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

The role of sea ice dynamics in global climate change

NASA Technical Reports Server (NTRS)

Hibler, William D., III

1992-01-01

The topics covered include the following: general characteristics of sea ice drift; sea ice rheology; ice thickness distribution; sea ice thermodynamic models; equilibrium thermodynamic models; effect of internal brine pockets and snow cover; model simulations of Arctic Sea ice; and sensitivity of sea ice models to climate change.

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…

A flexible, multi-faceted, multi-media approach to teaching climate change to non-STEM majors

NASA Astrophysics Data System (ADS)

De Roo, R. D.; Liemohn, M. W.

2011-12-01

The University of Michigan offers a 100-level course entitled, "Our Changing Atmosphere," often taken to fulfill the natural science distribution credit requirement by up to 200 students in non-technical majors per term. This course covers the properties and structure of the atmosphere and how they are changing, emphasizing the global climate and climate change. After a brief introduction to atmospheric basics, highlights from Earth's climate history are presented, followed by modern-day changes to climate, such as air pollution, stratospheric ozone depletion, and global warming. The current format of the course relies heavily on Lecturebook, Lecturetools, and C-tools as online electronic resources for the class. The textbook for the course is managed through Lecturebook, which also provides hyperlinked text and hundreds of built-in questions for homework sets and student review. The recitation lessons are uploaded to Lecturebook, which allows for interactive question-and-answer sessions during class in multiple formats. The University of Michigan's C-tools environment is also used for email distribution and archiving, additional resource postings, and as a backup to these other two websites. The structure of the class permits different instructors to emphasize different facets of climate, and to employ different instructional techniques. For example, the textbook differs depending on the term the course is offered. One of us emphasizes good-vs-bad science usage via video, sound clip, or PDF posting on a weather or climate related topic in every lecture. Good-v-bad science usage of climate topics in research, media reporting, and casual conversation are all discussed by the students and included in the examinations. The other instructor emphasizes the findings of the IPCC, employs hands-on activities in lecture and eschews exams in favor of collaborative homework assignments. The assignments include qualitative and quantitative analyses of climate topics and the exploration of model predictions under differing assumptions.

Storytelling and Technology Combine to Create Student Engagement Around Locally Relevant Climate Change Topics.

NASA Astrophysics Data System (ADS)

Leckey, E.; Littrell-Baez, M.; Tayne, K.; Gold, A. U.; Okochi, C.; Oonk, D.; Smith, L. K.; Lynds, S. E.

2017-12-01

Storytelling is a powerful way for students to engage with science topics, particularly topics that may initially seem too broad to impact their lives, like climate change. Empowering students to telling a personal story about climate change's effects and helping them turn their story into a film is powerful approach. Especially because these films can be shared globally and gives students a voice around a complex topic like climate change. Here, we present impacts of the Lens on Climate Change program (LOCC), which engages middle and high school students in producing short films featuring how climate change impacts their communities. LOCC is offered as an intensive week-long summer program and as an extracurricular program during the school year. The majority of student participants are recruited from historically underserved communities and come from ethnical and socioeconomically diverse backgrounds. Survey data revealed that LOCC participants had a significant increase in their belief in the reality of climate change after participation in their program relative to students in a demographically-matched control groups. Furthermore, participant responses on reflection surveys given after the program included statements that suggest that students had begun thinking more deeply about climate change as a serious global challenge and felt empowered to take actions to mitigate climate change and/or spread awareness in their communities. The majority of students in the LOCC program also reported being very proud of their film and intended to share their film with their friends and family. Additionally, we explored the long-term impacts of participation by interviewing students a year after the program and offered them the opportunity to make a subsequent film. Students in this "advanced group" reported being more aware of climate change in their community following making their films and were enthusiastic to increase their filmmaking skills through producing additional films. We suggest that the combination of storytelling and filmmaking gives students a means to become part of the climate change narrative and to engage in thinking about and acting on climate change at a broader level than they might otherwise be comfortable doing.

Acknowledging Global Climate Change in Humanities Courses Not Focused on Climate: The Value of Indirectness in Teaching.

NASA Astrophysics Data System (ADS)

Slovic, S.

2015-12-01

I will highlight the following teaching strategies in my presentation: 1) the decision of include climate-related works at the end of syllabi for courses in subjects like "The Literature of Energy" in order to complicate and contextualize readings from earlier in the courses and to delay the climate topic until I feel students are ready to face it; 2) breaking down climate into an array of specific, graspable sub-issues (food, water, transportation, architecture) in courses on sustainability literature; and 3) appreciating the psychology of "numbers and nerves" in course design for topics such as genocide and climate change that seem to require quantitative description (for instance, psychic numbing, pseudoinefficacy, the prominence effect, the asymmetry of trust, and the trans-scalar imaginary). This presentation will briefly describe my own experiences teaching climate change literature at the University of Nevada, Reno, and the University of Idaho and will also draw from my forthcoming book, with psychologist Paul Slovic, titled Numbers and Nerves: Information, Emotion, and Meaning in a World of Data (Oregon State University Press, October 2015).

A Model Based Mars Climate Database for the Mission Design

NASA Technical Reports Server (NTRS)

2005-01-01

A viewgraph presentation on a model based climate database is shown. The topics include: 1) Why a model based climate database?; 2) Mars Climate Database v3.1 Who uses it ? (approx. 60 users!); 3) The new Mars Climate database MCD v4.0; 4) MCD v4.0: what's new ? 5) Simulation of Water ice clouds; 6) Simulation of Water ice cycle; 7) A new tool for surface pressure prediction; 8) Acces to the database MCD 4.0; 9) How to access the database; and 10) New web access

Climate Change Education Today in K-12: What's Happening in the Earth and Space Science Classroom?

NASA Astrophysics Data System (ADS)

Holzer, M. A.; National Earth Science Teachers Association

2011-12-01

Climate change is a highly interdisciplinary topic, involving not only multiple fields of science, but also social science and the humanities. There are many aspects of climate change science that make it particularly well-suited for exploration in the K-12 setting, including opportunities to explore the unifying processes of science such as complex systems, models, observations, change and evolution. Furthermore, this field of science offers the opportunity to observe the nature of science in action - including how scientists develop and improve their understanding through research and debate. Finally, climate change is inherently highly relevant to students - indeed, students today will need to deal with the consequences of the climate change. The science of climate change is clearly present in current science education standards, both at the National level as well as in the majority of states. Nonetheless, a significant number of teachers across the country report difficulties addressing climate change in the classroom. The National Earth Science Teachers Association has conducted several surveys of Earth and space science educators across the country over the past several years on a number of issues, including their needs and concerns, including their experience of external influences on what they teach. While the number of teachers that report external pressures to not teach climate change science are in the minority (and less than the pressure to not teach evolution and related topics), our results suggest that this pressure against climate change science in the K-12 classroom has grown over the past several years. Some teachers report being threatened by parents, being encouraged by administrators to not teach the subject, and a belief that the "two sides" of climate change should be taught. Survey results indicate that teachers in religious or politically-conservative districts are more likely to report difficulties in teaching about climate change than in other areas of the country. This presentation will provide an overview of our most recent survey results on climate change education in the K-12 Earth and space science classroom, including highlighting some of the strategies that teachers are using to bring this critically important area of science to their students.

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.

Emotions about Teaching about Human-Induced Climate Change

ERIC Educational Resources Information Center

Lombardi, Doug; Sinatra, Gale M.

2013-01-01

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

Growing Diversity in Space Weather and Climate Change Research

NASA Astrophysics Data System (ADS)

Johnson, L. P.; Ng, C.; Marchese, P.; Austin, S.; Frost, J.; Cheung, T. D.; Robbins, I.; Carlson, B. E.; Steiner, J. C.; Tremberger, G.; Paglione, T.; Damas, C.; Howard, A.; Scalzo, F.

2013-12-01

Space Weather and Global Climate Impacts are critical items on the present national and international science agendas. Understanding and forecasting solar activity is increasingly important for manned space flight, unmanned missions (including communications satellites, satellites that monitor the space and earth environment), and regional power grids. The ability to predict the effects of forcings and feedback mechanisms on global and local climate is critical to survival of the inhabitants of planet Earth. It is therefore important to motivate students to continue their studies via advanced degrees and pursue careers related to these areas. This CUNY-based initiative, supported by NASA and NSF, provided undergraduate research experience for more than 70 students in topics ranging from urban impacts of global climate change to magnetic rope structure, solar flares and CMEs. Other research topics included investigations of the ionosphere using a CubeSat, stratospheric aerosols in Jupiter's atmosphere, and ocean climate modeling. Mentors for the primarily summer research experiences included CUNY faculty, GISS and GSFC scientists. Students were recruited from CUNY colleges as well as other colleges including Spelman, Cornell, Rutgers and SUNY colleges. Fifty-eight percent of the undergraduate students were under-represented minorities and thirty-four percent were female. Many of the research teams included high school teachers and students as well as graduate students. Supporting workshops for students included data analysis and visualization tools, space weather, planetary energy balance and BalloonSats. The project is supported by NASA awards NNX10AE72G and NNX09AL77G, and NSF REU Site award 0851932.

Climate change science education across schools, campuses, and centers: strategies and successes

NASA Astrophysics Data System (ADS)

Merrill, J.; Harcourt, P.; Rogers, M.; Buttram, J.; Petrone, C.; Veron, D. E.; Sezen-Barrie, A.; Stylinski, C.; Ozbay, G.

2016-02-01

With established partnerships in higher education, K-12, and informal science education communities across Delaware and Maryland, the NSF-funded MADE CLEAR project (Maryland Delaware Climate Change Education, Assessment, and Research) has instituted a suite of professional development strategies to bring climate change science into science education methods courses, K-12 classrooms, university lecture halls, and public park facilities. MADE CLEAR partners have provided consistent climate literacy topics (mechanisms, human contributions, local and global impacts, mitigation and adaptation) while meeting the unique needs of each professional community. In-person topical lectures, hands-on work with classroom materials, seed funding for development of new education kits, and on-line live and recorded sessions are some of the tools employed by the team to meet those needs and build enduring capacity for climate change science education. The scope of expertise of the MADE CLEAR team, with climate scientists, educators, learning scientists, and managers has provided not only PD tailored for each education audience, but has also created, fostered, and strengthened relationships across those audiences for long-term sustainability of the newly-built capacity. Specific examples include new climate change programs planned for implementation across Delaware State Parks that will be consistent with middle school curriculum; integration of climate change topics into science methods classes for pre-service teachers at four universities; and active K-12 and informal science education teams working to cooperatively develop lessons that apply informal science education techniques and formal education pedagogy. Evaluations by participants highlight the utility of personal connections, access to experts, mentoring and models for developing implementation plans.

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

NASA Astrophysics Data System (ADS)

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

2009-04-01

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

Planet Earth: Can Other Planets Tell Us Where We Are Going?

ERIC Educational Resources Information Center

Cherif, Abour H.; Adams, Gerald E.

1994-01-01

Makes comparisons between the Earth and other planets to suggest a possible vehicle for predicting the effects of human-made or natural disasters on our Earth. Also included are brief discussions of the following topics: (1) the atmosphere and greenhouse effect; (2) alterations of the biosphere; (3) climate and climatic change; (4) the water…

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.

Meeting Agenda Overview

EPA Pesticide Factsheets

Three “lightning round” presentations and brief panel discussion on each of five topics including water quality and quantity, river protection and restoration, climate resiliance, Brownfields revitalization, and trails, parks, and open space.

Coordinating Council. Second Meeting: International Acquisitions

NASA Technical Reports Server (NTRS)

1990-01-01

The theme of this NASA Scientific and Technical Information Program Coordinating Council was International Acquisitions. Included are both visuals for presentations and reports on discussions related to the topics. Presentations were made on the following topics: Coordination council organization international plan, STI global network, International aerospace climate, Foreign exchange program, Foreign activities RMS & AIAA, NASA translation program, A.F. machine translation system, and CIRC cooperation.

Navy-wide Personnel Survey (NPS) 2005: Summary of Survey Results

DTIC Science & Technology

2008-11-01

Personnel Survey Strategy. The NPS focuses on quality of work life topics including satisfaction with Navy life, work climate, morale, organizational...commitment, leadership, communication, job security, Navy image, fairness, detailing, duty assignments, job satisfaction , career development...Ph.D. Director v Summary The Navy Personnel Survey (NPS) is a multi-faceted survey that focuses on topics such as satisfaction with Navy

Inspiring Climate Education Excellence (ICEE): Developing self-directed professional development modules for secondary science teachers

NASA Astrophysics Data System (ADS)

Buhr, S. M.; Lynds, S. E.; McCaffrey, M. S.; Morton, E.

2010-12-01

Inspiring Climate Education Excellence (ICEE) is a NASA-funded project to develop online course modules and self-directed learning resources aligned with the Essential Principles of Climate Science. Following a national needs assessment survey and a face to face workshop to pilot test topics, a suite of online modules is being developed suitable for self-directed learning by secondary science teachers. Modules are designed around concepts and topics in which teachers express the most interest and need for instruction. Module design also includes attention to effective teaching strategies, such as awareness of student misconceptions, strategies for forestalling controversy and advice from master teachers on implementation and curriculum development. The resources are being developed in partnership with GLOBE, and the National Science Digital Library (NSDL) and is informed by the work of the Climate Literacy and Energy Awareness Network (CLEAN) project. ICEE will help to meet the professional development needs of teachers, including those participating in the GLOBE Student Climate Research Campaign. Modules and self-directed learning resources will be developed and disseminated in partnership with the National Science Digital Library (NSDL). This presentation introduces the needs assessment and pilot workshop data upon which the modules are based, and describes the modules that are available and in development.

LGBT Workplace Climate in Astronomy

NASA Astrophysics Data System (ADS)

Gaudi, B. S.; Danner, R.; Dixon, W. V.; Henderson, C. B.; Kay, L. E.

2013-01-01

The AAS Working Group on LGBTIQ Equality (WGLE) held a town hall meeting at the 220th AAS meeting in Anchorage to explore the workplace climate for LGBTIQ individuals working in Astronomy and related fields. Topics of discussion included anti-discrimination practices, general workplace climate, and pay and benefit policies. Four employment sectors were represented: industry, the federal government, private colleges, and public universities. We will summarize and expand on the town hall discussions and findings of the panel members.

Plausibility Reappraisals and Shifts in Middle School Students' Climate Change Conceptions

ERIC Educational Resources Information Center

Lombardi, Doug; Sinatra, Gale M.; Nussbaum, E. Michael

2013-01-01

Plausibility is a central but under-examined topic in conceptual change research. Climate change is an important socio-scientific topic; however, many view human-induced climate change as implausible. When learning about climate change, students need to make plausibility judgments but they may not be sufficiently critical or reflective. The…

Climate Cases: Learning about Student Conceptualizations of Global Climate Change

ERIC Educational Resources Information Center

Tierney, Benjamin P.

2013-01-01

The complex topic of global climate change continues to be a challenging yet important topic among science educators and researchers. This mixed methods study adds to the growing research by investigating student conceptions of climate change from a system theory perspective (Von Bertalanffy, 1968) by asking the question, "How do differences…

North Atlantic Deep Water Formation

NASA Technical Reports Server (NTRS)

Bennett, T. (Editor); Broecker, W. S. (Editor); Hansen, J. (Editor)

1984-01-01

Various studies concerning differing aspects of the North Atlantic are presented. The three major topics under which the works are classified include: (1) oceanography; (2) paleoclimate; and (3) ocean, ice and climate modeling.

The United States Regional Association of the International Association for Landscape Ecology

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

Not Available

1993-01-01

Abstracts are presented from a meeting on landscape ecology. Topics include: conservation, climatic change, forest management, aquatic, wetland, rural and urban landscapes, land use, and biodiversity.

The United States Regional Association of the International Association for Landscape Ecology

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

Not Available

1993-06-01

Abstracts are presented from a meeting on landscape ecology. Topics include: conservation, climatic change, forest management, aquatic, wetland, rural and urban landscapes, land use, and biodiversity.

Reports to the Nation on our changing planet. Winter 1991 No. 1: The climate system

NASA Technical Reports Server (NTRS)

1991-01-01

This pamphlet is a semi-annual report for the period April 1992 through September 1992 dealing with the study of climatology. This introductory pamphlet treats in the simplest of terms such topics as climate change, the greenhouse effect, the global heat engine, hydrology, oceanography, computers and climatology, ice ages, and global warming. Informative charts are included.

Was breaking the taboo on research on climate engineering via albedo modification a moral hazard, or a moral imperative?

NASA Astrophysics Data System (ADS)

Lawrence, Mark G.; Crutzen, Paul J.

2017-02-01

The topic of increasing the reflectivity of the Earth as a measure to counteract global warming has been the subject of high-level discussions and preliminary research since several decades, though prior to the early 2000s there was only very limited research on the topic. This changed in the mid-2000s, particularly following the publication of a special section of Climatic Change with a lead paper by Crutzen [2006], which posited the idea of stratospheric aerosol injections as a possible solution to a policy dilemma. The discussions around the publication of Crutzen [2006] demonstrated how contentious the topic was at that time. The special section of Climatic Change contributed to breaking the "taboo" on albedo modification research that was perceived at that time, and scientific publications on the topic have since proliferated, including the development of several large national and international projects, and the publication of several assessment reports over the last decade. Here we reflect on the background and main conclusions of the publications in 2006, the developments since then, and on some of the main developments over the next decade that we anticipate for research and dialogue in support of decision-making and policy development processes.

Exploring Undergraduate Engagement With The Consequences of Climate Change

NASA Astrophysics Data System (ADS)

Young, N.; Danielson, R.; Lombardi, D.

2013-12-01

Engendering conceptual change from naive to scientifically sophisticated beliefs is a difficult task. One factor that fosters conceptual change is greater engagement with a topic. Yet if one asks about a topic in the wrong way, one may fail to find engagement where it exists or assume it exists where it does not. Climate change is an immense topic with consequences across many domains and people may be more concerned with specific consequences than with the topic generally. Therefore, it may be helpful to disambiguate the various risks to see which consequences people find especially engaging and which they do not. We asked 188 undergraduate students at a large university in California to rate twenty-five potential consequences of climate change on several questions. The questions were drawn from constructs that lead to greater engagement with a topic according to the Cognitive Reconstruction of Knowledge Model (Dole & Sinatra, 1998). Scores were then combined to create engagement scores. We found that two potential consequences of climate change were rated as more engaging than climate change generally: air pollution and increases in the price of food. Many consequences were rated as less engaging, including floods, stronger hurricanes, and melting permafrost. This implies that some consequences that scientists consider potentially worthy of concern are nonetheless not considered engaging by many. We also asked participants several open-ended questions about their perceptions of climate change and what consequences they especially cared about. Results were broadly similar but demonstrated many misconceptions about the mechanics and consequences of climate change. Several participants expressed concerns about increases in earthquakes, changes to the ozone layer, and dangerous changes to the density of the atmosphere. We asked participants about the relationship between the terms climate change and global warming. There was considerable disagreement on how these two terms were related. This is problematic if educators assume that people are using the terms synonymously. Finally, we asked participants about whether humanity would be able to solve climate change before catastrophic consequences occurred. To our surprise, only one out of five participants believed we would do so. Some participants were unsure whether we would solve it or believed that we would only address it after some catastrophic consequences had already occurred, but the majority of participants believed that we would fail to solve it. Climate science educators have often tried to avoid portraying climate change as unavoidable and hopeless, yet many people have nonetheless come to this conclusion. Relying on positive messages about solving climate change in the hope of forestalling hopelessness may be insufficient and we may need to help people deal with feelings of hopelessness directly.

Florida-focused climate change lesson demonstrations from the ASK Florida global and regional climate change professional development workshops

NASA Astrophysics Data System (ADS)

Weihs, R. R.

2013-12-01

A variety of Florida-focused climate change activities will be featured as part of the ASK Florida global and regional climate change professional development workshops. In a combined effort from Florida State University's Center for Ocean-Atmospheric Prediction Studies (COAPS) and University of South Florida's Coalition for Science Literacy (CSL), and supported by NASA's NICE initiative, the ASK Florida professional development workshops are a series of workshops designed to enhance and support climate change information and related pedagogical skills for middle school science teachers from Title-I schools in Florida. These workshops took place during a two-year period from 2011 to 2013 and consisted of two cohorts in Hillsborough and Volusia counties in Florida. Featured activities include lab-style exercises demonstrating topics such as storm surge and coastal geometry, sea level rise from thermal expansion, and the greenhouse effect. These types of labs are modified so that they allow more independent, inquiry thinking as they require teachers to design their own experiment in order to test a hypothesis. Lecture based activities are used to cover a broad range of topics including hurricanes, climate modeling, and sink holes. The more innovative activities are group activities that utilize roll-playing, technology and resources, and group discussion. For example, 'Climate Gallery Walk' is an activity that features group discussions on each of the climate literacy principles established by the United States Global Change Research Program. By observing discussions between individuals and groups, this activity helps the facilitators gather information on their previous knowledge and identify possible misconceptions that will be addressed within the workshops. Furthermore, 'Fact or Misconception' presents the challenge of identifying whether a given statement is fact or misconception based on the material covered throughout the workshops. It serves as a way to evaluate retention of knowledge as well as clarification and reinforcement of topics. Another featured activity is 'Climate Change Scenario' in which teachers roll play as groups from various facets of local government, who decide how to deal with a given climate change scenario in the Miami-Dade county area. This activity demonstrates the complexities of negotiations that policy makers must make for the greater good of the local economy and ecology. Finally, we highlight activities that utilize online resources for both scientific information and pedagogical strategies for teaching climate change at the middle school level. Such resources include MYNASADATA, hurricane tracking websites, other scientist-vetted climate change lessons, and outreach events like NOAA's Adopt-a-drifter. These activities are highlighted for other scientists, educators, and professional development groups in the hopes that they will inspire further collaboration and further commitment to enhancing climate change education for our nation's youth.

Bringing hands-on exploration of air quality technology to the ...

EPA Pesticide Factsheets

This is an educational presentation to the OAQPS Teachers Workshop on the PM sensor kit and other related air technology educational activities. This workshop for teachers and other educators includes topics, such as: how EPA manages air quality, the environmental health effects and risks of air pollution, climate change, and sustainability solutions and more. Attendees will also build a DYI Sensor kit and explore energy choices and the environment when they play the interactive board game developed by EPA scientists called Generate! This workshop for teachers and other educators includes topics, such as: how EPA manages air quality, the environmental health effects and risks of air pollution, climate change and sustainability and more. Attendees will also build a DYI Sensor kit and explore energy choices and the environment when they play the interactive board game developed by EPA scientists called Generate!

Second Conference on Early Mars: Geologic Hydrologic, and Climatic Evolution and the Implications for Life

NASA Technical Reports Server (NTRS)

2004-01-01

Some of the topics addressed by the conference paper abstracts included in this document include: martian terrain, terrestrial biological activity and mineral deposits with implications for life on Mars, the martian crust and mantle, weathering and erosion on Mars, evidence for ancient martian environmental and climatic conditions, with implications for the existence of surface and ground water on Mars and the possibility for life, martian valleys, and evidence for water and lava flow on the surface of Mars.

Addressing climate and energy misconceptions - teaching tools offered by the Climate Literacy and Energy Awareness Network (CLEAN)

NASA Astrophysics Data System (ADS)

Gold, A. U.; Ledley, T. S.; Kirk, K. B.; Grogan, M.; McCaffrey, M. S.; Buhr, S. M.; Manduca, C. A.; Fox, S.; Niepold, F.; Howell, C.; Lynds, S. E.

2011-12-01

Despite a prevalence of peer-reviewed scientific research and high-level reports by intergovernmental agencies (e.g., IPCC) that document changes in our climate and consequences for human societies, the public discourse regards these topics as controversial and sensitive. The chasm between scientific-based understanding of climate systems and public understanding can most easily be addressed via high quality, science-based education on these topics. Well-trained and confident educators are required to provide this education. However, climate science and energy awareness are complex topics that are rapidly evolving and have a great potential for controversy. Furthermore, the interdisciplinary nature of climate science further increases the difficulty for teachers to stay abreast of the science and the policy. Research has shown that students and educators alike hold misconceptions about the climate system in general and the causes and effects of climate change in particular. The NSF-funded CLEAN Pathway (http://cleanet.org) as part of the National Science Digital Library (http://www.nsdl.org) strives to address these needs and help educators address misconceptions by providing high quality learning resources and professional development opportunities to support educators of grade levels 6 through 16. The materials focus on teaching climate science and energy use. The scope and framework of the CLEAN Pathway is defined by the Essential Principles of Climate Science (CCSP, 2009) and the Energy Literacy Principles recently developed by the Department of Energy. Following this literacy-based approach, CLEAN helps with developing mental models to address misconceptions around climate science and energy awareness through a number of different avenues. These are: 1) Professional development opportunities for educators - interactive webinars for secondary teachers and virtual workshops for college faculty, 2) A collection of scientifically and pedagogically reviewed, high-quality learning resources on climate and energy topics, 3) Detailed information on effective approaches for teaching climate and energy science for a range of grade levels, and 4) A community support forum (http://iceeonline.org, coordinated by a partner project - Inspiring Climate Education Excellence, ICEE), where educators can exchange information and share advice regarding climate and energy education. In this presentation we focus on our experience coordinating professional development opportunities as well as the "Teaching about Climate and Energy" web pages that are offered through the CLEAN Pathway to show-case how misconceptions can be addressed by educators when teaching or learning about climate and energy topics. Providing educators with a robust foundation of topical knowledge, guiding them through common misconceptions and providing them with a collection of well-vetted learning resources is the approach offered by CLEAN to address student misconceptions of climate and energy topics.

A Culturally Relevant Teacher Professional Development for Teaching Climate Change to Native American Students

ERIC Educational Resources Information Center

Kern, Anne Liu; Honwad, Sameer; McLain, Ed

2017-01-01

The science of climate change is a complex subject to teach. Teachers find climate change a challenging topic to teach due to a myriad of reasons. Gayford, 2010 describes some of the challenges teachers face while teaching climate change science as "first, the controversial nature of the topic; second, it does not relate well to the normal…

The Role of the Small Private College in Creating a Moral, Spiritual Climate in American Society. CASC Newsletter Supplements, 1976-77.

ERIC Educational Resources Information Center

Hatfield, Mark

The capacity of American institutions to preserve and convey basic values to new generations has substantially diminished, suggests this former U.S. Senator from Oregon. His opinion is that the small private college can help create a moral and spiritual climate in society. The range of topics discussed includes: college preservation of values;…

Caring for Your Videodiscs, CD-ROM Discs, and Players.

ERIC Educational Resources Information Center

Ekhaml, Leticia; Saygan, Bobby

1993-01-01

Presents guidelines for the proper care and handling of videodisc and CD-ROM hardware and software. Topics discussed include handling the equipment, moving, cleaning techniques, storage considerations, ventilation requirements, and climate control. (LRW)

Teaching Climate Change to Future Teachers Using 'Real' Data: Challenges and Opportunities (Invited)

NASA Astrophysics Data System (ADS)

Petcovic, H. L.; Barone, S.; Fulford, J.

2013-12-01

A climate-literate public is essential to resolving pressing problems related to global change. Future elementary teachers are a critical audience in climate and climate change education, as they will introduce children in early grades (USA grades K-8, children ages 5-14) to fundamentals of the climate system, natural and anthropogenic drivers of climate change, and impacts of global change on human and natural systems. Here we describe challenges we have encountered in teaching topics of the carbon cycle, greenhouse gases, past climate, recent anthropogenic change, and carbon footprints to future elementary teachers. We also describe how we have met (to varying degrees of success) these challenges in an introductory earth science course that is specifically designed for this audience. Two prominent challenges we have encountered are: the complex nature of the scientific content of climate change, and robust misconceptions held by our students about these topics. To address the first challenge, we attempt to adjust the scientific content to a level appropriate for future K-8 teachers, without sacrificing too much accuracy or critical detail. To address the second challenge, we explicitly discuss alternate conceptions of each topic. The use of authentic data sets can also address both of these challenges. Yet incorporating 'real' climate and paleoclimate data into the classroom poses still an additional challenge of instructional design. We use a variety of teaching approaches in our laboratory-based course including student-designed experiments, computer simulations, physical models, and authentic data sets. We have found that students strongly prefer the physical models and experiments, because these are 'hands-on' and perceived as easily adaptable to the K-8 classroom. Students often express dislike for activities that use authentic data sets (for example, an activity using graphs of CO2 and methane concentrations in Vostok ice cores), in particular because they have difficulty interpreting graphs. To respond to this concern, we couple physical models/experiments with data sets in a guided inquiry teaching format in order to satisfy those students who prefer 'hands-on' learning yet tie the models to the real world. Pre/post testing of students shows that this method is effective in most topics, yet future teachers still struggle with identifying natural versus anthropogenic drivers of climate change. We continue to address these challenges in future course modifications.

Investigating Climate Change Issues With Web-Based Geospatial Inquiry Activities

NASA Astrophysics Data System (ADS)

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

2011-12-01

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

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.

Preservice Teachers' Perspectives on 'Appropriate' K-8 Climate Change and Environmental Science Topics

NASA Astrophysics Data System (ADS)

Ford, D. J.

