food security and socioeconomic infrastructure. Understanding how the spectrum of climate change effects will influence STHs is therefore of critical importance to the control of the global burden of human parasitic disease. Realistic progress in the global control of STH in a changing climate requires a multidisciplinary approach that includes the sciences (e.g. thermal thresholds for parasite development and resilience) and social sciences (e.g. behavior and implementation of education and sanitation programs). Copyright © 2010 Elsevier Ltd. All rights reserved.

Weather on Steroids: The Art of Climate Change Science.

NASA Astrophysics Data System (ADS)

Boudrias, M. A.; Gershunov, A.; Sizonenko, T.; Wiese, A.; Fox, H.

2017-12-01

There have been many different kinds of efforts to improve climate change literacy of diverse audiences in the past several years. The challenge has been to balance science content with audience-specific messaging that engages them in both rational and affective ways. In the San Diego Region, Climate Education Partners (CEP) has been working with business leaders, elected officials, tribal leaders, and other community leaders to develop a suite of programs and activities to enhance the channels of communication outside traditional settings. CEP has partnered with the La Jolla Historical Society and the Scripps Institution of Oceanography in a unique exhibition of art inspired by climate science, a project blending science and art to communicate the science of climate change in a new way and engage audiences more effectively. Weather on Steroids: the Art of Climate Change Science explores the question of consequences, challenges, and opportunities that arise from the changing climate on our planet. The exhibition merges the artistic and scientific to create a visual dialogue about the vexing problem of climate change, explores how weather variability affects the day-to-day life of local communities, and investigates Southern California vulnerability to climate change. Science serves as the inspiration for the creative responses from visual artists, who merge subjective images with empirical observation to reveal how climate variations upset the planet's balance with extreme weather impacts. Both the scientists and artists created didactic pages to explain their perspectives and each pair worked closely to incorporate the information into the creative piece so that the connection of each of 11 art installations to the science that inspired them is clear. By illuminating the reality of climate change, Weather on Steroids aspires to proactively stimulate public dialogue about one of the most important issues of our time.

A set of scientific issues being considered by the Environmental Protection Agency regarding: pesticide exposure modeling and climate change. SAP Minutes No. 2011-01. USEPA FIFRA Scientific Advisory Panel

USDA-ARS?s Scientific Manuscript database

The USEPA Office of Pesticide Programs (OPP) reviewed most of its human and ecological exposure assessment models for conventional pesticides to evaluate which inputs and parameters may be affected by changing climate conditions. To illustrate the approach used for considering potential effects of c...

Maintaining resilience in the face of climate change: Chapter 8

USGS Publications Warehouse

Camacho, Alejandro E.; Beard, T. Douglas

2014-01-01

Climate change, when combined with more conventional stress from human exploitation, calls into question the capacity of both existing ecological communities and resource management institutions to experience disturbances while substantially retaining their same functions and identities (Zellmer and Gunderson 2009; Ruhl 2011). In other words, the physical and biological effects of climate change raise fundamental challenges to the resilience of natural ecosystems (Gunderson and Holling 2002). Perhaps more importantly, the projected scope of ecological shifts from global climate change-and uncertainty about such changes-significantly stresses the capacity of legal institutions to manage ecosystem change (Camacho 2009). Existing governmental institutions lack the adaptive capacity to manage such substantial changes to ecological and legal systems. In particular, regulators and managers lack information about ecological effects and alternative management strategies for managing the effects of climate change (Karkkainen 2008; Camacho 2009), as well as the institutional infrastructure for obtaining such information (Peters 2008).A number of recent initiatives have been proposed to address the effects of climate change on ecological systems. However, these nascent programs do not fully meet the needs for developing adaptive capacity. A federal, publicly accessible, and system-wide portal and clearinghouse will help regulators at all levels of government manage the effects and uncertainty from climate change (DiMento and Ingram 2005; Farber 2007). Such an information infrastructure, combined with a range of incentives that encourage regulators to engage in adaptive management and programmatic adjustment over time (Baron et al. 2009), will help governmental and private institutions become more resilient and capable of managing the physical and human institutional effects of changing climate (Camacho 2009).

Utilizing Public Access Data and Open Source Statistical Programs to Teach Climate Science to Interdisciplinary Undergraduate Students

NASA Astrophysics Data System (ADS)

Collins, L.

2014-12-01

Students in the Environmental Studies major at the University of Southern California fulfill their curriculum requirements by taking a broad range of courses in the social and natural sciences. Climate change is often taught in 1-2 lectures in these courses with limited examination of this complex topic. Several upper division elective courses focus on the science, policy, and social impacts of climate change. In an upper division course focused on the scientific tools used to determine paleoclimate and predict future climate, I have developed a project where students download, manipulate, and analyze data from the National Climatic Data Center. Students are required to download 100 or more years of daily temperature records and use the statistical program R to analyze that data, calculating daily, monthly, and yearly temperature averages along with changes in the number of extreme hot or cold days (≥90˚F and ≤30˚F, respectively). In parallel, they examine population growth, city expansion, and changes in transportation looking for correlations between the social data and trends observed in the temperature data. Students examine trends over time to determine correlations to urban heat island effect. This project exposes students to "real" data, giving them the tools necessary to critically analyze scientific studies without being experts in the field. Utilizing the existing, public, online databases provides almost unlimited, free data. Open source statistical programs provide a cost-free platform for examining the data although some in-class time is required to help students navigate initial data importation and analysis. Results presented will highlight data compiled over three years of course projects.

The Fate of the World is in your hands: computer gaming for multi-faceted climate change education

NASA Astrophysics Data System (ADS)

Bedford, D. P.

2015-12-01

Climate change is a multi-faceted (or 'wicked') problem. True climate literacy therefore requires understanding not only the workings of the climate system, but also the current and potential future impacts of climate change and sea level rise on individuals, communities and countries around the world, as noted in the US Global Change Research Program's (2009) Climate Literacy: The Essential Principles of Climate Sciences. The asymmetric nature of climate change impacts, whereby the world's poorest countries have done the least to cause the problem but will suffer disproportionate consequences, has also been widely noted. Education in climate literacy therefore requires an element of ethics in addition to physical and social sciences. As if addressing these multiple aspects of climate change were not challenging enough, polling data has repeatedly shown that many members of the public tend to see climate change as a far away problem affecting people remote from them at a point in the future, but not themselves. This perspective is likely shared by many students. Computer gaming provides a possible solution to the combined problems of, on the one hand, addressing the multi-faceted nature of climate change, and, on the other hand, making the issue real to students. Fate of the World, a game produced by the company Red Redemption, has been used on several occasions in a small (20-30 students) introductory level general education course on global warming at Weber State University. Players are required to balance difficult decisions about energy investment while managing regional political disputes and attempting to maintain minimum levels of development in the world's poorer countries. By providing a realistic "total immersion" experience, the game has the potential to make climate change issues more immediate to players, and presents them with the ethical dilemmas inherent in climate change. This presentation reports on the use of Fate of the World in an educational setting, highlighting student experiences and lessons learned from two attempts to use the game as a tool for teaching the multi-faceted nature of climate change.

Space-based observatories providing key data for climate change applications

NASA Astrophysics Data System (ADS)

Lecomte, J.; Juillet, J. J.

2016-12-01

The Sentinel-1 & 3 mission are part of the Copernicus program, previously known as GMES (Global Monitoring for Environment and Security), whose overall objective is to support Europe's goals regarding sustainable development and global governance of the environment by providing timely and quality data, information, services and knowledge. This European Earth Observation program is led by the European Commission and the space infrastructure is developed under the European Space Agency leadership. Many services will be developed through the Copernicus program among different thematic areas. The climate change is one of this thematic area and the Sentinel-1 & 3 satellites will provide key space-based observations in this area. The Sentinel-1 mission is based on a constellation of 2 identical satellites each one embarking C-SAR Instrument and provides capability for continuous radar mapping of the Earth with enhanced revisit frequency, coverage, timeliness and reliability for operational services and applications requiring long time series. In particular, Sentinel 1 provides all-weather, day-and-night estimates of soil moisture, wind speed and direction, sea ice, continental ice sheets and glaciers. The Sentinel-3 mission will mainly be devoted to the provision of Ocean observation data in routine, long term (20 years of operations) and continuous fashion with a consistent quality and a very high level of availability. Among these data, very accurate surface temperatures and topography measurements will be provided and will constitute key indicators, once ingested in climate change models, for identifying climate drivers and expected climate impacts. The paper will briefly recall the satellite architectures, their main characteristics and performance. The inflight performance and key features of their images or data of the 3 satellites namely Sentinel 1A, 1B and 3A will be reviewed to demonstrate the quality and high scientific potential of the data as well as their availability to the user community. The short, medium and long term will be described. The first satellites are now in operation in orbit. Long-term plan foresees 2 add't recurrent satellites currently under prod, then a new gen in long term. Long term is crucial for climate change analysis & forecast, which is the goal of the Copernicus program.

The NASA Earth Science Flight Program: an update

NASA Astrophysics Data System (ADS)

Neeck, Steven P.

2015-10-01

Earth's changing environment impacts every aspect of life on our planet and climate change has profound implications on society. Studying Earth as a single complex system is essential to understanding the causes and consequences of climate change and other global environmental concerns. NASA's Earth Science Division (ESD) shapes an interdisciplinary view of Earth, exploring interactions among the atmosphere, oceans, ice sheets, land surface interior, and life itself. This enables scientists to measure global and climate changes and to inform decisions by government, other organizations, and people in the United States and around the world. The data collected and results generated are accessible to other agencies and organizations to improve the products and services they provide, including air quality indices, disaster prediction and response, agricultural yield projections, and aviation safety. ESD's Flight Program provides the space based observing systems and infrastructure for mission operations and scientific data processing and distribution that support NASA's Earth science research and modeling activities. The Flight Program currently has 21 operating Earth observing space missions, including the recently launched Global Precipitation Measurement (GPM) mission, the Orbiting Carbon Observatory-2 (OCO-2), the Soil Moisture Active Passive (SMAP) mission, and the International Space Station (ISS) RapidSCAT and Cloud-Aerosol Transport System (CATS) instruments. The ESD has 22 more missions and instruments planned for launch over the next decade. These include first and second tier missions from the 2007 Earth Science Decadal Survey, Climate Continuity missions and selected instruments to assure availability of key climate data sets, operational missions to ensure sustained land imaging provided by the Landsat system, and small-sized competitively selected orbital missions and instrument missions of opportunity belonging to the Earth Venture (EV) Program. Some examples are the NASA-ISRO Synthetic Aperture Radar (NISAR), Surface Water and Ocean Topography (SWOT), ICESat-2, SAGE III on ISS, Gravity Recovery and Climate Experiment Follow On (GRACE FO), Tropospheric Emissions: Monitoring of Pollution (TEMPO), Cyclone Global Navigation Satellite System (CYGNSS), ECOsystem Spaceborne Thermal Radiometer Experiment on Space Station (ECOSTRESS), and Global Ecosystem Dynamics Investigation (GEDI) Lidar missions. An overview of plans and current status will be presented.

Climate-Change Impacts on Major Societal and Environmental Sectors: a National View

NASA Astrophysics Data System (ADS)

Melillo, J. M.

2009-05-01

The U.S. Climate Change Science Program's Unified Synthesis Product reports on extant and possible future impacts of climate change for seven sectors at the national level - water resources, energy supply and use, transportation, agriculture, ecosystems, human health and society. The sectoral analyses provide an integrated national picture of the climate-change consequences, now and in the future, for society and the environment, albeit a picture with regional texture. Major report findings for each sector will be presented. In addition to the specific sectoral findings, several overarching messages emerge from this component of the synthesis activity. First, it is important to think about interactions between and among sectors with regard to climate impacts. For example, the projected changes in the timing and amount of precipitation, and hence water supply, will very likely have significant implications for other sectors considered in the report. Changes in water supply have the potential to affect hydropower generation, river transportation, crop timing and management, in-stream ecosystem services including fish habitat, and human health issues related to links between heavy rains ad water-borne diseases. Second, the report concludes that climate-change impacts on the sectors must be considered in the context of a range of environmental and social factors including pollution, population growth, over use of resources, and urbanization. The multi-factor analysis provides insight into our understanding of where, when and how climate change combines with other environmental and social changes to affect the sectors. It also provides some understanding of how these interactions can either amplify or dampen climate-change impacts. This message has profound implications for the design of research programs and information systems at the national, regional and local levels. Furthermore, it demands that a true partnership be forged between the natural and social sciences to more adequately conduct assessments and seek solutions that address the complex challenges that multiple stresses pose. Third, the report notes that the United States is connected to a world that is unevenly vulnerable to climate change and thus will be affected by impacts globally. One example is agriculture. The degree to which climate change affects food production across the globe will affect the demand for our agricultural products and so the profitability of this sector. Fourth, the report highlights the importance of considering the unintended consequences of adaptation measures designed to avert or minimize negative impacts of climate change on various sectors. For example, the "hardening" of coastlines with sea walls and other structures to protect transportation infrastructure against storm surge and sea-level rise eliminates the ability of coastal ecosystems to adapt to these aspects of climate change by inward migration. While this "tradeoff" may be essential, it must be understood that with the loss of coastal ecosystems such as marshlands, comes the loss of the services they provide to society such as their function as nurseries for juvenile fish stocks that are essential for the sustainability of coastal fisheries. The general message about unintended consequences is that system-level analyses must be part of developing intelligent adaptation strategies to meet the challenges of climate change.

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.

A new climatic classification of afforestation in Three-North regions of China with multi-source remote sensing data

NASA Astrophysics Data System (ADS)

Zheng, Xiao; Zhu, Jiaojun

2017-01-01

Afforestation and reforestation activities achieve high attention at the policy agenda as measures for carbon sequestration in order to mitigate climate change. The Three-North Shelter Forest Program, the largest ecological afforestation program worldwide, was launched in 1978 and will last until 2050 in the Three-North regions (accounting for 42.4 % of China's territory). Shelter forests of the Three-North Shelter Forest Program have exhibited severe decline after planting in 1978 due to lack of detailed climatic classification. Besides, a comprehensive assessment of climate adaptation for the current shelter forests was lacking. In this study, the aridity index determined by precipitation and reference evapotranspiration was employed to classify climatic zones for the afforestation program. The precipitation and reference evapotranspiration with 1-km resolution were estimated based on data from the tropical rainfall measuring mission and moderate resolution imaging spectroradiometer, respectively. Then, the detailed climatic classification for the afforestation program was obtained based on the relationship between the different vegetation types and the aridity index. The shelter forests in 2008 were derived from Landsat TM in the Three-North regions. In addition, climatic zones and shelter forests were corrected by comparing with natural vegetation map and field surveys. By overlaying the shelter forests on the climatic zones, we found that 16.30 % coniferous forests, 8.21 % broadleaved forests, 2.03 % mixed conifer-broadleaved forests, and 10.86 % shrubs were not in strict accordance with the climate conditions. These results open new perspectives for potential use of remote sensing techniques for afforestation management.

Education, Outreach, and Diversity Partnerships and Science Education Resources From the Center for Multi-scale Modeling of Atmospheric Processes

NASA Astrophysics Data System (ADS)

Foster, S. Q.; Randall, D.; Denning, S.; Jones, B.; Russell, R.; Gardiner, L.; Hatheway, B.; Johnson, R. M.; Drossman, H.; Pandya, R.; Swartz, D.; Lanting, J.; Pitot, L.

2007-12-01

The need for improving the representation of cloud processes in climate models has been one of the most important limitations of the reliability of climate-change simulations. The new National Science Foundation- funded Center for Multi-scale Modeling of Atmospheric Processes (CMMAP) at Colorado State University (CSU) is a major research program addressing this problem over the next five years through a revolutionary new approach to representing cloud processes on their native scales, including the cloud-scale interactions among the many physical and chemical processes that are active in cloud systems. At the end of its first year, CMMAP has established effective partnerships between scientists, students, and teachers to meet its goals to: (1) provide first-rate graduate education in atmospheric science; (2) recruit diverse undergraduates into graduate education and careers in climate science; and (3) develop, evaluate, and disseminate educational resources designed to inform K-12 students, teachers, and the general public about the nature of the climate system, global climate change, and career opportunities in climate science. This presentation will describe the partners, our challenges and successes, and measures of achievement involved in the integrated suite of programs launched in the first year. They include: (1) a new high school Colorado Climate Conference drawing prestigious climate scientists to speak to students, (2) a summer Weather and Climate Workshop at CSU and the National Center for Atmospheric Research introducing K-12 teachers to Earth system science and a rich toolkit of teaching materials, (3) a program from CSU's Little Shop of Physics reaching 50 schools and 20,000 K-12 students through the new "It's Up In the Air" program, (4) expanded content, imagery, and interactives on clouds, weather, climate, and modeling for students, teachers, and the public on The Windows to the Universe web site at University Corporation for Atmospheric Research (UCAR), (5) mentoring programs engaging diverse undergraduate and graduate level students in CMMAP research through UCAR's Significant Opportunities in Atmospheric Research and Science (SOARS) Program, and (6) after school activities about clouds, climate and weather for underrepresented middle school students at the Catamount Institute. CMMAP is also enabling Windows to the Universe to continue its commitment to translate all new web pages into Spanish. This presentation will explain how resources emerging from CMMAP can be accessed and used by the entire Earth and Ocean Science educational outreach community.

The potential health impacts of climate variability and change for the United States: executive summary of the report of the health sector of the U.S. National Assessment.

PubMed Central

Patz, J A; McGeehin, M A; Bernard, S M; Ebi, K L; Epstein, P R; Grambsch, A; Gubler, D J; Reither, P; Romieu, I; Rose, J B; Samet, J M; Trtanj, J

2000-01-01

We examined the potential impacts of climate variability and change on human health as part of a congressionally mandated study of climate change in the United States. Our author team, comprising experts from academia, government, and the private sector, was selected by the federal interagency U.S. Global Change Research Program, and this report stems from our first 18 months of work. For this assessment we used a set of assumptions and/or projections of future climates developed for all participants in the National Assessment of the Potential Consequences of Climate Variability and Change. We identified five categories of health outcomes that are most likely to be affected by climate change because they are associated with weather and/or climate variables: temperature-related morbidity and mortality; health effects of extreme weather events (storms, tornadoes, hurricanes, and precipitation extremes); air-pollution-related health effects; water- and foodborne diseases; and vector- and rodent-borne diseases. We concluded that the levels of uncertainty preclude any definitive statement on the direction of potential future change for each of these health outcomes, although we developed some hypotheses. Although we mainly addressed adverse health outcomes, we identified some positive health outcomes, notably reduced cold-weather mortality, which has not been extensively examined. We found that at present most of the U.S. population is protected against adverse health outcomes associated with weather and/or climate, although certain demographic and geographic populations are at increased risk. We concluded that vigilance in the maintenance and improvement of public health systems and their responsiveness to changing climate conditions and to identified vulnerable subpopulations should help to protect the U.S. population from any adverse health outcomes of projected climate change. PMID:10753097

The potential health impacts of climate variability and change for the United States: executive summary of the report of the health sector of the U.S. National Assessment.

PubMed

Patz, J A; McGeehin, M A; Bernard, S M; Ebi, K L; Epstein, P R; Grambsch, A; Gubler, D J; Reither, P; Romieu, I; Rose, J B; Samet, J M; Trtanj, J

2000-04-01

We examined the potential impacts of climate variability and change on human health as part of a congressionally mandated study of climate change in the United States. Our author team, comprising experts from academia, government, and the private sector, was selected by the federal interagency U.S. Global Change Research Program, and this report stems from our first 18 months of work. For this assessment we used a set of assumptions and/or projections of future climates developed for all participants in the National Assessment of the Potential Consequences of Climate Variability and Change. We identified five categories of health outcomes that are most likely to be affected by climate change because they are associated with weather and/or climate variables: temperature-related morbidity and mortality; health effects of extreme weather events (storms, tornadoes, hurricanes, and precipitation extremes); air-pollution-related health effects; water- and foodborne diseases; and vector- and rodent-borne diseases. We concluded that the levels of uncertainty preclude any definitive statement on the direction of potential future change for each of these health outcomes, although we developed some hypotheses. Although we mainly addressed adverse health outcomes, we identified some positive health outcomes, notably reduced cold-weather mortality, which has not been extensively examined. We found that at present most of the U.S. population is protected against adverse health outcomes associated with weather and/or climate, although certain demographic and geographic populations are at increased risk. We concluded that vigilance in the maintenance and improvement of public health systems and their responsiveness to changing climate conditions and to identified vulnerable subpopulations should help to protect the U.S. population from any adverse health outcomes of projected climate change.

The BGC Feedbacks Scientific Focus Area 2016 Annual Progress Report

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

Hoffman, Forrest M.; Riley, William J.; Randerson, James T.

2016-06-01

The BGC Feedbacks Project will identify and quantify the feedbacks between biogeochemical cycles and the climate system, and quantify and reduce the uncertainties in Earth System Models (ESMs) associated with those feedbacks. The BGC Feedbacks Project will contribute to the integration of the experimental and modeling science communities, providing researchers with new tools to compare measurements and models, thereby enabling DOE to contribute more effectively to future climate assessments by the U.S. Global Change Research Program (USGCRP) and the Intergovernmental Panel on Climate Change (IPCC).

Environmental assessment for the Atmospheric Radiation Measurement (ARM) Program: Southern Great Plains Cloud and Radiation Testbed (CART) site

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

Policastro, A.J.; Pfingston, J.M.; Maloney, D.M.

The Atmospheric Radiation Measurement (ARM) Program is aimed at supplying improved predictive capability of climate change, particularly the prediction of cloud-climate feedback. The objective will be achieved by measuring the atmospheric radiation and physical and meteorological quantities that control solar radiation in the earth`s atmosphere and using this information to test global climate and related models. The proposed action is to construct and operate a Cloud and Radiation Testbed (CART) research site in the southern Great Plains as part of the Department of Energy`s Atmospheric Radiation Measurement Program whose objective is to develop an improved predictive capability of global climatemore » change. The purpose of this CART research site in southern Kansas and northern Oklahoma would be to collect meteorological and other scientific information to better characterize the processes controlling radiation transfer on a global scale. Impacts which could result from this facility are described.« less

The impact of SciDAC on US climate change research and the IPCCAR4

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

Wehner, Michael

2005-07-08

SciDAC has invested heavily in climate change research. We offer a candid opinion as to the impact of the DOE laboratories' SciDAC projects on the upcoming Fourth Assessment Report of the Intergovernmental Panel on Climate Change. As a result of the direct importance of climate change to society, climate change research is highly coordinated at the international level. The Intergovernmental Panel on Climate Change (IPCC) is charged with providing regular reports on the state of climate change research to government policymakers. These reports are the product of thousands of scientists efforts. A series of reviews involving both scientists and policymakersmore » make them among the most reviewed documents produced in any scientific field. The high profile of these reports acts a driver to many researchers in the climate sciences. The Fourth Assessment Report (AR4) is scheduled to be released in 2007. SciDAC sponsored research has enabled the United States climate modeling community to make significant contributions to this report. Two large multi-Laboratory SciDAC projects are directly relevant to the activities of the IPCC. The first, entitled ''Collaborative Design and Development of the Community Climate System Model for Terascale Computers'', has made important software contributions to the recently released third version of the Community Climate System Model (CCSM3.0) developed at the National Center for Atmospheric Research. This is a multi-institutional project involving Los Alamos National Laboratory, Oak Ridge National Laboratory, Lawrence Berkeley National Laboratory, Pacific Northwest National Laboratory, Argonne National Laboratory, Lawrence Livermore National Laboratory and the National Center for Atmospheric Research. The original principal investigators were Robert Malone and John B. Drake. The current principal investigators are Phil Jones and John B. Drake. The second project, entitled ''Earth System Grid II: Turning Climate Datasets into Community Resources'' aims to facilitate the distribution of the copious amounts of data produced by coupled climate model integrations to the general scientific community. This is also a multi-institutional project involving Argonne National Laboratory, Oak Ridge National Laboratory, Lawrence Berkeley National Laboratory, Lawrence Livermore National Laboratory and the National Center for Atmospheric Research. The principal investigators are Ian Foster, Don Middleton and Dean Williams. Perhaps most significant among the activities of the ''Collaborative Design'', project was the development of an efficient multi-processor coupling package. CCSM3.0 is an extraordinarily complicated physics code. The fully coupled model consists of separate submodels of the atmosphere, ocean, sea ice and land. In addition, comprehensive biogeochemistry and atmospheric chemistry submodels are under intensive current development. Each of these submodels is a large and sophisticated program in its own right. Furthermore, in the coupled model, each of the submodels, including the coupler, is a separate multiprocessor executable program. The coupler package must efficiently coordinate the communication as well as interpolate or aggregate information between these programs. This regridding function is necessary because each major subsystem (air, water or surface) is allowed to have its own independent grid.« less

Research on trend of warm-humid climate in Central Asia

NASA Astrophysics Data System (ADS)

Gong, Zhi; Peng, Dailiang; Wen, Jingyi; Cai, Zhanqing; Wang, Tiantian; Hu, Yuekai; Ma, Yaxin; Xu, Junfeng

2017-07-01

Central Asia is a typical arid area, which is sensitive and vulnerable part of climate changes, at the same time, Central Asia is the Silk Road Economic Belt of the core district, the warm-humid climate change will affect the production and economic development of neighboring countries. The average annual precipitation, average anneal temperature and evapotranspiration are the important indexes to weigh the climate change. In this paper, the annual precipitation, annual average temperature and evapotranspiration data of every pixel point in Central Asia are analyzed by using long-time series remote sensing data to analyze the trend of warm and humid conditions. Finally, using the model to analyzed the distribution of warm-dry trend, the warm-wet trend, the cold-dry trend and the cold-wet trend in Central Asia and Xinjiang area. The results showed that most of the regions of Central Asia were warm-humid and warm-dry trends, but only a small number of regions showed warm-dry and cold-dry trends. It is of great significance to study the climatic change discipline and guarantee the ecological safety and improve the ability to cope with climate change in the region. It also provide scientific basis for the formulation of regional climate change program. The first section in your paper

Climate and landscape drivers of tree decline in a Mediterranean ecoregion

PubMed Central

Brouwers, Niels C; Mercer, Jack; Lyons, Tom; Poot, Pieter; Veneklaas, Erik; Hardy, Giles

2013-01-01

Climate change and anthropogenic land use are increasingly affecting the resilience of natural ecosystems. In Mediterranean ecoregions, forests and woodlands have shown progressive declines in health. This study focuses on the decline of an endemic woodland tree species, Eucalyptus wandoo (wandoo), occurring in the biodiversity hotspot of southwest Western Australia. We determined the change in health of wandoo stands between 2002 and 2008 across its geographic and climatic range, and associated this change in health with non-biotic variables focusing on: (1) fragment metrics; (2) topography; (3) soil characteristics; and (4) climate. Only fragment metrics and climate variables were found to be significantly related to the observed change in health. Stands that were small with high perimeter/area ratios were found to be most sensitive to health declines. Recent increases in autumn temperatures and decreases in annual rainfall were negatively affecting health of wandoo most prominently in the low rainfall zone of its climatic range. Together, these results suggest the onset of range contraction for this ecologically important species, which is likely to be exacerbated by projected future changes in climate. Our results emphasize the importance of establishing monitoring programs to identify changes in health and decline trends early to inform management strategies, particularly in the sensitive Mediterranean ecoregions. PMID:23403899

Building partnerships with Indigenous communities around climate change: A new UCAR initiative.