2013-12-01

With the release of the Next Generation Science Standards (NRC, 2013), climate change and related environmental sciences will now receive greater emphasis within science curricula at all grade levels. In grades K-8, preparation in foundational content (e.g., weather and climate, natural resources, and human impacts on the environment) and the nature of scientific inquiry will set the groundwork for later learning of climate change in upper middle and high school. These rigorous standards increase pressure on elementary and middle school teachers to possess strong science content knowledge, as well as experience supporting children to develop scientific ideas through the practices of science. It also requires a set of beliefs - about children and the science that is appropriate for them - that is compatible with the goals set out in the standards. Elementary teachers in particular, who often have minimal preparation in the earth sciences (NSF, 2007), and entrenched beliefs about how particular topics ought to be taught (Holt- Reynolds, 1992; Pajares, 1992), including climate change (Bryce & Day, 2013; Lambert & Bleicher, 2013), may face unique challenges in adjusting to the new standards. If teachers hold beliefs about climate change as controversial, for example, they may not consider it an appropriate topic for children, despite its inclusion in the standards. On the other hand, those who see a role for children in efforts to mitigate human impacts on the environment may be more enthusiastic about the new standards. We report on a survey of preservice K-8 teachers' beliefs about the earth and environmental science topics that they consider to be appropriate and inappropriate for children in grades K-3, 4-5, and 6-8. Participants were surveyed on a variety of standards-based topics using terminology that signals publicly and scientifically neutral (e.g. weather, ecosystems) to overtly controversial (evolution, global warming) science. Results from pilot data indicate that preservice teachers show interest in teaching children basic environmental science and conservation, but less interest in climate change science. Implications for instructors of both education and science courses will be discussed. We argue that it is important to consider not just the content taught to preservice teachers to prepare them for science teaching, but the ways in which we engage their beliefs about that content in relation to their beliefs about the capabilities of elementary and middle school learners.

NASA Climate Days: Promoting Climate Literacy One Ambassador and One Event at a Time

NASA Astrophysics Data System (ADS)

Weir, H. M.; Lewis, P. M.; Chambers, L. H.; Millham, R. A.; Richardson, A.

2012-12-01

With so many informal outreach and education venues across the world, leveraging them for climate education allows vast amounts of information to be translated to the public in a familiar setting through trusted local sources. One of the challenges is the development of an effective process for training informal educators and providing them with adequate support materials. The 'NASA Climate Day Kit', and its related training strategy for Earth Ambassadors, is designed to address some of these issues. The purpose of the NASA Climate Day project is to collect existing NASA climate education materials, assemble a cadre of informal educators, and provide professional development on the subject of climate change. This training is accomplished through a series of exercises, games, science talks and place-based training. After their training and immersion in climate-related content, participants develop and implement a climate event at their local informal education venue. Throughout their training the Earth Ambassadors are exposed to a wide array of climate related exercises and background content. Some of these include one-on-one science content talks with NASA scientists who study climate on a daily basis. This allows the Ambassador to have direct access to new cutting edge data and information. To complement the science talks, participants explore activities and games that can engage all ages at their climate event. During their training, they also explore the 'Climate Day Kit'. This Kit is an assemblage of climate-related materials created by various NASA groups. Key components of this Kit include data visualizations, articles, electronic reference material, science talks, NASA Education and Public Outreach (E/PO) climate materials, and examples of Climate Day events that have been conducted in the past. As an on-going resource and to use for their own climate event, each group of Earth Ambassadors has access to a dynamic website that hosts all of the science presentations from the training, along with downloadable Climate Day Kit materials. Utilizing informal educators from museums, aquariums, libraries and other similar venues allow the hard-to-understand, sometimes-controversial, topic of climate change to be presented to the public in tailored events that suit an individual community's needs. Included in the process of scheduling and executing these climate events, the Ambassadors participate in virtual conferences to discuss progress, to ensure proper evaluation and to allow ample time for questions from the trainers and scientists. This ensures an accurate stream of information from the scientist to the public in a fashion that can be understood and digested by the layperson, helping them to make better-informed decisions about societal issues related to global climate change. Through a series of local Climate Day events, it is hoped that the public will have the opportunity to have first hand experience with the topic of climate change, leaving with a better understanding of its scientific basis. Outcome: This paper will summarize the various methods and strategies used in the Climate Day training events. A discussion of methods that work and those that do not for informal education will help provide a better understanding of the challenges faced in educating the public on such a controversial and hard-to-understand topic.

Teaching Controversial Topics to Skeptical High School Students

NASA Astrophysics Data System (ADS)

Ford, K. S.

2012-12-01

Tennessee passes the "Monkey Bill" (HB 0368, SB 0893), North Carolina's state government passes a law to criminalize reference in state documents to scientific models that predict sea level rise to reach at least one meter by the next century, and public concern still lags far behind the scientific community's concern on climate change. The American public and even science teachers across the country seem to have lost faith in the ability of the scientific community to unify a strong message about several important scientific lessons, including global warming in particular. This lack of a unified message has weakened the ability of science teachers to effectively teach the lesson of global warming. For science teachers in strongly conservative areas of the country, it is much easier to omit difficult topics and avoid angering parents and school board members. Teachers who do feel strongly about scientifically proven, yet publically controversial topics CAN teach these topics in conservative areas by confirming students' belief systems by being honest and open about motivations surrounding both sides of controversial topics, and by using vocabulary that avoids triggering negative perceptions about these controversial topics. For true learning and change of preconceived opinion to take place, it is important for students to come to the understanding in their own minds in an open and safe learning environment instead of having the message "preached" to them, which only serves to make them feel unintelligent and defensive if they disagree. This presentation will include lessons learned from a practicing science teacher who works in a community that overwhelmingly disputes the validity of human impacts on climate change.

77 FR 61624 - Patuxent Research Refuge, Prince George's and Anne Arundel Counties, MD; Draft Comprehensive...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-10-10

... comments on topics such as the potential effects of climate change, habitat management, reforesting... forest biodiversity and ecosystem function. This includes the restoration of a number of impoundments and...

Global Catastrophes in Earth History: An Interdisciplinary Conference on Impacts, Volcanism, and Mass Mortality

NASA Technical Reports Server (NTRS)

1988-01-01

Topics addressed include: Cretaceous-Tertiary mass extinctions; geologial indicators for meteorite collisions; carbon dioxide catastrophes; volcanism; climatic changes; geochemistry; mineralogy; fossil records; biospheric traumas; stratigraphy; mathematical models; and ocean dynamics.

76 FR 41217 - Technical Inputs and Assessment Capacity on Topics Related to 2013 U.S. National Climate Assessment

Federal Register 2010, 2011, 2012, 2013, 2014

2011-07-13

...-01] Technical Inputs and Assessment Capacity on Topics Related to 2013 U.S. National Climate... Capacity Related to Regional, Sectoral, and Cross-Cutting Assessments for the 2013 U.S. National Climate... if applicable, institutional affiliation(s) if applicable). In addition, it is recommended that EOIs...

Climate Change Science, Impacts, Solutions - A Senior Science Course for Post-Secondary Students

NASA Astrophysics Data System (ADS)

Byrne, J. M.; Little, L. J.; Barnes, C. C.; Mirmasoudi, S.; Mansouri Kouhestani, F.; Reiger, C.; Rodriguez Bueno, R. A.

2015-12-01

The role of humanity in warming the global climate is well defined. The research community has predicted and documented many of the early impacts of climate change. The research literature has extensive assessments of future impacts on environment, cities, agriculture, human health, infrastructure, social and political changes, and the risks of military conflict. Society is facing massive infrastructure redevelopment, protection and possible abandonment due to increasing weather extremes. We have reached the point where science consensus is obvious and the population over much of the developed and developing world understands the urgency - humanity is changing the climate. The challenge is helping people help themselves. People understand there are consequences - they want to know how to minimize those consequences, and how to adapt to minimize the impacts. There is a dire need for a senior level course that addresses the key issues across disciplines. This course should cover a range of topics across many disciplinary boundaries, including: an introduction to the science, politics, health and well-being challenges of climate change; likely changes to personal and community lifestyles; consumption of energy and other resources. Population migration due to climate change impacts is a critical topic. Most important, the course must address the solutions to climate change. The population is demanding the power to address this massive challenge. This course will provide a multimedia curriculum on the impacts and solutions to our climate change dilemma.

Climate Curriculum Modules on Volcanic Eruptions, Geoengineering, and Nuclear Winter

NASA Astrophysics Data System (ADS)

Robock, A.

2014-12-01

To support a climate dynamics multidisciplinary curriculum for graduate and senior university students, I will describe on-line modules on volcanic eruptions and climate, geoengineering, and nuclear winter. Each of these topics involves aerosols in the stratosphere and the response of the climate system, but each is distinct, and each is evolving as more research becomes available. As reported for the first time in the Fifth Assessment Report of the Intergovernmental Panel on Climate Change, volcanic eruptions are a natural analog for the climate impacts of potential anthropogenic aerosol injections into the stratosphere, either sulfates from potential attempts to cool the climate to counteract global warming, or smoke that would be produced from fires in cities and industrial targets in a nuclear war. The volcanic eruptions module would stand alone, and would also serve as a prerequisite for each of the other two modules, which could be taught independently of each other. Each module includes consideration of the physical climate system as well as impacts of the resulting climate change. Geoengineering includes both solar radiation management and carbon dioxide reduction. The geoengineering and nuclear winter modules also include consideration of policy and governance issues. Each module includes a slide set for use in lecturing, links to related resources, and student exercises. The modules will be regularly updated.

Do 'school coaches' make a difference in school-based mental health promotion? Results from a large focus group study.

PubMed

Corrieri, Sandro; Conrad, Ines; Riedel-Heller, Steffi G

2014-12-01

Mental disorders in children and adolescents are common and have serious consequences. Schools present a key opportunity to promote mental health and implement prevention measures. Four school coaches in five German schools were enlisted to engage students, teachers and parents in building a sustainably healthy school and classroom climate. Altogether, 58 focus groups with students (N=244), parents (N=54) and teachers (N=62) were conducted longitudinally. Topics included: (1) the development of the school and classroom climate, (2) the role of mental health in the regular curriculum, and (3) the role of school coaches in influencing these aspects. Over time, school coaches became trusted reference persons for an increasing number of school system members. They were able to positively influence the school and classroom climate by increasing the awareness of students, teachers and parents of mental health in daily routines. Nevertheless, topics like bullying and student inclusion remained an issue at follow-up. Overall, the school coach intervention is a good model for establishing the topic of mental health in everyday school life and increasing its importance. Future efforts will focus on building self-supporting structures and networks in order to make these efforts sustainable.

Disturbance in boreal forest ecosystems: human impacts and natural processes. Proceedings of the International Boreal Forest Research Association 1997 annual meeting; 1997 August 4-7; Duluth, Minnesota.

Treesearch

2000-01-01

The papers in these proceedings cover a wide range of topics related to human and natural disturbance processes in forests of the boreal zone in North America and Eurasia. Topics include historic and predicted landscape change; forest management; disturbance by insects, fire, air pollution, severe weather, and global climate change; and carbon cycling.

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

PubMed

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

2016-09-01

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

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

PubMed Central

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

2016-01-01

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

Selected questions of topical interest in human bioclimatology

NASA Astrophysics Data System (ADS)

Jendritzky, G.

1991-09-01

This paper deals with the different effects of climate, and the likely impact of climatic change, on the human being, his health and well-being. Those effects follow from consideration of the human energy budget and air pollution, including photooxidants and radiation, the latter especially in the UV-range. The development of tools to produce bioclimate maps, i.e. maps expressed in physiologically significant terms, in different scales up to the high resolution necessary for the microscale urban climate, will be discussed. The most important questions in bioclimate research and its application will be considered.

Selected questions of topical interest in human bioclimatology.

PubMed

Jendritzky, G

1991-11-01

This paper deals with the different effects of climate, and the likely impact of climatic change, on the human being, his health and well-being. Those effects follow from consideration of the human energy budget and air pollution, including photooxidants and radiation, the latter especially in the UV-range. The development of tools to produce bioclimate maps, i.e. maps expressed in physiologically significant terms, in different scales up to the high resolution necessary for the microscale urban climate, will be discussed. The most important questions in bioclimate research and its application will be considered.

"What Controls the Structure and Stability of the Ocean Meridional Overturning Circulation: Implications for Abrupt Climate Change?"

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

Fedorov, Alexey

2013-11-23

The central goal of this research project is to understand the properties of the ocean meridional overturning circulation (MOC) – a topic critical for understanding climate variability and stability on a variety of timescales (from decadal to centennial and longer). Specifically, we have explored various factors that control the MOC stability and decadal variability in the Atlantic and the ocean thermal structure in general, including the possibility abrupt climate change. We have also continued efforts on improving the performance of coupled ocean-atmosphere GCMs.

Introduction. Progress in Earth science and climate studies.

PubMed

Thompson, J Michael T

2008-12-28

In this introductory paper, I review the 'visions of the future' articles prepared by top young scientists for the second of the two Christmas 2008 Triennial Issues of Phil. Trans. R. Soc.A, devoted respectively to astronomy and Earth science. Topics covered in the Earth science issue include: trace gases in the atmosphere; dynamics of the Antarctic circumpolar current; a study of the boundary between the Earth's rocky mantle and its iron core; and two studies of volcanoes and their plumes. A final section devoted to ecology and climate covers: the mathematical modelling of plant-soil interactions; the effects of the boreal forests on the Earth's climate; the role of the past palaeoclimate in testing and calibrating today's numerical climate models; and the evaluation of these models including the quantification of their uncertainties.

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.

Advanced Large Scale Cross Domain Temporal Topic Modeling Algorithms to Infer the Influence of Recent Research on IPCC Assessment Reports

NASA Astrophysics Data System (ADS)

Sleeman, J.; Halem, M.; Finin, T.; Cane, M. A.

2016-12-01

Approximately every five years dating back to 1989, thousands of climate scientists, research centers and government labs volunteer to prepare comprehensive Assessment Reports for the Intergovernmental Panel on Climate Change. These are highly curated reports distributed to 200 nation policy makers. There have been five IPCC Assessment Reports to date, the latest leading to a Paris Agreement in Dec. 2016 signed thus far by 172 nations to limit the amount of global Greenhouse gases emitted to producing no more than a 20 C warming of the atmosphere. These reports are a living evolving big data collection tracing 30 years of climate science research, observations, and model scenario intercomparisons. They contain more than 200,000 citations over a 30 year period that trace the evolution of the physical basis of climate science, the observed and predicted impact, risk and adaptation to increased greenhouse gases and mitigation approaches, pathways, policies for climate change. Document-topic and topic-term probability distributions are built from the vocabularies of the respective assessment report chapters and citations. Using Microsoft Bing, we retrieve 150,000 citations referenced across chapters and convert those citations to text. Using a word n-gram model based on a heterogeneous set of climate change terminology, lemmatization, noise filtering and stopword elimination, we calculate word frequencies for chapters and citations. Temporal document sets are built based on the assessment period. In addition to topic modeling, we employ cross domain correlation measures. Using the Jensen-Shannon divergence and Pearson correlation we build correlation matrices for chapter and citations topics. The shared vocabulary acts as the bridge between domains resulting in chapter-citation point pairs in space. Pairs are established based on a document-topic probability distribution. Each chapter and citation is associated with a vector of topics and based on the n most probable topics, we establish which chapter-citation pairs are most similar. We will perform posterior inferences based on Hastings -Metropolis simulated annealing MCMC algorithm to infer, from the evolution of topics starting from AR1 to AR4, assertions of topics for AR5 and potentially AR6.

The New APS Topical Group on the Physics of Climate: History, Objectives and Panel Discussion

NASA Astrophysics Data System (ADS)

Brasseur, James; Behringer, Robert

2013-03-01

The GPC Chair will introduce the new APS Topical Group on the Physics of Climate (GPC), describe its history and objectives, and introduce the current GPC leadership before opening the floor to a panel discussion. The GPC resulted from two petitions that emerged from the controversy that followed the APS Statement on Climate Change (see APS website). The two proposals were merged and an organization committee formed by the APS leadership. After a long organizational period in 2011, the GPC bylaws were finalized with the following key objective: The objective of the GPC shall be to promote the advancement and diffusion of knowledge concerning the physics, measurement, and modeling of climate processes, within the domain of natural science and outside the domains of societal impact and policy, legislation and broader societal issues. The objective includes the integration of scientific knowledge and analysis methods across disciplines to address the dynamical complexities and uncertainties of climate physics. The GPC Invited and Focus Sessions at this March meeting are the inaugural GPC events. The Program Committee Chair will moderate a panel between the attending GPC leadership and audience to solicit suggestions for potential future GPC events that advance the GPC objectives.

The Greenhouse Effect: Science and Policy.

ERIC Educational Resources Information Center

Schneider, Stephen H.

1989-01-01

Discusses many of the scientific questions surrounding the greenhouse effect debate and the issue of plausible responses. Discussion includes topics concerning projecting emissions and greenhouse gas concentrations, estimating global climatic response, economic, social, and political impacts, and policy responses. (RT)

What Light through Yonder Window Breaks?--The Greenhouse Effect Revisited.

ERIC Educational Resources Information Center

Bohren, Craig F.

1992-01-01

Presents three experiments exploring aspects of the greenhouse effect. Topics and discussion includes radiation in energy transfer, emissivity and absorptivity, the irrelevance of reflectivity, a digression on insulators and convection, climate change, and radiative energy balance. (MCO)

Proceedings of the 1991 Symposium on Systems Analysis in Forest Resources

Treesearch

[Compiler

1991-01-01

Forest Service, university, forest industry, and private consulting representatives presented 65 papers. General topic areas include: land management planning, multicriteria optimization, timber harvest scheduling, geographic information systems, sawmill simulation, timber supply analysis, and climate simulation.

Learning and Teaching Climate Science: The Perils of Consensus Knowledge Using Agnotology

NASA Astrophysics Data System (ADS)

Legates, David R.; Soon, Willie; Briggs, William M.

2013-08-01

Agnotology has been defined in a variety of ways including "the study of ignorance and its cultural production" and "the study of how and why ignorance or misunderstanding exists." More recently, however, it has been posited that agnotology should be used in the teaching of climate change science. But rather than use agnotology to enhance an understanding of the complicated nature of the complex Earth's climate, the particular aim is to dispel alternative viewpoints to the so-called consensus science. One-sided presentations of controversial topics have little place in the classroom as they serve only to stifle debate and do not further knowledge and enhance critical thinking. Students must understand not just what is known and why it is known to be true but also what remains unknown and where the limitations on scientific understanding lie. Fact recitation coupled with demonizing any position or person who disagrees with a singularly-derived conclusion has no place in education. Instead, all sides must be covered in highly debatable and important topics such as climate change, because authoritarian science never will have all the answers to such complex problems.

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

ERIC Educational Resources Information Center

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

2009-01-01

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

The CLEAN Workshop Series: Promoting Effective Pedagogy for Teaching Undergraduate Climate Science

NASA Astrophysics Data System (ADS)

Kirk, K. B.; Bruckner, M. Z.; Manduca, C. A.; Buhr, S. M.

2012-12-01

To prepare students to understand a changing climate, it is imperative that we equip educators with the best possible tools and methods for reaching their audience. As part of the Climate Literacy and Energy Awareness Network (CLEAN) professional development efforts, two workshops for undergraduate faculty were held in 2012. These workshops used a variety of activities to help faculty learn about recent climate research, take part in demonstrations of successful activities for teaching climate topics, and collaborate to create new teaching materials. The workshops also facilitated professional networking among participants. Both workshops were held online, eliminating the need for travel, encouraging participants without travel funds to attend, and allowing international collaborations and presentations. To create an authentic experience, the workshop used several technologies such as the Blackboard Collaborate web conferencing platform, SERC's web-based collaboration tools and online discussion threads, and conference calls. The workshop Communicating Climate Science in the Classroom, held in April 2012, explored practices for communicating climate science and policy in the classroom and provided strategies to improve student understanding of this complex and sensitive topic. Workshop presentations featured public opinion research on Americans' perceptions of climate change, tactics for identifying and resolving student misconceptions, and methods to address various "backfire effects" that can result from attempts to correct misinformation. Demonstrations of teaching approaches included a role-playing simulation of emissions negotiations, Princeton's climate stabilization wedges game, and an activity that allows students to use scientific principles to tackle misinformation. The workshop Teaching Climate Complexity was held in May 2012. Teaching the complexities of climate science requires an understanding of many facets of the Earth system and a robust pedagogic approach that fosters systems thinking. Workshop participants heard presentations from top climate scientists about topics such as the role of carbon dioxide in regulating Earth's climate, the silicate-weathering thermostat hypothesis, effects of water vapor in the climate system, and albedo effects from the loss of Artic sea ice. Demonstrations of classroom techniques allowed participants to use a jigsaw approach to understand poleward heat transport, plot atmospheric carbon dioxide concentrations, and use a mass balance model to explore the role of carbon dioxide in Earth's atmosphere. A hallmark of the CLEAN workshops is that participants are actively engaged in team projects to create new teaching materials. In the Communicating Climate workshop, John Cook led a demonstration of techniques featured in his Debunking Handbook and workshop participants created examples of how to respond to common climate myths in the classroom. In the Climate Complexities workshop, participants used existing elements within the CLEAN reviewed collection to create a comprehensive sequence of activities that can be used to teach elements of Earth's climate system. Activities from the workshop are archived on the CLEAN website, including screen cast recordings of all the presentations and materials created at each workshop. For more information, visit the workshop website at the URL below.

Building Climate Literacy Through Strategic Partnerships

NASA Astrophysics Data System (ADS)

Turrin, M.; Creyts, T. T.; Bell, R. E.; Meadows, C. A.

2012-12-01

One of the challenges of developing climate science literacy is establishing the relevance of both climate science and climate change at a local community level. By developing partnerships with community-based informal science education providers, we are able to build our climate science and climate change content into existing programs. Employing a systems science approach facilitates these partnerships as our systems science program links with a range of topics, demonstrating the multiple connections between climate, our communities and our daily lives. Merging hands on activities, collaborative projects, and new technology, we encourage learning through doing by engaging participants in active exploration of climate science concepts. Many informal education venues operating locally, from large science museums to small grass-roots community groups, provide ongoing opportunities to connect with students. Through our collaborations we have worked with various types and sizes of non-classroom science providers including: the Intrepid Sea, Air and Space Museum "Greater Opportunities Advancing Leadership and Science" camps for high school girls, Hudson River Park Trust 'Science on the River' events, the annual New York City World Science Festival, and the AAUW's annual STEM Super Scholars Workshops among others. This range of venues has enabled us to reach various ages, backgrounds and interests advancing climate literacy in a number of forums. Major outcomes of these efforts are: (1) Building capacity with community groups: Many local organizations running community programs do not have in-house science expertise. Both science educators and local organization benefit from these collaborations. Science educators and scientists provide up to date climate science information to the community groups while these programs establish strong working relationships between our research and the local community. (2) Developing climate science literacy and lifelong learning: We have delivered climate science in a variety of ways, each designed to connect the participants with a fundamental science concept while building excitement for the topic and facilitating learning in a non-traditional setting. Our approaches range from launching teams of young people into experiments exploring glacial physics through free-choice inquiry opportunities, to enlisting undergraduate science students in working with the participants demonstrating glacial motion and measurement through engaging technology such as Kinect Xbox 360 sensors, to short single concept hands-on activities designed to deliver a specific climate 'take home' message. (3) Generating a local connection to climate science and impacts: Working with local informal education groups we connect climate topics to community-based issues and 'hot topics' such as sustainable planning, waterfront erosion, storm surge impacts, and local sea level rise projections. Partnering with community based informal education providers allows us to expand our offerings to reach a wider audience of young people, and to connect more directly with our local community. We are excited by the potential in these partnerships to connect students with climate science and develop not only a climate literate group of young people, but also lifelong science learners.

Teaching about Climate Change and Energy with Online Materials and Workshops from On the Cutting Edge

NASA Astrophysics Data System (ADS)

Kirk, K. B.; Manduca, C. A.; Myers, J. D.; Loxsom, F.

2009-12-01

Global climate change and energy use are among the most relevant and pressing issues in today’s science curriculum, yet they are also complex topics to teach. The underlying science spans multiple disciplines and is quickly evolving. Moreover, a comprehensive treatment of climate change and energy use must also delve into perspectives not typically addressed in geosciences courses, such as public policy and economics. Thus, faculty attempting to address these timely issues face many challenges. To support faculty in teaching these subjects, the On the Cutting Edge faculty development program has created a series of websites and workshop opportunities to provide faculty with information and resources for teaching about climate and energy. A web-based collection of teaching materials was developed in conjunction with the On the Cutting Edge workshops “Teaching about Energy in Geoscience Courses: Current Research and Pedagogy.” The website is designed to provide faculty with examples, references and ideas for either incorporating energy topics into existing geoscience courses or for designing or refining a course about energy. The website contains a collection of over 30 classroom and lab activities contributed by faculty and covering such diverse topics as renewable energy, energy policy and energy conservation. Course descriptions and syllabi for energy courses address audiences ranging from introductory courses to advanced seminars. Other materials available on the website include a collection of visualizations and animations, a catalog of recommended books, presentations and related references from the teaching energy workshops, and ideas for novel approaches or new topics for teaching about energy in the geosciences. The Teaching Climate Change website hosts large collections of teaching materials spanning many different topics within climate change, climatology and meteorology. Classroom activities highlight diverse pedagogic approaches such as role-playing, inquiry-based learning via online data sets, and the use of computer models. The website houses course descriptions and syllabi for both introductory-level and upper-level climate courses contributed by faculty. Collections of climate visualizations and recommended references help faculty navigate to online materials that are best suited for their classroom. The On the Cutting Edge program features a biennial workshop series about teaching climate change, held in conjunction with the American Quaternary Association. Presentations, teaching ideas and references from the 2006 and 2008 workshops are available, along with applications for the upcoming workshop to be held in August 2010. All of these materials can be found at http://serc.carleton.edu/NAGTWorkshops/energy and http://serc.carleton.edu/NAGTWorkshops/climatechange. Faculty are encouraged to submit their own teaching materials to the web collections via on-line forms for submitting information and uploading files.

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.

Libraries on the MOVE.

ERIC Educational Resources Information Center

Edgar, Jim; And Others

1986-01-01

Presents papers from Illinois State Library and Shawnee Library System's "Libraries on the MOVE" conference focusing on how libraries can impact economic/cultural climate of an area. Topics addressed included information services of rural libraries; marketing; rural library development; library law; information access; interagency…

Research Review, 1984

NASA Technical Reports Server (NTRS)

1986-01-01

A variety of topics relevant to global modeling and simulation are presented. Areas of interest include: (1) analysis and forecast studies; (2) satellite observing systems; (3) analysis and forecast model development; (4) atmospheric dynamics and diagnostic studies; (5) climate/ocean-air interactions; and notes from lectures.

Inspiring Climate Education Excellence(ICEE): Developing Elearning professional development modules - secondary science teachers

NASA Astrophysics Data System (ADS)

Kellagher, E.; Buhr, S. M.; Lynds, S. E.; McCaffrey, M. S.; Cires Education Outreach

2011-12-01

Inspiring Climate Education Excellence (ICEE) is a NASA-funded project to develop content knowledge and knowledge of effective teaching strategies in climate education among secondary science teachers. ICEE resources are aligned with the Essential Principles of Climate Science. Building upon a needs assessment and face to face workshop, ICEE resources include iTunesU videos, an ICEE 101 resource site with videos and peer-reviewed learning activities, and a moderated online forum. Self-directed modules and an online course are being developed around concepts and topics in which teachers express the most interest and need for instruction. ICEE resources include attention to effective teaching strategies, such as awareness of student misconceptions, strategies for forestalling controversy and advice from master teachers on implementation and curriculum development. The resources are being developed in partnership with GLOBE, and the National Science Digital Library (NSDL) and are informed by the work of the Climate Literacy and Energy Awareness Network (CLEAN) project. ICEE will help to meet the professional development needs of teachers, including those participating in the GLOBE Student Climate Research Campaign.

Explaining topic prevalence in answers to open-ended survey questions about climate change

NASA Astrophysics Data System (ADS)

Tvinnereim, Endre; Fløttum, Kjersti

2015-08-01

Citizens’ opinions are crucial for action on climate change, but are, owing to the complexity of the issue, diverse and potentially unformed. We contribute to the understanding of public views on climate change and to knowledge needed by decision-makers by using a new approach to analyse answers to the open survey question `what comes to mind when you hear the words `climate change’?’. We apply automated text analysis, specifically structural topic modelling, which induces distinct topics based on the relative frequencies of the words used in 2,115 responses. From these data, originating from the new, nationally representative Norwegian Citizen Panel, four distinct topics emerge: Weather/Ice, Future/Impact, Money/Consumption and Attribution. We find that Norwegians emphasize societal aspects of climate change more than do respondents in previous US and UK studies. Furthermore, variables that explain variation in closed questions, such as gender and education, yield different and surprising results when employed to explain variation in what respondents emphasize. Finally, the sharp distinction between scepticism and acceptance of conventional climate science, often seen in previous studies, blurs in many textual responses as scepticism frequently turns into ambivalence.

Providing a Scientific Foundation in Climate Studies for Non-Science Majors

NASA Astrophysics Data System (ADS)

Brey, J. A.; Geer, I. W.; Moran, J. M.; Weinbeck, R. S.; Mills, E. W.; Lambert, J.; Blair, B. A.; Hopkins, E. J.; O'Neill, K. L.; Hyre, H. R.; Nugnes, K. A.; Moses, M. N.

2010-12-01

Climate change has become a politically charged topic, creating the necessity for a scientifically literate population. Therefore, the American Meteorological Society (AMS), in partnership with NASA, has produced an introductory level, climate science course that engages students, allows for course flexibility, and boosts scientific knowledge about climate. This course shares NASA’s goal of observing, understanding, and modeling the Earth system, to discover how it is changing, to better predict change, and to understand the consequences for life. In Spring 2010, AMS Climate Studies was piloted to determine the most effective method to foster an understanding of some of the more difficult concepts of climate science. This study was offered as part of the NASA grant. This presentation will report the results of that study. Faculty and students from fourteen colleges and universities throughout the country evaluated the course using pre- and post-test questions, which included multiple choice and short answer questions, weekly course content evaluations, and an extensive post-course evaluation. The large majority of participating teachers rated the overall course, scientific content, internet delivery, and study materials as ‘good’, the most positive response available. Feedback from faculty members as well as suggestions from NASA reviewers were used to enhance the final version of the textbook and Investigations Manual for the Fall 2010 academic semester. Following the proven course work of AMS Weather and AMS Ocean Studies, AMS Climate Studies is a turnkey package utilizing both printed and online materials. It covers topics such as the water in Earth’s climate system, paleoclimates, along with climate change and public policy. The Investigations include 30 complimentary lab-style activities including the Conceptual Energy Model, which explores the flow of energy from space to Earth. Additionally, the course website features Current Climate Studies where students use real-world data and up-to-the-minute information regarding recent climate events. AMS Climate Studies can be presented in traditional, online, or blended environments, as best suites the instructor, student, and institution. By exploring the Earth’s climate as part of a larger Earth system, AMS Climate Studies will serve as a great primer in preparing students to become responsible, scientifically-literate participants in discussions of climate science and climate change. It maintains a strong focus on the fundamental science while still addressing many of the societal impacts that draw the attention of today’s students. AMS Climate Studies is available for full implementation at institutions nationwide.

Solar-terrestrial influences on weather and climate; Proceedings of the Symposium, Ohio State University, Columbus, Ohio, August 24-28, 1978

NASA Technical Reports Server (NTRS)

Mccormac, B. M. (Editor); Seliga, T. A.

1979-01-01

The book contains most of the invited papers and contributions presented at the symposium/workshop on solar-terrestrial influences on weather and climate. Four main issues dominate the activities of the symposium: whether solar variability relationships to weather and climate is a fundamental scientific question to which answers may have important implications for long-term weather and climate prediction; the sun-weather relationships; other potential solar influences on weather including the 11-year sunspot cycle, the 27-day solar rotation, and special solar events such as flares and coronal holes; and the development of practical use of solar variability as a tool for weather and climatic forecasting, other than through empirical approaches. Attention is given to correlation topics; solar influences on global circulation and climate models; lower and upper atmospheric coupling, including electricity; planetary motions and other indirect factors; experimental approaches to sun-weather relationships; and the role of minor atmospheric constituents.

Not All Skepticism Is Equal: Exploring the Ideological Antecedents of Science Acceptance and Rejection

PubMed Central

Rutjens, Bastiaan T.; Sutton, Robbie M.; van der Lee, Romy

2017-01-01

Many topics that scientists investigate speak to people’s ideological worldviews. We report three studies—including an analysis of large-scale survey data—in which we systematically investigate the ideological antecedents of general faith in science and willingness to support science, as well as of science skepticism of climate change, vaccination, and genetic modification (GM). The main predictors are religiosity and political orientation, morality, and science understanding. Overall, science understanding is associated with vaccine and GM food acceptance, but not climate change acceptance. Importantly, different ideological predictors are related to the acceptance of different scientific findings. Political conservatism best predicts climate change skepticism. Religiosity, alongside moral purity concerns, best predicts vaccination skepticism. GM food skepticism is not fueled by religious or political ideology. Finally, religious conservatives consistently display a low faith in science and an unwillingness to support science. Thus, science acceptance and rejection have different ideological roots, depending on the topic of investigation. PMID:29191107

The Evolution of Approval Services.

ERIC Educational Resources Information Center

Warzala, Martin

1994-01-01

Describes major developments in book approval plans used by academic libraries for acquisition and for information dissemination and document distribution services based on approval-like concepts. Topics addressed include publishers; marketing; the impact of library automation; value-added services; the economic climate; the influence of…

Project COLD.

ERIC Educational Resources Information Center

Kazanjian, Wendy C.

1982-01-01

Describes Project COLD (Climate, Ocean, Land, Discovery) a scientific study of the Polar Regions, a collection of 35 modules used within the framework of existing subjects: oceanography, biology, geology, meterology, geography, social science. Includes a partial list of topics and one activity (geodesic dome) from a module. (Author/SK)

How well does climate change and human health research match the demands of policymakers? A scoping review.

PubMed

Hosking, Jamie; Campbell-Lendrum, Diarmid

2012-08-01

In 2008, the World Health Organization (WHO) Member States passed a World Health Assembly resolution that identified the following five priority areas for research and pilot projects on climate change and human health: health vulnerability, health protection, health impacts of mitigation and adaptation policies, decision-support and other tools, and costs of health protection from climate change. To assess the extent to which recently published research corresponds to these priorities, we undertook a scoping review of original research on climate change and human health. Scoping reviews address topics that are too broad for a systematic review and commonly aim to identify research gaps in existing literature. We also assessed recent publication trends for climate change and health research. We searched for original quantitative research published from 2008 onward. We included disease burden studies that were specific to climate change and health and included intervention studies that focused on climate change and measured health outcomes. We used MEDLINE, Embase, and Web of Science databases and extracted data on research priority areas, geographic regions, health fields, and equity (systematic differences between advantaged and disadvantaged social groups). We identified 40 eligible studies. Compared with other health topics, the number of climate change publications has grown rapidly, with a larger proportion of reviews or editorials. Recent original research addressed four of the five priority areas identified by the WHO Member States, but we found no eligible studies of health adaptation interventions, and most of the studies focused on high-income countries. Climate change and health is a rapidly growing area of research, but quantitative studies remain rare. Among recently published studies, we found gaps in adaptation research and a deficit of studies in most developing regions. Funders and researchers should monitor and respond to research gaps to help ensure that the needs of policymakers are met.

Proceedings of the Space Shuttle Environmental Assessment Workshop on Stratospheric Effects

NASA Technical Reports Server (NTRS)

Potter, A. E. (Compiler)

1977-01-01

Various aspects of the potential environmental impact of space shuttle exhaust are explored. Topics include: (1) increased ultraviolet radiation levels in the biosphere due to destruction of atmospheric ozone; (2) climatic changes due to aerosol particles affecting the planetary albedo; (3) space shuttle propellants (including alternate formulations); and (4) measurement of space shuttle exhaust products.

NASA's mission to planet Earth: Earth observing system

NASA Technical Reports Server (NTRS)

1993-01-01

The topics covered include the following: global climate change; radiation, clouds, and atmospheric water; the ocean; the troposphere - greenhouse gases; land cover and the water cycle; polar ice sheets and sea level; the stratosphere - ozone chemistry; volcanoes; the Earth Observing System (EOS) - how NASA will support studies of global climate change?; research and assessment - EOS Science Investigations; EOS Data and Information System (EOSDIS); EOS observations - instruments and spacecraft; a national international effort; and understanding the Earth System.

Beyond the data - Topics that resonate with students when communicating basic climate science in a Geoscience course

NASA Astrophysics Data System (ADS)

Bouvier-Brown, N. C.

2013-12-01

Instructors will undoubtedly want to cover basic climate change science in undergraduate geosciences courses. When instructors have limited time in a course, they would like to know what topics will not only provide factual climate data, but also resonate with students. Instructors want to bring a variety of information to the classroom, but even if time allows, this can sometimes become too overwhelming and lead to diminishing returns. This study is based on a series of surveys conducted in an upper-division Air Pollution/Atmospheric Chemistry course at Loyola Marymount University to assess students' opinions on climate change, how these opinions change throughout the semester, and what teaching resources/topics were most effective in catalyzing those changes. Data will be presented to show that not only opinions, but also the level of student confidence in this politically-sensitive topic, shifted by the end of the semester. At the end of the semester, students evaluated their level of agreement with how much each specific topic presented significantly contributed to their understanding that 1) the climate is indeed changing, and 2) humans have a large role in climate change. In general, students find the timeline of the link between greenhouse gases and temperature particularly compelling. Lastly, even in this physical science course students clearly gained an appreciation for the role of science in politics and social justice. Not only is this a tenant of liberal arts education, but it seems as if students find this interdisciplinary connection empowering.

Beyond the data - Topics that resonate with students when communicating basic climate science in a Geoscience course

NASA Astrophysics Data System (ADS)

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

2011-12-01

Instructors will undoubtedly want to cover basic climate change science in undergraduate geosciences courses. When instructors have limited time in a course, they would like to know what topics will not only provide factual climate data, but also resonate with students. Instructors want to bring a variety of information to the classroom, but even if time allows, this can sometimes become too overwhelming and lead to diminishing returns. This study is based on a series of surveys conducted in an upper-division Air Pollution/Atmospheric Chemistry course at Loyola Marymount University to assess students' opinions on climate change, how these opinions change throughout the semester, and what teaching resources/topics were most effective in catalyzing those changes. Data will be presented to show that not only opinions, but also the level of student confidence in this politically-sensitive topic, shifted by the end of the semester. At the end of the semester, students evaluated their level of agreement with how much each specific topic presented significantly contributed to their understanding that 1) the climate is indeed changing, and 2) humans have a large role in climate change. In general, students find the timeline of the link between greenhouse gases and temperature particularly compelling. Lastly, even in this physical science course students clearly gained an appreciation for the role of science in politics and social justice. Not only is this a tenant of liberal arts education, but it seems as if students find this interdisciplinary connection empowering.

Story telling and social action: engaging young people to act on climate change

NASA Astrophysics Data System (ADS)

Cordero, E.

2014-12-01

The realization that well designed graphs and clearly worded summaries were not enough to spur the public and policy makers towards an appropriate understanding of our planet encouraged me to search for other ways to share climate stories with the general public. After co-authoring a popular book on food and climate change and giving many talks to the general public, it struck me that young people were largely missing from the dialogue, and little meaningful progress was being made to design effective solutions. I then started working with faculty and students from the Film and Animation Departments at San Jose State University to develop stories about climate change that would be engaging to younger audiences. The result was the Green Ninja Project, based around the Green Ninja, a superhero who focuses on solutions to climate change using humor and silliness to soften what can be a somewhat challenging topic. The Project includes a) The Green Ninja Show - a series of YouTube videos (over 1,000,000 views) highlighting actions young people can take to reduce climate change, b) The Green Ninja Film Festival where students tell their own climate solutions stories, and c) a collection of educational resources that help teachers bring climate science topics into their classroom using hands-on activities. A key component to this work is promoting social action experiences, so that young people can understand how their actions can make a difference. Based on these experiences, I will provide my own reflections on the challenges and opportunities of communicating climate change with young people.

Climate change risk perception and communication: addressing a critical moment?

PubMed

Pidgeon, Nick

2012-06-01

Climate change is an increasingly salient issue for societies and policy-makers worldwide. It now raises fundamental interdisciplinary issues of risk and uncertainty analysis and communication. The growing scientific consensus over the anthropogenic causes of climate change appears to sit at odds with the increasing use of risk discourses in policy: for example, to aid in climate adaptation decision making. All of this points to a need for a fundamental revision of our conceptualization of what it is to do climate risk communication. This Special Collection comprises seven papers stimulated by a workshop on "Climate Risk Perceptions and Communication" held at Cumberland Lodge Windsor in 2010. Topics addressed include climate uncertainties, images and the media, communication and public engagement, uncertainty transfer in climate communication, the role of emotions, localization of hazard impacts, and longitudinal analyses of climate perceptions. Climate change risk perceptions and communication work is critical for future climate policy and decisions. © 2012 Society for Risk Analysis.

Climate information for public health: the role of the IRI climate data library in an integrated knowledge system.

PubMed

del Corral, John; Blumenthal, M Benno; Mantilla, Gilma; Ceccato, Pietro; Connor, Stephen J; Thomson, Madeleine C

2012-09-01

Public health professionals are increasingly concerned about the potential impact of climate variability and change on health outcomes. Protecting public health from the vagaries of climate requires new working relationships between the public health sector and the providers of climate data and information. The Climate Information for Public Health Action initiative at the International Research Institute for Climate and Society (IRI) is designed to increase the public health community's capacity to understand, use and demand appropriate climate data and climate information to mitigate the public health impacts of the climate. Significant challenges to building the capacity of health professionals to use climate information in research and decision-making include the difficulties experienced by many in accessing relevant and timely quality controlled data and information in formats that can be readily incorporated into specific analysis with other data sources. We present here the capacities of the IRI climate data library and show how we have used it to build an integrated knowledge system in the support of the use of climate and environmental information in climate-sensitive decision-making with respect to health. Initiated as an aid facilitating exploratory data analysis for climate scientists, the IRI climate data library has emerged as a powerful tool for interdisciplinary researchers focused on topics related to climate impacts on society, including health.

Venezuela. America = Las Americas [Series].

ERIC Educational Resources Information Center

Toro, Leonor; Avery, Robert S.

This bilingual English/Spanish social studies resource booklet provides an encyclopedia-style overview of Venezuela's history, geography, economy, and culture for teachers to use with migrant children in the elementary grades. Topics presented in the English portion include climate, land, people, customs, government, arts, food, culture, wildlife,…

Newfoundland. Reference Series No. 34.

ERIC Educational Resources Information Center

Department of External Affairs, Ottawa (Ontario).

This booklet, one of a series featuring the Canadian provinces, presents a brief overview of Newfoundland and is suitable for teacher reference or student reading. Separate sections discuss geography and climate, history, economy, population and settlement, arts and culture, leisure and recreation, and heritage. Specific topics include the…

Improving Science Education through Accountability Relationships in Schools.

ERIC Educational Resources Information Center

Wildy, Helen; Wallace, John

1997-01-01

Presents a contrast between bureaucratic and professional models of accountability and their impact on the science education enterprise. Topics include improving performance, climate of trust, principles and consequences, demonstrating acceptance of responsibilities, and feedback. Concludes that it is necessary to develop the skills and processes…

Brazil = Brasil. America = Las Americas [Series].

ERIC Educational Resources Information Center

Toro, Leonor; And Others

Written for teachers to use with migrant children in elementary grades, this bilingual English/Spanish social studies resource booklet provides an encyclopedia-style overview of Brazil's history, geography, economy, and culture. Topics include Brazil's form of government; geographic regions; holidays; climate; people; music; carnaval celebration;…

NASA/JPL CLIMATE DAY: Middle and High School Students Get the Facts about Global Climate Change

NASA Astrophysics Data System (ADS)

Richardson, Annie; Callery, Susan; Srinivasan, Margaret

2013-04-01

In 2007, NASA Headquarters requested that Earth Science outreach teams brainstorm new education and public outreach activities that would focus on the topic of global climate change. At the Jet Propulsion Laboratory (JPL), Annie Richardson, outreach lead for the Ocean Surface Topography missions came up with the idea of a "Climate Day", capitalizing on the popular Earth Day name and events held annually throughout the world. JPL Climate Day would be an education and public outreach event whose objectives are to provide the latest scientific facts about global climate change - including the role the ocean plays in it, the contributions that NASA/JPL satellites and scientists make to the body of knowledge on the topic, and what we as individuals can do to promote global sustainability. The primary goal is that participants get this information in a fun and exciting environment, and walk away feeling empowered and capable of confidently engaging in the global climate debate. In March 2008, JPL and its partners held the first Climate Day event. 950 students from seven school districts heard from five scientists; visited exhibits, and participated in hands-on-activities. Pleased with the outcome, we organized JPL Climate Day 2010 at the Pasadena Convention Center in Pasadena, California, reaching more than 1700 students, teachers, and members of the general public over two days. Taking note of this successful model, NASA funded a multi-center, NASA Climate Day proposal in 2010 to expand Climate Day nation-wide. The NASA Climate Day proposal is a three-pronged project consisting of a cadre of Earth Ambassadors selected from among NASA-affiliated informal educators; a "Climate Day Kit" consisting of climate-related electronic resources available to the Earth Ambassadors; and NASA Climate Day events to be held in Earth Ambassador communities across the United States. NASA/JPL continues to host the original Climate Day event and in 2012 held its 4th event, at the Pasadena Convention Center in Pasadena, California. Although our goals and objectives remain the same, we continue to improve the event, which now includes student staff and student exhibitors. Our poster will give an overview and highlights of the November 16, 2012 event.

Empowering America's Communities to Prepare for the Effects of Climate Change: Developing Actionable Climate Science Under the President's Climate Action Plan

NASA Astrophysics Data System (ADS)

Duffy, P. B.; Colohan, P.; Driggers, R.; Herring, D.; Laurier, F.; Petes, L.; Ruffo, S.; Tilmes, C.; Venkataraman, B.; Weaver, C. P.

2014-12-01

Effective adaptation to impacts of climate change requires best-available information. To be most useful, this information should be easily found, well-documented, and translated into tools that decision-makers use and trust. To meet these needs, the President's Climate Action Plan includes efforts to develop "actionable climate science". The Climate Data Initiative (CDI) leverages the Federal Government's extensive, open data resources to stimulate innovation and private-sector entrepreneurship in support of actions to prepare for climate change. The Initiative forges commitments and partnerships from the private, NGO, academic, and public sectors to create data-driven tools. Open data from Federal agencies to support this innovation is available on Climate.Data.gov, initially focusing on coastal flooding but soon to expand to topics including food, energy, water, energy, transportation, and health. The Climate Resilience Toolkit (CRT) will facilitate access to data-driven resilience tools, services, and best practices, including those accessible through the CDI. The CRT will also include access to training and tutorials, case studies, engagement forums, and other information sources. The Climate Action Plan also calls for a public-private partnership on extreme weather risk, with the goal of generating improved assessments of risk from different types of extreme weather events, using methods and data that are transparent and accessible. Finally, the U.S. Global Change Research Program and associated agencies work to advance the science necessary to inform decisions and sustain assessments. Collectively, these efforts represent increased emphasis across the Federal Government on the importance of information to support climate resilience.

Downscaling Climate Science to the Classroom: Diverse Opportunities for Teaching Climate Science in Diverse Ways to Diverse Undergraduate Populations

NASA Astrophysics Data System (ADS)

Jones, R. M.; Gill, T. E.; Quesada, D.; Hedquist, B. C.

2015-12-01

Climate literacy and climate education are important topics in current socio-political debate. Despite numerous scientific findings supporting global climate changes and accelerated greenhouse warming, there is a social inertia resisting and slowing the rate at which many of our students understand and absorb these facts. A variety of reasons, including: socio-economic interests, political and ideological biases, misinformation from mass media, inappropriate preparation of science teachers, and lack of numancy have created serious challenges for public awareness of such an important issue. Different agencies and organizations (NASA, NOAA, EPA, AGU, APS, AMS and others) have created training programs for educators, not involved directly in climatology research, in order to learn climate science in a consistent way and then communicate it to the public and students. Different approaches on how to deliver such information to undergraduate students in diverse environments is discussed based on the author's experiences working in different minority-serving institutions across the nation and who have attended AMS Weather and Climate Studies training workshops, MSI-REACH, and the School of Ice. Different parameters are included in the analysis: demographics of students, size of the institutions, geographical locations, target audience, programs students are enrolled in, conceptual units covered, and availability of climate-related courses in the curricula. Additionally, the feasibility of incorporating a laboratory and quantitative analysis is analyzed. As a result of these comparisons it seems that downscaling of climate education experiences do not always work as expected in every institution regardless of the student body demographics. Different geographical areas, student body characteristics and type of institution determine the approach to be adopted as well as the feasibility to introduce different components for weather and climate studies. Some ideas are shared on how to integrate meteorology and climatology topics in other disciplines: Biology, Geology, Mathematics, Chemistry, Computer Science, and Science Methods. Such approaches might help small institutions with curriculum constraints to not fall behind in communicating climate science to the populations they serve.

Teaching climate change: Pressures and practice in the middle school science classroom

NASA Astrophysics Data System (ADS)

Crayne, Jennifer A.

What are middle school science teachers teaching their students about climate change? And why? This qualitative study examined the experience of middle school science teachers from western Oregon, finding that while participating teachers accept the science of climate change and express concern about it, many teachers are reluctant to make the topic a priority in their classrooms. When they do include the subject, teachers frequently address "both sides." They also report that students have persistent doubts and misconceptions about climate change. What accounts for these trends? I argue that the way teachers address climate change is a result of complex interactions between structural pressures, emotional pressures, and cultural pressures. I conclude that, in order to promote the inclusion of sound climate science instruction in public schools, advocates of climate change education need to address challenges at all these levels: structural, emotional, and cultural.

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.

Designing the Climate Observing System of the Future

NASA Astrophysics Data System (ADS)

Weatherhead, Elizabeth C.; Wielicki, Bruce A.; Ramaswamy, V.; Abbott, Mark; Ackerman, Thomas P.; Atlas, Robert; Brasseur, Guy; Bruhwiler, Lori; Busalacchi, Antonio J.; Butler, James H.; Clack, Christopher T. M.; Cooke, Roger; Cucurull, Lidia; Davis, Sean M.; English, Jason M.; Fahey, David W.; Fine, Steven S.; Lazo, Jeffrey K.; Liang, Shunlin; Loeb, Norman G.; Rignot, Eric; Soden, Brian; Stanitski, Diane; Stephens, Graeme; Tapley, Byron D.; Thompson, Anne M.; Trenberth, Kevin E.; Wuebbles, Donald

2018-01-01

Climate observations are needed to address a large range of important societal issues including sea level rise, droughts, floods, extreme heat events, food security, and freshwater availability in the coming decades. Past, targeted investments in specific climate questions have resulted in tremendous improvements in issues important to human health, security, and infrastructure. However, the current climate observing system was not planned in a comprehensive, focused manner required to adequately address the full range of climate needs. A potential approach to planning the observing system of the future is presented in this article. First, this article proposes that priority be given to the most critical needs as identified within the World Climate Research Program as Grand Challenges. These currently include seven important topics: melting ice and global consequences; clouds, circulation and climate sensitivity; carbon feedbacks in the climate system; understanding and predicting weather and climate extremes; water for the food baskets of the world; regional sea-level change and coastal impacts; and near-term climate prediction. For each Grand Challenge, observations are needed for long-term monitoring, process studies and forecasting capabilities. Second, objective evaluations of proposed observing systems, including satellites, ground-based and in situ observations as well as potentially new, unidentified observational approaches, can quantify the ability to address these climate priorities. And third, investments in effective climate observations will be economically important as they will offer a magnified return on investment that justifies a far greater development of observations to serve society's needs.

Why "Working Smarter" Isn't Working: White-Collar Productivity Improvement.

ERIC Educational Resources Information Center

Shaw, Edward

2001-01-01

Discusses the productivity and work days of white collar workers. Topics include productivity improvement; task analysis; the amount of time spent reading, and how to reduce it by improving writing skills; time spent in meetings; empowered time management; and sustaining a climate for change. (LRW)

Visiting the United States Without Leaving Your Classroom.

ERIC Educational Resources Information Center

Fugate, Roberta

1987-01-01

Ways in which teachers can interest students about learning more about the United States are presented, focusing on a planned "pretend" visit to a particular state or region. Research topics include geography, history, population, climate, chief products, and background information. State tourism agencies are listed. (CB)

Overview of hypersonic CFD code calibration studies

NASA Technical Reports Server (NTRS)

Miller, Charles G.

1987-01-01

The topics are presented in viewgraph form and include the following: definitions of computational fluid dynamics (CFD) code validation; climate in hypersonics and LaRC when first 'designed' CFD code calibration studied was initiated; methodology from the experimentalist's perspective; hypersonic facilities; measurement techniques; and CFD code calibration studies.

The Making of a National Information Policy: Examining the Legislative Components and the Social Factors that Influence the Development of Information Policy in Israel.

ERIC Educational Resources Information Center

Rabina, Debbie L.

2000-01-01

Discusses the development of a national information policy in Israel. Topics include political climate; security concerns; censorship; lack of openness; progress in the peace process; technical innovativeness; a desire to join the international community; and legislation, including privacy protection, freedom of information, and copyright.…

Understanding natural capital

USGS Publications Warehouse

Stallard, Robert F.; Hall, Jefferson S.; Kirn, Vanessa; Yanguas-Fernandez, Estrella

2015-01-01

This chapter serves to introduce the geophysics of Neotropical steeplands. Topics are covered in a general manner with hyperlinks to active research and monitoring sites (such as the National Hurricane Center and US Geological Survey publication). Topics covered include ‘tropical climate and weather,’ ‘climate variations and trends,’ Neotropical ‘geology, and soils,’ ‘hillslopes and erosion,’ ‘lakes and reservoirs,’ and ‘effects of land cover on water quality and quantity.’ Obviously, this is a lot of information to cover in a short chapter, hence the use of hyperlinks. The last theme ‘effects of land cover on water quality and quantity’ is covered by case studies, in all of which I have been centrally involved. These studies were chosen because they are among the few studies with sufficient data of high enough quality to reach definitive conclusions.

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.

Can We Envision a Bettor's Guide to Climate Prediction Markets?

NASA Astrophysics Data System (ADS)

Trexler, M.

2017-12-01

It's one thing to set up a climate prediction market, it's another to find enough informed traders to make the market work. Climate bets could range widely, from purely scientific or atmospheric metrics, to bets that involve the interplay of science, policy, economic, and behavioral outcomes. For a topic as complex and politicized as climate change, a Bettor's Guide to Climate Predictions could substantially expand and diversify the pool of individuals trading in the market, increasing both its liquidity and decision-support value. The Climate Web is an on-line and publically accessible Beta version of such a Bettor's Guide, implementing the knowledge management adage: "if only we knew what we know." The Climate Web not only curates the key literature, news coverage, and websites relating to more than 100 climate topics, from extreme event exceedance curves to climate economics to climate risk scenarios, it extracts and links together thousands of ideas and graphics across all of those topics. The Climate Web integrates the many disciplinary silos that characterize today's often dysfunctional climate policy conversations, allowing rapid cross-silo exploration and understanding. As a Bettor's Guide it would allow prediction market traders to better research and understand their potential bets, and to quickly survey key thinking and uncertainties relating to those bets. The availability of such a Bettor's Guide to Climate Predictions should make traders willing to place more bets than they otherwise would, and should facilitate higher quality betting. The presentation will introduce the knowledge management dimensions and challenges of climate prediction markets, and introduce the Climate Web as one solution to those challenges.

MECA Symposium on Mars: Evolution of its Climate and Atmosphere

NASA Technical Reports Server (NTRS)

Baker, Victor (Editor); Carr, Michael (Editor); Fanale, Fraser (Editor); Greeley, Ronald (Editor); Haberle, Robert (Editor); Leovy, Conway (Editor); Maxwell, Ted (Editor)

1987-01-01

The geological, atmospheric, and climatic history of Mars is explored in reviews and reports of recent observational and interpretive investigations. Topics addressed include evidence for a warm wet climate on early Mars, volatiles on Earth and on Mars, CO2 adsorption on palagonite and its implications for Martian regolith partitioning, and the effect of spatial resolution on interpretations of Martian subsurface volatiles. Consideration is given to high resolution observations of rampart craters, ring furrows in highland terrains, the interannual variability of the south polar cap, telescopic observations of the north polar cap and circumpolar clouds, and dynamical modeling of a planetary wave polar warming mechanism.

Understanding Social Media’s Take on Climate Change through Large-Scale Analysis of Targeted Opinions and Emotions

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

Pathak, Neetu; Henry, Michael J.; Volkova, Svitlana

Social media is a powerful data source for researchers interested in understanding population-level behavior, having been successfully leveraged in a number of different application areas including flu and illness prediction models, detecting civil unrest, and measuring public sentiment towards a given topic of interest within the public discourse. In this work, we present a study of a large collection of Twitter data centered on the social conversation around global cli- mate change during the UN Climate Change Conference, held in Paris, France during December 2015 (COP21). We first developed a mechanism for distinguishing between personal and non-personal accounts. We thenmore » analyzed demographics and emotion and opinion dynamics over time and location in order to understand how the different user types converse around meaningful topics on social media. This methodology offers an in-depth insight into the behavior and opinions around a topic where multiple distinct narratives are present, and lays the groundwork for future work in studying narratives in social media.« less

Agriculture and Climate Change in Global Scenarios: Why Don't the Models Agree

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

Nelson, Gerald; van der Mensbrugghe, Dominique; Ahammad, Helal

Agriculture is unique among economic sectors in the nature of impacts from climate change. The production activity that transforms inputs into agricultural outputs makes direct use of weather inputs. Previous studies of the impacts of climate change on agriculture have reported substantial differences in outcomes of key variables such as prices, production, and trade. These divergent outcomes arise from differences in model inputs and model specification. The goal of this paper is to review climate change results and underlying determinants from a model comparison exercise with 10 of the leading global economic models that include significant representation of agriculture. Bymore » providing common productivity drivers that include climate change effects, differences in model outcomes are reduced. All models show higher prices in 2050 because of negative productivity shocks from climate change. The magnitude of the price increases, and the adaptation responses, differ significantly across the various models. Substantial differences exist in the structural parameters affecting demand, area, and yield, and should be a topic for future research.« less

Solar variability: Implications for global change

NASA Technical Reports Server (NTRS)

Lean, Judith; Rind, David

1994-01-01

Solar variability is examined in search of implications for global change. The topics covered include the following: solar variation modification of global surface temperature; the significance of solar variability with respect to future climate change; and methods of reducing the uncertainty of the potential amplitude of solar variability on longer time scales.