NASA Astrophysics Data System (ADS)

Pandya, R. E.

2008-12-01

The atmospheric and related sciences have one of the lowest rates of participation by American Indians of any physical science. This not only disadvantages the atmospheric sciences by isolating them from a rich and relevant intellectual heritage, it disadvantages tribal communities who seek to apply the insights from atmospheric sciences to planning their own future. In a time of rapid environmental change and its impact on tribal lands and all lands, the need for connection between these two communities is especially urgent. In 2007, the University Corporation for Atmospheric Research launched a new Community Building Program, in order to catalyze and coordinate activities that contribute to UCAR's strategic goal of developing a diverse atmospheric science workforce. A key goal of this program has been to look for partnerships with the American Indian community around climate change issues. The goal of these partnerships is to support North American tribal efforts to enhance their own scientific and adaptive capacity around climate change. In the early stages of this partnership, we have listened to some important messages from Indigenous communities: •Climate change, like all things related to the landscape, is intimately connected to identity and sovereignty • Scientific expertise is one among many skills indigenous people employ in their relation with their homelands • Climate change research and education are embedded in decision-making about economic development, energy, public health as well as cultural preservation, language, and tribal sovereignty This presentation will be an opportunity to check and extend these insights discuss and use them as a basis for a long-term partnership between UCAR and tribal communities.

Estonian greenhouse gas emissions inventory report

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

Punning, J.M.; Ilomets, M.; Karindi, A.

1996-07-01

It is widely accepted that the increase of greenhouse gas concentrations in the atmosphere due to human activities would result in warming of the Earth`s surface. To examine this effect and better understand how the GHG increase in the atmosphere might change the climate in the future, how ecosystems and societies in different regions of the World should adapt to these changes, what must policymakers do for the mitigation of that effect, the worldwide project within the Framework Convention on Climate Change was generated by the initiative of United Nations. Estonia is one of more than 150 countries, which signedmore » the Framework Convention on Climate Change at the United Nations Conference on Environment and Development held in Rio de Janeiro in June 1992. In 1994 a new project, Estonian Country Study was initiated within the US Country Studies Program. The project will help to compile the GHG inventory for Estonia, find contemporary trends to investigate the impact of climate change on the Estonian ecosystems and economy and to formulate national strategies for Estonia addressing to global climate change.« less

Accurately measuring sea level change from space: an ESA Climate Change Initiative for MSL closure budget studies

NASA Astrophysics Data System (ADS)

Legeais, JeanFrancois; Cazenave, Anny; Ablain, Michael; Larnicol, Gilles; Benveniste, Jerome; Johannessen, Johnny; Timms, Gary; Andersen, Ole; Cipollini, Paolo; Roca, Monica; Rudenko, Sergei; Fernandes, Joana; Balmaseda, Magdalena; Quartly, Graham; Fenoglio-Marc, Luciana; Meyssignac, Benoit; Scharffenberg, Martin

2016-04-01

Sea level is a very sensitive index of climate change and variability. Sea level integrates the ocean warming, mountain glaciers and ice sheet melting. Understanding the sea level variability and changes implies an accurate monitoring of the sea level variable at climate scales, in addition to understanding the ocean variability and the exchanges between ocean, land, cryosphere, and atmosphere. That is why Sea Level is one of the Essential Climate Variables (ECV) selected in the frame of the ESA Climate Change Initiative (CCI) program. It aims at providing long-term monitoring of the sea level ECV with regular updates, as required for climate studies. The program is now in its second phase of 3 year (following phase I during 2011-2013). The objectives are firstly to involve the climate research community, to refine their needs and collect their feedbacks on product quality. And secondly to develop, test and select the best algorithms and standards to generate an updated climate time series and to produce and validate the Sea Level ECV product. This will better answer the climate user needs by improving the quality of the Sea Level products and maintain a sustain service for an up-to-date production. This has led to the production of the Sea Level ECV which has benefited from yearly extensions and now covers the period 1993-2014. We will firstly present the main achievements of the ESA CCI Sea Level Project. On the one hand, the major steps required to produce the 22 years climate time series are briefly described: collect and refine the user requirements, development of adapted algorithms for climate applications and specification of the production system. On the other hand, the product characteristics are described as well as the results from product validation, performed by several groups of the ocean and climate modeling community. At last, new altimeter standards have been developed and the best one have been recently selected in order to produce a full reprocessing of the dataset (performed in 2016) adapted for climate studies. These new standards will be presented as well as other results regarding the improvement of the sea level estimation in the Arctic Ocean and in coastal areas for which preliminary results suggest that significant improvements can be achieved.

Accurately measuring sea level change from space: an ESA climate change initiative for MSL closure budget studies

NASA Astrophysics Data System (ADS)

Legeais, JeanFrancois; Benveniste, Jérôme

2016-07-01

Sea level is a very sensitive index of climate change and variability. Sea level integrates the ocean warming, mountain glaciers and ice sheet melting. Understanding the sea level variability and changes implies an accurate monitoring of the sea level variable at climate scales, in addition to understanding the ocean variability and the exchanges between ocean, land, cryosphere, and atmosphere. That is why Sea Level is one of the Essential Climate Variables (ECV) selected in the frame of the ESA Climate Change Initiative (CCI) program. It aims at providing long-term monitoring of the sea level ECV with regular updates, as required for climate studies. The program is now in its second phase of 3 year (following phase I during 2011-2013). The objectives are firstly to involve the climate research community, to refine their needs and collect their feedbacks on product quality. And secondly to develop, test and select the best algorithms and standards to generate an updated climate time series and to produce and validate the Sea Level ECV product. This will better answer the climate user needs by improving the quality of the Sea Level products and maintain a sustain service for an up-to-date production. This has led to the production of a first version of the Sea Level ECV which has benefited from yearly extensions and now covers the period 1993-2014. Within phase II, new altimeter standards have been developed and tested in order to reprocess the dataset with the best standards for climate studies. The reprocessed ECV will be released in summer 2016. We will present the main achievements of the ESA CCI Sea Level Project. On the one hand, the major steps required to produce the 22 years climate time series are briefly described: collect and refine the user requirements, development of adapted algorithms for climate applications and specification of the production system. On the other hand, the product characteristics are described as well as the results from product validation, performed by several groups of the ocean and climate modeling community. Efforts have also focused on the improvement of the sea level estimation in the Arctic Ocean and in coastal areas for which preliminary results suggest that significant improvements can be achieved.

Climate Solutions Presentations on Science On a Sphere (SOS) and SOS Explorer achieve acceptance of Climate Science among Policymakers as well as the Public: US National Academy of Sciences Symposium/Open House Example

NASA Astrophysics Data System (ADS)

Sievering, H.

2015-12-01

The outcomes of climate science are inherently rife with discussions of dire consequences for humans that leave many listeners feeling helpless and hopeless. We have found that a focus on clean energy solutions, without reference to dirty energy, substantially reduces (may even eliminate) the negativity associated with sea level rise, extreme weather and other climate change presentations. US audiences respond well to discussion of California's clean energy transformation with solar, wind, geothermal and water power together now approaching 25% of total energy supply for the world's sixth largest economy. For both policymakers and the general public, a "positive climate change" presentation does not generally suffice on its own. Clear visual display of climate science information is essential. We have found the Science On a Sphere (SOS) National Oceanic and Atmospheric Administration science education tool, to be exceptional in this regard. Further, broad dissemination is possible given the SOS network consists of over 120 sites in 23 countries. The new SOS Explorer system, an advanced science education tool, can readily utilize the over 500 available SOS data sets. We have recently developed an arctic amplification and mid-latitude climate change impacts program for the upcoming US National Academy of Sciences' Arctic Matters Symposium/Open House. This SOS and SOS Explorer education program will be described with emphasis on the climate solutions incorporated into this module targeted at US policymakers and invited open house public.

Climate Change Impacts on Texas Water: A White Paper Assessment of the Past, Present and Future and Recommendations for Action

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

Banner, Jay L.; Jackson, Charles S.; Yang, Zong-Liang

2010-09-01

Texas comprises the eastern portion of the Southwest region, where the convergence of climatological and geopolitical forces has the potential to put extreme stress on water resources. Geologic records indicate that Texas experienced large climate changes on millennial time scales in the past, and over the last thousand years, tree-ring records indicate that there were significant periods of drought in Texas. These droughts were of longer duration than the 1950s 'drought of record' that is commonly used in planning, and they occurred independently of human-induced global climate change. Although there has been a negligible net temperature increase in Texas overmore » the past century, temperatures have increased more significantly over the past three decades. Under essentially all climate model projections, Texas is susceptible to significant climate change in the future. Most projections for the 21st century show that with increasing atmospheric greenhouse gas concentrations, there will be an increase in temperatures across Texas and a shift to a more arid average climate. Studies agree that Texas will likely become significantly warmer and drier, yet the magnitude, timing, and regional distribution of these changes are uncertain. There is a large uncertainty in the projected changes in precipitation for Texas for the 21st century. In contrast, the more robust projected increase in temperature with its effect on evaporation, which is a dominant component in the region's hydrologic cycle, is consistent with model projections of frequent and extended droughts throughout the state. For these reasons, we recommend that Texas invest resources to investigate and anticipate the impacts of climate change on Texas water resources, with the goal of providing data to inform resource planning. This investment should support development of (1) research programs that provide policy-relevant science; (2) education programs to engage future researchers and policy-makers; and (3) connections between policy-makers, scientists, water resource managers, and other stakeholders. It is proposed that these goals may be achieved through the establishment of a Texas Climate Consortium, consisting of representatives from academia, industry, government agencies, water authorities, and other stakeholders. The mission of this consortium would be to develop the capacity to provide decision makers with the information needed to develop adaptation strategies in the face of future climate change and uncertainty.« less

Tri-Agency Coordination: Challenges and Successes in Creating a Community of Practice among Climate Change Education Principal Investigators funded by NASA, NOAA, and NSF

NASA Astrophysics Data System (ADS)

Schoedinger, S. E.; McDougall, C.; Karsten, J. L.; Campbell, D.; Pippin, M. R.; Chambers, L. H.

2013-12-01

The effort needed for comprehensive climate change education is far greater than any one institution, education sector, or even federal agency can handle. Recognizing a need to synergistically combine efforts, NSF, NASA, and NOAA have created a collaborative community of their climate change education principal investigators (PIs) through tri-agency coordination. The goals of this tri-agency collaboration are to leverage existing resources, minimize duplicate efforts, and facilitate communication among this emergent community of scientists and educators. NASA, NOAA, and NSF work together to strategically coordinate and support a portfolio of projects focused on climate literacy and education in formal and informal learning environments. The activities of the tri-agency collaboration, including annual meetings for PIs, a catalog of the agencies collective investments in climate change education and the ongoing development of a nascent common evaluation framework, have created a strong national network for effectively engaging diverse audiences with the principles of climate literacy (see Eos Vol. 92, No. 24, 14 June 2011). Last year, after 3 years of active collaboration, similar programs underway at other U.S. Global Change Research Program agencies: the EPA, National Institutes for Environmental Health Sciences, and USDA, were engaged in the collaboration. And, in an attempt to understand the interests of the private sector in this arena, conversations have begun with private philanthropic organizations. This year, as many of the funded projects are maturing, the PI meeting will have a focus on bringing this community together to create a science-theme based tangible outcome that can move the field of climate change education forward. Additional outcomes from this PI meeting will be presented as well as the challenges that were encountered in bringing together institutions with diverse missions, and approaches developed to ensure all parties feel they're benefiting from the collaboration.

Global Change Education Resource Guide.

ERIC Educational Resources Information Center

Mortensen, Lynn L., Ed.

This guide is intended as an aid to educators who conduct programs and activities on climate and global change issues for a variety of audiences. The selected set of currently available materials are appropriate for both formal and informal programs in environmental education and can help frame and clarify some of the key issues associated with…

Our Changing Planet: The FY 1993 US Global Change Research Program. A report by the Committee on Earth and Environmental Sciences, a supplement to the US President's fiscal year 1993 budget

NASA Technical Reports Server (NTRS)

1992-01-01

The U.S. Global Change Reasearch Program (USGCRP) was established as a Presidential initiative in the FY-1990 Budget to help develop sound national and international policies related to global environmental issues, particularly global climate change. The USGCRP is implemented through a priority-driven scientific research agenda that is designed to be integrated, comprehensive, and multidisciplinary. It is designed explicitly to address scientific uncertainties in such areas as climate change, ozone depletion, changes in terrestrial and marine productivity, global water and energy cycles, sea level changes, the impact of global changes on human health and activities, and the impact of anthropogenic activities on the Earth system. The USGCRP addresses three parallel but interconnected streams of activity: documenting global change (observations); enhancing understanding of key processes (process research); and predicting global and regional environmental change (integrated modeling and prediction).

Discussing Climate Change with the Public: Presenting the Science is Necessary but Insufficient

NASA Astrophysics Data System (ADS)

Vincelli, P.; Humble, J.

2012-12-01

Social science literature shows that the topic of climate change is imbued with cultural meaning for most Americans, such that sound scientific information alone is likely to be unpersuasive to people already doubtful about climate change. A current educational program on climate change emphasizes the following: *Less reliance on geophysical data *Positive messages as frequently as possible *Making the subject personal and concrete *Focusing on scientific aspects of climate change while refraining from promotion of particular policy solutions *Seeking ways to speak to core identities of diverse audiences *Assuring that communication efforts on this highly divisive topic are based on sensitivity to, and respect for, the diversity of worldviews present in citizens *To the extent possible, emphasizing optimism as well as our personal and collective capability to solve the problem of climate change. While this may seem self-evident, we also remind ourselves of the importance of avoiding criticism, blame, demonization, or arrogance in building a more inclusive community of public leaders on climate literacy.; Citing the recognition of climate-change science by trusted organizations is probably more convincing than showing reams of geophysical data. In particular, citing the Department of Defense may speak to the values of many who remain skeptical. ; This image is intended to speak to people that deeply value passing on a way of life to their descendants. Although nationalism can be carried to an extreme, this imagery can convey the notion that protecting our world from climate change is actually patriotic, something few Americans may realize.

Climate Change driven evolution of hazards to Europe's transport infrastructure throughout the twenty-first century

NASA Astrophysics Data System (ADS)

Matulla, Christoph; Hollósi, Brigitta; Andre, Konrad; Gringinger, Julia; Chimani, Barbara; Namyslo, Joachim; Fuchs, Tobias; Auerbach, Markus; Herrmann, Carina; Sladek, Brigitte; Berghold, Heimo; Gschier, Roland; Eichinger-Vill, Eva

2017-06-01

Road authorities, freight, and logistic industries face a multitude of challenges in a world changing at an ever growing pace. While globalization, changes in technology, demography, and traffic, for instance, have received much attention over the bygone decades, climate change has not been treated with equal care until recently. However, since it has been recognized that climate change jeopardizes many business areas in transport, freight, and logistics, research programs investigating future threats have been initiated. One of these programs is the Conference of European Directors of Roads' (CEDR) Transnational Research Programme (TRP), which emerged about a decade ago from a cooperation between European National Road Authorities and the EU. This paper presents findings of a CEDR project called CliPDaR, which has been designed to answer questions from road authorities concerning climate-driven future threats to transport infrastructure. Pertaining results are based on two potential future socio-economic pathways of mankind (one strongly economically oriented "A2" and one more balanced scenario "A1B"), which are used to drive global climate models (GCMs) producing global and continental scale climate change projections. In order to achieve climate change projections, which are valid on regional scales, GCM projections are downscaled by regional climate models. Results shown here originate from research questions raised by European Road Authorities. They refer to future occurrence frequencies of severely cold winter seasons in Fennoscandia, to particularly hot summer seasons in the Iberian Peninsula and to changes in extreme weather phenomena triggering landslides and rutting in Central Europe. Future occurrence frequencies of extreme winter and summer conditions are investigated by empirical orthogonal function analyses of GCM projections driven with by A2 and A1B pathways. The analysis of future weather phenomena triggering landslides and rutting events requires downscaled climate change projections. Hence, corresponding results are based on an ensemble of RCM projections, which was available for the A1B scenario. All analyzed risks to transport infrastructure are found to increase over the decades ahead with accelerating pace towards the end of this century. Mean Fennoscandian winter temperatures by the end of this century may match conditions of rather warm winter season experienced in the past and particularly warm future winter temperatures have not been observed so far. This applies in an even more pronounced manner to summer seasons in the Iberian Peninsula. Occurrence frequencies of extreme climate phenomena triggering landslides and rutting events in Central Europe are also projected to rise. Results show spatially differentiated patterns and indicate accelerated rates of increases.

Regional climate projection of the Maritime Continent using the MIT Regional Climate Model

NASA Astrophysics Data System (ADS)

IM, E. S.; Eltahir, E. A. B.

2014-12-01

Given that warming of the climate system is unequivocal (IPCC AR5), accurate assessment of future climate is essential to understand the impact of climate change due to global warming. Modelling the climate change of the Maritime Continent is particularly challenge, showing a high degree of uncertainty. Compared to other regions, model agreement of future projections in response to anthropogenic emission forcings is much less. Furthermore, the spatial and temporal behaviors of climate projections seem to vary significantly due to a complex geographical condition and a wide range of scale interactions. For the fine-scale climate information (27 km) suitable for representing the complexity of climate change over the Maritime Continent, dynamical downscaling is performed using the MIT regional climate model (MRCM) during two thirty-year period for reference (1970-1999) and future (2070-2099) climate. Initial and boundary conditions are provided by Community Earth System Model (CESM) simulations under the emission scenarios projected by MIT Integrated Global System Model (IGSM). Changes in mean climate as well as the frequency and intensity of extreme climate events are investigated at various temporal and spatial scales. Our analysis is primarily centered on the different behavior of changes in convective and large-scale precipitation over land vs. ocean during dry vs. wet season. In addition, we attempt to find the added value to downscaled results over the Maritime Continent through the comparison between MRCM and CESM projection. Acknowledgements.This research was supported by the National Research Foundation Singapore through the Singapore MIT Alliance for Research and Technology's Center for Environmental Sensing and Modeling interdisciplinary research program.

Climatic Impact Assessment Program, Proceedings of the Survey Conference, February 15-16, 1972

DOT National Transportation Integrated Search

1972-09-01

The report contains the proceedings of a survey conference, concerning the impact of climatic changes which might result from perturbation of the upper atmosphere by the exhaust effluent of a world high-altitude aircraft fleet, as projected to 1990. ...

Climate Generation: Advancing Climate Action through Education, Public Engagement and Youth Leadership

NASA Astrophysics Data System (ADS)

Poppleton, K. L. I.

2017-12-01

Climate Generation: A Will Steger Legacy empowers youth, educators, decision-makers and the public to foster climate literacy and action with the goal of building a more equitable and resilient future. We have over eleven years of experience delivering high-quality K-12 education, public engagement and youth leadership programming, reaching over 75,000 people, 35,000 students and 17,000 educators since 2006. By engaging educators, youth, and the public, we believe that communities can be better positioned to build a resilient and equitable future. For this reason we strive to engage with all these sectors through innovative programming and policy initiatives. Communities are resilient when individuals are connected to each other, resources, and decision-makers. Sharing personal narratives, and highlighting locally relevant solutions are all tools that Climate Generation employs to engage the public. We do this through community wide convenings, as well as sector specific events including at breweries, art fairs, and businesses. Education is also an integral piece for sustained action on climate change. We support educators with a science-based, interdisciplinary model of climate change education that engages all learners, and fosters climate literacy and action. We develop curriculum and offer professional development, encouraging teachers to develop today's students into action-competent citizens. Finally, Climate Generation recognizes the importance of empowering high school youth as a key strategy in transitioning to a just and sustainable future for all. We believe in the inherent genius of youth and know from experience that mentorship fosters powerful youth leadership at the community level, inspiring peers, family members, and local decision-makers to take critical action on climate change solutions. In order to accelerate and implement action on climate change we must take a multi-faceted approach: we are building public will for strong climate action at the local and state level; preparing educators and their students to understand the problem and implement clean energy solutions; and pushing our decision-makers to do the right thing via pressure from their constituents, including youth, who can effectively articulate equitable policy solutions and hold officials accountable.

How Climate Science got to be in the Next Generation Science Standards (Invited)

NASA Astrophysics Data System (ADS)

Wysession, M. E.

2013-12-01

Climate science plays a prominent role in the new national K-12 Next Generation Science Standards (NGSS). This represents the culmination of a significant amount of effort by many different organizations that have worked hard to educate the public on one of the most interesting, complex, complicated, and societally important aspects of geoscience. While there are significant challenges to the full implementation of the NGSS, especially those aspects that relate to climate change, the fact that so many states are currently adopting the NGSS represents a significant milestone in geoscience education. When grade 6-12 textbooks were written ten years ago, such as Pearson's high school Physical Science: Concepts in Action (Wysession et al., 2004), very little mention of climate change was incorporated because it did not appear in state standards. Now, climate and climate change are an integral part of the middle school and high school NGSS standards, and textbook companies are fully incorporating this content into their programs. There are many factors that have helped the shift toward teaching about climate, such as the IPCC report, Al Gore's 'An Inconvenient Truth,' and the many reports on climate change published by the National Research Council (NRC). However, four major community-driven literacy documents (The Essential Principles of Ocean Science, Essential Principles and Fundamental Concepts for Atmospheric Science Literacy, The Earth Science Literacy Principles, and The Essential Principles of Climate Science) were essential in that they directly informed the construction of the Earth and Space Science (ESS) content of the NRC's 'Framework for K-12 Science Education' by the ESS Design Team. The actual performance expectations of the NGSS were then informed directly by the disciplinary core ideas of the NRC Framework, which were motivated by the community-driven literacy documents and the significant credentials these bore. The work in getting climate science into classrooms has just begun: having standards that address climate science does not ensure that it will reach students. However, the fact that climate science plays an important role in the nation's first attempt at a national K-12 science program represents a significant advancement.

How Climate Science got to be in the Next Generation Science Standards (Invited)

NASA Astrophysics Data System (ADS)

Westnedge, K. L.; Dallimore, A.; Salish Sea Expedition Team

2011-12-01

Climate science plays a prominent role in the new national K-12 Next Generation Science Standards (NGSS). This represents the culmination of a significant amount of effort by many different organizations that have worked hard to educate the public on one of the most interesting, complex, complicated, and societally important aspects of geoscience. While there are significant challenges to the full implementation of the NGSS, especially those aspects that relate to climate change, the fact that so many states are currently adopting the NGSS represents a significant milestone in geoscience education. When grade 6-12 textbooks were written ten years ago, such as Pearson's high school Physical Science: Concepts in Action (Wysession et al., 2004), very little mention of climate change was incorporated because it did not appear in state standards. Now, climate and climate change are an integral part of the middle school and high school NGSS standards, and textbook companies are fully incorporating this content into their programs. There are many factors that have helped the shift toward teaching about climate, such as the IPCC report, Al Gore's 'An Inconvenient Truth,' and the many reports on climate change published by the National Research Council (NRC). However, four major community-driven literacy documents (The Essential Principles of Ocean Science, Essential Principles and Fundamental Concepts for Atmospheric Science Literacy, The Earth Science Literacy Principles, and The Essential Principles of Climate Science) were essential in that they directly informed the construction of the Earth and Space Science (ESS) content of the NRC's 'Framework for K-12 Science Education' by the ESS Design Team. The actual performance expectations of the NGSS were then informed directly by the disciplinary core ideas of the NRC Framework, which were motivated by the community-driven literacy documents and the significant credentials these bore. The work in getting climate science into classrooms has just begun: having standards that address climate science does not ensure that it will reach students. However, the fact that climate science plays an important role in the nation's first attempt at a national K-12 science program represents a significant advancement.

Intersections of downscaling, the ethics of climate services, and regional research grand challenges.

NASA Astrophysics Data System (ADS)

Hewitson, B.; Jack, C. D.; Gutowski, W. J., Jr.

2014-12-01

Possibly the leading complication for users of climate information for policy and adaptation is the confusing mix of contrasting data sets that offer widely differing (and often times fundamentally contradictory) indications of the magnitude and direction of past and future regional climate change. In this light, the most pressing scientific-societal challenge is the need to find new ways to understand the sources of conflicting messages from multi-model, multi-method and multi-scale disparities, to develop and implement new analytical methodologies to address this difficulty and so to advance the interpretation and communication of robust climate information to decision makers. Compounding this challenge is the growth of climate services which, in view of the confusing mix of climate change messages, raises serious concerns as to the ethics of communication and dissemination of regional climate change data.The Working Group on Regional Climate (WGRC) of the World Climate Research Program (WCRP) oversees the CORDEX downscaling program which offers a systematic approach to compare the CMIP5 GCMs alongside RCMs and Empirical-statistical (ESD) downscaling within a common experimental design, and which facilitates the evaluation and assessment of the relative information content and sources of error. Using results from the CORDEX RCM and ESD evaluation experiment, and set against the regional messages from the CMIP5 GCMs, we examine the differing messages that arise from each data source. These are then considered in terms of the implications of consequence if each data source were to be independently adopted in a real world use-case scenario. This is then cast in the context of the emerging developments on the distillation dilemma - where the pressing need is for multi-method integration - and how this relates to the WCRP regional research grand challenges.

Decision-Makers As Messengers Of Climate Change Impacts And Ambassadors For Their Communities.

NASA Astrophysics Data System (ADS)

Boudrias, M. A.; DeBenedict, C.; Bruce, L.; Estrada, M.; Hedge, N.; Silva-Send, N. J.

2016-12-01

Over the past several years there have been many coordinated efforts to improve climate change literacy of diverse audiences. The challenge has been to balance science content with audience-specific messaging with a goal to reach solutions and build community resilience. In the San Diego Region, Climate Education Partners (CEP) has been working with business leaders, elected officials, tribal leaders, and other community leaders to develop a suite of programs and activities to enhance the channels of communication outside traditional settings. CEP has employed a multidisciplinary approach that integrates climate science, social and learning sciences and effective communication strategies to create innovative resources and new approaches to climate change communication in order to engage audiences more effectively. We have interviewed over 140 key San Diego leaders and invited them to serve as ambassadors to the project by engaging them directly in the creation of a variety of innovative educational resources as well as serving as spokespersons for outreach activities. Our program has evolved from having only scientists, educators and community practitioners serve as presenters to strategically and deliberately engaging a mix of scientists, educators and decision makers as the conveyers of key messages. Our protocol for events includes preparing all speakers in advance, researching our audience, creating a script, immediate debriefs of each activity and a qualitative and quantitative assessment of each event. Two examples of this integrated approach will show how to engage decision-makers more deeply: (1) coastal flooding tour as a place-based activity and (2) impact videos that blend climate science, local personal stories and key messages from decision makers themselves. For climate change communication to be successful in the future, we will need creative and coordinated approaches.

Energy Literacy: A Natural and Essential Part of a Solutions-Based Approach to Climate Literacy

NASA Astrophysics Data System (ADS)

Inman, M. M.

2011-12-01

As with climate science topics, many Americans have misconceptions or gaps in understanding related to energy topics. Recent literacy efforts are geared to address these gaps in understanding. The U.S. Global Change Research Program's recently published "Energy Literacy: Essential Principles and Fundamental Concepts for Energy Education" offers a welcome complement to the Climate Literacy Essential Principles released in 2008. Research and experience suggest that education, communication and outreach about global climate change and related topics is best done using a solutions-based approach. Energy is a natural and effective topic to frame these solutions around. Used as a framework for designing curricula, Energy Literacy naturally leads to solutions-based approaches to Climate Change education. An inherently interdisciplinary topic, energy education must happen in the context of both the natural and social sciences. The Energy Literacy Essential Principles reflect this and open the door to curriculum that integrates the two.