CNN Newsroom Classroom Guides. December 1-31, 1997.

ERIC Educational Resources Information Center

Cable News Network, Atlanta, GA.

These classroom guides, designed to accompany the daily CNN (Cable News Network) Newsroom broadcasts for the month of December, provide program rundowns, suggestions for class activities and discussion, student handouts, and a list of related news terms. Topics include: Japan hosts the Climate Change Conference, space shuttle is unable to deploy…

The 1981 NASA ASEE Summer Faculty Fellowship Program, volume 1

NASA Technical Reports Server (NTRS)

Robertson, N. G.; Huang, C. J.

1981-01-01

A review of NASA research programs related to developing and improving space flight technology is presented. Technical report topics summarized include: space flight feeding; aerospace medicine; reusable spacecraft; satellite soil, vegetation, and climate studies; microwave landing systems; anthropometric studies; satellite antennas; and space shuttle fuel cells.

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

Federal Register 2010, 2011, 2012, 2013, 2014

2011-06-30

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

Proceedings of symposium on ash in North America

Treesearch

Charles H. Michler; Matthew D., eds. Ginzel

2010-01-01

Includes 5 papers and 30 abstracts covering topics related to the biology and ecology of the ash species, ash utilization and management, emerald ash borer, and other threats to ash, and genetics and conservation of ash species. A paper titled "Population-level variation of Fraxinus americana L. is influenced by climate...

Desert Culture Area. Native American Curriculum Series.

ERIC Educational Resources Information Center

Ross, Cathy; Fernandes, Roger

One in a series of Native American instructional materials, this booklet introduces elementary students to the history and culture of the Navajo, Pueblo, and other Indian tribes of the southwest desert. Written in simple language, the booklet provides background information, activities, legends, and illustrations. Topics include the climate of the…

The Role of the Library Media Specialist in Standards-Based Learning.

ERIC Educational Resources Information Center

Corey, Linda

2002-01-01

Discusses the role of the school library media specialist in standards-based learning. Topics include standards-based assessment; information literacy standards; collaboration with classroom teachers; benchmarks and indicators for student performance; leadership in a standards-based climate; and the use of technology to support curriculum and…

The Luquillo Mountains: forest resources and their history

Treesearch

P. L. Weaver

2012-01-01

This report presents an overview of the El Yunque National Forest, which is also designated as Luquillo Experimental Forest, in northeastern Puerto Rico. The principal topics include the environmental setting (geology, soils, and climate), environmental gradients, arborescent flora, vertebrate fauna, and forest management (i.e., plantations, silvicultural operations,...

Ecology of Missouri Forests. Instructional Unit. Conservation Education Series.

ERIC Educational Resources Information Center

Jackson, Jim

This unit is designed to help science, social studies, vocational agriculture, and other teachers incorporate forest ecology concepts into their subject matter. The unit includes: (1) topic outline; (2) unit objectives; (3) background information on climate and soils, levels of a deciduous forest, age classes, food and energy relationships, forest…

Fear and Trembling: Hong Kong Librarians Face Their Uncertain Future.

ERIC Educational Resources Information Center

Chepesiuk, Ron

1992-01-01

Discussion of the possible changes in Hong Kong in 1997 when rule passes to the People's Republic of China focuses on the uncertain future of libraries and librarians. Topics discussed include the political climate; the departure of qualified Chinese librarians; and the growth of libraries and computerized systems. (LRW)

Who trusts scientists for information about climate change? Nuclear power? Vaccines?

NASA Astrophysics Data System (ADS)

Hamilton, L.

2015-12-01

US public acceptance/rejection of science on the topic of climate change has become highly polarized, with a demographic profile well established through survey research. Trust in scientists for information about climate change tends to increase with education, decrease with age, and is higher among self-identified liberals and moderates than among conservatives. Demographic profiles of people who do or do not trust scientists regarding other disputed topics are less well established. Some observers have argued that certain domains such as vaccines, nuclear power or genetically modified organisms (GMOs) could present a mirror image of climate change, with liberals instead of conservatives disproportionately rejecting science on that topic. Evidence for this mirror-image hypothesis has been mainly anecdotal, however. Here we test it systematically using statewide survey data on more than 1200 interviews, comparing five similarly worded questions that ask respondents whether they trust, don't trust, or are unsure about scientists as a source of information about ... climate change, vaccines, evolution, nuclear power safety, or GMOs. Climate change proves to be the most polarized of these topics, but all five exhibit roughly similar age, education and ideological effects -- contrary to the mirror-image hypothesis. The common patterns across five science domains, chosen for their hypothetical contrasts, map out an unexpectedly cohesive picture of who trusts scientists for information, and who does not. Implications of these survey results for public outreach and science communication are explored.

Using "Making Sense of Climate Science Denial" MOOC videos in a college course

NASA Astrophysics Data System (ADS)

Schuenemann, K. C.; Cook, J.

2015-12-01

The Massive Open Online Course (MOOC) "Denial101x: Making Sense of Climate Science Denial" teaches students to make sense of the science and respond to climate change denial. The course is made up of a series of short, myth-debunking lecture videos that can be strategically used in college courses. The videos and the visuals within have proven a great resource for an introductory college level climate change course. Methods for using the videos in both online and in-classroom courses will be presented, as well as student reactions and learning from the videos. The videos introduce and explain a climate science topic, then paraphrase a common climate change myth, explain why the myth is wrong by identifying the characteristic of climate denial used, and concludes by reinforcing the correct science. By focusing on common myths, the MOOC has made an archive of videos that can be used by anyone in need of a 5-minute response to debunk a myth. By also highlighting five characteristics of climate denial: fake experts, logical fallacies, impossible expectations, cherry picking, and conspiracy theories (FLICC), the videos also teach the viewer the skills they need to critically examine myths they may encounter in the real world on a variety of topics. The videos also include a series of expert scientist interviews that can be used to drive home points, as well as put some faces to the science. These videos are freely available outside of the MOOC and can be found under the relevant "Most used climate myths" section on the skepticalscience.com webpage, as well as directly on YouTube. Discover ideas for using videos in future courses, regardless of discipline.

The Climate Services Partnership (CSP): Working Together to Improve Climate Services Worldwide

NASA Astrophysics Data System (ADS)

Zebiak, S.; Brasseur, G.; Members of the CSP Coordinating Group

2012-04-01

Throughout the world, climate services are required to address urgent needs for climate-informed decision-making, policy and planning. These needs were explored in detail at the first International Conference on Climate Services (ICCS), held in New York in October 2011. After lengthy discussions of needs and capabilities, the conference culminated in the creation of the Climate Services Partnership (CSP). The CSP is an informal interdisciplinary network of climate information users, providers, donors and researchers interested in improving the provision and development of climate services worldwide. Members of the Climate Services Partnership work together to share knowledge, accelerate learning, develop new capacities, and establish good practices. These collaborative efforts will inform and support the evolution and implementation of the Global Framework for Climate Services. The Climate Services Partnership focuses its efforts on three levels. These include: 1. encouraging and sustaining connections between climate information providers, users, donors, and researchers 2. gathering, synthesizing and disseminating current knowledge on climate services by way of an online knowledge management platform 3. generating new knowledge on critical topics in climate service development and provision, through the creation of focused working groups on specific topics To date, the Climate Services Partnership has made progress on all three fronts. Connections have been fostered through outreach at major international conferences and professional societies. The CSP also maintains a website and a monthly newsletter, which serves as a resource for those interested in climate services. The second International Conference on Climate Services (ICCS2) will be held in Berlin in September. The CSP has also created a knowledge capture system that gathers and disseminates a wide range of information related to the development and provision of climate services. This includes an online-searchable database that allows users to see what climate services activities are underway in what locations, to gather and analyze information. As part of the knowledge capture system, more than 10 CSP members are currently developing case studies to describe specific climate services activities; in a few cases, this involves in-depth evaluations of the service in question. Finally, the Economics Working Group of the Climate Services Partnership is analyzing previous methods to economically value climate services in hopes of generating knew knowledge regarding the methods are best suited to assessing the benefits associated with various climate services. Other groups are working to develop guidance materials for the development and use of climate information to support decision and policy-making. The Climate Services Partnership is an open, informal network that builds on activities that are already underway and works to create synergies to improve the provision and development for climate services. Its members currently number more than 50 organizations; it seeks new participants and new initiatives.

75 FR 57539 - U.S. National Climate Assessment Objectives, Proposed Topics, and Next Steps

Federal Register 2010, 2011, 2012, 2013, 2014

2010-09-21

... OFFICE OF SCIENCE & TECHNOLOGY POLICY U.S. National Climate Assessment Objectives, Proposed Topics, and Next Steps Correction In notice document 2010-22229 beginning on page 54403 in the issue of Tuesday, September 7, 2010 make the following correction: On page 54403 under the SUMMARY section, in the...

Play, Make, Know, Keep up, Watch, Dream, and Teach: A Kids-eye View of Climate Change

NASA Astrophysics Data System (ADS)

Fisher, D. K.; Leon, N.; Fitzpatrick, A. J.; Jackson, R.; Greene, M. P.

2012-12-01

No matter the subject, the best way of dealing with doubters or deniers is to present the scientific evidence in a clear, concise, non-threatening, and compelling way. NASA's Climate Kids website--written for upper-elementary age kids and their teachers and parent--explains the basic science behind the evidence that Earth's climate is changing much more rapidly than can be accounted for by natural cycles, and that human activity is responsible. Climate science is complex, and most non-scientists are in what, for some, is the uncomfortable position of accepting scientists at their word. For young children, this is not the best approach to learning. They need to learn to think critically and evaluate the evidence for themselves. Climate Kids debuted in January 2011. It was redesigned and reorganized this year. From the beginning, educator feedback has been very positive. Teachers are grateful to have these difficult concepts simplified, yet still comprehensively covered to present the compelling evidence for anthropogenic global warming and its current and predicted effects. Climate Kids explains the "big questions" of climate science simply and clearly, giving teachers a valuable resource to supplement the science units they normally teach. The site extends science lessons in a very specific way, presenting understandable, real-world examples of scientific evidence of the changes happening on our planet. The new site design organizes content by topic and by type of presentation. Topics are shown in a left-side menu. They are Weather & Climate, Air, Ocean, Fresh Water, Carbon Travels (carbon cycle), Energy, Plants & Animals, and Technology. Presentation types are shown in a top menu. They are Play games, Make stuff (hands-on activities), Know your world (answers to big questions), Catch the latest (climate-related news), Watch videos, Dream of a career (profiles of individuals in green careers), and Teach climate science (resources for educators and parents). So, for example, if a child is interested in the ocean, she can select it and get an "Ocean" menu, with links to the interactive "Planet Health Report" (including sea ice extent and sea level rise stats), the interactive "Climate Time Machine" (including sea level and sea ice history), "Big Questions" discussion of the ocean (heat storage, CO2 absorption and sea creature health, salinity, currents, sea ice), "Oceans of Climate Change" video, and an animated cartoon story about threatened phytoplankton. Thus, each menu topic is carried in a variety of vehicles. Even if a visitor to Climate Kids just wants to play games, he just might learn something about the importance of recycling ("Recycle This!"), how solar and wind energy can power a city ("Power Up"), how and why to save energy in daily activities ("Leaps and Flutters" and "Go Green"), endangered and threatened species ("Migration Concentration" and "Animal Jeanie"), and more. The site is well-indexed and has a search capability that creates customized menus on the fly. NASA's Climate Kids fills a niche for free, non-commercial, reliable, inspiring, and understandable information on the science of climate change for children in grades 4-6.

Collaborative Research: Robust Climate Projections and Stochastic Stability of Dynamical Systems

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

Ghil, Michael; McWilliams, James; Neelin, J. David

The project was completed along the lines of the original proposal, with additional elements arising as new results were obtained. The originally proposed three thrusts were expanded to include an additional, fourth one. (i) The e ffects of stochastic perturbations on climate models have been examined at the fundamental level by using the theory of deterministic and random dynamical systems, in both nite and in nite dimensions. (ii) The theoretical results have been implemented first on a delay-diff erential equation (DDE) model of the El-Nino/Southern-Oscillation (ENSO) phenomenon. (iii) More detailed, physical aspects of model robustness have been considered, as proposed,more » within the stripped-down ICTP-AGCM (formerly SPEEDY) climate model. This aspect of the research has been complemented by both observational and intermediate-model aspects of mid-latitude and tropical climate. (iv) An additional thrust of the research relied on new and unexpected results of (i) and involved reduced-modeling strategies and associated prediction aspects have been tested within the team's empirical model reduction (EMR) framework. Finally, more detailed, physical aspects have been considered within the stripped-down SPEEDY climate model. The results of each of these four complementary e fforts are presented in the next four sections, organized by topic and by the team members concentrating on the topic under discussion.« less

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 Discovery: Integrating Research With Exhibit, Public Tours, K-12, and Web-based EPO Resources

NASA Astrophysics Data System (ADS)

Foster, S. Q.; Carbone, L.; Gardiner, L.; Johnson, R.; Russell, R.; Advisory Committee, S.; Ammann, C.; Lu, G.; Richmond, A.; Maute, A.; Haller, D.; Conery, C.; Bintner, G.

2005-12-01

The Climate Discovery Exhibit at the National Center for Atmospheric Research (NCAR) Mesa Lab provides an exciting conceptual outline for the integration of several EPO activities with other well-established NCAR educational resources and programs. The exhibit is organized into four topic areas intended to build understanding among NCAR's 80,000 annual visitors, including 10,000 school children, about Earth system processes and scientific methods contributing to a growing body of knowledge about climate and global change. These topics include: 'Sun-Earth Connections,' 'Climate Now,' 'Climate Past,' and 'Climate Future.' Exhibit text, graphics, film and electronic media, and interactives are developed and updated through collaborations between NCAR's climate research scientists and staff in the Office of Education and Outreach (EO) at the University Corporation for Atmospheric Research (UCAR). With funding from NCAR, paleoclimatologists have contributed data and ideas for a new exhibit Teachers' Guide unit about 'Climate Past.' This collection of middle-school level, standards-aligned lessons are intended to help students gain understanding about how scientists use proxy data and direct observations to describe past climates. Two NASA EPO's have funded the development of 'Sun-Earth Connection' lessons, visual media, and tips for scientists and teachers. Integrated with related content and activities from the NASA-funded Windows to the Universe web site, these products have been adapted to form a second unit in the Climate Discovery Teachers' Guide about the Sun's influence on Earth's climate. Other lesson plans, previously developed by on-going efforts of EO staff and NSF's previously-funded Project Learn program are providing content for a third Teachers' Guide unit on 'Climate Now' - the dynamic atmospheric and geological processes that regulate Earth's climate. EO has plans to collaborate with NCAR climatologists and computer modelers in the next year to develop lessons and ancillary exhibit interactives and visualizations for the final Teachers' Guide unit about 'Climate Future.' Units developed so far are available in downloadable format on the NCAR EO and Windows to the Universe web sites for dissemination to educators and the general public public. Those web sites are, respectively, (http://eo.ucar.edu/educators/ClimateDiscovery) and (http://www.windows.ucar.edu). Encouragement from funding agencies to integrate and relate resources and growing pressure to implement efficiencies in educational programs have created excellent opportunities which will be described from the viewpoints of EO staff and scientists'. Challenges related to public and student perceptions about climate and global change, the scientific endeavor, and how to establish successful dialogues between educators and scientists will also be discussed.

Da Que Hablar (Something To Talk About).

ERIC Educational Resources Information Center

Da Que Hablar, 1997

1997-01-01

This document consists of three issues of a newsletter published during 1996 and 1997. Issues contain current events articles in Spanish and classroom language learning activities based on those articles. The articles are brief; topics include: the Beatles; the route of Don Quixote; pets; the climate, architecture, history and food of Castile and…

The long darkness: Psychological and moral perspectives on nuclear winter

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

Grinspoon, L.

1986-01-01

This book presents papers on the risks of nuclear weapons. Topics considered include nuclear war and climatic catastrophe, evolutionary and developmental considerations, a biological comment on Erikson's notion of pseudospeciation, national security, unexamined assumptions and inescapable consequences, opposing the nuclear threat (the convergence of moral analysis and empirical data), and nuclear winter.

Abstracts and program proceedings of the 1994 meeting of the International Society for Ecological Modelling North American Chapter

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

Kercher, J.R.

1994-06-01

This document contains information about the 1994 meeting of the International Society for Ecological Modelling North American Chapter. The topics discussed include: extinction risk assessment modelling, ecological risk analysis of uranium mining, impacts of pesticides, demography, habitats, atmospheric deposition, and climate change.

Atmospheric Ozone 1985. Assessment of our understanding of the processes controlling its present distribution and change, volume 3

NASA Technical Reports Server (NTRS)

1985-01-01

Topics addressed include: assessment models; model predictions of ozone changes; ozone and temperature trends; trace gas effects on climate; kinetics and photchemical data base; spectroscopic data base (infrared to microwave); instrument intercomparisons and assessments; and monthly mean distribution of ozone and temperature.

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).

Communicating Complex Sciences by Means of Exhibitions

NASA Astrophysics Data System (ADS)

Schneider, S.

2011-12-01

Earth Sciences will have to take over the leading role in global sustainable policy and in discussions about climate change. Efforts to raise attention within the politically responsible communities as well as in the public are getting more and more support by executive and advisory boards all over the world. But how can you successfully communicate complex sciences? For example, to start communication about climate change, the first step is to encourage people to be concerned about climate change. After that, one has to start thinking about how to present data and how to include the presented data into an unprejudiced context. Therefore, the communication toolbox offers various methods to reach diverse audiences. The R&D programme GEOTECHNOLOGIEN conducts roving exhibitions as one of its most successful communication tools. With roving exhibitions GEOTECHNOLOGIEN is able to get in touch with different audiences at once. The main purpose and theme of these exhibitions is to convey the everyday means of climate change to the visitors. It is within the responsibility of science to communicate the effects of a phenomenon like climate change as well as the impact of research results to the everyday life of people. Currently, a GEOTECHNOLOGIEN roving exhibition on remote sensing with satellites deals with various issues of environmental research, including a chapter on climate change. By following the 3M-concept (Meaning - Memorable - Moving), exhibitions allow to connect the visitors daily environment and personal experiences with the presented issues and objects. Therefore, hands-on exhibits, exciting multimedia effects and high-tech artefacts have to be combined with interpretive text elements to highlight the daily significance of the scientific topics and the exhibition theme respectively. To create such an exhibition, strong conceptual planning has to be conducted. This includes the specification of stern financial as well as time wise milestones. In addition, concepts to include professional techniques of science interpretation will become a crucial step on the way to success. The elements of successful exhibitions, tips for effective interpretive writing and display design as well as milestones in the exhibition planning process accompanied by ideas and recommendations to make your exhibition even more exciting, will be discussed. Framed by Anatole France's concept of successful interpretation and Freeman Tilden's definition of interpretation, this presentation will give you a new perspective on how to communicate climate change and other scientific topics.

(Climate) Change in young people's minds - From categories towards interconnections between the anthroposphere and natural sphere.

PubMed

Körfgen, Annemarie; Keller, Lars; Kuthe, Alina; Oberrauch, Anna; Stötter, Hans

2017-02-15

The grand challenges of the 21st century will increasingly require societies to reconsider the pathways taken thus far. Engagement with climate change is of ever-growing importance to young people. They will be confronted with the effects of climate change throughout their entire lives and, as future decision-makers, they will vitally shape societal developments. Education will thus play a crucial role in the transformation to a sustainable society. In terms of awareness-raising, an important first step in preparing young people for the challenges of the 21st century is to understand what content is connected with climate change. As complex challenges, such as climate change, demand ways of thinking that go beyond categories, interconnections between the anthroposphere and the natural sphere have to be taken into consideration. This study provides an insight into the questions and topics young people develop whilst becoming involved in climate change in an in-school learning setting and in an out-of-school learning setting (a high mountain environment). The analysis focuses on the question of in which spheres students predominantly make their thematic choices and how far the interconnections between different spheres are formed. Our results show that the choice of the learning setting influences the topics students connect with climate change. Interconnections between sub-spheres of the anthroposphere and natural sphere are made only occasionally. These findings serve as a basis for reconsidering the content and foundation of climate change communication with young people. We recommend that climate change educational programmes should include phases that allow the following: a) involvement with climate change issues related to single spheres in the first phase, and b) consideration of the interconnections between spheres when becoming involved with climate change issues in the second phase. As the educational setting can considerably influence the focus of the learning process, it should be chosen thoughtfully. Copyright © 2016 Elsevier B.V. All rights reserved.

Techniques for integrating the animations, multimedia, and interactive features of NASA’s climate change website, Climate Change: NASA’s Eyes on the Earth, into the classroom to advance climate literacy and encourage interest in STEM disciplines

NASA Astrophysics Data System (ADS)

Tenenbaum, L. F.; Jackson, R.; Greene, M.

2009-12-01

I developed a variety of educational content for the "Climate Change: NASA’s Eyes on the Earth" website, notably an interactive feature for the "Key Indicators: Ice Mass Loss" link that includes photo pair images of glaciers around the world, changes in Arctic sea ice extent videos, Greenland glacial calving time lapse videos, and Antarctic ice shelf break up animations, plus news pieces and a Sea Level Quiz. I integrated these resources and other recent NASA and JPL climate and oceanography data and information into climate change components of Oceanography Lab exercises, Oceanography lectures and Introduction to Environmental Technology courses. I observed that using these Internet interactive features in the classroom greatly improved student participation, topic comprehension, scientific curiosity and interest in Earth and climate science across diverse student populations. Arctic Sea Ice Extent Summer 2007 Credit: NASA

The Influence of Ideological Filters upon Education about Climate

NASA Astrophysics Data System (ADS)

Rutherford, D.

2011-12-01

Religious and political ideologies serve as primary lenses through which people interpret information and education related to the climate system, climate change, and climate impacts upon human and environmental systems. Consequently, ideologies strongly affect (1) the levels of receptivity that people express toward communication messages and educational efforts related to climate topics, and (2) the amount of knowledge and understanding that people obtain from those messages and efforts. This paper begins with a brief overview of research that establishes a theoretical framework for understanding the role of ideology in communication and educational efforts. It then describes the ideological filtering of climate and environmental information that occurs in a substantial and powerful public in American society - the socially conservative, evangelical Christian population. Approaches are then offered for navigating the ideological filters of this specific population in order to improve understanding of climate related topics. More general principles also emerge that can apply across other populations

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

NASA Astrophysics Data System (ADS)

McNeal, K. S.

2012-12-01

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

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.

Avoiding dangerous climate change

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

Hans Joachim Schellnhuber; Wolfgang Cramer; Nebojsa Nakicenovic

2006-02-15

In 2005 the UK Government hosted the Avoiding Dangerous Climate Change conference to take an in-depth look at the scientific issues associated with climate change. This volume presents the most recent findings from the leading international scientists that attended the conference. The topics addressed include critical thresholds and key vulnerabilities of the climate system, impacts on human and natural systems, socioeconomic costs and benefits of emissions pathways, and technological options for meeting different stabilisation levels of greenhouse gases in the atmosphere. Contents are: Foreword from Prime Minister Tony Blair; Introduction from Rajendra Pachauri, Chairman of the IPCC; followed by 41more » papers arranged in seven sections entitled: Key Vulnerabilities of the Climate System and Critical Thresholds; General Perspectives on Dangerous Impacts; Key Vulnerabilities for Ecosystems and Biodiversity; Socio-Economic Effects; Regional Perspectives; Emission Pathways; and Technological Options. Four papers have been abstracted separately for the Coal Abstracts database.« less

Creationism & Climate Change (Invited)

NASA Astrophysics Data System (ADS)

Newton, S.

2009-12-01

Although creationists focus on the biological sciences, recently creationists have also expanded their attacks to include the earth sciences, especially on the topic of climate change. The creationist effort to deny climate change, in addition to evolution and radiometric dating, is part of a broader denial of the methodology and validity of science itself. Creationist misinformation can pose a serious problem for science educators, who are further hindered by the poor treatment of the earth sciences and climate change in state science standards. Recent changes to Texas’ science standards, for example, require that students learn “different views on the existence of global warming.” Because of Texas’ large influence on the national textbook market, textbooks presenting non-scientific “different views” about climate change—or simply omitting the subject entirely because of the alleged “controversy”—could become part of K-12 classrooms across the country.

Chapman Conference on the Hydrologic Aspects of Global Climate Change, Lake Chelan, WA, June 12-14, 1990, Selected Papers

NASA Technical Reports Server (NTRS)

Lettenmaier, Dennis P. (Editor); Rind, D. (Editor)

1992-01-01

The present conference on the hydrological aspects of global climate change discusses land-surface schemes for future climate models, modeling of the land-surface boundary in climate models as a composite of independent vegetation, a land-surface hydrology parameterizaton with subgrid variability for general circulation models, and conceptual aspects of a statistical-dynamical approach to represent landscape subgrid-scale heterogeneities in atmospheric models. Attention is given to the impact of global warming on river runoff, the influence of atmospheric moisture transport on the fresh water balance of the Atlantic drainage basin, a comparison of observations and model simulations of tropospheric water vapor, and the use of weather types to disaggregate the prediction of general circulation models. Topics addressed include the potential response of an Arctic watershed during a period of global warming and the sensitivity of groundwater recharge estimates to climate variability and change.

Increasing Diversity in Global Climate Change Research for Undergraduates

NASA Astrophysics Data System (ADS)

Johnson, L. P.; Marchese, P.; Carlson, B. E.; Howard, A. M.; Peteet, D. M.; Rosenzweig, C.; Druyan, L. M.; Fulakeza, M.; Gaffin, S.; Austin, S. A.; Cheung, T. D.; Damas, M. C.; Boxe, C.; Prince, T.; Ng, C.; Frost, J.

2014-12-01

Global Climate Change and the ability to predict the effects of forcings and feedback mechanisms on global and local climate are critical to the survival of the inhabitants of planet Earth. It is therefore important to motivate students to continue their studies towards advanced degrees and pursue careers related to climate change. This is best accomplished by involving undergraduates in global climate change research. This Research Experience for Undergraduates (REU) initiative is based at the City University of New York (CUNY) and the Goddard Institute for Space Studies (GISS), and is supported by NASA and NSF. Mentors for the primarily summer research experiences include CUNY faculty and GISS scientists. Research topics include the Wetland Carbon Project, The Cooling Power Of Urban Vegetation, Internal Ocean Mixing, El Niño Southern Oscillation, Pollution Transport and Tropospheric Ozone. Students are recruited from CUNY colleges and other colleges and universities. The program maintains an emphasis on under-represented minorities and females. Approximately sixty percent of the undergraduate students are under-represented minorities and forty percent are female. The project is supported by NSF award AGS-1359293 REU Site: CUNY/GISS Center for Global Climate Research.

Developing A Positive School Climate. Newsletter

ERIC Educational Resources Information Center

Center for Comprehensive School Reform and Improvement, 2009

2009-01-01

Decades of research support the role of a positive school climate on teaching and learning. This newsletter takes a look at the topic of school climate and sets out to determine: (1) What is school climate? (2) How can schools assess their school climate? (3) What are some practical examples of how schools are assessing school climate? and (4)…

Adaptation Strategies to Climate Change and the Role of Planning Instruments - The Example of the Dresden Region (Saxony/Germany)

NASA Astrophysics Data System (ADS)

Albrecht, J.; Juta, K.; Nobis, A.