Quantitative Metrics for Provenance in the Global Change Information System

NASA Astrophysics Data System (ADS)

Sherman, R. A.; Tipton, K.; Elamparuthy, A.

2017-12-01

The Global Change Information System (GCIS) is an open-source web-based resource to provide traceable provenance for government climate information, particularly the National Climate Assessment and other climate science reports from the U.S. Global Change Research Program. Since 2014, GCIS has been adding and updating information and linking records to make the system as complete as possible for the key reports. Our total count of records has grown to well over 20,000, but until recently there hasn't been an easy way to measure how well all those records were serving the mission of providing provenance. The GCIS team has recently established quantitative measures of whether each record has sufficient metadata and linkages to be useful for users of our featured climate reports. We will describe our metrics and show how they can be used to guide future development of GCIS and aid users of government climate data.

Promoting Regionally-Based Climate Change Education through Collaborations with Formal and Informal Education Institutions

NASA Astrophysics Data System (ADS)

Stylinski, C.; Griswold, M.

2012-12-01

Improving climate literacy is necessary to effectively respond to climate change impacts. However, climate change education efforts face significant hurdles both in the classroom and in out-of-school settings. These include addressing uncertainity and the complex mix of drivers and impacts that occur over large spatial and temporal scales. These efforts are further hampered by audiences who are disinterested and resisant to discussions of anthropogenic climate change. Bridging formal and informal education experiences focused on climate change offers a potentially powerful strategy to tackle these challenges. In this session, we will describe our NSF-funded Maryland-Delaware Climate Change Education, Assessment and Research (MADE-CLEAR) project, which applies a comprehensive regional partnership among scientists, education researchers, K-12 and informal education practitioners, and other stakeholders to improve public and student understanding of and engagement in climate change issues and solutions. To better understand gaps and opportunities, we have conducted surveys and interviews with K-12, informal, and undergraduate educators and administrators. We found that climate change education aligns with most institutions' missions and efforts, that most educators do not face institutional barriers to climate change education, and that climate change is typically incorporated as part of a host of environmental issues. Despite this, climate change education is still quite limited with few institutions explicitly focusing on climate change in their programming. Additionally, there is little apparent communication among these institutions with regard to this issue. In response to these needs, we have focused the MADE-CLEAR project on creating and providing regionally-relevant resouces and professional development on climate change science, impacts and solutions for both formal and informal educators. Our approach is collaborative and includes strategies to promote networking within and among these two groups. For example, we will lead joint workshops where K-12 teachers can share their in-depth understanding of climate change concepts and links to education standards, while free-choice-learning practitioners can provide their expertise in engaging diverse audiences and supporting more learner-centered teaching. Our resources will further support a formal-informal bridge by helping both groups of educators make climate change relevant to their audiences with local examples of impacts and ways to mitigate or adapt to these impacts. Our project includes design-based research, and thus we will examine how our professional development is translated into practice at different types of institutions and the impact of our approach on enhancing formal-informal education collaborations focused on climate change education.

Project BudBurst: People, Plants, and Climate Change

NASA Astrophysics Data System (ADS)

Henderson, S.; Ward, D.; Havens, K.; Gardiner, L. S.; Alaback, P.

2010-12-01

Providing opportunities for individuals to contribute to a better understanding of climate change is the hallmark of Project BudBurst (www.budburst.org). This highly successful, national citizen science program, now in its third year, is bringing climate change education outreach to thousands of individuals. Project BudBurst is a national citizen science initiative designed to engage the public in observations of phenological (plant life cycle) events that raise awareness of climate change, and create a cadre of informed citizen scientists. Citizen science programs such as Project BudBurst provide the opportunity for students and interested laypersons to actively participate in scientific research. Such programs are important not only from an educational perspective, but because they also enable scientists to broaden the geographic and temporal scale of their observations. The goals of Project BudBurst are to 1) increase awareness of phenology as an area of scientific study; 2) Increase awareness of the impacts of changing climates on plants; and 3) increase science literacy by engaging participants in the scientific process. From its 2008 launch in February, this on-line educational and data-entry program, engaged participants of all ages and walks of life in recording the timing of the leafing and flowering of wild and cultivated species found across the continent. Thus far, thousands of participants from all 50 states have submitted data. Project BudBurst has been the subject of almost 200 media outlets including NPR, national and regional television broadcasts, and most of the major national and regional newspapers. This presentation will provide an overview of Project BudBurst and will report on the results of the 2009 field campaign and discuss plans to expand Project BudBurst in 2010 including the use of mobile phones applications for data collection and reporting from the field. Project BudBurst co managed by the National Ecological Observatory Network and the Chicago botanic Garden. Financial support has been received from the National Science Foundation, UCLA Center for Embedded network Sensors U.S. Bureau of Land Management, U.S. Geological Survey , National Geographic Education Foundation, U.S. Fish and Wildlife Foundation, and NASA.

Antarctica and Global Environmental Change - Lessons from the Past Inform Climate Change Policy Today

NASA Astrophysics Data System (ADS)

Dunbar, R. B.; Scientific Team Of Odp Drilling Leg 318; Andrill Science Team

2011-12-01

Antarctic's continental ice, sea ice, and the broader Southern Ocean form a coupled and complex climate system that interacts in important yet poorly understood ways with the low and mid-latitudes. Because of its unusual sovereignty status and the fact that there is no indigenous human population, information about climate change in Antarctica penetrates the policy world less readily than findings from other regions. Yet, Antarctica's potential to impact climate change globally is disproportionately large. Vulnerable portions of the ice sheet may contribute up to 3 to 5 meters of sea level rise in the coming centuries, including significant amounts within the next 50 years. Loss of sea ice and other changes in the Southern Ocean may reduce oceanic uptake of excess atmospheric carbon dioxide, exacerbating global warming worldwide. Antarctica's impact on the Southern Hemisphere wind field is now well-established, contributing to ongoing decadal-scale perturbations in continental precipitation as well as major reorganizations of Southern Ocean food chains. Recent scientific drilling programs in the Ross Sea and off Wilkes Land, Antarctica, provide valuable insights into past climatic and biogeochemical change in Antarctica, insights of great relevance to international and national climate change policy. In this paper, we discuss polar amplification, sea level variability coupled to Antarctic ice volume, and response timescales as seen through the lens of past climate change. One key result emerging from multiple drilling programs is recognition of unanticipated dynamism in the Antarctic ice sheet during portions of the Pliocene (at a time with pCO2 levels equivalent to those anticipated late this century) as well as during "super-interglacials" of the Pleistocene. Evidence for substantially warmer ocean temperatures and reduced sea ice cover at these times suggests that polar amplification of natural climate variability, even under scenarios of relative small amounts of radiative forcing, is strong at all timescales. It also appears that we are committed to the attainment of pCO2 levels within the next several decades that in the past were associated with substantial reductions in Antarctic glacial ice volume, and hence significant amounts of global sea level rise. New and detailed studies of past warm intervals as well as the most recent deglaciation reveal the potential for century-scale (or even more rapid) melt events. A new ultra-high resolution record of East Antarctic climate change extending to the most recent deglaciation reveals unusually large climatic excursions in both the earliest Holocene and mid-Holocene. Taken together, the paleoclimate record derived from geological drilling in Antarctica should be taken by policymakers as substantial and credible new evidence of increased risk of dangerous climate change in the decades and century ahead.

Our Changing Planet: The U.S. Climate Change Science Program for Fiscal Years 2004 and 2005

DTIC Science & Technology

2004-07-01

physical, biological, social, and economic sciences. In February 2003, this committee reported its recommendations, which provided invaluable assistance...related environmental systems, and the options proposed to adapt to or mitigate these changes, may have substantial environmental, economic , and societal...adaptive management, and policymaking.The program also will encourage development of new methods, models, and other resources that facilitate economic

Interdisciplinary MSc and Doctoral Education in Climate System Science at the University of Hamburg

NASA Astrophysics Data System (ADS)

Dilly, Oliver; Stammer, Detlef; Pfeiffer, Eva-Maria

2010-05-01

Modern education in climate system sciences is based on a number of disciplines such as meteorology, geophysics, oceanography, geosciences and also economics and social sciences. Facts across these disciplines are required to address the faced key issues related to climate change effectively. Climate experts need to have profound knowledge that can only be achieved in interdisciplinary MSc and PhD programs. In Europe, graduate students who completed a BSc degree are typically proceeding with MSc programs to increase knowledge and qualification. Afterwards, the participation in a doctoral program may follow. Many doctoral programs include courses supporting disciplinary methodological and scientific background in particular. Those courses derive either from advanced MSc programs or specific trainings. Typically, interdisciplinary exchange is difficult to achieve at any stage of disciplinary graduate programs. Recent developments showed the need to educate climate experts in interdisciplinary MSc programs in climate system sciences for both researchers and professionals outside the university. The University of Hamburg offers an interdisciplinary 2-yr MSc program in Integrated System Sciences with 120 ECTS (30 compulsory, 90 eligible) in English language. If the MSc student decides to proceed with a PhD thesis, he/she may not necessarily complete the MSc program but may start to work on a specific and disciplinary doctoral thesis for 3 years. Each doctoral student is guided by an advisory panel (AP) which meets at least bi-annually. The AP consists of a Principal Advisor, a Co-Advisor and a Chair of the panel who come from neighboring disciplines. The structured doctoral program with only 12 CPs includes interdisciplinary compulsory courses and tailor-made eligible expert courses. Summer schools and soft skill courses add to both MSc and doctoral programs. Accordingly, the new graduate school concepts in climate system sciences at the University of Hamburg supports starting with the interdisciplinary MSc program Integrated Climate System Sciences and then get in-depth disciplinary expertise during PhD studies. The completion of the total MSc curriculum may not be essential. Advantages and limitations of this concept will be discussed.

Enhancing and expanding intersectional research for climate change adaptation in agrarian settings.

PubMed

Thompson-Hall, Mary; Carr, Edward R; Pascual, Unai

2016-12-01

Most current approaches focused on vulnerability, resilience, and adaptation to climate change frame gender and its influence in a manner out-of-step with contemporary academic and international development research. The tendency to rely on analyses of the sex-disaggregated gender categories of 'men' and 'women' as sole or principal divisions explaining the abilities of different people within a group to adapt to climate change, illustrates this problem. This framing of gender persists in spite of established bodies of knowledge that show how roles and responsibilities that influence a person´s ability to deal with climate-induced and other stressors emerge at the intersection of diverse identity categories, including but not limited to gender, age, seniority, ethnicity, marital status, and livelihoods. Here, we provide a review of relevant literature on this topic and argue that approaching vulnerability to climate change through intersectional understandings of identity can help improve adaptation programming, project design, implementation, and outcomes.

The potential of exceptional climate change education on individual lifetime carbon emissions

NASA Astrophysics Data System (ADS)

Cordero, E.; Centeno, D.; Todd, A. M.

2016-12-01

Strategies to mitigate climate change often center on clean technologies such as electric vehicles and solar panels, while the mitigation potential of a quality educational experience is rarely discussed. We investigate the role of education on individual carbon emissions using case studies from an intensive one-year university general education course focused on climate science and solutions. Results from this analysis demonstrate that students who completed the university course had significantly lower carbon emissions compared to a control group. If such an educational experience could be expanded throughout the United States, we estimate that education could be as valuable a climate change mitigation method as improving the fuel efficiency of automobiles. Relatedly, we also report on a new approach to apply real-time cloud based data to track the environmental impact of students during their participation in educational climate change programs. Such a tool would help illustrate the potential of education as a viable carbon mitigation strategy.

Lightning-Related Indicators for National Climate Assessment (NCA) Studies

NASA Astrophysics Data System (ADS)

Koshak, W. J.

2017-12-01

With the recent advent of space-based lightning mappers [i.e., the Geostationary Lightning Mapper (GLM) on GOES-16, and the Lightning Imaging Sensor (LIS) on the International Space Station], improved investigations on the inter-relationships between lightning and climate are now possible and can directly support the goals of the National Climate Assessment (NCA) program. Lightning nitrogen oxides (LNOx) affect greenhouse gas concentrations such as ozone that influences changes in climate. Conversely, changes in climate (from any causes) can affect the characteristics of lightning (e.g., frequency, current amplitudes, multiplicity, polarity) that in turn leads to changes in lightning-caused impacts to humans (e.g., fatalities, injuries, crop/property damage, wildfires, airport delays, changes in air quality). This study discusses improvements to, and recent results from, the NASA/MSFC NCA Lightning Analysis Tool (LAT). It includes key findings on the development of different types of lightning flash energy indicators derived from space-based lightning observations, and demonstrates how these indicators can be used to estimate trends in LNOx across the continental US.

Review of U.S. EPA Office of Research and Development's Research Programs

EPA Pesticide Factsheets

A review report of the Office of Research and Development’s (ORD) Strategic Research Action Plans (StRAPs) and the cross-cutting program Roadmaps for Environmental Justice and Global Climate Change.

Where High-Tech Meets High-Touch: an example of effective cross-disciplinary collaboration in education

NASA Astrophysics Data System (ADS)

Holzhauer, B.; Mooney, M. E.