2009-04-01

In the past, identifying anthropogenic influences on climate change, scenario analyses and issues of climate change mitigation were predominant approaches in climate change research (IPCC 2007). Currently, for instance in Germany, climate impact research on regional level comes to the forefront of research and policy making. Climate change has become an important topic on the agenda of politicians, administration and planning. In order to counteract the (unavoidable) climate change and its impacts it is necessary to develop adaptation strategies. At present, such strategies and guidelines are formulated on international, supranational and national level. The initial point was the United Nations Framework Convention on Climate Change in 1992 where the contracting states obligated themselves to develop national (and regional) programmes for adaptation. In 2007 the European Commission published its Green Paper called Adaptation to Climate Change in Europe. The paper states that adaptation efforts have to be intensified at different (spatial) levels (local, regional, national, and so forth). Furthermore, coordinating these efforts is of high importance. With the recent agreement on the German Adaptation Strategy to Climate Change (DAS 2008) in December 2008, federal government tries to accomplish this task. The German strategy mainly focuses on two elements: decreasing vulnerability and increasing adaptability. While the above mentioned strategies have presented information and policies concerning climate change and adaptation on international, supranational and national level, such documents dońt yet exist on regional level. However, because of their close link to the local level the regions are of high importance for adaptation strategies. Therefore, the Leibniz-Institute of Ecological and Regional Development developed a transdisciplinary project to formulate and implement the so-called Integrated Regional Climate Adaptation Programme (IRCAP) for the Model Region of Dresden (project REGKLAM). The REGKLAM-project is based on regionalised scenarios of climate change and includes measures of climate change adaptation to change for instance, urban form, infrastructure assets (e.g., reservoirs) and land use. Various institutions from politics, administration, economy, and research as well as civil society are involved in the project (the city of Dresden, several ministries and authorities of Saxony, the Dresden Chamber of Industry and Commerce and the University of Dresden). The IRCAP is planned to be an informal, cross-sectoral instrument of adaptation to climate change. As a regional programme, the IRCAP is addressed to decision-makers of the region of Dresden (defined, for instance, as planning region). Its function is to complement and coordinate existing instruments and measures. These instruments also include instruments of environmental and spatial planning on the regional level. Spatial and environmental planning can rely on a wide range of formal and informal instruments on different spatial, administrative, and sectoral levels, e.g. land use and landscape plans. Our contribution to the EGU conference aims to clear the role and relevance of the existing formal and informal planning instruments in the region of Dresden for the process of developing the IRCAP. Firstly, a survey is conducted for the purpose of identifying all relevant planning instruments. The identification process is based on specific criteria, for example: reference to the region, contents relating to the topic of climate change respectively climate adaptation. Secondly, the presentation argues for a selection of those planning instruments which seem to be most relevant for the process of developing an IRCAP. This selection process is based on specific criteria which include, for instance, complexity of expected effects, reference to regional and sectoral vulnerability, opportunity for future change of the existing planning instruments (e.g., current process of updating), interests of project partners and stakeholders. Thirdly, as a result, an overview of relevant planning instruments in the region of Dresden is shown, including their current status and statements about their relevance for the topic of climate adaptation strategies. Finally it is derived that this procedure provides a basis for the following possibilities: Adapting existing planning instruments, integrate contents of existing planning instruments in the IRCAP process, or develop and define new strategies or measures on the way to an IRCAP.

Global Climate Change, Food Security, and Local Sustainability: Increasing Climate Literacy in Urban Students

NASA Astrophysics Data System (ADS)

Boger, R. A.; Low, R.; Gorokhovich, Y.

2011-12-01

Three higher education institutions, University of Nebraska-Lincoln (UNL), Brooklyn College, and Lehman College, are working together to share expertise and resources to expand climate change topics offered to undergraduate and graduate students in New York City (NYC). This collaboration combines existing UNL educational learning resources and infrastructure in virtual coursework. It will supply global climate change education and locally-based research experiences to the highly diverse undergraduate students of Brooklyn and Lehman Colleges and to middle and high school teachers in NYC. Through the university partnership, UNL materials are being adapted and augmented to include authentic research experiences for undergraduates and teachers using NASA satellite data, geographic information system (GIS) tools, and/or locally collected microclimate data from urban gardens. Learners download NASA data, apply an Earth system approach, and employ GIS in the analysis of food production landscapes in a dynamically changing climate system. The resulting course will be offered via Blackboard courseware, supported by Web 2.0 technologies designed specifically to support dialogue, data, and web publication sharing between partners, teachers and middle school, high school and undergraduate student researchers. NYC is in the center of the urban farming movement. By exploring water and food topics of direct relevance to students' lives and community, we anticipate that students will be motivated and more empowered to make connections between climate change and potential impacts on the health and happiness of people in their community, in the United States and around the world. Final course will be piloted in 2012.

The challenge of reducing scientific complexity for different target groups (without losing the essence) - experiences from interdisciplinary audio-visual media production

NASA Astrophysics Data System (ADS)

Hezel, Bernd; Broschkowski, Ephraim; Kropp, Jürgen

2013-04-01

The Climate Media Factory originates from an interdisciplinary media lab run by the Film and Television University "Konrad Wolf" Potsdam-Babelsberg (HFF) and the Potsdam Institute for Climate Impact Research (PIK). Climate scientists, authors, producers and media scholars work together to develop media products on climate change and sustainability. We strive towards communicating scientific content via different media platforms reconciling the communication needs of scientists and the audience's need to understand the complexity of topics that are relevant in their everyday life. By presenting four audio-visual examples, that have been designed for very different target groups, we show (i) the interdisciplinary challenges during the production process and the lessons learnt and (ii) possibilities to reach the required degree of simplification without the need for dumbing down the content. "We know enough about climate change" is a short animated film that was produced for the German Agency for International Cooperation (GIZ) for training programs and conferences on adaptation in the target countries including Indonesia, Tunisia and Mexico. "Earthbook" is a short animation produced for "The Year of Science" to raise awareness for the topics of sustainability among digital natives. "What is Climate Engineering?". Produced for the Institute for Advanced Sustainability Studies (IASS) the film is meant for an informed and interested public. "Wimmelwelt Energie!" is a prototype of an iPad application for children from 4-6 years of age to help them learn about different forms of energy and related greenhouse gas emissions.

The Communication Strategy of NASA's Earth Observatory

NASA Astrophysics Data System (ADS)

Simmon, R.; Ward, K.; Riebeek, H.; Allen, J.; Przyborski, P.; Scott, M.; Carlowicz, M. J.

2010-12-01

Climate change is a complex, multi-disciplinary subject. Accurately conveying this complexity to general audiences, while still communicating the basic facts, is challenging. Our approach is to combine climate change information with a wide range of Earth system science topics, illustrated by satellite imagery and data visualizations. NASA's Earth Observatory web site (earthobservatory.nasa.gov) uses the broad range of NASA's remote sensing technologies, data, and research to communicate climate change science. We serve two primary audiences: the "attentive public" --people interested in and willing to seek out information about science, technology, and the environment--and media. We cover the breadth of Earth science, with information about climate change integrated with stories about weather, geology, oceanography, and solar flares. Current event-driven imagery is used as a hook to draw readers. We then supply links to supplemental information, either about current research or the scientific basics. We use analogies, carefully explain jargon or acronyms, and build narratives which both attract readers and make information easier to remember. These narratives are accompanied by primers on topics like energy balance or the water cycle. Text is carefully integrated with illustrations and state-of-the-art data visualizations. Other site features include a growing list of climate questions and answers, addressing common misconceptions about global warming and climate change. Maps of global environmental parameters like temperature, rainfall, and vegetation show seasonal change and long-term trends. Blogs from researchers in the field provide a look at the day-to-day process of science. For the media, public domain imagery is supplied at full resolution and links are provided to primary sources.

Museums & Mermaids: Bringing Climate Literacy to the Party

NASA Astrophysics Data System (ADS)

Tillinger, D.

2014-12-01

If science is for everyone, then it needs to be taught in environments that are welcoming to people who may not feel at home in a traditional classroom. A team of scientists and educators at the American Museum of Natural History have developed a new course, Our Earth's Future, which prepares participants to contribute intelligently and fluently to informal "cocktail party" conversations about climate and climate change. The course, taught after hours at the museum, culminates in an actual cocktail party in one of the museum's halls where participants can practice their skills. Participants' knowledge of climate change and attitudes towards climate change were quantitatively and qualitatively assessed before and after the two five-week course sessions.Climate literacy can also be included in existing events that are not obviously science-focused. Venues such as festivals, galleries, and underground art parties may be willing to broaden their definition of culture to include science - but only if they are asked. Given the increase in public discourse around the topic of climate change, there is an opportunity to reach people who wouldn't attend a formal science lecture, but might attend a film screening or a fundraiser that had some scientific content. Qualitative audience assessments done after the annual "Mermaid Lagoon," a fundraiser for ocean related causes that includes a scientific segment along with dance and theatrical performances, show increased enthusiasm and support for climate science when it is presented in a relevant, fun, and non-intimidating manner.

Teacher Challenges, Perceptions, and Use of Science Models in Middle School Classrooms about Climate, Weather, and Energy Concepts

ERIC Educational Resources Information Center

Yarker, Morgan Brown

2013-01-01

Research suggests that scientific models and modeling should be topics covered in K-12 classrooms as part of a comprehensive science curriculum. It is especially important when talking about topics in weather and climate, where computer and forecast models are the center of attention. There are several approaches to model based inquiry, but it can…

Proceedings of the MECA Workshop on The Evoluation of the Martian Atmosphere

NASA Technical Reports Server (NTRS)

Carr, M. (Editor); James, P. (Editor); Conway, L. (Editor); Pepin, R. (Editor); Pollack, J. (Editor)

1985-01-01

Topics addressed include: Mars' volatile budget; climatic implications of martian channels; bulk composition of Mars; accreted water inventory; evolution of CO2; dust storms; nonlinear frost albedo feedback on Mars; martian atmospheric evolution; effects of asteroidal and cometary impacts; and water exchange between the regolith and the atmosphere/cap system over obliquity timescales.

A Great Place to Work: Improving Conditions for Staff in Young Children's Programs.

ERIC Educational Resources Information Center

Jorde-Bloom, Paula

This book discusses important issues of the day care profession. Topics include evaluation of the work place and the improvement of the day care environment for the benefit of staff, parents, and children. Organizational climate is considered in terms of the different types of early childhood programs and their relationship to current knowledge…

Long Range Development Plan for Leeward Oahu Community College, Oahu, State of Hawaii.

ERIC Educational Resources Information Center

Daniel, Mann, Johnson and Mendenhall, Honolulu, HI.

Numerous graphics are used to illustrate the areas and stages of development of Hawaii's first completely new community college. The unique features of topology and climate are emphasized and integrated into the development of the plan. Specific topics discussed or illustrated include--(1) population distribution, (2) land use, (3) parking and…

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."

Infusing Sustainability Across Disciplines to Build Student Engagement

NASA Astrophysics Data System (ADS)

Bruckner, M. Z.; O'Connell, K.; McDaris, J. R.; Kirk, K. B.; Larsen, K.; Kent, M.; Manduca, C. A.; Egger, A. E.; Blockstein, D.; Mogk, D. W.; Taber, J.

2014-12-01

Establishing relevance and effective communication are key mechanisms for building student and community engagement in a topic and can be used to promote the importance of working across disciplines to solve problems. Sustainability, including the impacts of and responses to climate change, is an inherently interdisciplinary issue and can be infused across courses and curricula in a variety of ways. Key topics such as climate change, hazards, and food, water, and energy production and sustainability are relevant to a wide audience and can be used to build student engagement. Using real-world examples, service learning, and focusing on the local environment may further boost engagement by establishing relevance between sustainability issues and students' lives. Communication plays a key role in the exchange of information across disciplines and allows for a more holistic approach to tackling the complex climate and sustainability issues our society faces. It has the power to bridge gaps, break down disciplinary silos, and build connections among diverse audiences with a wide range of expertise, including scientists, policy-makers, stakeholders, and the general public. It also aids in planning and preparation for, response to, and mitigation of issues related to sustainability, including the impacts of climate change, to lessen the detrimental effects of unavoidable events such as sea level rise and extreme weather events. Several workshops from the InTeGrate and On the Cutting Edge projects brought together educators and practitioners from a range of disciplines including geoscience, engineering, social science, and more to encourage communication and collaboration across disciplines. They supported networking, community-building, and sharing of best practices for preparing our students for a sustainable future, both in and out of the workplace, and across disciplines. Interdisciplinary teams are also working together to author curricular materials that highlight societal issues. The InTeGrate Teaching Materials web pages highlight major outcomes from the workshops and feature community-contributed resources and pedagogic guidance designed to enhance teaching about sustainability across disciplines. Explore these materials at: serc.carleton.edu/integrate/teaching_materials/

Lunar and Planetary Science XXXV: Special Session: Mars Climate Change

NASA Technical Reports Server (NTRS)

2004-01-01

The session "Mars Climate Change" included the following topics:Geological Evidence for Climate Change on Mars; A New Astronomical Solution for the Long Term Evolution of the Insolation Quantities of Mars; Interpreting Martian Paleoclimate with a Mars General Circulation Model; History and Progress of GCM Simulations on Recent Mars Climate Change; Northern and Southern Permafrost Regions on Mars with High Content of Water Ice: Similarities and Differences; Periods of Active Permafrost Layer Formation in the Recent Geological History of Mars; Microclimate Zones in the Dry Valleys of Antarctica: Implications for Landscape Evolution and Climate Change on Mars; Geomorphic Evidence for Martian Ground Ice and Climate Change; Explaining the Mid-Latitude Ice Deposits with a General Circulation Model; Tharsis Montes Cold-based Glaciers: Observations and Constraints for Modeling and Preliminary Results; Ice Sheet Modeling: Terrestrial Background and Application to Arsia Mons Lobate Deposit, Mars; Enhanced Water-Equivalent Hydrogen on the Western Flanks of the Tharsis Montes and Olympus Mons: Remnant Subsurface Ice or Hydrate Minerals?; and New Age Mars.

Teachers Learning to Teach Science by Doing Science at the University of Arizona

NASA Astrophysics Data System (ADS)

Mangin, K. L.; Thompson, R. M.; Wilch, M.

2006-12-01

Many departments across the College of Science at the University of Arizona provide the opportunity for teachers to do original scientific research. These programs either provide skills and curriculum that can be translated into the classroom or include direct participation by K-12 students with their teachers. This paper introduces three of the many unique programs that UA offers for teacher professional development. The College of Science offers a teacher professional development course to accompany a public lecture series that runs each semester on a different topic of current social and scientific interest. During the Spring 2006 semester, the series subject was evolution, with attendance at each lecture running in excess of 600. This fall, the topic is climate change. In addition to attending lectures and participating in group discussions with the speakers, the teachers conduct research into regional climate change using the Western Regional Climate Center's publicly available, web-hosted climate data. The teachers brainstorm about possible influences on the data other than anthropogenic alteration of atmospheric composition, and control for these influences in their experimental design as best they can. Such influences might include urbanization, instrumental change, and natural variability. The College of Science is developing collaborations with community partners, including a local high school science magnet and a high school in the Galapagos Islands. Among several programs created in partnership with Tucson High School, Science and Nature in Tandem for Youth (SANITY) brings science teachers and students to the Southwest Research Station to conduct ecological research of their own design including the investigation of the effects of drought and other physical factors on the biosphere. The Southwest Research Station is located in the Chiricahua Mountains, one of the so-called "sky islands" and a crucial cradle of biodiversity vulnerable to the effects of climate change and other human impacts. Each year, teachers from across the USA spend a month in the Galapagos Islands working with a local high school and doing their own research projects. This year the high school chose to study the effects of sewage dumped into the bay on plankton. Challenges related to working in a developing nation are discussed.

Improving the Nation's Climate Literacy through the Next Generation Science Standards

NASA Astrophysics Data System (ADS)

Grogan, M.; Niepold, F.; Ledley, T. S.; Gold, A. U.; Breslyn, W. G.; Carley, S.

2013-12-01

Climate Literacy: The Essential Principles of Climate Science (2009) presented the information that is deemed important for individuals and communities to know and understand about Earth's climate, impacts of climate change, and approaches to adaptation or mitigation by a group of federal agencies, science and educational partners. These principles guided the development of the NRC Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (2012) and the Next Generation Science Standards (NGSS, 2013). National Science Foundation recently funded two partnership projects which support the implementation of the climate component of the NGSS using the Climate Literacy framework. The first project, the Climate Literacy and Energy Awareness Network (CLEAN), was launched in 2010 as a National Science Digital Library (NSDL) Pathways project. CLEAN's primary effort is to steward a collection of educational resources around energy and climate topics and foster a community that supports learning about climate and energy topics. CLEAN's focus has been to integrate the effective use of the educational resources across all grade levels - with a particular focus on the middle-school through undergraduate levels (grades 6-16) and align the resources with educational standards. The second project, the Maryland and Delaware Climate Change Education, Assessment and Research (MADE-CLEAR) program is supported by a Phase II Climate Change Education Partnership (CCEP) grant awarded to the University System of Maryland (USM) by the National Science Foundation. The MADE-CLEAR project's related goals are to support innovations in interdisciplinary P-20 (preschool through graduate school) climate change education, and develop new pathways for teacher education and professional development leading to expertise in climate change content and pedagogy. Work in Maryland, Delaware (MADE-CLEAR) and other states on the implementation of the NGSS, that will utilize the years of work, the efforts of hundreds of community members and tens of millions of dollars of investment and to increase the nations climate literacy, will be highlighted. We will particularly focus on the partnerships among MADE-CLEAR, NOAA and CLEAN. Climate science and energy are complex topics, with rapidly developing science and technology and the potential for controversy. The NGSS offer educators an opportunity to effectively bring these important subjects into their classrooms across a learning progression spanning K-12 and well beyond. Yet regardless of the pedagogic setting, using a literacy-based approach can provide a sound foundation for building learners' understanding of these topics. In this presentation, we will describe contributions by a group of collaborative projects and organizations to support the NGSS implementation through an integrated Earth system science approach in K-12 education.

Interactive Sea Level Rise App & Online Viewer Offers Deep Dive Into Climate

NASA Astrophysics Data System (ADS)

Turrin, M.; Porter, D. F.; Ryan, W. B. F.; Pfirman, S. L.

2015-12-01

Climate has captured the attention of the public but its complexity can cause interested individuals to turn to opinion pieces, news articles or blogs for information. These platforms often oversimplify or present heavily interpreted or personalized perspectives. Data interactives are an extremely effective way to explore complex geoscience topics like climate, opening windows of understanding for the user that have previously been closed. Layering data onto maps through programs like GeoMapApp and the Earth Observer App has allowed users to dig directly into science data, but with only limited scaffolding. The interactive 'Polar Explorer: Sea Level Explorer App' provides a richly layered introduction to a range of topics connected to sea level rise. Each map is supported with a pop up and a short audio file of supplementary material, and an information page that includes the data source and links for further reading. This type of learning platform works well for both the formal and informal learning environment. Through science data displayed as map visualizations the user is invited into topics through an introductory question, such as "Why does sea level change?" After clicking on that question the user moves to a second layer of questions exploring the role of the ocean, the atmosphere, the contribution from the world's glaciers, world's ice sheets and other less obvious considerations such as the role of post-glacial rebound, or the mining of groundwater. Each question ends in a data map, or series of maps, that offer opportunities to interact with the topic. Under the role of the ocean 'Internal Ocean Temperature' offers the user a chance to touch to see temperature values spatially over the world's ocean, or to click through a data series starting at the ocean surface and diving to 5000 meters of depth showing how temperature changes with depth. Other sections, like the role of deglaciation of North America, allow the user to click and see change through time as the Laurentide ice sheet retreated, from 18,000 to 5,000 years ago, changing sea level as it melted. Interacting with the range of topics and the different data layers allows the user to see first hand how climate and sea level have changed through time and how it has, and does, vary around the world.

Remote sensing of atmosphere and oceans; Proceedings of Symposium 1 and of the Topical Meeting of the 27th COSPAR Plenary Meeting, Espoo, Finland, July 18-29, 1988

NASA Technical Reports Server (NTRS)

Raschke, E. (Editor); Ghazi, A. (Editor); Gower, J. F. R. (Editor); Mccormick, P. (Editor); Gruber, A. (Editor); Hasler, A. F. (Editor)

1989-01-01

Papers are presented on the contribution of space remote sensing observations to the World Climate Research Program and the Global Change Program, covering topics such as space observations for global environmental monitoring, experiments related to land surface fluxes, studies of atmospheric composition, structure, motions, and precipitation, and remote sensing for oceanography, observational studies of the atmosphere, clouds, and the earth radiation budget. Also, papers are given on results from space observations for meteorology, oceanography, and mesoscale atmospheric and ocean processes. The topics include vertical atmospheric soundings, surface water temperature determination, sea level variability, data on the prehurricane atmosphere, linear and circular mesoscale convective systems, Karman vortex clouds, and temporal patterns of phytoplankton abundance.

Global Analysis, Interpretation, and Modelling: First Science Conference

NASA Technical Reports Server (NTRS)

Sahagian, Dork

1995-01-01

Topics considered include: Biomass of termites and their emissions of methane and carbon dioxide - A global database; Carbon isotope discrimination during photosynthesis and the isotope ratio of respired CO2 in boreal forest ecosystems; Estimation of methane emission from rice paddies in mainland China; Climate and nitrogen controls on the geography and timescales of terrestrial biogeochemical cycling; Potential role of vegetation feedback in the climate sensitivity of high-latitude regions - A case study at 6000 years B.P.; Interannual variation of carbon exchange fluxes in terrestrial ecosystems; and Variations in modeled atmospheric transport of carbon dioxide and the consequences for CO2 inversions.

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.

Effective Strategies for Talking about Climate Change in the Classroom

ERIC Educational Resources Information Center

Busch, K. C.; Osborne, Jonathan

2014-01-01

Teaching about climate science presents some unique challenges. Unlike many other science topics, mitigation and adaptation to climate change will require students to take action. This article outlines five major challenges to communicating about climate change in the classroom, drawing on research in environmental psychology: scepticism,…

Climate change assessments

Treesearch

Linda A. Joyce

2008-01-01

The science associated with climate and its effects on ecosystems, economies, and social systems is developing rapidly. Climate change assessments can serve as an important synthesis of this science and provide the information and context for management and policy decisions on adaptation and mitigation. This topic paper describes the variety of climate change...

Climate Change Challenges for Extension Educators: Technical Capacity and Cultural Attitudes

ERIC Educational Resources Information Center

Becerra, Terrie A.; Middendorf, Gerad; Campbell, Amber; Tomlinson, Peter

2016-01-01

We surveyed Extension educators in the southern Great Plains about their attitudes and beliefs regarding climate change, their interactions with constituents surrounding climate change, and challenges they face in engaging constituents on the topic of climate change. Production-oriented and sociocultural challenges in meeting constituents'…

Fostering Hope in Climate Change Educators

ERIC Educational Resources Information Center

Swim, Janet K.; Fraser, John

2013-01-01

Climate Change is a complex set of issues with large social and ecological risks. Addressing it requires an attentive and climate literate population capable of making informed decisions. Informal science educators are well-positioned to teach climate science and motivate engagement, but many have resisted the topic because of self-doubt about…

Orbital, Rotational, and Climatic Interactions

NASA Technical Reports Server (NTRS)

Bills, Bruce G. (Editor)

1992-01-01

The report of an international meeting on the topic of Orbital, Rotational, and Climatic Interactions, which was held 9-11 Jul. 1991 at the Johns Hopkins University is presented. The meeting was attended by 22 researchers working on various aspects of orbital and rotational dynamics, paleoclimate data analysis and modeling, solid-Earth deformation studies, and paleomagnetic analyses. The primary objective of the workshop was to arrive at a better understanding of the interactions between the orbital, rotational, and climatic variations of the Earth. This report contains a brief introduction and 14 contributed papers which cover most of the topics discussed at the meeting.

The use of climate information in vulnerability assessments.

DOT National Transportation Integrated Search

2011-01-01

This memorandum focuses on the use of climate information when performing a vulnerability : assessment, a topic that was discussed at the Newark Pilot Peer Exchange Workshop on May 4-5, : 2011. The memorandum describes several sources of climate info...

Decomposition

USGS Publications Warehouse

Middleton, Beth A.

2014-01-01

A cornerstone of ecosystem ecology, decomposition was recognized as a fundamental process driving the exchange of energy in ecosystems by early ecologists such as Lindeman 1942 and Odum 1960). In the history of ecology, studies of decomposition were incorporated into the International Biological Program in the 1960s to compare the nature of organic matter breakdown in various ecosystem types. Such studies still have an important role in ecological studies of today. More recent refinements have brought debates on the relative role microbes, invertebrates and environment in the breakdown and release of carbon into the atmosphere, as well as how nutrient cycling, production and other ecosystem processes regulated by decomposition may shift with climate change. Therefore, this bibliography examines the primary literature related to organic matter breakdown, but it also explores topics in which decomposition plays a key supporting role including vegetation composition, latitudinal gradients, altered ecosystems, anthropogenic impacts, carbon storage, and climate change models. Knowledge of these topics is relevant to both the study of ecosystem ecology as well projections of future conditions for human societies.

The Martian climate: Energy balance models with CO2/H2O atmospheres

NASA Technical Reports Server (NTRS)

Hoffert, M. I.

1985-01-01

Coupled equations are developed for mass and heat transport in a seasonal Mars model with condensation and sublimation of CO2 at the polar caps. Topics covered include physical considerations of planetary as mass and energy balance; effects of phase changes at the surface on mass and heat flux; atmospheric transport and governing equations; and numerical analysis.

Community Concerns and Extension Youth Programs. Proceedings Regional Conference (February 18-20, 1981). Publication 28.

ERIC Educational Resources Information Center

White, Leigh Cree, Ed.

The 4-H/Community Resource Development workshop was designed to help people conducting Extension 4-H programs on sensitive and complex community issues improve their ability to create a better climate for discussion of alternatives and development of community projects. Topics of the presentations included the role of the 4-H administrator,…

Business and Organizational Communication: Abstracts of Doctoral Dissertations Published in "Dissertation Abstracts International," July through December 1979 (Vol. 40 Nos. 1 through 6).

ERIC Educational Resources Information Center

ERIC Clearinghouse on Reading and Communication Skills, Urbana, IL.

This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 12 titles deal with a variety of topics, including the following: communication and perceptions of organizational climate; perceptions of communications between federal and local educational agencies; intraorganizational conflict…

Journal of Air Transportation, Volume 12, No. 2 (ATRS Special Edition)

NASA Technical Reports Server (NTRS)

Bowen, Brent D. (Editor); Kabashkin, Igor (Editor); Fink, Mary (Editor)

2007-01-01

Topics covered include: Competition and Change in the Long-Haul Markets from Europe; Insights into the Maintenance, Repair, and Overhaul Configurations of European Airlines; Validation of Fault Tree Analysis in Aviation Safety Management; An Investigation into Airline Service Quality Performance between U.S. Legacy Carriers and Their EU Competitors and Partners; and Climate Impact of Aircraft Technology and Design Changes.

Nuclear Winter: Uncertainties Surround the Long-Term Effects of Nuclear War. Report to the Congress.

ERIC Educational Resources Information Center

General Accounting Office, Washington, DC.

Nuclear winter, a term used to describe potential long-term climate and environmental effects of nuclear war, has been a subject of debate and controversy. This report examines and presents scientific and policy implications of nuclear winter. Contents include: (1) an executive summary (highlighting previous and current studies on the topic); (2)…

Answering the Oregon challenge : climate change

DOT National Transportation Integrated Search

2009-01-13

This paper outlines Gov. Kulongoski's agenda concerning the issue of climate change. It addresses several key topics: greenhouse gas reduction, energy efficiency, renewable energy, and sustainable transportation.

The Assessment of School Climate: Review and Appraisal of Published Student-Report Measures

ERIC Educational Resources Information Center

Ramelow, Daniela; Currie, Dorothy; Felder-Puig, Rosemarie

2015-01-01

School climate measurement is a long-standing topic in educational research. This review article provides an overview and appraisal of school climate measures published between 2003 and 2013 in scientific journals. A search for published school climate instruments for secondary school students was made in three databases. Twelve articles meeting…

Lens on Climate Change: Making Climate Meaningful through Student-Produced Videos

ERIC Educational Resources Information Center

Gold, Anne U.; Oonk, David J.; Smith, Lesley; Boykoff, Maxwell T.; Osnes, Beth; Sullivan, Susan B.

2015-01-01

Learning about climate change is tangible when it addresses impacts that can be observed close to home. In this program, sixty-four diverse middle and high school students produced videos about locally relevant climate change topics. Graduate and undergraduate students provided mentorship. The program engaged students in research and learning…

Undergraduate Climate Education: Motivations, Strategies, Successes, and Support

ERIC Educational Resources Information Center

Kirk, Karin B.; Gold, Anne U.; Ledley, Tamara Shapiro; Sullivan, Susan Buhr; Manduca, Cathryn A.; Mogk, David W.; Wiese, Katryn

2014-01-01

Climate literacy is an essential component of a strategy to comprehend and confront the grand challenge of global climate change. However, scientific complexity, societal implications, and political associations make climate change a difficult but important topic to teach. In this paper we report on the results of a survey of undergraduate faculty…

CLIMANDES climate science e-learning course

NASA Astrophysics Data System (ADS)

Hunziker, Stefan; Giesche, Alena; Jacques-Coper, Martín; Brönnimann, Stefan

2016-04-01

Over the past three years, members of the Oeschger Centre for Climate Change Research (OCCR) and the Climatology group at the Institute of Geography at the University of Bern, have developed a new climate science e-learning course as part of the CLIMANDES project. This project is a collaboration between Peruvian and Swiss government, research, and education institutions. The aim of this e-learning material is to strengthen education in climate sciences at the higher education and professional level. The course was recently published in 2015 by Geographica Bernensia, and is hosted online by the Peruvian Servicio Nacional de Meteorología e Hidrología (SENAMHI): http://surmx.com/chamilo/climandes/e-learning/. The course is furthermore available for offline use through USB sticks, and a number of these are currently being distributed to regional training centers around the world by the WMO (World Meteorological Organization). There are eight individual modules of the course that each offer approximately 2 hours of individual learning material, featuring several additional learning activities, such as the online game "The Great Climate Poker" (http://www.climatepoker.unibe.ch/). Overall, over 50 hours of learning material are provided by this course. The modules can be integrated into university lectures, used as single units in workshops, or be combined to serve as a full course. This e-learning course presents a broad spectrum of topics in climate science, including an introduction to climatology, atmospheric and ocean circulation, climate forcings, climate observations and data, working with data products, and climate models. This e-learning course offers a novel approach to teaching climate science to students around the world, particularly through three important features. Firstly, the course is unique in its diverse range of learning strategies, which include individual reading material, video lectures, interactive graphics, responsive quizzes, as well as group activities and discussions that are led by a tutor. This combination of self-learning and group-based learning presents a new and more interactive style of online education. Secondly, the course provides links to many existing e-learning and other online learning resources for specific climate science topics. This makes the course a starting point for students looking to deepen their knowledge in specific areas. Lastly, the existing course template is available upon request, for teachers to add modules that they would like to offer in addition to the CLIMANDES course. This gives instructors an easy way to adapt the course to their needs and learn about the software needed to make more e-learning material.