2012-12-01

How can non-formal education programs effectively blend hands-on, place-based field science lessons with technology and digital media to teach abstract global concepts in a local setting? Using climate change as an overarching concept, the Aldo Leopold Nature Center (ALNC) in Madison, WI, is developing exhibits and digital curricula, strengthened through partnerships with local and national experts from scientific and education fields, to effectively increase the public's interest in and understanding of science and technology, how the world works, and what we can do to adapt, mitigate, and innovate sustainable solutions. The exhibits and multimedia content, centered on topics such as climate, energy, weather, and phenology, have been developed in consultation with partners like the National Academy of Sciences and various departments at the University of Wisconsin (UW). Outdoor "high-touch" programs are complemented with "high-tech" exhibits and media, including touchscreen kiosks and the National Oceanic and Atmospheric Administration's (NOAA) Science On a Sphere® global display system, tying together multimedia experiences with peer-reviewed cutting-edge science to ensure maximum comprehension by appealing and connecting to learners of all ages and learning modalities. The curriculum is being developed in alignment with local and national education standards and science and climate literacy frameworks (such as "The Essential Principles of Climate Sciences," U.S. Global Change Research Program / U.S. Climate Change Science Program). Its digital format allows it to be easily adapted to visitors' learning styles and cognitive levels and updated with relevant new content such as real-time climate data or current visualizations from the UW Cooperative Institute for Meteorological Satellite Studies. Drawing upon ALNC's award-winning environmental education experiences, professional development networks such as NOAA's Climate Stewards Education Program, and existing resources for teaching through formal STEM education, ALNC has combined the unique benefits of place-based outdoor citizen-science in the community setting with digital, multimedia, and interactive components to address local, regional, and global scientific concepts with all audiences of all ages. This innovative, replicable and broadly accessible approach, geared towards formal school groups and the general public in a non-formal educational setting, is being piloted, evaluated, and disseminated through a variety of networks and professional development in order to serve as a model of continued collaborative education.;

Potential impact of global climate change on malaria risk

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

Martens, W.J.M.; Rotmans, J.; Niessen, L.W.

The biological activity and geographic distribution of the malarial parasite and its vector are sensitive to climatic influences, especially temperature and precipitation. We have incorporated General Circulation Model-based scenarios of anthropogenic global climate change in an integrated linked-system model for predicting changes in malaria epidemic potential in the next century. The concept of the disability-adjusted life years is included to arrive at a single measure of the effect of anthropogenic climate change on the health impact of malaria. Assessment of the potential impact of global climate change on the incidence of malaria suggests a widespread increase of risk due tomore » expansion of the areas suitable for malaria transmission. This predicted increase is most pronounced at the borders of endemic malaria areas and at higher altitudes within malarial areas. The incidence of infection is sensitive to climate changes in areas of Southeast Asia, South America, and parts of Africa where the disease is less endemic; in these regions the numbers of years of healthy life lost may increase significantly. However, the simulated changes in malaria risk must be interpreted on the basis of local environmental conditions, the effects of socioeconomic developments, and malaria control programs or capabilities. 33 refs., 5 figs., 1 tab.« less

A History of Sandia’s Water Decision Modeling and Analysis Program

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

Lowry, Thomas Stephen; Pate, Ronald C.

This document provides a brief narrative, and selected project descriptions, that represent Sandia’s history involving data, modeling, and analysis related to water, energy-water nexus, and energy-water-agriculture nexus within the context of climate change. Sandia National Laboratories has been engaged since the early-1990s with program development involving data, modeling, and analysis projects that address the interdependent issues, risks, and technology-based mitigations associated with increasing demands and stresses being placed on energy, water, and agricultural/food resources, and the related impacts on their security and sustainability in the face of both domestic and global population growth, expanding economic development, and climate change.

Ontology development for provenance tracing in National Climate Assessment of the US Global Change Research Program

NASA Astrophysics Data System (ADS)

Fu, Linyun; Ma, Xiaogang; Zheng, Jin; Goldstein, Justin; Duggan, Brian; West, Patrick; Aulenbach, Steve; Tilmes, Curt; Fox, Peter

2014-05-01

This poster will show how we used a case-driven iterative methodology to develop an ontology to represent the content structure and the associated provenance information in a National Climate Assessment (NCA) report of the US Global Change Research Program (USGCRP). We applied the W3C PROV-O ontology to implement a formal representation of provenance. We argue that the use case-driven, iterative development process and the application of a formal provenance ontology help efficiently incorporate domain knowledge from earth and environmental scientists in a well-structured model interoperable in the context of the Web of Data.

Climate Change, Hydrology and Landscapes of America's Heartland: A Coupled Natural-Human System

NASA Astrophysics Data System (ADS)

Lant, C.; Misgna, G.; Secchi, S.; Schoof, J. T.

2012-12-01

This paper will present a methodological overview of an NSF-funded project under the Coupled Natural and Human System program. Climate change, coupled with variations and changes in economic and policy environments and agricultural techniques, will alter the landscape of the U.S. Midwest. Assessing the effects of these changes on watersheds, and thus on water quantity, water quality, and agricultural production, entails modeling a coupled natural-human system capable of answering research questions such as: (1) How will the climate of the U.S. Midwest change through the remainder of the 21st Century? (2) How will climate change, together with changing markets and policies, affect land use patterns at various scales, from the U.S. Midwest, to agricultural regions, to watersheds, to farms and fields? (3) Under what policies and prices does landscape change induced by climate change generate a positive or a negative feedback through changes in carbon storage, evapotranspiration, and albedo? (4) Will climate change expand or diminish the agricultural production and ecosystem service generation capacities of specific watersheds? Such research can facilitate early adaptation and make a timely contribution to the successful integration of agricultural, environmental, and trade policy. Rural landscapes behave as a system through a number of feedback mechanisms: climatic, agro-technology, market, and policy. Methods, including agent-based modeling, SWAT modeling, map algebra using logistic regression, and genetic algorithms for analyzing each of these feedback mechanisms will be described. Selected early results that link sub-system models and incorporate critical feedbacks will also be presented.igure 1. Overall Modeling framework for Climate Change, Hydrology and Landscapes of America's Heartland.

Institute for Defense Analysis. Annual Report 1991.

DTIC Science & Technology

1991-01-01

demographics, or examinations of the implications of alternative U.S. policies for regions such as the Mediterranean, the Iberian Peninsula and Latin...against overall U.S. goals. Our initial research involves studies and analyses in two areas: Concepts for Near-Term Collection of Climate Change Data...understanding the nature of climate change. However, the missions in this program are not slated to begin until the end of this decade. With increasing concern

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.

The Role of Communication in Ensuring Sustained Behavior Change

EPA Pesticide Factsheets

Webinar series on communications strategies and methods addresses how communications tools can be used throughout the implementation of climate and clean energy programs to achieve behavior change and ensure sustained.

A Model for Collaborative Learning in Undergraduate Climate Change Courses

NASA Astrophysics Data System (ADS)

Teranes, J. L.

2008-12-01

Like several colleges and universities across the nation, the University of California, San Diego, has introduced climate change topics into many existing and new undergraduate courses. I have administered a program in this area at UCSD and have also developed and taught a new lower-division UCSD course entitled "Climate Change and Society", a general education course for non-majors. This class covers the basics of climate change, such as the science that explains it, the causes of climate change, climate change impacts, and mitigation strategies. The teaching methods for this course stress interdisciplinary approaches. I find that inquiry-based and collaborative modes of learning are particularly effective when applied to science-based climate, environmental and sustainability topics. Undergraduate education is often dominated by a competitive and individualistic approach to learning. In this approach, individual success is frequently perceived as contingent on others being less successful. Such a model is at odds with commonly stated goals of teaching climate change and sustainability, which are to equip students to contribute to the debate on global environmental change and societal adaptation strategies; and to help students become better informed citizens and decision makers. I present classroom-tested strategies for developing collaborative forms of learning in climate change and environmental courses, including team projects, group presentations and group assessment exercises. I show how critical thinking skills and long-term retention of information can benefit in the collaborative mode of learning. I find that a collaborative learning model is especially appropriate to general education courses in which the enrolled student body represents a wide diversity of majors, class level and expertise. I also connect collaborative coursework in interdisciplinary environmental topics directly to applications in the field, where so much "real-world" achievement in research, education, government and business is effectively accomplished in collaborative teams.

Western Africa to c/1860 A.D.: A Provisional Historical Schema Based on Climate Periods. Indiana University African Studies Program Working Papers Series, No. 1.

ERIC Educational Resources Information Center

Brooks, George E.

An examination of historical developments in western Africa during six climate periods extending over two millennia, this study demonstrates that numerous historical developments correlate with climate periods and/or were influenced by changes in rainfall patterns and ecological conditions. These include such diverse topics as the diffusion of…

The Southern Global Change Program: Determining the relationship between air pollutants, climate change and forests

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

Mickler, R.A.; Fox, S.A.

The mission of the SGCP is to conduct research and monitoring in the southern region of the US; to determine the interactive responses among forest ecosystems, atmospheric pollution, and climate change; and to use this knowledge to manage and protect forest ecosystems. The first 5 years of research have emphasized the interactions and impacts of five stresses: CO{sub 2}, ozone, temperature, moisture, and nutrients in pine ecosystems. Hierarchial research approaches include correlational studies, experimental field and lab studies, and modeling Across individual-tree to regional levels. The results from 36 projects suggest: elevated CO{sub 2} increases carbon gain and suppress respirationmore » across site-resource conditions; genotypes are differentially affected by climate events; and competition and reproductive biology are likely to be impacted by climate change. An overview of five years of research results will be discussed.« less

Contrasting Controversies: Fracking and Climate Change

NASA Astrophysics Data System (ADS)

Duggan-Haas, D.; Zabel, I. H. H.; Ross, R. M.

2014-12-01

Slickwater high-volume hydraulic fracturing (commonly known as "fracking") is highly controversial. So is global warming, and the two issues are closely related, but the natures of these two controversies have substantial and important differences. Building upon years of experience in teaching and developing resources and strategies for teaching about evolution and climate change, staff at the Paleontological Research Institution have engaged in public outreach and educator professional development to help nurture understanding of fracking and the broader energy system. How are these controversies similar to and different from one another, and how should understanding these similarities and differences inform educational programming (and about how you talk about these issues with your Uncle Fred at the family holiday dinner?). It is nearly universally agreed amongst scientists who study climate that changes now underway are real and human caused, and are posing or likely to pose very serious problems for humanity. Scientists who study slickwater high-volume hydraulic fracturing agree that it causes environmental damage, but there is no consensus as to whether fracking causes more or less harm (e.g., among different kinds of environment harm, across different temporal and spatial scales, and among different social contexts) than other ways of producing energy on a large scale. In other words, the basic tenets of climate change are not a matter of scientific controversy, though the implications for policy making obviously remain politically controversial, while fracking is an issue of both scientific and political controversy. Without advocating for or against fracking, we help audiences disentangle scientific and political issues, better understand the energy resources used in their own communities, and consider issues of scale, systems, and complexity. We will compare and contrast the overlapping controversies surrounding climate change and fracking and highlight effective and ineffective approaches for educational programming as well as for more personal discussions. We will draw attention to the important ways in which these topics differ and what that implies for the development of programming and resources for teaching.

Lessons Learned from Applications of a Climate Change Decision Tree toWater System Projects in Kenya and Nepal

NASA Astrophysics Data System (ADS)

Ray, P. A.; Bonzanigo, L.; Taner, M. U.; Wi, S.; Yang, Y. C. E.; Brown, C.

2015-12-01

The Decision Tree Framework developed for the World Bank's Water Partnership Program provides resource-limited project planners and program managers with a cost-effective and effort-efficient, scientifically defensible, repeatable, and clear method for demonstrating the robustness of a project to climate change. At the conclusion of this process, the project planner is empowered to confidently communicate the method by which the vulnerabilities of the project have been assessed, and how the adjustments that were made (if any were necessary) improved the project's feasibility and profitability. The framework adopts a "bottom-up" approach to risk assessment that aims at a thorough understanding of a project's vulnerabilities to climate change in the context of other nonclimate uncertainties (e.g., economic, environmental, demographic, political). It helps identify projects that perform well across a wide range of potential future climate conditions, as opposed to seeking solutions that are optimal in expected conditions but fragile to conditions deviating from the expected. Lessons learned through application of the Decision Tree to case studies in Kenya and Nepal will be presented, and aspects of the framework requiring further refinement will be described.

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.

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.

Climate Change and the Arboviruses: Lessons from the Evolution of the Dengue and Yellow Fever Viruses.

PubMed

Tabachnick, Walter J

2016-09-29

The impact of anticipated changes in global climate on the arboviruses and the diseases they cause poses a significant challenge for public health. The past evolution of the dengue and yellow fever viruses provides clues about the influence of changes in climate on their future evolution. The evolution of both viruses has been influenced by virus interactions involving the mosquito species and the primate hosts involved in virus transmission, and by their domestic and sylvatic cycles. Information is needed on how viral genes in general influence phenotypic variance for important viral functions. Changes in global climate will alter the interactions of mosquito species with their primate hosts and with the viruses in domestic cycles, and greater attention should be paid to the sylvatic cycles. There is great danger for the evolution of novel viruses, such as new serotypes, that could compromise vaccination programs and jeopardize public health. It is essential to understand (a) both sylvatic and domestic cycles and (b) the role of virus genetic and environmental variances in shaping virus phenotypic variance to more fully assess the impact of global climate change.

The Climate Voices Speakers Network: Collaborating with Nontraditional, National Networks to Develop Climate Literacy on a Local Level

NASA Astrophysics Data System (ADS)

Wegner, K.; Schmidt, C.; Herrin, S.

2015-12-01

How can we leverage the successes of the numerous organizations in the climate change communication arena to build momentum rather than reinvent the wheel? Over the past two years, Climate Voices (climatevoices.org) has established a network of nearly 400 speakers and established partnerships to scale programs that address climate change communication and community engagement. In this presentation, we will present how we have identified and fostered win-win partnerships with organizations, such as GreenFaith Interfaith Partners for the Environment and Rotary International, to reach the broader general public. We will also share how, by drawing on the resources from the National Climate Assessment and the expertise of our own community, we developed and provided our speakers the tools to provide their audiences access to basic climate science - contributing to each audience's ability to understand local impacts, make informed decisions, and gain the confidence to engage in solutions-based actions in response to climate change. We will also discuss how we have created webinar coaching presentations by speakers who aren't climate scientists- and why we have chosen to do so.