When smoke gets in our eyes: the multiple impacts of atmospheric black carbon on climate, air quality and health.

PubMed

Highwood, Eleanor J; Kinnersley, Robert P

2006-05-01

With both climate change and air quality on political and social agendas from local to global scale, the links between these hitherto separate fields are becoming more apparent. Black carbon, largely from combustion processes, scatters and absorbs incoming solar radiation, contributes to poor air quality and induces respiratory and cardiovascular problems. Uncertainties in the amount, location, size and shape of atmospheric black carbon cause large uncertainty in both climate change estimates and toxicology studies alike. Increased research has led to new effects and areas of uncertainty being uncovered. Here we draw together recent results and explore the increasing opportunities for synergistic research that will lead to improved confidence in the impact of black carbon on climate change, air quality and human health. Topics of mutual interest include better information on spatial distribution, size, mixing state and measuring and monitoring.

Review of Global Change Research Program plan

NASA Astrophysics Data System (ADS)

Showstack, Randy

2012-01-01

The draft 10-year strategic plan for the U.S. Global Change Research Program (USGCRP), which proposes broadening the scope of the program from climate change only to climate change and climaterelated global changes, “is an important step in the right direction,” according to a 5 January review of the plan by a committee of the U.S. National Research Council (NRC) of the National Academies. However, the committee also said that the program's legislative mandate is even broader in allowing USGCRP to address many aspects of global change including climate change, the global hydrological cycle, and widespread land use changes. “The Program's legislative mandate is to address all of global change, whether or not related to climate. The Committee concurs that this broader scope is appropriate, but realizes that such an expansion may be constrained by budget realities and by the practical challenge of maintaining clear boundaries for an expanded program,” the report states. “We encourage sustained efforts to expand the Program over time, along with efforts to better define and prioritize what specific topics are included within the bounds of global change research.”

Teaching Earth System Science Using Climate Educational Modules Based on NASA and NOAA Resources

NASA Astrophysics Data System (ADS)

Ramirez, P. C.; LaDochy, S.; Patzert, W. C.; Willis, J. K.

2011-12-01

The Earth System Science Education Alliance (ESSEA) recently developed a set of climate related educational modules to be used by K-12 teachers. These modules incorporate recent NASA and NOAA resources in Earth Science education. In the summer of 2011, these modules were tested by in-service teachers in courses held at several college campuses. At California State University, Los Angeles, we reviewed two climate modules: The Great Ocean Conveyer Belt and Abrupt Climate Change (http://essea.strategies.org/module.php?module_id=148) and Sulfur Dioxide: Its Role in Climate Change (http://essea.strategies.org/module.php?module_id=168). For each module, 4-6 teachers formed a cohort to complete assignments and unit assessments and to evaluate the effectiveness of the module for use in their classroom. Each module presented the teachers with a task that enabled them to research and better understand the science behind the climate related topic. For The Great Ocean Conveyer Belt, teachers are tasked with evaluating the impacts of the slowing or stopping of the thermohaline circulation on climate. In the same module teachers are charged with determining the possibilities of an abrupt climate shift during this century such as happened in the past. For the Sulfur Dioxide module teachers investigated the climate implications of the occurrence of several major volcanic eruptions within a short time period, as well as the feasibility of using sulfates to geoengineer climate change. In completing module assignments, teachers must list what they already know about the topic as well as formulate questions that still need to be addressed. Teachers then model the related interactions between spheres comprising the earth system (atmosphere-lithosphere, for example) to evaluate possible environmental impacts. Finally, teachers applied their research results to create lesson plans for their students. At a time when climate change and global warming are important topics in science education, these climate modules provide valuable learning experiences and resources for K-12 teachers.

Department of Agriculture

MedlinePlus

... provide is transmitted securely. Menu U.S. Department of Agriculture Main navigation Home Topics Topics Animals Biotechnology Climate ... Agencies and Staff Offices New farmers, start here. Agriculture is full of exciting and rewarding opportunities. Farming ...

Local indicators of climate change: The potential contribution of local knowledge to climate research

PubMed Central

Reyes-García, Victoria; Fernández-Llamazares, Álvaro; Guèze, Maximilien; Garcés, Ariadna; Mallo, Miguel; Vila-Gómez, Margarita; Vilaseca, Marina

2016-01-01

Local knowledge has been proposed as a place-based tool to ground-truth climate models and to narrow their geographic sensitivity. To assess the potential role of local knowledge in our quest to understand better climate change and its impacts, we first need to critically review the strengths and weaknesses of local knowledge of climate change and the potential complementarity with scientific knowledge. With this aim, we conducted a systematic, quantitative meta-analysis of published peer-reviewed documents reporting local indicators of climate change (including both local observations of climate change and observed impacts on the biophysical and the social systems). Overall, primary data on the topic are not abundant, the methodological development is incipient, and the geographical extent is unbalanced. On the 98 case studies documented, we recorded the mention of 746 local indicators of climate change, mostly corresponding to local observations of climate change (40%), but also to observed impacts on the physical (23%), the biological (19%), and the socioeconomic (18%) systems. Our results suggest that, even if local observations of climate change are the most frequently reported type of change, the rich and fine-grained knowledge in relation to impacts on biophysical systems could provide more original contributions to our understanding of climate change at local scale. PMID:27642368

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.

Midlatitude cooling caused by geomagnetic field minimum during polarity reversal.

PubMed

Kitaba, Ikuko; Hyodo, Masayuki; Katoh, Shigehiro; Dettman, David L; Sato, Hiroshi

2013-01-22

The climatic effects of cloud formation induced by galactic cosmic rays (CRs) has recently become a topic of much discussion. The CR-cloud connection suggests that variations in geomagnetic field intensity could change climate through modulation of CR flux. This hypothesis, however, is not well-tested using robust geological evidence. Here we present paleoclimate and paleoenvironment records of five interglacial periods that include two geomagnetic polarity reversals. Marine oxygen isotope stages 19 and 31 contain both anomalous cooling intervals during the sea-level highstands and the Matuyama-Brunhes and Lower Jaramillo reversals, respectively. This contrasts strongly with the typical interglacial climate that has the temperature maximum at the sea-level peak. The cooling occurred when the field intensity dropped to <40% of its present value, for which we estimate >40% increase in CR flux. The climate warmed rapidly when field intensity recovered. We suggest that geomagnetic field intensity can influence global climate through the modulation of CR flux.

Midlatitude cooling caused by geomagnetic field minimum during polarity reversal

PubMed Central

Kitaba, Ikuko; Hyodo, Masayuki; Katoh, Shigehiro; Dettman, David L.; Sato, Hiroshi

2013-01-01

The climatic effects of cloud formation induced by galactic cosmic rays (CRs) has recently become a topic of much discussion. The CR–cloud connection suggests that variations in geomagnetic field intensity could change climate through modulation of CR flux. This hypothesis, however, is not well-tested using robust geological evidence. Here we present paleoclimate and paleoenvironment records of five interglacial periods that include two geomagnetic polarity reversals. Marine oxygen isotope stages 19 and 31 contain both anomalous cooling intervals during the sea-level highstands and the Matuyama–Brunhes and Lower Jaramillo reversals, respectively. This contrasts strongly with the typical interglacial climate that has the temperature maximum at the sea-level peak. The cooling occurred when the field intensity dropped to <40% of its present value, for which we estimate >40% increase in CR flux. The climate warmed rapidly when field intensity recovered. We suggest that geomagnetic field intensity can influence global climate through the modulation of CR flux. PMID:23297205

Climate research priorities for policy-makers, practitioners, and scientists in Georgia, USA.

PubMed

Rudd, Murray A; Moore, Althea F P; Rochberg, Daniel; Bianchi-Fossati, Lisa; Brown, Marilyn A; D'Onofrio, David; Furman, Carrie A; Garcia, Jairo; Jordan, Ben; Kline, Jennifer; Risse, L Mark; Yager, Patricia L; Abbinett, Jessica; Alber, Merryl; Bell, Jesse E; Bhedwar, Cyrus; Cobb, Kim M; Cohen, Juliet; Cox, Matt; Dormer, Myriam; Dunkley, Nyasha; Farley, Heather; Gambill, Jill; Goldstein, Mindy; Harris, Garry; Hopkinson, Melissa; James, Jean-Ann; Kidd, Susan; Knox, Pam; Liu, Yang; Matisoff, Daniel C; Meyer, Michael D; Mitchem, Jamie D; Moore, Katherine; Ono, Aspen J; Philipsborn, Jon; Sendall, Kerrie M; Shafiei, Fatemeh; Shepherd, Marshall; Teebken, Julia; Worley, Ashby N

2018-05-23

Climate change has far-reaching effects on human and ecological systems, requiring collaboration across sectors and disciplines to determine effective responses. To inform regional responses to climate change, decision-makers need credible and relevant information representing a wide swath of knowledge and perspectives. The southeastern U. S. State of Georgia is a valuable focal area for study because it contains multiple ecological zones that vary greatly in land use and economic activities, and it is vulnerable to diverse climate change impacts. We identified 40 important research questions that, if answered, could lay the groundwork for effective, science-based climate action in Georgia. Top research priorities were identified through a broad solicitation of candidate research questions (180 were received). A group of experts across sectors and disciplines gathered for a workshop to categorize, prioritize, and filter the candidate questions, identify missing topics, and rewrite questions. Participants then collectively chose the 40 most important questions. This cross-sectoral effort ensured the inclusion of a diversity of topics and questions (e.g., coastal hazards, agricultural production, ecosystem functioning, urban infrastructure, and human health) likely to be important to Georgia policy-makers, practitioners, and scientists. Several cross-cutting themes emerged, including the need for long-term data collection and consideration of at-risk Georgia citizens and communities. Workshop participants defined effective responses as those that take economic cost, environmental impacts, and social justice into consideration. Our research highlights the importance of collaborators across disciplines and sectors, and discussing challenges and opportunities that will require transdisciplinary solutions.

Using ESRI Story Maps for Engaging Tribal Youth in Localized Climate Education

NASA Astrophysics Data System (ADS)

Masters, E. L.; Marsik, F. J.; Sonderegger, C.

2017-12-01

A critical step in any climate adaptation initiative is the engagement of the community through educational outreach about the impacts of climate change on vulnerable economic, infrastructure and natural resources within the community. For Tribal communities, such outreach must also highlight connections between these vulnerable assets, such as natural resources, and Tribal cultural practices. For adult members of these communities, the combination of traditional ecological knowledge and western science approaches can prove effective in this regard. For Tribal youth, the often complex and data-heavy nature of western science approaches may prove to be more of an obstacle than an aid in communicating the impacts of our changing climate on their local Tribal community. A collaborative educational effort between the Grand Traverse Band of Ottawa and Chippewa Indians (Peshawbestown, MI) and the University of Michigan seeks to lean upon the rich tradition of storytelling as a method of conveying information to younger generations. The ESRI Story Maps platform provides such a tool through its combined use of narratives, images, maps, and data. The ability to make a Story Map deep and complex, or simple and fun, makes this application ideal for communicating with a range of people, from school-age children to adults. For our project, we created two Story Maps with different complexity levels, with one for elementary to middle school students, and the other targeted at high school students. The project for younger children was aimed at engaging viewers through a series of images and maps, introducing them to the basics of what wetlands are, which types of wetlands can be found locally, Indigenous cultural connections to wetlands, and how to protect wetlands. The more complex project provided a more expansive discussion of these same topics, including threats to these wetlands from human activities, including climate change, as well as an extensive list of references and a glossary of terms that allow the older students to continue of their study of these topics on their own.

Interdisciplinary Climate Change Curriculum Materials based on the Next Generation Science Standards and The Earth Charter

NASA Astrophysics Data System (ADS)

Barbosa, A.; Robertson, W. H.

2013-12-01

In the 2012, the National Research Council (NRC) of the National Academies' reported that one of the major issues associated with the development of climate change curriculum was the lack of interdisciplinary materials that also promoted a correlation between science standards and content. Therefore, in order to respond to this need, our group has developed an interdisciplinary climate change curriculum that has had as its fundamental basis the alignment with the guidelines presented by the Next Generation Science Standards (NGSS) and the ones presented by the international document entitled The Earth Charter. In this regards, while the alignment with NGSS disciplinary core ideas, cross-concepts and students' expectations intended to fulfill the need for the development of climate change curriculum activities that were directly associated with the appropriate set of NGSS guidelines, the alignment with The Earth Charter document intended to reinforce the need the for the integration of sociological, philosophical and intercultural analysis of the theme 'climate change'. Additionally, our curriculum was also developed as part of a collaborative project between climate scientists and engineers, who are responsible for the development of a Regional Arctic Simulation Model (RASM). Hence, another important curriculum constituent was the feedback, suggestions and reviews provided by these professionals, who have also contributed to these pedagogical materials' scientific accuracy by facilitating the integration of datasets and visualizations developed by RASM. Furthermore, our group has developed a climate change curriculum for two types of audience: high school and early undergraduate students. Each curriculum unit is divided into modules and each module contains a set of lesson plans. The topics selected to compose each unit and module were designated according to the surveys conducted with scientists and engineers involved with the development of the climate change simulation model. Inside each module, we have provided a description of the general topic being addressed, the appropriate grade levels, students' required prior knowledge, the correspondent NGSS topics, disciplinary core ideas and students' performance expectations, purpose of the activities, and lesson plan activities. Each lesson plan activity is composed by the following: an introductory text that aims at explaining the topic, activities description (classroom tasks and optional classroom activities), time frame, materials, assessment, additional readings and online resources (scientific journals, online simulation models, and books). Each module presents activities and discussions that incorporate historical, philosophical, sociological and/or scientific perspectives on the topics being addressed. Moreover, the activities and lesson plans designed to compose our curriculum have the potential of being used either individually or together, according to the teacher and topic of interest, at the same time that each unit can also be used as a full semester course.

Climate Physics

ERIC Educational Resources Information Center

Space, William

2007-01-01

Numerous connections exist between climate science and topics normally covered in physics and physical science courses. For instance, lessons on heat and light can be used to introduce basic climate science, and the study of electric circuits provides a context for studying the relationship between electricity consumption and carbon pollution. To…

From Theory to Practice: How Mass Audubon Is Incorporating Strategic Framing about Climate Change

ERIC Educational Resources Information Center

Fleischer, Amy

2013-01-01

Mass Audubon recognized that climate change was significantly impacting bird species distribution and seasonality. Unsure of how and when to engage visitors to their network of wildlife sanctuaries on the topic of climate change, its educators turned to the National Network of Ocean and Climate Change Interpreters' Study Circle (NNOCCI). Through…

Can Climate Change Enhance Biology Lessons? A Quasi-Experiment

ERIC Educational Resources Information Center

Monroe, Martha C.; Hall, Stephanie; Li, Christine Jie

2016-01-01

Climate change is a highly charged topic that some adults prefer to ignore. If the same holds true for secondary students, teachers could be challenged to teach about climate change. We structured one activity about the biological concepts of carbon cycle and carbon sequestration in two ways: with and without mention of climate change. Results…

NGSS, Climate & Energy: Teaching About Climate Change Without Teaching About Energy Is Like Teaching About Lung Cancer Without Teaching About Smoking

NASA Astrophysics Data System (ADS)

Duggan-Haas, D.

2013-12-01

The ideas of systems pervade the Next Generation Science Standards, and well they should. The title of this abstract, paraphrased from commentator Chris Hayes, bluntly summarizes what should be central to the design of curriculum and instruction in the era of climate change and NGSS. It reflects a systems perspective, highlighting that the relationship between and among scientific topics are as important as the topics themselves. The centrality of systems and of human impacts within systems is highlighted by the fact that within the NGSS, the most connected Disciplinary Core Idea is Earth and Space Sciences - 3: Earth and Human Activity. 'ESS3' appears 457 times and on more than a third of the pages in the pdf of all the performance expectations. The lion's share of these appearances are in the connections boxes below the performance indicators, showing the connections -- the relationships within the Earth system -- of this topic to a multitude of expectations. Deep understandings of climate and climate change require understandings relationships between the atmosphere and human activity, and especially the impacts of energy use. As energy is needed for essentially everything we do, this is a big deal. Yet, in the typical high school science programs today, energy and its relation to climate is not prominent. NGSS has the potential to change that. The Crosscutting Concepts clearly reflect a systems approach, with four of the seven including the word 'system' within their one sentence description. This presentation will address systems in NGSS generally and use the examples from our changing energy system, to highlight ways to address climate and energy in multiple courses at different grade levels. Energy use varies across time and space, and the study of energy ties directly to all of Crosscutting Concepts. We will consider the map, showing aspects of the geography of energy, and historical energy transitions, such as the move from dependence of wood for fuel to reliance largely on fossil fuels, through the lens of the crosscutting concepts: 1. Patterns. 2. Cause and effect: Mechanism and explanation.3. Scale, proportion, and quantity.4. Systems and system models. 5. Energy and matter. 6. Structure and function. 7. Stability and change. And, we will connect to other resources and strategies for effectively addressing climate and energy in the context of NGSS. The Geography of Energy: an excerpt of a map showing electric power net generation by source for the Northeast.

Development of LACIE CCEA-1 weather/wheat yield models. [regression analysis

NASA Technical Reports Server (NTRS)

Strommen, N. D.; Sakamoto, C. M.; Leduc, S. K.; Umberger, D. E. (Principal Investigator)

1979-01-01

The advantages and disadvantages of the casual (phenological, dynamic, physiological), statistical regression, and analog approaches to modeling for grain yield are examined. Given LACIE's primary goal of estimating wheat production for the large areas of eight major wheat-growing regions, the statistical regression approach of correlating historical yield and climate data offered the Center for Climatic and Environmental Assessment the greatest potential return within the constraints of time and data sources. The basic equation for the first generation wheat-yield model is given. Topics discussed include truncation, trend variable, selection of weather variables, episodic events, strata selection, operational data flow, weighting, and model results.

Workshop on the Martian Northern Plains: Sedimentological, Periglacial, and Paleoclimatic Evolution

NASA Technical Reports Server (NTRS)

Kargel, Jeffrey S. (Editor); Moore, Jeffrey (Editor); Parker, Timothy (Editor)

1993-01-01

Papers that have been accepted for presentation at the Workshop on the Martian Northern Plains: Sedimentological, Periglacial, and Paleoclimatic Evolution, on 12-14 Aug. 1993 in Fairbanks, Alaska are included. Topics covered include: hydrological consequences of ponded water on Mars; morphological and morphometric studies of impact craters in the Northern Plains of Mars; a wet-geology and cold-climate Mars model: punctuation of a slow dynamics approach to equilibrium; the distribution of ground ice on Mars; and stratigraphy of the Martian Northern Plains.

Using the CLEAN educational resource collection for building three-dimensional lessons to teach the climate system

NASA Astrophysics Data System (ADS)

Gold, A. U.; Sullivan, S. M.; Manning, C. L. B.; Ledley, T. S.; Youngman, E.; Taylor, J.; Niepold, F., III; Kirk, K.; Lockwood, J.; Bruckner, M. Z.; Fox, S.

2017-12-01

The impacts of climate change are a critical societal challenge of the 21st century. Educating students about the globally connected climate system is key in supporting the development of mitigation and adaptation strategies. Systems thinking is required for students to understand the complex, dynamic climate systems and the role that humans play within them. The interdisciplinary nature of climate science challenges educators, who often don't have formal training in climate science, to identify resources that are scientifically accurate before weaving them together into units that teach about the climate system. The Climate Literacy and Energy Awareness Network (CLEAN) supports this work by providing over 700 peer-reviewed, classroom-ready resources on climate and energy topics. The resource collection itself provide only limited instructional guidance, so educators need to weave the resources together to build multi-dimensional lessons that develop systems thinking skills. The Next Generation Science Standards (NGSS) science standards encourage educators to teach science in a 3-dimensional approach that trains students in systems thinking. The CLEAN project strives to help educators design NGSS-style, three-dimensional lessons about the climate system. Two approaches are currently being modeled on the CLEAN web portal. The first is described in the CLEAN NGSS "Get Started Guide" which follows a step-by-step process starting with the Disciplinary Core Idea and then interweaves the Cross-Cutting Concepts (CCC) and the Science and Engineering Practices (SEP) based on the teaching strategy chosen for the lesson or unit topic. The second model uses a climate topic as a starting place and the SEP as the guide through a four-step lesson sequence called "Earth Systems Investigations". Both models use CLEAN reviewed lessons as the core activity but provide the necessary framework for classroom implementation. Sample lessons that were developed following these two approaches are provided on the CLEAN web portal (cleanet.org).

Suborbital Telepresence and Over-the-Horizon Networking

NASA Technical Reports Server (NTRS)

Freudinger, Lawrence C.

2007-01-01

A viewgraph presentation describing the suborbital telepresence project utilizing in-flight network computing is shown. The topics include: 1) Motivation; 2) Suborbital Telepresence and Global Test Range; 3) Tropical Composition, Cloud, and Climate Coupling Experiment (TC4); 4) Data Sets for TC4 Real-time Monitoring; 5) TC-4 Notional Architecture; 6) An Application Integration View; 7) Telepresence: Architectural Framework; and 8) Disruption Tolerant Networks.

Superstars: How stellar explosions shape the destiny of our universe

NASA Astrophysics Data System (ADS)

Clark, D. H.

Research into the nature of supernovae and their influence on the Galaxy are discussed. Historical records of Chinese and European astronomers are also examined. Topics considered include the generation of the solar system, the influence of nearby novae on earth's biological and climatic evolutions, the formation of heavy elements such as gold and uranium, the ice age, the Star of Bethlehem, and pulsars.

Supporting Use of Evidence in Argumentation through Practice in Argumentation and Reflection in the Context of SOCRATES Learning Environment

ERIC Educational Resources Information Center

Iordanou, Kalypso; Constantinou, Costas P.

2015-01-01

The aim of this study was to examine how students used evidence in argumentation while they engaged in argumentive and reflective activities in the context of a designed learning environment. A Web-based learning environment, SOCRATES, was developed, which included a rich data base on the topic of climate change. Sixteen 11th graders, working with…

Research in Science Education, Volume 5. Proceedings of the Annual Conference of the Australian Science Education Research Association (6th, Flinders University, Bedford Park, South Australia, May 19-21, 1975).

ERIC Educational Resources Information Center

Lucas, A. M., Ed.; Power, Colin, N., Ed.

This volume contains papers presented at the sixth Annual Conference of the Australian Science Education Research Association (ASERA) held at Flinders University in May, 1975. Paper topics include: pupil learning and classroom climate, teacher structuring behavior, the Australian Science Education Project (ASEP), cognitive preference and…

Inspiring students through an authentic polar science expedition: the RESEt Project

NASA Astrophysics Data System (ADS)

Cattadori, Matteo

2016-04-01

RESEt (Research and Education Svalbard Experience www.resetsvalbard.it) is an ongoing educational project focusing mainly on polar and climate system topics. It started in 2014 and will end in 2017 with the high school diploma of the 22 students (16 y. o.) making the participant class. This class attend a school (Liceo Filzi, Rovereto, Trento. Italy) with a primary focus on disciplines like philosophy and education, rather then STEM (Science, Technology, Engineering, and Mathematics). Nevertheless their science curricula include climate topics that are rather challenging to grasp and, at the same time, crucial for their scientific citizenship. Some questions arise: How to foster their interest in geosciences topics? How to engage them in authentic scientific knowledge? How to increase their interest in scientific university courses during their post-secondary career? RESEt project will attempt to answer these questions through the development of integrated activities distributed over the last three years of their high school cycle. The most important moment will be an educational scientific expedition at the Svalbard, an archipelago located in the Arctic. The expedition be entirely organized, planned, and directed by students. In Svalbard, students will visit the main scientific facilities devoted to climate studies including those of Italian CNR (National Research Council) and they will perform some environmental measurement using data-loggers. Students are even involved in the fundraising process to raise more than ten thousand Euros needed to for travel expenses. This work is aimed mainly at presenting some of the preliminary data collected during the RESEt project, including the fundraising aspects. The management of the RESEt project strongly relies on the experience and network gained by the abstract author during the participation to the Education and Public Outreach (EPO) program of International Polar Year (IPY) 2007-2009 as well as the support of Polar Educators International (PEI) an association of polar educators and teachers. The formal presentation of the final results achieved will be held during the 3rd edition of the PEI International Workshop that will be organized in Italy in April 2017.

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.

Connecting Current Research on Climate and Snow with Individuals Who Care

NASA Astrophysics Data System (ADS)

Moore, C. E.; Denning, S.

2015-12-01

A growing body of research explores the effects of climate change on snow in the Southern Rocky Mountains. This research includes observing climate and weather patterns, modeling potential future winter climate and snowpack, and exploring how these changes will affect the ecosystems, people, and industries that rely on frozen reservoirs of seasonal snow. We review existing resources for non-scientists on this topic, and explain how climate and snow are changing in the Southern Rocky Mountains. The Southern Rockies urban corridor is home to a growing population of people who rely directly on snowmelt runoff for daily life, health, and prosperity. Many of these people also seek refuge from growing urbanization by escaping to the mountains. Meanwhile, high elevations in the Rockies are already experiencing noticeable effects of climate change. Individuals with personal connections to the mountains make a ready audience to receive accessible science communication grounded in current research. People who care about mountains may be inspired to join the conversation and take action in their own lives as they learn what is already changing and what they might expect to find in winters to come.

Historians probe geophysics in Seattle

NASA Astrophysics Data System (ADS)

Fleming, James R.

The history of geophysics is becoming a “hot topic” among historians of science and technology. While previous annual meetings of the History of Science Society had few papers on the topic, the latest meeting of the society on October 25-28, 1990, in Seattle featured three sessions with a total of 11 papers. Two “works in progress” papers were also on geophysical topics.The first session on the history of geophysics was Climate Change in Historical Perspective. In spite of all the recent attention given to global warming, it is important to remember that climatic change is not a new issue. Indeed, measured over the course of centuries, approaches to the study of climate and ideas about climatic change have been changing more rapidly than the climate itself. In addition to being interesting in its own right, the history of climatic change is beginning to play a crucial role in global change education, research, and policy decisions. Papers in this session spanned 200 years of the history of climatology as a science and climatic change as an issue.

Bringing the Science of Climate Change to Elementary Students with new Classroom Activities from Elementary GLOBE

NASA Astrophysics Data System (ADS)

Gardiner, L. S.; Hatheway, B.; Taylor, J.; Chambers, L. H.; Stanitski, D.

2016-12-01

To address the dearth of climate education resources at the elementary level, we have developed a new module of Elementary GLOBE to showcase the science of climate change for young learners. Elementary GLOBE builds K-4 student understanding of the science concepts and the practices of science research. At the heart of each Elementary GLOBE module is a fiction storybook, describing how three kids investigate a science question. Accompanying classroom activities allow students to explore the science concepts in the book in more depth and in a context appropriate for young learners. The book for the Elementary GLOBE climate module, "What in the World Is Happening to Our Climate?," is the account of an adventure to explore climate change, how it is affecting melting glacial ice and sea level rise, and how climate change is a problem that can be solved. Three hands-on activities, which will be presented at this session, allow students to explore the topics in greater depth including differences between weather and climate, how sea level rise affects coastal areas, and how they can shrink their carbon footprint to help address recent climate change. Each activity includes instructions for teachers, background information, and activity sheets for students, and is aligned to the Next Generation Science Standards and Common Core Math and Language Arts Standards. The storybook and activities were field tested in classrooms and reviewed by climate and Earth system scientists as well as elementary education and climate education specialists and educators to ensure scientific accuracy and clear explanations, and that the resources are age appropriate and reflect the needs of the climate education community. Other Elementary GLOBE modules include the science of seasonal change, water, soil, clouds, aerosols, and Earth as a system. All Elementary GLOBE educational resources are freely available online (www.globe.gov/elementaryglobe).

Global Climate Change Pilot Course Project

NASA Astrophysics Data System (ADS)

Schuenemann, K. C.; Wagner, R.