NASA Contributions to the Development and Testing of Climate Indicators

NASA Astrophysics Data System (ADS)

Houser, P. R.; Leidner, A. K.; Tsaoussi, L.; Kaye, J. A.

2014-12-01

NASA is a major contributor the U.S. National Climate Assessment (NCA), a central component of the 2012-2022 U.S. Global Change Research Program's Strategic Plan. NASA supports a range of global climate and related environmental assessment activities through its data records, models, and model-produced data sets, as well as through involvement of agency personnel. These assessments provide important information on climate change and are used by policymakers, especially with the recent increased interest in climate vulnerability, impacts, and adaptation. Climate indicators provide a clear and concise way of communicating to the NCA audiences about not only status and trends of physical drivers of the climate system, but also the ecological and socioeconomic impacts, vulnerabilities, and responses to those drivers. NASA is enhancing its participation in future NCAs by encouraging the developing and testing of potential indicators that best address the needs expressed in the NCA indicator vision and that leverage NASA's capabilities. This presentation will highlight a suite of new climate indicators that draws significantly from NASA -produced data and/or modeling products, to support decisions related to impacts, adaptation, vulnerability, and mitigation associated with climate and global change.

Development of a Climate Resilience Screening Index (CRSI) ...

EPA Pesticide Factsheets

A Climate Resilience Screening Index is being developed that is applicable at multiple scales for the United States. Those scales include national, state, county and community. The index will be applied at the first three scales and at selected communities. The index was developed in order to explicitly include domains, indicators and metrics addressing environmental, economic and societal aspects of climate resilience. In addition, the index uses indicators and metrics that assess ecosystem, economic, governance and social services at these scales. Finally, we are developing forecasting approaches that can relate intended changes in services and governance to likely levels of changes in the resiliency of communities to climate change impacts. The present challenge is the incorporation of the index, its relationships to governance and the developing forecasting tools into Federal decision-making across US government and into state/county/community decision-making across the US. Governmental acceptance of changes to policies often can be just as challenging as the initial technical acceptance of the index and its relation to climate change. Climate Resilience Index is a requested product by ORD AA and EPA Administrator through SHC Program. Index needed to assess states', counties', and communities' abilities of recovery from climate events. Audience: Internal EPA (Administrator, IO, OLEM, OW and OAR) and external (states, counties and communities). Product

Assessing NARCCAP climate model effects using spatial confidence regions.

PubMed

French, Joshua P; McGinnis, Seth; Schwartzman, Armin

2017-01-01

We assess similarities and differences between model effects for the North American Regional Climate Change Assessment Program (NARCCAP) climate models using varying classes of linear regression models. Specifically, we consider how the average temperature effect differs for the various global and regional climate model combinations, including assessment of possible interaction between the effects of global and regional climate models. We use both pointwise and simultaneous inference procedures to identify regions where global and regional climate model effects differ. We also show conclusively that results from pointwise inference are misleading, and that accounting for multiple comparisons is important for making proper inference.

Review of U.S. EPA Office of Research and Development's Research Programs - 2017

EPA Pesticide Factsheets

A review report of the Office of Research and Development’s (ORD) Strategic Research Action Plans (StRAPs) and the cross-cutting program Roadmaps for Environmental Justice and Global Climate Change.

Central America Regional Climate Change Program: Tools for Your Use

NASA Technical Reports Server (NTRS)

Irwin, Dan; Irving, Bill; Yeager, Carey

2006-01-01

USAID/E-CAM and EGAT's Global Climate Change Team, in partnership with EPA, NASA, Oak Ridge National Lab, and the Central American Commission for Environment and Development (CCAD), have had a significant impact on the region's ability to monitor, mitigate, and adapt to environmental threats. Environmental decision-making tools and data are posted on a website (SERVIR: http://servir.nsstc.nasa.pov/home.html)that provides satellite and geographic data and maps to anybody with an Internet connection. The SERVIR program has been identified as the model for the Global Earth Observation System of Systems (GEOSS) - a major international effort to develop a 21st century system for environmental management and disaster response. In coordination with the USAID/EPA program, NASA has developed a GIs tool that enables countries to examine their forest cover and document changes on an annual basis. This information is used in calculating carbon emissions as part of greenhouse gas inventories, but also serves a valuable monitoring function. In addition, USAID/E-CAM and EGAT's Global Climate Change Team in collaboration with EPA are helping countries meet their obligations as signatories to the United Nations Framework Convention on Climate Change (UNFCCC). EPA is assisting Central American governments to improve the quality of their greenhouse gas emission inventories reported to the UNFCCC through the development of tools and improvements in data quality. New EPA tools developed include software to automatically calculate greenhouse gas emissions for the agricultural and forestry sector inventories, determine key sources of greenhouse gas emissions, and document institutional arrangements. Several of these tools are state of the art and are comparable to tools currently used in the U.S.

EPA Science Matters Newsletter: Taking Action on Climate Change

EPA Pesticide Factsheets

The U.S. Global Change Research Program (USGCRP) emphasizes the foundational role of science in understanding global change and its impacts on the environment. The U.S. Environmental Protection Agency is an integral and important part of that effort

Advancing Climate Literacy through Investment in Science Education Faculty, and Future and Current Science Teachers: Providing Professional Learning, Instructional Materials, and a Model for Locally-Relevant and Culturally-Responsive Content

NASA Astrophysics Data System (ADS)

Halversen, C.; Apple, J. K.; McDonnell, J. D.; Weiss, E.

2014-12-01

The Next Generation Science Standards (NGSS) call for 5th grade students to "obtain and combine information about ways individual communities use science ideas to protect Earth's resources and environment". Achieving this, and other objectives in NGSS, will require changes in the educational system for both students and teachers. Teachers need access to high quality instructional materials and continuous professional learning opportunities starting in pre-service education. Students need highly engaging and authentic learning experiences focused on content that is strategically interwoven with science practices. Pre-service and early career teachers, even at the secondary level, often have relatively weak understandings of the complex Earth systems science required for understanding climate change and hold alternative ideas and naïve beliefs about the nature of science. These naïve understandings cause difficulties in portraying and teaching science, especially considering what is being called for in NGSS. The ACLIPSE program focuses on middle school pre-service science teachers and education faculty because: (1) the concepts that underlie climate change align well with the disciplinary core ideas and practices in NGSS for middle grades; and (2) middle school is a critical time for capturing students interest in science as student engagement by eighth grade is the most effective predictor of student pursuit of science in high school and college. Capturing student attention at this age is critical for recruitment to STEM careers and lifelong climate literacy. THE ACLIPSE program uses cutting edge research and technology in ocean observing systems to provide educators with new tools to engage students that will lead to deeper understanding of the interactions between the ocean and climate systems. Establishing authentic, meaningful connections between indigenous and place-based, and technological climate observations will help generate a more holistic perspective on climate change and demonstrate that observing systems can enhance understanding. ACLIPSE materials strive to translate research about climate change effectively into understandable narratives of real world phenomena using ocean data, creating meaningful pathways into ocean-climate science for students in ALL communities.

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.

Using Minimax Regret Optimization to Search for Multi-Stakeholder Solutions to Deeply Uncertain Flood Hazards under Climate Change

NASA Astrophysics Data System (ADS)

Kirshen, P. H.; Hecht, J. S.; Vogel, R. M.

2015-12-01

Prescribing long-term urban floodplain management plans under the deep uncertainty of climate change is a challenging endeavor. To address this, we have implemented and tested with stakeholders a parsimonious multi-stage mixed integer programming (MIP) model that identifies the optimal time period(s) for implementing publicly and privately financed adaptation measures. Publicly funded measures include reach-scale flood barriers, flood insurance, and buyout programs to encourage property owners in flood-prone areas to retreat from the floodplain. Measures privately funded by property owners consist of property-scale floodproofing options, such as raising building foundations, as well as investments in flood insurance or retreat from flood-prone areas. The objective function to minimize the sum of flood control and damage costs in all planning stages for different property types during floods of different severities. There are constraints over time for flow mass balances, construction of flood management alternatives and their cumulative implementation, budget allocations, and binary decisions. Damages are adjusted for flood control investments. In recognition of the deep uncertainty of GCM-derived climate change scenarios, we employ the minimax regret criterion to identify adaptation portfolios robust to different climate change trajectories. As an example, we identify publicly and privately funded adaptation measures for a stylized community based on the estuarine community of Exeter, New Hampshire, USA. We explore the sensitivity of recommended portfolios to different ranges of climate changes, and costs associated with economies of scale and flexible infrastructure design as well as different municipal budget constraints.

Nevada's Climate Change High School Science Fair Network

NASA Astrophysics Data System (ADS)

Buck, P.

2012-12-01

The purpose of this 3 year project funded by NSF (GEO 1035049) is to increase the climate change science content knowledge and teaching effectiveness of in-service high school science teachers and increase the numbers of quality of high school geoscience projects competing in Nevada's three regional Intel ISEF (International Science & Engineering Fair) affiliated science fairs. In year 1 of the project participants consisted of six female and three male high school teachers from across Nevada. Eight of the participants were white and one was Asian. Five participants taught in Clark County, two taught in Owyhee, one taught in Elko and one taught in Spring Creek. Over 20% of the projects were noted (by the teachers) as being submitted by underrepresented students; however, this information is not reliable as most students did not provide this data themselves. Pre-and post- content tests were given. Teachers improved from an average of eight missed on the pre-test to an average of only four items missed on the post-test. Participants were also asked to evaluate their own teaching efficacy. In general, participants had a strong science efficacy. The item on which there was the most discrepancy among participants was on #10, the one stating that "The low achievement of some students cannot generally be blamed on their teachers." Most teachers completed an end of year program evaluation. All but one of the participants felt that the pace of the workshop was comfortable. All participants who used faculty mentors in helping their students rated their faculty mentors very highly. All participants rated the program content very highly in terms of clarity, organization, relevance, helpfulness and usefulness. All participants gave the program a very high rating overall and stated they would likely use the information to mentor future students and in instruction in future classes. The science fairs are the culmination of the program. Teachers were required to have at least one student submit a project related to climate change science in their regional fair. There were 28 projects submitted in 2011; of these there were 10 first place winners, 5 second place winners, and 1 third place winner. Over half of the projects entered in the regional science fairs received an award. The reported student science fair projects relating to climate change include, among others: comparing CO2 emissions in old and new cars, comparing travel by mass transit with travel by private car, studying how CO2 effects global warming, studying seedlings in a climate controlled environment, studying the effect of climate change on hurricanes, determining ammonia emission from bovine manure, and studying the effect of Dendroctonus brevicomis on the depopulation of Pinus edulis and Pinus ponderosa due to climate change.

Climate change and health in Earth's future

NASA Astrophysics Data System (ADS)

Bowles, Devin C.; Butler, Colin D.; Friel, Sharon

2014-02-01

Threats to health from climate change are increasingly recognized, yet little research into the effects upon health systems is published. However, additional demands on health systems are increasingly documented. Pathways include direct weather impacts, such as amplified heat stress, and altered ecological relationships, including alterations to the distribution and activity of pathogens and vectors. The greatest driver of demand on future health systems from climate change may be the alterations to socioeconomic systems; however, these "tertiary effects" have received less attention in the health literature. Increasing demands on health systems from climate change will impede health system capacity. Changing weather patterns and sea-level rise will reduce food production in many developing countries, thus fostering undernutrition and concomitant disease susceptibility. Associated poverty will impede people's ability to access and support health systems. Climate change will increase migration, potentially exposing migrants to endemic diseases for which they have limited resistance, transporting diseases and fostering conditions conducive to disease transmission. Specific predictions of timing and locations of migration remain elusive, hampering planning and misaligning needs and infrastructure. Food shortages, migration, falling economic activity, and failing government legitimacy following climate change are also "risk multipliers" for conflict. Injuries to combatants, undernutrition, and increased infectious disease will result. Modern conflict often sees health personnel and infrastructure deliberately targeted and disease surveillance and eradication programs obstructed. Climate change will substantially impede economic growth, reducing health system funding and limiting health system adaptation. Modern medical care may be snatched away from millions who recently obtained it.

Mapping Climate Change Vulnerabilities to Infectious Diseases in Europe

PubMed Central

Suk, Jonathan E.; Estevez, Virginia; Ebi, Kristie L.; Lindgren, Elisabet

2011-01-01

Background: The incidence, outbreak frequency, and distribution of many infectious diseases are generally expected to change as a consequence of climate change, yet there is limited regional information available to guide decision making. Objective: We surveyed government officials designated as Competent Bodies for Scientific Advice concerning infectious diseases to examine the degree to which they are concerned about potential effects of climate change on infectious diseases, as well as their perceptions of institutional capacities in their respective countries. Methods: In 2007 and 2009/2010, national infectious disease experts from 30 European Economic Area countries were surveyed about recent and projected infectious disease patterns in relation to climate change in their countries and the national capacity to cope with them. Results: A large majority of respondents agreed that climate change would affect vector-borne (86% of country representatives), food-borne (70%), water-borne (68%), and rodent-borne (68%) diseases in their countries. In addition, most indicated that institutional improvements are needed for ongoing surveillance programs (83%), collaboration with the veterinary sector (69%), management of animal disease outbreaks (66%), national monitoring and control of climate-sensitive infectious diseases (64%), health services during an infectious disease outbreak (61%), and diagnostic support during an epidemic (54%). Conclusions: Expert responses were generally consistent with the peer-reviewed literature regarding the relationship between climate change and vector- and water-borne diseases, but were less so for food-borne diseases. Shortcomings in institutional capacity to manage climate change vulnerability, identified in this assessment, should be addressed in impact, vulnerability, and adaptation assessments. PMID:22113877

The Climate Change Education Evidence Base: Lessons Learned from NOAA's Monitoring and Evaluation Framework Implementation

NASA Astrophysics Data System (ADS)

Baek, J.