2011-12-01

In fall 2011 a pilot course on "Global Climate Change" is being offered, which has been proposed to educate urban, diverse, undergraduate students about climate change at the introductory level. The course has been approved to fulfill two general college requirements, a natural sciences requirement that focuses on the scientific method, as well as a global diversity requirement. This course presents the science behind global climate change from an Earth systems and atmospheric science perspective. These concepts then provide the basis to explore the effect of global warming on regions throughout the world. Climate change has been taught as a sub-topic in other courses in the past solely using scientific concepts, with little success in altering the climate change misconceptions of the students. This pilot course will see if new, innovative projects described below can make more of an impact on the students' views of climate change. Results of the successes or failures of these projects will be reported, as well as results of a pre- and post-course questionnaire on climate change given to students taking the course. Students in the class will pair off and choose a global region or country that they will research, write papers on, and then represent in four class discussions spaced throughout the semester. The first report will include details on the current climate of their region and how the climate shapes that region's society and culture. The second report will discuss how that region is contributing to climate change and/or sequestering greenhouse gases. Thirdly, students will discuss observed and predicted changes in that region's climate and what impact it has had, and could have, on their society. Lastly, students will report on what role their region has played in mitigating climate change, any policies their region may have implemented, and how their region can or cannot adapt to future climate changes. They will also try to get a feel for the region's attitude towards climate change science, policy, and the stances taken by other regions on climate change. The professor will provide a model of integrative research using the U.S. as a focus, and on discussion days, prompt a sort of United Nations discussion on each of these topics with the intention of having the students look at climate change from a different point of view that contrasts their current U.S.-centric view, as well as realize the interdependence of regions particularly in regards to climate change.

NASA's Global Climate Change Education (GCCE) Program: New modules

NASA Astrophysics Data System (ADS)

Witiw, M. R.; Myers, R. J.; Schwerin, T. G.

2010-12-01

In existence for over 10 years, the Earth System Science Educational Alliance (ESSEA) through the Institute of Global Environmental Strategies (IGES) has developed a series of modules on Earth system science topics. To date, over 80 educational modules have been developed. The primary purpose of these modules is to provide graduate courses for teacher education. A typical course designed for teachers typically consists of from three to five content modules and a primer on problem-based learning. Each module is designed to take three weeks in a normal university semester. Course delivery methods vary. Some courses are completed totally online. Others are presented in the classroom. Still others are delivered using a hybrid method which combines classroom meetings with online delivery of content. Although originally designed for teachers and education students, recent changes, provide a format for general education students to use these module. In 2009, under NASA’s Global Climate Change Education (GCCE) initiative, IGES was tasked to develop 16 new modules addressing the topic of climate change. Two of the modules recently developed under this program address the topics of sunspots and thermal islands. Sunspots is a problem-based learning module where students are provided resources and sample investigations related to sunspots. The history of sunspot observations, the structure of sunspots and the possible role sunspots may have in Earth’s climate are explored. Students are then asked to determine what effects a continued minimum in sunspot activity may have on the climate system. In Thermal Islands, the topic of urban heat islands is addressed. How heat islands are produced and the role of urban heat islands in exacerbating heat waves are two of the topics covered in the resources. In this problem-based learning module, students are asked to think of mitigating strategies for these thermal islands as Earth’s urban population grows over the next 50 years. These modules were successfully piloted with undergraduate students at Seattle Pacific University.

Developing an In-depth Understanding of Elderly Adult's Vulnerability to Climate Change.

PubMed

Rhoades, Jason L; Gruber, James S; Horton, Bill

2018-05-08

Recent reports highlight the vulnerability of elderly adults to climate change, yet limited research has focused on this topic. To address this, the purpose of this study was to develop an in-depth understanding of elderly adult's vulnerability to climate change within the context of a specific community. A case study methodology utilizing a community-based action research approach was employed to engage elderly participants living in Bridgeport, CT, in exploring their vulnerability to current and predicted climate stressors with a focus on extreme heat, flooding and storms, and air pollution. This research identifies personal characteristics that interact with contextual factors to influence elderly adult's vulnerability to climate change. Personal characteristics include health, economic, and social considerations. Contextual factors include the adequacy of emergency preparedness measures, transportation resources, and coping and recovery resources. As a result of the interplay of these characteristics and factors, predicted climate changes could have serious consequences for Bridgeport's elderly adults. This research provides a contextualized and detailed illustration of how climate change could overwhelm elderly adult's adaptive capacity and highlights the need for support services to provide safeguards. The issues and concerns raised may bear similarities to other locations, especially urban settings facing similar climate stressors with similar socioeconomic conditions. The findings suggest a need for further research to improve our understanding and serve as the basis for collaborative adaptation planning that engages elderly communities with local governments and a broad coalition of partners to keep elders safe.

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

PubMed

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

2018-06-20

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

Examining Long-Term Global Climate Change on the Web.

ERIC Educational Resources Information Center

Huntoon, Jacqueline E.; Ridky, Robert K.

2002-01-01

Describes a web-based, inquiry-oriented activity that enables students to examine long-term global climate change. Supports instruction in other topics such as population growth. (Contains 34 references.) (DDR)

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...

Climate Change Made Simple

ERIC Educational Resources Information Center

Shallcross, Dudley E.; Harrison, Tim G.

2007-01-01

The newly revised specifications for GCSE science involve greater consideration of climate change. This topic appears in either the chemistry or biology section, depending on the examination board, and is a good example of "How Science Works." It is therefore timely that students are given an opportunity to conduct some simple climate modelling.…

422nd Brookhaven Lecture. Aerosols, Clouds and Climate: From Micro to Micro

ScienceCinema

Yangang Liu

2018-01-05

As scientists who study aerosols, clouds, and precipitation know, particles in the atmosphere interact with one another and affect the Earth's climate through a myriad of complex processes. Learn more about this topic from Yangang Liu as he presents "Aerosols, Clouds, and Climate: From Micro to Macro."

Upgrades, Current Capabilities and Near-Term Plans of the NASA ARC Mars Climate

NASA Technical Reports Server (NTRS)

Hollingsworth, J. L.; Kahre, Melinda April; Haberle, Robert M.; Schaeffer, James R.

2012-01-01

We describe and review recent upgrades to the ARC Mars climate modeling framework, in particular, with regards to physical parameterizations (i.e., testing, implementation, modularization and documentation); the current climate modeling capabilities; selected research topics regarding current/past climates; and then, our near-term plans related to the NASA ARC Mars general circulation modeling (GCM) project.

Supporting Students' Learning and Socioscientific Reasoning about Climate Change--The Effect of Computer-Based Concept Mapping Scaffolds

ERIC Educational Resources Information Center

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

2017-01-01

Climate change is one of the most challenging problems facing today's global society (e.g., IPCC 2013). While climate change is a widely covered topic in the media, and abundant information is made available through the internet, the causes and consequences of climate change in its full complexity are difficult for individuals, especially…

Climate Curriculum Modules on Volcanic Eruptions, Geoengineering, and Nuclear Winter

NASA Astrophysics Data System (ADS)

Robock, A.

2016-12-01

To support a climate dynamics multidisciplinary curriculum for graduate and senior university students, I will describe proposed on-line modules on volcanic eruptions and climate, geoengineering, and nuclear winter. Each of these topics involves aerosols in the stratosphere and the response of the climate system, but each is distinct, and each is evolving as more research becomes available. While nature can load the stratosphere with sulfate aerosols for several years from large volcanic eruptions, humans could also put sulfate aerosols into the stratosphere on purpose through geoengineering or soot as a result of the fires from a nuclear war. As reported for the first time in the Fifth Assessment Report of the Intergovernmental Panel on Climate Change, volcanic eruptions are a natural analog for the climate impacts of potential anthropogenic aerosol injections into the stratosphere, either sulfates from potential attempts to cool the climate to counteract global warming, or smoke that would be produced from fires in cities and industrial targets in a nuclear war. Stratospheric aerosols would change the temperature, precipitation, total insolation, and fraction of diffuse radiation due to their radiative impacts, and could produce more ultraviolet radiation by ozone destruction. Surface ozone concentration could also change by changed transport from the stratosphere as well as changed tropospheric chemistry. There would be two options: 1) Each module would stand alone and could be taught independently, or 2) The volcanic eruptions module would stand alone, and would also serve as a prerequisite for each of the other two modules, which could be taught independently of each other. Each module includes consideration of the physical climate system as well as impacts of the resulting climate change. Geoengineering includes both solar radiation management and carbon dioxide reduction. The geoengineering and nuclear winter modules also include consideration of policy and governance issues. Each module includes a slide set for use in lecturing, links to related resources, and student exercises. The modules will be regularly updated.

Large-Scale Disasters

NASA Astrophysics Data System (ADS)

Gad-El-Hak, Mohamed

"Extreme" events - including climatic events, such as hurricanes, tornadoes, and drought - can cause massive disruption to society, including large death tolls and property damage in the billions of dollars. Events in recent years have shown the importance of being prepared and that countries need to work together to help alleviate the resulting pain and suffering. This volume presents a review of the broad research field of large-scale disasters. It establishes a common framework for predicting, controlling and managing both manmade and natural disasters. There is a particular focus on events caused by weather and climate change. Other topics include air pollution, tsunamis, disaster modeling, the use of remote sensing and the logistics of disaster management. It will appeal to scientists, engineers, first responders and health-care professionals, in addition to graduate students and researchers who have an interest in the prediction, prevention or mitigation of large-scale disasters.

Air, Climate, and Energy Strategic Research Action Plan, 2016 – 2019

EPA Pesticide Factsheets

ACE research projects are organized into 5 topics: Climate Impacts, Vulnerability, and Adaptation; Emissions and Measurements; Atmospheric and Integrated Modeling Systems; Protecting Environmental Public Health; and Sustainable Energy and Mitigation

Using a Global Climate Model in an On-line Climate Change Course

NASA Astrophysics Data System (ADS)

Randle, D. E.; Chandler, M. A.; Sohl, L. E.

2012-12-01

Seminars on Science: Climate Change is an on-line, graduate-level teacher professional development course offered by the American Museum of Natural History. It is an intensive 6-week course covering a broad range of global climate topics, from the fundamentals of the climate system, to the causes of climate change, the role of paleoclimate investigations, and a discussion of potential consequences and risks. The instructional method blends essays, videos, textbooks, and linked websites, with required participation in electronic discussion forums that are moderated by an experienced educator and a course scientist. Most weeks include additional assignments. Three of these assignments employ computer models, including two weeks spent working with a full-fledged 3D global climate model (GCM). The global climate modeling environment is supplied through a partnership with Columbia University's Educational Global Climate Modeling Project (EdGCM). The objective is to have participants gain hands-on experience with one of the most important, yet misunderstood, aspects of climate change research. Participants in the course are supplied with a USB drive that includes installers for the software and sample data. The EdGCM software includes a version of NASA's global climate model fitted with a graphical user interface and pre-loaded with several climate change simulations. Step-by-step assignments and video tutorials help walk people through these challenging exercises and the course incorporates a special assignment discussion forum to help with technical problems and questions about the NASA GCM. There are several takeaways from our first year and a half of offering this course, which has become one of the most popular out of the twelve courses offered by the Museum. Participants report a high level of satisfaction in using EdGCM. Some report frustration at the initial steps, but overwhelmingly claim that the assignments are worth the effort. Many of the difficulties that arise are due to a lack of computer literacy amongst participants and we have found, through iterative improvements in the materials, that breaking assignments into discrete, well-supported tasks has been key to the success.

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).

UTCI-Fiala multi-node model of human heat transfer and temperature regulation

NASA Astrophysics Data System (ADS)

Fiala, Dusan; Havenith, George; Bröde, Peter; Kampmann, Bernhard; Jendritzky, Gerd

2012-05-01

The UTCI-Fiala mathematical model of human temperature regulation forms the basis of the new Universal Thermal Climate Index (UTC). Following extensive validation tests, adaptations and extensions, such as the inclusion of an adaptive clothing model, the model was used to predict human temperature and regulatory responses for combinations of the prevailing outdoor climate conditions. This paper provides an overview of the underlying algorithms and methods that constitute the multi-node dynamic UTCI-Fiala model of human thermal physiology and comfort. Treated topics include modelling heat and mass transfer within the body, numerical techniques, modelling environmental heat exchanges, thermoregulatory reactions of the central nervous system, and perceptual responses. Other contributions of this special issue describe the validation of the UTCI-Fiala model against measured data and the development of the adaptive clothing model for outdoor climates.

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.

Proceedings of the fifth international offshore mechanics and Arctic engineering (OMAE) symposium. Volume 4

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

Lunardini, V.J.; Wang, Y.S.; Ayorinde, O.A.

1986-01-01

This book presents the papers given at a symposium on offshore platforms. Topics considered at the symposium included climates, Arctic regions, hydrate formation, the buckling of heated oil pipelines in frozen ground, icebergs, concretes, air cushion vehicles, mobile offshore drilling units, tanker ships, ice-induced dynamic loads, adfreeze forces on offshore platforms, and multiyear ice floe collision with a massive offshore structure.

Knowledge exchange for climate adaptation planning in western North America

NASA Astrophysics Data System (ADS)

Garfin, Gregg; Orr, Barron

2015-04-01

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

Improving Climate Change Communication Skills through Community Outreach

NASA Astrophysics Data System (ADS)

Hanrahan, J.

2015-12-01

While many undergraduate Atmospheric Science departments are expanding their curriculums to focus on the science of climate change, often overlooked is the need to educate students about how this topic can be effectively communicated to others. It has become increasingly difficult for young scientists to comfortably discuss this polarizing topic with people outside of the classroom. To address this, Atmospheric Science faculty at Lyndon State College are providing undergraduate students the opportunity to practice this important skill by reaching out to the local community. Over the past year, students have been meeting regularly to discuss climate change and its impacts, and to present this information to the general public at local schools and organizations. The group was organized with the primary goal of teaching undergraduate students about effective ways to communicate basic climate science to nonscientists, but to also improve public understanding of anthropogenic climate change while starting a conversation among young people in the community. We will identify lessons learned after one year, discuss effective strategies, and summarize student feedback.

More than a Game: Learning about Climate Change through Role-Play

ERIC Educational Resources Information Center

Paschall, Melissa; Wustenhagen, Rolf

2012-01-01

Educating management students on the connections between business and climate change is essential both to their careers and to society's ability to solve the climate challenge. To impart deep and lasting learning on this topic, the authors developed a multischool negotiation simulation that is unique in its intensiveness, cross-sector design, and…

The Curriculum of Climate Change Education: A Case for Singapore

ERIC Educational Resources Information Center

Chang, Chew-Hung; Pascua, Liberty

2017-01-01

The inclusion of the climate change topic in the curriculum of school subjects in Singapore was pivotal, such that it positioned the discourse squarely in the structure of Singapore's education system. In an examination of the intersections and disjoints between state policies on climate change against the programmatic curriculum, results showed…

Generating Arguments about Climate Change

ERIC Educational Resources Information Center

Golden, Barry; Grooms, Jonathon; Sampson, Victor; Oliveri, Robin

2012-01-01

This unit is a different and fun way to engage students with an extremely important topic, climate change, which cuts across scientific and nonscientific disciplines. While climate change itself may not be listed in the curriculum of every science class, the authors contend that such a unit is appropriate for virtually any science curriculum.…

76 FR 55364 - Request for Information: Technical Inputs and Assessment Capacity Related to Regional, Sectoral...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-09-07

..., and Cross-Cutting Assessments for the 2013 U.S. National Climate Assessment (NCA) Report and the... Climate Assessment (NCA) regional, sectoral, and cross-cutting topics proposed for the 2013 NCA report and... report outline, and information about the National Climate Assessment Development and Advisory Committee...

A Comprehensive Climate Science and Solutions Education Curriculum

NASA Astrophysics Data System (ADS)

Byrne, J. M.; Cook, J.; Little, L. J.; Peacock, K.; Sinclair, P.; Zeller, C.

2016-12-01

We are creating a broadly based curriculum for a multidisciplinary University/College course on climate change science and solutions. Climate change is a critical topic for all members of society and certainly for all students in postsecondary education. The curriculum will feature a wide range of topic presentations on the (i) science of climate change; and (ii) multidisciplinary solutions to climate change challenges. The end result will be an online textbook featuring short contributions from session participants and other invited specialists. First authors in this AGU Education Session will provide a 20-minute comprehensive lecture that will be recorded and shared as part of the online textbook. The recorded talks will be merged with author provided PowerPoint slides and appropriate high definition video footage to support the discussion, where possible. Authors will be asked to sign a waiver allowing the video recording to be part of the online textbook. Access to the videos and textbook chapters will be provided online to students registered in recognized university classes on climate change science and solutions for a modest fee.

Uncertainty in Model Predictions of Vibrio Vulnificus Response to Climate Variability and Change: A Chesapeake Bay Case Study

NASA Technical Reports Server (NTRS)

Urquhart, Erin A.; Zaitchik, Benjamin F.; Waugh, Darryn W.; Guikema, Seth D.; Del Castillo, Carlos E.

2014-01-01

The effect that climate change and variability will have on waterborne bacteria is a topic of increasing concern for coastal ecosystems, including the Chesapeake Bay. Surface water temperature trends in the Bay indicate a warming pattern of roughly 0.3-0.4 C per decade over the past 30 years. It is unclear what impact future warming will have on pathogens currently found in the Bay, including Vibrio spp. Using historical environmental data, combined with three different statistical models of Vibrio vulnificus probability, we explore the relationship between environmental change and predicted Vibrio vulnificus presence in the upper Chesapeake Bay. We find that the predicted response of V. vulnificus probability to high temperatures in the Bay differs systematically between models of differing structure. As existing publicly available datasets are inadequate to determine which model structure is most appropriate, the impact of climatic change on the probability of V. vulnificus presence in the Chesapeake Bay remains uncertain. This result points to the challenge of characterizing climate sensitivity of ecological systems in which data are sparse and only statistical models of ecological sensitivity exist.

American Public Health Association

MedlinePlus

... is Public Health? Creating Healthy Communities Topics & Issues Climate Change Environmental Health Gun Violence Health Equity Health Reform ... utm_campaign=be2b0… Yet another example of why climate change is the health challenge of our generation: https:// ...

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

NASA Astrophysics Data System (ADS)

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

2017-12-01

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

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.

Addressing socioeconomic and political challenges posed by climate change

NASA Astrophysics Data System (ADS)

Fernando, Harindra Joseph; Klaic, Zvjezdana Bencetic

2011-08-01

NATO Advanced Research Workshop: Climate Change, Human Health and National Security; Dubrovnik, Croatia, 28-30 April 2011; Climate change has been identified as one of the most serious threats to humanity. It not only causes sea level rise, drought, crop failure, vector-borne diseases, extreme events, degradation of water and air quality, heat waves, and other phenomena, but it is also a threat multiplier wherein concatenation of multiple events may lead to frequent human catastrophes and intranational and international conflicts. In particular, urban areas may bear the brunt of climate change because of the amplification of climate effects that cascade down from global to urban scales, but current modeling and downscaling capabilities are unable to predict these effects with confidence. These were the main conclusions of a NATO Advanced Research Workshop (ARW) sponsored by the NATO Science for Peace and Security program. Thirty-two invitees from 17 counties, including leading modelers; natural, political, and social scientists; engineers; politicians; military experts; urban planners; industry analysts; epidemiologists; and health care professionals, parsed the topic on a common platform.

A Bibliometric Analysis of Climate Engineering Research

NASA Astrophysics Data System (ADS)

Belter, C. W.; Seidel, D. J.

2013-12-01

The past five years have seen a dramatic increase in the number of media and scientific publications on the topic of climate engineering, or geoengineering, and some scientists are increasingly calling for more research on climate engineering as a possible supplement to climate change mitigation and adaptation strategies. In this context, understanding the current state of climate engineering research can help inform policy discussions and guide future research directions. Bibliometric analysis - the quantitative analysis of publications - is particularly applicable to fields with large bodies of literature that are difficult to summarize by traditional review methods. The multidisciplinary nature of the published literature on climate engineering makes it an ideal candidate for bibliometric analysis. Publications on climate engineering are found to be relatively recent (more than half of all articles during 1988-2011 were published since 2008), include a higher than average percentage of non-research articles (30% compared with 8-15% in related scientific disciplines), and be predominately produced by countries located in the Northern Hemisphere and speaking English. The majority of this literature focuses on land-based methods of carbon sequestration, ocean iron fertilization, and solar radiation management and is produced with little collaboration among research groups. This study provides a summary of existing publications on climate engineering, a perspective on the scientific underpinnings of the global dialogue on climate engineering, and a baseline for quantitatively monitoring the development of climate engineering research in the future.

Climate Models

NASA Technical Reports Server (NTRS)

Druyan, Leonard M.

2012-01-01

Climate models is a very broad topic, so a single volume can only offer a small sampling of relevant research activities. This volume of 14 chapters includes descriptions of a variety of modeling studies for a variety of geographic regions by an international roster of authors. The climate research community generally uses the rubric climate models to refer to organized sets of computer instructions that produce simulations of climate evolution. The code is based on physical relationships that describe the shared variability of meteorological parameters such as temperature, humidity, precipitation rate, circulation, radiation fluxes, etc. Three-dimensional climate models are integrated over time in order to compute the temporal and spatial variations of these parameters. Model domains can be global or regional and the horizontal and vertical resolutions of the computational grid vary from model to model. Considering the entire climate system requires accounting for interactions between solar insolation, atmospheric, oceanic and continental processes, the latter including land hydrology and vegetation. Model simulations may concentrate on one or more of these components, but the most sophisticated models will estimate the mutual interactions of all of these environments. Advances in computer technology have prompted investments in more complex model configurations that consider more phenomena interactions than were possible with yesterday s computers. However, not every attempt to add to the computational layers is rewarded by better model performance. Extensive research is required to test and document any advantages gained by greater sophistication in model formulation. One purpose for publishing climate model research results is to present purported advances for evaluation by the scientific community.

Collaborating for Climate Education - A Look at Strategic Partnerships

NASA Astrophysics Data System (ADS)

Bozuwa, J.; Lewis, C.

2015-12-01

Collaborating for Climate Education WeekEarth Day Network (EDN) developed Climate Education Week toolkit, a turnkey online resource for grades K-12 that provided teachers with everything they needed to deliver lessons, activities, contests, and service learning projects that related to climate science during Climate Education Week (April 18-25). EDN assembled an Advisory Group to develop the survey, lesson plans and activities, and resources. The Advisory Group consisted of experts and partners in environmental education, including representatives from other government and non-governmental organizations working with the White House on Climate Education, as well as educators in our Educator's Network. EDN's Climate Education Week Advisory Board brought together top academics and major stakeholders in climate education throughout the development and outreach processes. The Advisory Board included representatives from the Alliance for Climate Education (ACE), The CLEAN Network, NOAA, The Department of Energy, and NASA. The representatives from the board helped to identify and streamline the most effective and necessary lesson plans, strategic themes to maintain throughout the toolkit, and avenues for increased outreach. EDN also partnered with Connect4Climate, PBS's Plum Landing, Young Voices of Climate Change, FEMA, and The Wild Center to develop content and to broaden the reach of the toolkit. Each of the seven days had a different theme that addressed a specific climate education topic, with highlighted activities and resources for elementary, middle and high school levels. The toolkit provided educators with a comprehensive view of climate change—beginning with the science, the anthropogenic causes, and societal impacts and then providing solutions, ways to take action, and the green economy transition. This online resource connected educators to a network of effective resources from our partners, all of which saw a significant uptick in their online viewership. Using the highly recognized Earth Day platform, the high level of involvement from partners and Advisory Board members, and EDN's ever-growing network, EDN had the ability to reach thousands of educators and students, and further the climate conversation.

Oak Ridge Reservation annual site environmental report for 1995

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

Koncinski, W.S.

1996-09-01

This report presents the details of the environmental monitoring and management program for the Oak Ridge Reservation. Topics discussed include: site background, climate, and operations; environmental compliance strategies; effluent monitoring; environmental management program including environmental restoration, decontamination and decommissioning, technology development, and public involvement; effluent monitoring of airborne discharges, liquid discharges, toxicity control and monitoring, biological monitoring and abatement; environmental surveillance which encompasses meteorological monitoring, ambient air monitoring, surface water monitoring, soils monitoring, sediment monitoring, and contamination of food stuffs monitoring; radiation doses; chemical exposures; ground water monitoring; and quality assurance.

Mixed methods approach to understanding farmer and agricultural advisor perceptions of climate change and adaptation in Vermont, United States

Treesearch

Rachel E. Schattman; V. Ernesto Méndez; Scott C. Merrill; Asim Zia

2018-01-01

The relationships among farmers' belief in climate change, perceptions of climate-related risk, and use of climate adaptation practices is a growing topic of interest in U.S. scholarship. The northeast region is not well represented in the literature, although it is highly agricultural and will likely face climaterelated risks that differ from those faced in other...

Water Resources Research Grant Program project descriptions, fiscal year 1986

USGS Publications Warehouse

,

1986-01-01

Information is presented on the 43 projects funded by the United States Geological Survey 's Water Resources Grant Program in fiscal year 1986. The report gives the grant number; project title; performing organization; principal investigator(s); dates; and a project description which includes (1) identification of the water related problems and problem-solution approach, (2) contribution to problem solution, (3) objectives, (4) approach, and (5) result users. The 43 projects include 14 in the area of groundwater management, 6 in surface-water management, 2 in systems-operating/planning, 3 in irrigation management, 8 in desalination/reuse, 6 in economic/institutional studies, and 4 in climate variability. The reports contain tables showing (1) funding according to research topic, (2) projects funded to type of submitting organization, (3) proposals received, research topic, and funding levels, and (4) submitting organization. A comparison is given to fiscal year 1985 in each case. (USGS)

Monitoring Users' Satisfactions of the NOAA NWS Climate Products and Services

NASA Astrophysics Data System (ADS)

Horsfall, F. M.; Timofeyeva, M. M.; Dixon, S.; Meyers, J. C.

2011-12-01

The NOAA's National Weather Service (NWS) Climate Services Division (CSD) ensures the relevance of NWS climate products and services. There are several ongoing efforts to identify the level of user satisfaction. One of these efforts includes periodical surveys conducted by Claes Fornell International (CFI) Group using the American Customer Satisfaction Index (ACSI), which is "the only uniform, national, cross-industry measure of satisfaction with the quality of goods and services available in the United States" (http://www.cfigroup.com/acsi/overview.asp). The CFI Group conducted NWS Climate Products and Services surveys in 2004 and 2009. In 2010, a prominent routine was established for a periodical assessment of the customer satisfaction. From 2010 onward, yearly surveys will cover major climate services products and services. An expanded suite of climate products will be surveyed every other year. Each survey evaluated customer satisfaction with a range of NWS climate services, data, and products, including Climate Prediction Center (CPC) outlooks, drought monitoring, and ENSO monitoring and forecasts, as well as NWS local climate data and forecast products and services. The survey results provide insight into the NWS climate customer base and their requirements for climate services. They also evaluate whether we are meeting the needs of customers and the ease of their understanding for routine climate services, forecasts, and outlooks. In addition, the evaluation of specific topics, such as NWS forecast product category names, probabilistic nature of climate products, interpretation issues, etc., were addressed to assess how our users interpret prediction terminology. This paper provides an analysis of the following products: hazards, extended-range, long-lead and drought outlooks, El Nino Southern Oscillation monitoring and predictions as well as local climate data products. Two key issues make comparing the different surveys challenging, including the inconsistent suite of characteristics measured and the different number of respondent collected for each survey. Regardless of these two factors contributing to uncertainty of the results, CSD observed general improvement in customer satisfaction. Although, all NWS climate products have competitive scores, the leading ACSIs are for NWS Drought products and climate surface observation products. Overall, the survey results identify requirements for improving existing NWS climate services and introducing new ones. To date, the 2011 survey results have not been evaluated, but will be included in the conference presentation. A key point out of the initial 2011 survey results was that the climate section captured the greatest interest (as measured by number of respondents) of the customers of NWS products and services.

Animal Agriculture in a Changing Climate Online Course: An Effective Tool for Creating Extension Competency

ERIC Educational Resources Information Center

Whitefield, Elizabeth; Schmidt, David; Witt-Swanson, Lindsay; Smith, David; Pronto, Jennifer; Knox, Pam; Powers, Crystal

2016-01-01

There is a need to create competency among Extension professionals on the topic of climate change adaptation and mitigation in animal agriculture. The Animal Agriculture in a Changing Climate online course provides an easily accessible, user-friendly, free, and interactive experience for learning science-based information on a national and…

Climate Variability and Change in the Mediterranean Region

NASA Astrophysics Data System (ADS)

Lionello, Piero; Özsoy, Emin; Planton, Serge; Zanchetta, Giovanni

2017-04-01

This special issue collects new research results on the climate of the Mediterranean region. It covers traditional topics of the MedCLIVAR programme (www.medclivar.eu, Lionello et al. 2006, Lionello et al. 2012b) being devoted to papers addressing on-going and future climate changes in the Mediterranean region and their impacts on its environment.