2012-12-01

Federal science mission agencies are under increased pressure to ensure that their STEM education investments accomplish several objectives, including the identification and use of evidence-based approaches. Climate change education and climate literacy programs fall under these broader STEM initiatives. This paper is designed as a primer for climate change education evaluators and researchers to understand the policy context on the use of evidence. Recent initiatives, that include the National Science Foundation (NSF), the National Aeronautics and Space Administration (NASA), the National Oceanic and Atmospheric Administration (NOAA), point to a need for shared goals and measurements amongst the climate change education community. The Tri-agency Climate Change Education (CCE) collaboration, which includes NSF, NASA, and NOAA, developed the Tri-Agency Climate Change Education Common Evaluation Framework Initiative Stakeholder Statement (2012). An excerpt: From the perspective of the tri-agency collaboration, and its individual agency members, the goal of the common framework is not to build a required evaluation scheme or a set of new requirements for our funded climate change education initiatives. Rather, the collaboration would be strengthened by the development of a framework that includes tools, instruments, and/or documentation to: ● Help the agencies see and articulate the relationships between the individual pieces of the tri-agency CCE portfolio; ● Guide the agencies in reporting on the progress, lessons learned, and impacts of the collaboration between the three agencies in developing a coordinated portfolio of climate education initiatives; and ● Help the individual projects, as part of this broader portfolio, understand where they fit into a larger picture. The accomplishments of this initiative to date have been based on the collaborative nature of evaluators the climate change education community within the tri-agency portfolio. While this effort has provided some shared understanding and general guidance, there is still a lack of guidance to make decisions at any level of the community. A recent memorandum from the Office of Management and Budget provides more specific guidance around the generation and utilization of evidence. For example, the amount of funding awarded through grants should be weighted by the level of the evidence supporting a proposed project. As the field of climate change education establishes an evidence base, study designs should address a greater number of internal validity threats through comparison groups and reliable common measures. In addition, OMB invites agencies to develop systematic measurement of costs and costs per outcome. A growing evidence base, one that includes data that includes costs and even monetizes benefits, can inform decisions based on the strongest returns on investments within a portfolio. This paper will provide examples from NOAA's Monitoring and Evaluation Framework Implementation project that illustrate how NOAA is facing these challenges. This is intended to inform climate change educators, evaluators, and researchers in ways to integrate evaluation into the management of their programs while providing insight across the portfolio.

Climate and atmosphere simulator for experiments on ecological systems in changing environments.

PubMed

Verdier, Bruno; Jouanneau, Isabelle; Simonnet, Benoit; Rabin, Christian; Van Dooren, Tom J M; Delpierre, Nicolas; Clobert, Jean; Abbadie, Luc; Ferrière, Régis; Le Galliard, Jean-François

2014-01-01

Grand challenges in global change research and environmental science raise the need for replicated experiments on ecosystems subjected to controlled changes in multiple environmental factors. We designed and developed the Ecolab as a variable climate and atmosphere simulator for multifactor experimentation on natural or artificial ecosystems. The Ecolab integrates atmosphere conditioning technology optimized for accuracy and reliability. The centerpiece is a highly contained, 13-m(3) chamber to host communities of aquatic and terrestrial species and control climate (temperature, humidity, rainfall, irradiance) and atmosphere conditions (O2 and CO2 concentrations). Temperature in the atmosphere and in the water or soil column can be controlled independently of each other. All climatic and atmospheric variables can be programmed to follow dynamical trajectories and simulate gradual as well as step changes. We demonstrate the Ecolab's capacity to simulate a broad range of atmospheric and climatic conditions, their diurnal and seasonal variations, and to support the growth of a model terrestrial plant in two contrasting climate scenarios. The adaptability of the Ecolab design makes it possible to study interactions between variable climate-atmosphere factors and biotic disturbances. Developed as an open-access, multichamber platform, this equipment is available to the international scientific community for exploring interactions and feedbacks between ecological and climate systems.

Forecasting the future risk of Barmah Forest virus disease under climate change scenarios in Queensland, Australia.

PubMed

Naish, Suchithra; Mengersen, Kerrie; Hu, Wenbiao; Tong, Shilu

2013-01-01

Mosquito-borne diseases are climate sensitive and there has been increasing concern over the impact of climate change on future disease risk. This paper projected the potential future risk of Barmah Forest virus (BFV) disease under climate change scenarios in Queensland, Australia. We obtained data on notified BFV cases, climate (maximum and minimum temperature and rainfall), socio-economic and tidal conditions for current period 2000-2008 for coastal regions in Queensland. Grid-data on future climate projections for 2025, 2050 and 2100 were also obtained. Logistic regression models were built to forecast the otential risk of BFV disease distribution under existing climatic, socio-economic and tidal conditions. The model was applied to estimate the potential geographic distribution of BFV outbreaks under climate change scenarios. The predictive model had good model accuracy, sensitivity and specificity. Maps on potential risk of future BFV disease indicated that disease would vary significantly across coastal regions in Queensland by 2100 due to marked differences in future rainfall and temperature projections. We conclude that the results of this study demonstrate that the future risk of BFV disease would vary across coastal regions in Queensland. These results may be helpful for public health decision making towards developing effective risk management strategies for BFV disease control and prevention programs in Queensland.

Third National Aeronautics and Space Administration Weather and climate program science review

NASA Technical Reports Server (NTRS)

Kreins, E. R. (Editor)

1977-01-01

Research results of developing experimental and prototype operational systems, sensors, and space facilities for monitoring, and understanding the atmosphere are reported. Major aspects include: (1) detection, monitoring, and prediction of severe storms; (2) improvement of global forecasting; and (3) monitoring and prediction of climate change.

Climate Change and Vector Borne Diseases: Getting A Grip on Control

NASA Astrophysics Data System (ADS)

Glass, G. E.; Ellis, H.

2011-12-01

Pathogens that are transmitted by arthropods to humans kill millions of people a year and have long been identified as systems likely affected by climate change. Despite this, there has been a long controversy of how to evaluate the responses of these infectious disease systems to climatic conditions so that meaningful programmatic dcisions can be made. We briefly review the rationale for overall expectations, using them to identify both the temporal and spatial resolution needed for decision making and then discuss progress to date, using the world global malaria eradication program as an example.

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.

Spatial and Climate Literacy: Connecting Urban and Rural Students

NASA Astrophysics Data System (ADS)

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

2013-12-01

Through a collaboration between the University of Nebraska-Lincoln (UNL), Brooklyn College, and Lehman College, four independent but linked modules were developed and piloted in courses offered at Brooklyn College and UNL simultaneously. Module content includes climate change science and literacy principles, using geospatial technologies (GIS, GPS and remote sensing) as a vehicle to explore issues associated with global, regional, and local climate change in a concrete, quantitative and visual way using Internet resources available through NASA, NOAA, USGS, and a variety of universities and organizations. The materials take an Earth system approach and incorporate sustainability, resilience, water and watersheds, weather and climate, and food security topics throughout the semester. The research component of the project focuses on understanding the role of spatial literacy and authentic inquiry based experiences in climate change understanding and improving confidence in teaching science. In particular, engaging learners in both climate change science and GIS simultaneously provides opportunities to examine questions about the role that data manipulation, mental representation, and spatial literacy plays in students' abilities to understand the consequences and impacts of climate change. Pre and post surveys were designed to discern relationships between spatial cognitive processes and effective acquisition of climate change science concepts in virtual learning environments as well as alignment of teacher's mental models of nature of science and climate system dynamics to scientific models. The courses will again be offered simultaneously in Spring 2014 at Brooklyn College and UNL. Evaluation research will continue to examine the connections between spatial and climate literacy and teacher's mental models (via qualitative textual analysis using MAXQDA text analysis, and UCINET social network analysis programs) as well as how urban-rural learning interactions may influence climate literacy.

High Resolution Climate Modeling of the Water Cycle over the Western United States Including Potential Climate Change Impacts

NASA Astrophysics Data System (ADS)

Rasmussen, R.; Liu, C.; Ikeda, K.

2016-12-01

The NCAR Water System program strives to improve the full representation of the water cycle in both regional and global models. Our previous high-resolution simulations using the WRF model over the Rocky Mountains revealed that proper spatial and temporal depiction of snowfall adequate for water resource and climate change purposes can be achieved with the appropriate choice of model grid spacing (< 6 km horizontal) and parameterizations. The climate sensitivity experiment consistent with expected climate change showed an altered hydrological cycle with increased fraction of rain versus snow, increased snowfall at high altitudes, earlier melting of snowpack, and decreased total runoff. In order to investigate regional differences between the Rockies and other major mountain barriers and to study climate change impacts over other regions of the contiguous U.S. (CONUS), we have expanded our prior CO Headwaters modeling study to encompass most of North America at a horizontal grid spacing of 4 km (see figure below). A domain expansion provides the opportunity to assess changes in orographic precipitation across different mountain ranges in the western USA. This study will examine the water cycle over Western U.S. seven U.S. mountain ranges, including likely changes to amount of snowpack and spring melt-off, critical to agriculture in the western U.S.

Clouds and more: ARM climate modeling best estimate data: A new data product for climate studies

DOE PAGES

Xie, Shaocheng; McCoy, Renata B.; Klein, Stephen A.; ...

2010-01-01

The U.S. Department of Energy (DOE) Atmospheric Radiation Measurement (ARM) Program (www.arm.gov) was created in 1989 to address scientific uncertainties related to global climate change, with a focus on the crucial role of clouds and their influence on the transfer of radiation atmosphere. Here, a central activity is the acquisition of detailed observations of clouds and radiation, as well as related atmospheric variables for climate model evaluation and improvement.

Climate Change in the School Yard: Monitoring the Health of Acer Saccharum with A Maple Report Card

NASA Astrophysics Data System (ADS)

Carlson, M.; Diller, A.; Rock, B. N.

2012-12-01

K-12 Teachers and students engage in authentic science and a research partnership with scientists in Maple Watch, a University of New Hampshire outreach program. Maple Watch is a hands-on, inquiry-based program in which students learn about climate change and air quality as well as many other environmental stress factors which may affect the health of sugar maple. The iconic New England tree is slated to lose 52% of its range in this century. Maple Watch builds on the 20-year record of Forest Watch, a K-12 program in which students and teachers have contributed annual research specimens and data to a UNH study of tropospheric ozone and its impact on white pine (Pinus strobus). Maple Watch students monitor sugar maples (Acer saccharum) year-round for signals of strain and disease. Students report the first run in sap season, bud burst and leaf development, and leaf senescence and fall. Across New England the timing of these phenologic events is changing with climate warming. Students assess maple health with simple measures of leaf development in May, leaf senescence in early fall and bud quality in late fall. Simple student arithmetic rankings of leaf and bud health correlate with chlorophyll content and spectral reflectance measures that students can analyze and compare with researchers at UNH. Grading their trees for each test on a one-two-three scale, students develop a Maple Report Card for each type of measurement, which presents an annual portrait of tree health. Year-by-year, schools across the sugar maple's 31 million acre range could monitor changes in tree health. The change over time in maple health can be graphed in parallel with the Goddard Space Institute's Common Sense Climate Index. Four teachers, listed as co-authors here, began a pilot study with Maple Watch in 2010, contributing sap samples and sharing curricular activities with UNH. Pilot Maple Watch schools already manage stands of sugar maples and make maple syrup and are assisting in training new schools in Maple Watch protocols. The program also includes assessment of educational philosophy as we consider how to discuss climate change with K-12 students. Maple Watch teachers are learning how to discuss the death of a tree, extirpation of a species, and human connections with nature.

Tackling air pollution and extreme climate changes in China: Implementing the Paris climate change agreement.

PubMed

Tambo, Ernest; Duo-Quan, Wang; Zhou, Xiao-Nong

2016-10-01

China still depends on coal for more than 60% of its power despite big investments in the process of shifting to nuclear, solar and wind power renewable energy resources alignment with Paris climate change agreement (Paris CCA). Chinese government through the Communist Party Central Committee (CPCC) ascribes great importance and commitment to Paris CCA legacy and history landmark implementation at all levels. As the world's biggest carbon dioxide emitter, China has embarked on "SMART" pollution and climate changes programs and measures to reduce coal-fired power plants to less than 50% in the next five years include: new China model of energy policies commitment on CO2 and greenhouse gas emissions reductions to less than 20% non-fossil energy use by 2030 without undermining their economic growth, newly introduced electric vehicles transportation benefits, interactive and sustained air quality index (AQI) monitoring systems, decreasing reliance on fossil fuel economic activities, revision of energy price reforms and renewable energy to less energy efficient technologies development. Furthermore, ongoing CPCC improved environmental initiatives, implemented strict regulations and penalties on local companies and firms' pollution production management, massive infrastructures such as highways to reduce CO2 expansion of seven regional emissions trading markets and programs for CO2 emissions and other pollutants are being documented. Maximizing on the centralized nature of the China's government, implemented Chinese pollution, climate changes mitigation and adaptation initiatives, "SMART" strategies and credible measures are promising. A good and practical example is the interactive and dynamic website and database covering 367 Chinese cities and providing real time information on environmental and pollution emissions AQI. Also, water quality index (WQI), radiation and nuclear safety monitoring and management systems over time and space. These are ongoing Chinese valuable and exemplary leadership in Paris CCA implementation to the global community. Especially to pragmatic and responsible efforts to support pollution and climate changes capacity development, technology transfer and empowerment in emissions surveillance and monitoring systems and "SMART" integrated climate changes mitigation packages in global Sustainable Development Goals (SDGs) context, citizenry health and wellbeing. Copyright © 2016 Elsevier Ltd. All rights reserved.