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

ERIC Educational Resources Information Center

Karpudewan, Mageswary; Mohd Ali Khan, Nur Sabrina

2017-01-01

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

Using Dialogue to Engage Agricultural Audiences in Cooperative Learning about Climate Change: A Strategy with Broad Implications

ERIC Educational Resources Information Center

Doll, Julie E.; Eschbach, Cheryl L.; DeDecker, James

2018-01-01

Dialogue with stakeholders has been recognized as an effective educational strategy for addressing complex topics such as climate change. We report here on the Carbon, Energy, and Climate fishbowl discussion series developed by Michigan State University Extension to assist the state's agricultural community in understanding and adapting to the…

Lessons about Climate Change Pose Many Challenges for Science Teachers

ERIC Educational Resources Information Center

Cavanagh, Sean

2007-01-01

This article reports on lessons about climate change which pose many challenges for science teachers. The natural world today offers a broad--and dire--catalog of scientific phenomena for teachers wanting to craft classroom lessons on the topic of climate change. As public concern about global warming increases, teachers are carving out a larger…

Effects of climate change on natural resources and communities: a compendium of briefing papers

Treesearch

Ralph J. Alig; Evan Mercer

2011-01-01

This report is a compilation of four briefing papers based on literature reviews and syntheses, prepared for USDA Forest Service policy analysts and decisionmakers about specific questions pertaining to climate change. The main topics addressed here are effects of climate change on wildlife habitat, other ecosystem services, and land values; socioeconomic impacts of...

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

Treesearch

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

2016-01-01

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

The Effectiveness of the Geospatial Curriculum Approach on Urban Middle-Level Students' Climate Change Understandings

ERIC Educational Resources Information Center

Bodzin, Alec M.; Fu, Qiong

2014-01-01

Climate change science is a challenging topic for student learning. This quantitative study examined the effectiveness of a geospatial curriculum approach to promote climate change science understandings in an urban school district with eighth-grade students and investigated whether teacher- and student-level factors accounted for students'…

A Psychometric Evaluation of a Revised School Climate Teacher Survey

ERIC Educational Resources Information Center

Liu, Ying; Ding, Cody; Berkowitz, Marvin W.; Bier, Melinda C.

2014-01-01

The concept of school climate has been an important topic for education and it has been studied extensively over the past several decades. One of the challenges in such a research effort is to develop instruments that effectively and efficiently measure the construct. Literature has documented a number of school climate instruments, most of which…

Evolution of climatic niche specialization: a phylogenetic analysis in amphibians

PubMed Central

Bonetti, Maria Fernanda; Wiens, John J.

2014-01-01

The evolution of climatic niche specialization has important implications for many topics in ecology, evolution and conservation. The climatic niche reflects the set of temperature and precipitation conditions where a species can occur. Thus, specialization to a limited set of climatic conditions can be important for understanding patterns of biogeography, species richness, community structure, allopatric speciation, spread of invasive species and responses to climate change. Nevertheless, the factors that determine climatic niche width (level of specialization) remain poorly explored. Here, we test whether species that occur in more extreme climates are more highly specialized for those conditions, and whether there are trade-offs between niche widths on different climatic niche axes (e.g. do species that tolerate a broad range of temperatures tolerate only a limited range of precipitation regimes?). We test these hypotheses in amphibians, using phylogenetic comparative methods and global-scale datasets, including 2712 species with both climatic and phylogenetic data. Our results do not support either hypothesis. Rather than finding narrower niches in more extreme environments, niches tend to be narrower on one end of a climatic gradient but wider on the other. We also find that temperature and precipitation niche breadths are positively related, rather than showing trade-offs. Finally, our results suggest that most amphibian species occur in relatively warm and dry environments and have relatively narrow climatic niche widths on both of these axes. Thus, they may be especially imperilled by anthropogenic climate change. PMID:25274369

Evolution of climatic niche specialization: a phylogenetic analysis in amphibians.

PubMed

Bonetti, Maria Fernanda; Wiens, John J

2014-11-22

The evolution of climatic niche specialization has important implications for many topics in ecology, evolution and conservation. The climatic niche reflects the set of temperature and precipitation conditions where a species can occur. Thus, specialization to a limited set of climatic conditions can be important for understanding patterns of biogeography, species richness, community structure, allopatric speciation, spread of invasive species and responses to climate change. Nevertheless, the factors that determine climatic niche width (level of specialization) remain poorly explored. Here, we test whether species that occur in more extreme climates are more highly specialized for those conditions, and whether there are trade-offs between niche widths on different climatic niche axes (e.g. do species that tolerate a broad range of temperatures tolerate only a limited range of precipitation regimes?). We test these hypotheses in amphibians, using phylogenetic comparative methods and global-scale datasets, including 2712 species with both climatic and phylogenetic data. Our results do not support either hypothesis. Rather than finding narrower niches in more extreme environments, niches tend to be narrower on one end of a climatic gradient but wider on the other. We also find that temperature and precipitation niche breadths are positively related, rather than showing trade-offs. Finally, our results suggest that most amphibian species occur in relatively warm and dry environments and have relatively narrow climatic niche widths on both of these axes. Thus, they may be especially imperilled by anthropogenic climate change. © 2014 The Author(s) Published by the Royal Society. All rights reserved.

Proceedings of the IUFRO joint conference: Genetics of five-needle pines, rusts of forest trees, and Strobusphere; 2014 June 15–20; Fort Collins, CO

Treesearch

Anna W. Schoettle; Richard A. Sniezko; John T. Kliejunas

2018-01-01

Proceedings from the 2014 IUFRO Joint Conference: Genetics of five-needle pines, rusts of forest trees, and Strobusphere in Fort Collins, Colorado. The published proceedings include 91 papers pertaining to research conducted on the genetics and pathology of five-needle pines and rusts of forest trees. Topic areas are: ecology and climate change, common garden genetics...

Supercomputing '91; Proceedings of the 4th Annual Conference on High Performance Computing, Albuquerque, NM, Nov. 18-22, 1991

NASA Technical Reports Server (NTRS)

1991-01-01

Various papers on supercomputing are presented. The general topics addressed include: program analysis/data dependence, memory access, distributed memory code generation, numerical algorithms, supercomputer benchmarks, latency tolerance, parallel programming, applications, processor design, networks, performance tools, mapping and scheduling, characterization affecting performance, parallelism packaging, computing climate change, combinatorial algorithms, hardware and software performance issues, system issues. (No individual items are abstracted in this volume)

Climate Change Impacts and Responses: Societal Indicators for the National Climate Assessment

NASA Technical Reports Server (NTRS)

Kenney, Melissa A.; Chen, Robert S.; Maldonado, Julie; Quattrochi, Dale

2011-01-01

The Climate Change Impacts and Responses: Societal Indicators for the National Climate Assessment workshop, sponsored by the National Aeronautics and Space Administration (NASA) for the National Climate Assessment (NCA), was held on April 28-29, 2011 at The Madison Hotel in Washington, DC. A group of 56 experts (see list in Appendix B) convened to share their experiences. Participants brought to bear a wide range of disciplinary expertise in the social and natural sciences, sector experience, and knowledge about developing and implementing indicators for a range of purposes. Participants included representatives from federal and state government, non-governmental organizations, tribes, universities, and communities. The purpose of the workshop was to assist the NCA in developing a strategic framework for climate-related physical, ecological, and socioeconomic indicators that can be easily communicated with the U.S. population and that will support monitoring, assessment, prediction, evaluation, and decision-making. The NCA indicators are envisioned as a relatively small number of policy-relevant integrated indicators designed to provide a consistent, objective, and transparent overview of major variations in climate impacts, vulnerabilities, adaptation, and mitigation activities across sectors, regions, and timeframes. The workshop participants were asked to provide input on a number of topics, including: (1) categories of societal indicators for the NCA; (2) alternative approaches to constructing indicators and the better approaches for NCA to consider; (3) specific requirements and criteria for implementing the indicators; and (4) sources of data for and creators of such indicators. Socioeconomic indicators could include demographic, cultural, behavioral, economic, public health, and policy components relevant to impacts, vulnerabilities, and adaptation to climate change as well as both proactive and reactive responses to climate change. Participants provided inputs through in-depth discussion in breakout sessions, plenary sessions on break-out results, and several panels that provided key insights about indicators, lessons learned through experience with developing and implementing indicators, and thoughts on how the NCA could proceed to develop indicators for the NCA.

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.

[Attaching importance to study on acute health risk assessment and adaptation of air pollution and climate change].

PubMed

Shi, X M

2017-03-10

Air pollution and climate change have become key environmental and public health problems around the world, which poses serious threat to human health. How to assess and mitigate the health risks and increase the adaptation of the public have become an urgent topic of research in this area. The six papers in this issue will provide important and rich information on design, analysis method, indicator selection and setting about acute health risk assessment and adaptation study of air pollution and climate change in China, reflecting the advanced conceptions of multi-center and area-specific study and multi-pollutant causing acute effect study. However, the number and type of the cities included in these studies were still limited. In future, researchers should further expand detailed multi-center and multi-area study coverage, conduct area specific predicting and early warning study and strengthen adaptation study.

Bringing climate sciences to the general public with the Climanosco initiative

NASA Astrophysics Data System (ADS)

Bourqui, Michel; Bolduc, Cassandra; Charbonneau, Paul; Charrière, Marie; Hill, Daniel; Lòpez Gladko, Angélica; Loubet, Enrique; Roy, Philippe; Winter, Barbara

2016-04-01

This paper presents the first months of operation of the scientists-initiated Climanosco.org platform. The goal of this initiative is to bridge climate sciences with the general public by building a network of climate scientists and citizens around the world, by stimulating the writing of quality climate science articles in non-scientific language, and by publishing these articles in an open-access, multilingual format. For the climate scientist, this platform will offer a simple and reliable channel to disseminate research results to the general public. High standards are enforced by: a) requiring that the main author is an active climate scientist, and b) an innovative peer-review process involving scientific and non-scientific referees with distinct roles. Direct participation of non-scientists is allowed through co-authoring, peer-reviewing, language translation. Furthermore, public engagement is stimulated by allowing non-scientists to invite manuscripts to be written by scientists on topics of their concern. The targeted public includes journalists, teachers, students, local politicians, economists, members of the agriculture sector, and any other citizens from around the world with an interest in climate sciences. The initiative is now several months into operations. In this paper, I will discuss what we have achieved so far and what we plan for the next future.

Interaction of the Climate System and the Solid Earth: Analysis of Observations and Models

NASA Technical Reports Server (NTRS)

Bryan, Frank

2001-01-01

Under SENH funding we have carried out a number of diverse analyses of interactions of the climate system (atmosphere, ocean, land surface hydrology) with the solid Earth. While the original work plan emphasized analysis of excitation of variations in Earth rotation, with a lesser emphasis on time variable gravity, opportunities that developed during the proposal period in connection with preparations for the GRACE mission led us to a more balanced effort between these two topics. The results of our research are outlined in several topical sections: (1) oceanic excitation of variations in Earth rotation; (2) short period atmosphere-ocean excitation of variations in Earth rotation; (3) analysis of coupled climate system simulation; (4) observing system simulation studies for GRACE mission design; and (5) oceanic response to atmospheric pressure loading.

Effects of high temperatures and drought during anthesis and grain filling period on wheat processing quality and underlying gluten structural changes.

PubMed

Mastilović, Jasna; Živančev, Dragan; Lončar, Eva; Malbaša, Radomir; Hristov, Nikola; Kevrešan, Žarko

2018-06-01

Climate changes do not only affect wheat yield, but also its quality. Information on this topic gathered so far is somewhat contradictory and insufficient. Climate changes also affect wheat indirectly through their influence on the ecosystem, including insects and fungi that affect wheat technological quality. The aim of this study was to examine trends in structural and technological changes of wheat quality under conditions typical of climate changes. With this in mind, three groups of wheat varieties with the same Glu-score were examined in three production years, characterized by different production conditions. A production season characterized by climate change conditions results in lower activity of amylolytic enzymes. What is more, it results in lower content of gluten, higher gluten index value, its decrease after 1 h to 37 °C, lower number of free SH groups and higher content of free amino groups, which result in lower alveograph W, lower farinograph WA and higher extensograph dough resistance. Variability in wheat quality produced under different climatic conditions is mainly influenced by the production conditions, including their influence on ecosystem factors. The influence of wheat cultivar genetic predisposition is much less expressed. This indicates that differences among cultivars with different Glu-score might be diminished under the influence of altered production conditions, as a consequence of climate change. © 2017 Society of Chemical Industry. © 2017 Society of Chemical Industry.

Global forest sector modeling: application to some impacts of climate change

Treesearch

Joseph Buongiorno

2016-01-01

This paper explored the potential long-term effects of a warming climate on the global wood sector, based on Way and Oren's synthesis (Tree Physiology 30,669-688) indicating positive responses of tree growth to higher temperature in boreal and temperative climates, and negative responses in the topics. Changes in forest productivity were introduced in the Global...

How Teachers' Beliefs about Climate Change Influence Their Instruction, Student Understanding, and Willingness to Take Action

ERIC Educational Resources Information Center

Trendell Nation, Molly

2017-01-01

Climate change science is complex and controversial in nature, yet seen by educators and policy makers as an important topic to be taught within secondary science education. This is becoming increasingly evident with the inclusion of climate change into the Next Generation Science Standards (NGSS) for Earth and Space Sciences as well as Life…

Climate change, aquatic ecosystems, and fishes in the Rocky Mountain West: implications and alternatives for management

Treesearch

Bruce E. Rieman; Daniel J. Isaak

2010-01-01

Anthropogenic climate change is rapidly altering aquatic ecosystems across the Rocky Mountain West and may detrimentally impact populations of sensitive species that are often the focus of conservation efforts. The objective of this report is to synthesize a growing literature on these topics to address the following questions: (1) What is changing in climate and...

Exploring the Effects of Art-Making on the Racial Climate of a Multicultural Classroom

ERIC Educational Resources Information Center

Davis, Samantha

2016-01-01

The purpose of this case study was to explore the effects of art-making on the racial climate of a multicultural classroom of 11th graders. Critical Race Theory and Critical Race Methodology laid the foundation for approaching the topic of racial climate in an academic setting. An emphasis was placed on analyzing the developments of the…

Climate Data Initiative: A Geocuration Effort to Support Climate Resilience

NASA Technical Reports Server (NTRS)

Ramachandran, Rahul; Bugbee, Kaylin; Tilmes, Curt; Pinheiro Privette, Ana

2015-01-01

Curation is traditionally defined as the process of collecting and organizing information around a common subject matter or a topic of interest and typically occurs in museums, art galleries, and libraries. The task of organizing data around specific topics or themes is a vibrant and growing effort in the biological sciences but to date this effort has not been actively pursued in the Earth sciences. In this paper, we introduce the concept of geocuration and define it as the act of searching, selecting, and synthesizing Earth science data/metadata and information from across disciplines and repositories into a single, cohesive, and useful compendium We present the Climate Data Initiative (CDI) project as an exemplar example. The CDI project is a systematic effort to manually curate and share openly available climate data from various federal agencies. CDI is a broad multi-agency effort of the U.S. government and seeks to leverage the extensive existing federal climate-relevant data to stimulate innovation and private-sector entrepreneurship to support national climate-change preparedness. We describe the geocuration process used in CDI project, lessons learned, and suggestions to improve similar geocuration efforts in the future.

Climate data initiative: A geocuration effort to support climate resilience

NASA Astrophysics Data System (ADS)

Ramachandran, Rahul; Bugbee, Kaylin; Tilmes, Curt; Privette, Ana Pinheiro

2016-03-01

Curation is traditionally defined as the process of collecting and organizing information around a common subject matter or a topic of interest and typically occurs in museums, art galleries, and libraries. The task of organizing data around specific topics or themes is a vibrant and growing effort in the biological sciences but to date this effort has not been actively pursued in the Earth sciences. In this paper, we introduce the concept of geocuration and define it as the act of searching, selecting, and synthesizing Earth science data/metadata and information from across disciplines and repositories into a single, cohesive, and useful collection. We present the Climate Data Initiative (CDI) project as a prototypical example. The CDI project is a systematic effort to manually curate and share openly available climate data from various federal agencies. CDI is a broad multi-agency effort of the U.S. government and seeks to leverage the extensive existing federal climate-relevant data to stimulate innovation and private-sector entrepreneurship to support national climate-change preparedness. We describe the geocuration process used in the CDI project, lessons learned, and suggestions to improve similar geocuration efforts in the future.

Media Articles Describing Advances in Scientific Research as a Vehicle for Student Engagement Fostering Climate Literacy

NASA Astrophysics Data System (ADS)

Brassell, S. C.

2014-12-01

"Records of Global Climate Change" enables students to fulfill the science component of an undergraduate distribution requirement in "Critical Approaches" at IU Bloomington. The course draws students from all disciplines with varying levels of understanding of scientific approaches and often limited familiarity with climate issues. Its discussion sessions seek to foster scientific literacy via an alternating series of assignments focused on a combination of exercises that involve either examination and interpretation of on-line climate data or consideration and assessment of the scientific basis of new discoveries about climate change contained in recently published media articles. The final assignment linked to the discussion sessions requires students to review and summarize the topics discussed during the semester. Their answers provide direct evidence of newly acquired abilities to assimilate and evaluate scientific information on a range of topics related to climate change. In addition, student responses to an end-of-semester survey confirm that the vast majority considers that their knowledge and understanding of climate change was enhanced, and unsolicited comments note that the discussion sessions contributed greatly to this advancement. Many students remarked that the course's emphasis on examination of paleoclimate records helped their comprehension of the unprecedented nature of present-day climate trends. Others reported that their views on the significance of climate change had been transformed, and some commented that they now felt well equipped to engage in discussions about climate change because they were better informed about its scientific basis and facts.

Methods of teaching the physics of climate change in undergraduate physics courses

NASA Astrophysics Data System (ADS)

Sadler, Michael

2015-04-01

Although anthropogenic climate change is generally accepted in the scientific community, there is considerable skepticism among the general population and, therefore, in undergraduate students of all majors. Students are often asked by their peers, family members, and others, whether they ``believe'' climate change is occurring and what should be done about it (if anything). I will present my experiences and recommendations for teaching the physics of climate change to both physics and non-science majors. For non-science majors, the basic approach is to try to develop an appreciation for the scientific method (particularly peer-reviewed research) in a course on energy and the environment. For physics majors, the pertinent material is normally covered in their undergraduate courses in modern physics and thermodynamics. Nevertheless, it helps to review the basics, e.g. introductory quantum mechanics (discrete energy levels of atomic systems), molecular spectroscopy, and blackbody radiation. I have done this in a separate elective topics course, titled ``Physics of Climate Change,'' to help the students see how their knowledge gives them insight into a topic that is very volatile (socially and politically).

Teaching climate change in undergraduate courses

NASA Astrophysics Data System (ADS)

Sadler, Michael

2013-04-01

Although anthropogenic climate change is generally accepted in the scientific community, there is considerable skepticism among the general population and, therefore, in undergraduate students of all majors. Students are often asked by their peers, family members, and others, whether they ``believe'' climate change is occurring and what should be done about it (if anything). I will present my experiences and recommendations for teaching the physics of climate change to both physics and non-science majors. For non-science majors, the basic approach is to try to develop an appreciation for the scientific method (particularly peer-reviewed research) in a course on energy and the environment. For physics majors, the pertinent material is normally covered in their undergraduate courses in modern physics and thermodynamics. Nevertheless, it helps to review the basics, e.g. introductory quantum mechanics (discrete energy levels of atomic systems), molecular spectroscopy, and blackbody radiation. I have done this in a separate elective topics course, titled ``Physics of Climate Change,'' to help the students see how their knowledge gives them insight into a topic that is very volatile (socially and politically).

Midcontinent Prairie-Pothole wetlands and climate change: An Introduction to the Supplemental Issue

USGS Publications Warehouse

Mushet, David M.

2016-01-01

The multitude of wetlands in the Prairie Pothole Region of North America forms one of Earth’s largest wetland complexes. The midcontinent location exposes this ecologically and economically important wetland system to a highly variable climate, markedly influencing ponded-water levels, hydroperiods, chemical characteristics, and biota of individual basins. Given their dominance on the landscape and recognized value, great interest in how projected future changes in climate will affect prairie-pothole wetlands has developed and spawned much scientific research. On June 2, 2015, a special symposium, “Midcontinent Prairie-Pothole Wetlands: Influence of a Changed Climate,” was held at the annual meeting of the Society of Wetland Scientists in Providence, Rhode Island, USA. The symposium’s twelve presenters covered a wide range of relevant topics delivered to a standing-room-only audience. Following the symposium, the presenters recognized the need to publish their presented papers as a combined product to facilitate widespread distribution. The need for additional papers to more fully cover the topic of prairie-pothole wetlands and climate change was also identified. This supplemental issue of Wetlands is the realization of that vision.

Visions 2025 and Linkage to NEXT

NASA Technical Reports Server (NTRS)

Wiscombe, W.; Lau, William K. M. (Technical Monitor)

2002-01-01

This talk will describe the progress to date on creating a science-driven vision for the NASA Earth Science Enterprise (ESE) in the post-2010 period. This effort began in the Fall of 2001 by organizing five science workgroups with representatives from NASA, academia and other agencies: Long-Term Climate, Medium-Term Climate, Extreme Weather, Biosphere & Ecosystems, and Solid Earth, Ice Sheets, & Sea Level. Each workgroup was directed to scope out one Big Question, including not just the science but the observational and modeling requirements, the information system requirements, and the applications and benefits to society. This first set of five Big Questions is now in hand and has been presented to the ESE Director. It includes: water resources, intraseasonal predictability, tropical cyclogenesis, invasive species, and sea level. Each of these topics will be discussed briefly. How this effort fits into the NEXT vision exercise and into Administrator O'Keefe's new vision for NASA will also be discussed.

Two-Sides of the Same Coin: Communicating Climate Change Science to Water Utilities and Stakeholders in Florida and Hawai'i

NASA Astrophysics Data System (ADS)

Keener, V. W.; Staal, L.

2011-12-01

The NOAA-funded Regional Integrated Sciences and Assessment (RISA) programs act as boundary organizations that both conduct and translate academic climate research in the physical and social sciences for a variety of stakeholder applications, including for local and state governments, natural resource managers, non-climate scientists, and community members. For the past six years, I have worked with two RISAs-one in the southeast United States, and recently in the Pacific region. In confronting the most immediate impacts of climate change, Florida and Hawai'i are both currently dealing with saltwater intrusion effects on infrastructure and water supply, sea level rise impacts on vulnerable coastlines, and expect the problems to worsen in the future. Both RISAs have focused on water resource sustainability as a topic of interest, and held workshops on climate variability and change impacts for water utilities and a wider range of relevant stakeholders. Methods that have been used to communicate climate science, projected impacts, and risk have included: working groups/collaborative learning, scientific presentations and presentations of relevant case studies, beach management planning, in-depth interviews, and educational radio spots. Despite the similarities in the types of issues being confronted, stakeholders in each location have responded with differing levels of acceptance, which has resulted in the usage of different methods of communication of the same types of climate science information. This talk will focus on the success of a variety of different methods in communicating similar information on comparable risks to different audiences.

Creating a Library of Climate Change Education Resources for Audiences in the Southeast United States

NASA Astrophysics Data System (ADS)

Carroll, J.; McNeal, K. S.; Williams, C. C.; Paz, J. O.; Cho, H. "; Nair, U. S.; Geroux, J.; Guthrie, C.; Wright, K.; Hill, J.

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 and promoting scientifically accurate, formal educational resources for the K-12 classroom audience, as well as informal educational resources for audiences such as agriculture, education, leisure, and religious organizations, to name a few. The CLiPSE project has been successful in creating partnerships with the National Geographic Alliances, Departments of Education, and Mississippi Environmental Education Alliance, among others, to determine an effective strategic plan for reaching K-12 audiences. One goal in the strategic plan is to create a catalog of climate change education resources that are aligned to state standards in the SE. Eighty-seven resources from the Climate Literacy and Energy Awareness Network (http://cleanet.org) have been aligned with the state education standards for grades six through twelve in the southeast, beginning with science in Mississippi and expanding to include science and math in the remaining SE states. The criteria for aligning the existing resources includes: matching key terms, topics, and lesson activities with the content strands and essential skills included in the state science framework. By developing a searchable database containing climate resources already aligned with state standards, CLiPSE will have made these resources more appealing to educators in the SE, increasing the likelihood of resources being implemented in the classroom. The CLiPSE Climate Science Team has also created an inventory of scientifically sound, informal resources, which will be available for dispersion to appropriate audiences and communities. Cataloged resources, both formal and informal, grouped by a variety of means, to include audience, grade level, and resource origin (e.g. government agency, organization, museum, climate-related websites, etc.), will be made available to the public through the CLiPSE website, promoting accessibility of these resources to the various CLiPSE publics. The process of alignment and vetting will be discussed in this paper, along with the information and education "gaps" that exist for the specific CLiPSE audiences in the SE US.

Survey Plan For Characterization of the Subsurface Underlying the National Aeronautics and Space Administration's Marshall Space Flight Center in Huntsville, Alabama. Volume 1 and 2

NASA Technical Reports Server (NTRS)

1996-01-01

Topic considered include: survey objectives; technologies for non-Invasive imaging of subsurface; cost; data requirements and sources; climatic condition; hydrology and geology; chemicals; magnetometry; electrical(resistivity, potential); optical-style imaging; reflection/refraction seismics; gravitometry; photo-acoustic activation;well drilling and borehole analysis; comparative assessment matrix; ground sensors; choice of the neutron sources; logistic of operations; system requirements; health and safety plans.

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

PubMed

Thompson, Jonathan E

2017-10-01

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

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

ERIC Educational Resources Information Center

Gutierrez, Kristie Susan

2016-01-01

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

Introducing Argumentation About Climate Change Socioscientific Issues in a Disadvantaged School

NASA Astrophysics Data System (ADS)

Dawson, Vaille; Carson, Katherine

2018-03-01

Improving the ability of young people to construct arguments about controversial science topics is a desired outcome of science education. The purpose of this research was to evaluate the impact of an argumentation intervention on the socioscientific issue of climate change with Year 10 students in a disadvantaged Australian school. After participation in a professional development workshop on climate change science, socioscientific issues and argumentation, an early career teacher explicitly taught argumentation over four non-consecutive lessons as part of a 4 week (16 lesson) topic on Earth science. Thirty students completed a pre- and post-test questionnaire to determine their understanding of climate change science and their ability to construct an argument about a climate change socioscientific issue. Students' understanding of climate change improved significantly (p < .001) with a large effect size. There was also a significant increase (p < .05) in the number of categories provided in written arguments about a climate change issue. Qualitative data, comprising classroom observation field notes, lesson transcripts, work samples, and teacher and student interviews, were analysed for the extent to which the students' argumentation skills improved. At the end of the intervention, students became aware of the need to justify their decisions with scientific evidence. It is concluded that introducing argumentation about climate change socioscientific issues to students in a disadvantaged school can improve their argumentation skills.

Developing Climate Resilience Toolkit Decision Support Training Sectio

NASA Astrophysics Data System (ADS)

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

2014-12-01

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

Analysis and Lessons Learned from an Online, Consultative Dialogue between Community Leaders and Climate Experts

NASA Astrophysics Data System (ADS)

Sylak-Glassman, E.; Clavin, C.

2016-12-01

Common approaches to climate resilience planning in the United States rely upon participatory planning approaches and dialogues between decision-makers, science translators, and subject matter experts. In an effort to explore alternative approaches support community climate resilience planning, a pilot of a public-private collaboration called the Resilience Dialogues was held in February and March of 2016. The Resilience Dialogues pilot was an online, asynchronous conversation between community leaders and climate experts, designed to help communities begin the process of climate resilience planning. In order to identify lessons learned from the pilot, we analyzed the discourse of the facilitated dialogues, administered surveys and conducted interviews with participants. Our analysis of the pilot suggests that participating community leaders found value in the consultative dialogue with climate experts, despite limited community-originated requests for climate information. Community leaders most often asked for advice regarding adaptation planning, including specific engineering guidance and advice on how to engage community members around the topic of resilience. Community leaders that had access to downscaled climate data asked experts about how to incorporate the data into their existing planning processes. The guidance sought by community leaders during the pilot shows a large range of hurdles that communities face in using climate information to inform their decision-making processes. Having a forum that connects community leaders with relevant experts and other community leaders who have familiarity with both climate impacts and municipal planning processes would likely help communities accelerate their resilience efforts.

Perceptions and Misconceptions Regarding Climate Change: Politics versus Education

NASA Astrophysics Data System (ADS)

Gil, Elia O.

Climate change has been increasingly becoming a commonly debated topic among the public (Lambert & Bleicher, 2013). This is especially true with scientists and educators (Cooney, 2010). Terminology, politics, and misconceptions can bias perceptions. Scientists also tend to disagree over the cause of climate change and the data resulting from different studies (Idso, Carter, & Singer, 2016). The pilot study was conducted to examine perceptions of preservice teachers regarding climate change. There were forty participants, comprised of twenty Hispanic, nineteen Anglo American, and one African American, enrolled in a required course for future science educators in a medium-sized south Texas university. The pilot study included pre- and post-tests distributed to all of the participants and one on one interviews with three randomly selected pre-service teachers. The post-test results showed a significant difference in statements about the belief that climate change is real, about there being enough scientific evidence to prove the climate is changing, and the belief we are experiencing an extinction event due to climate change. While one lesson on climate change may not prove to be enough to change all of the participants' perceptions, there were some pre-service teachers who did begin to think differently about the impact of human activities and became more aware of climate change issues. The findings from this research show how beneficial a lesson on climate change can be to the future careers of science educators and in turn contribute considerably to the education of future students.

Embedding With Scientists Results In Better Understanding Of How Science Is Really Done, More Human Stories, And More Effective Communication About Controversial Topics.

NASA Astrophysics Data System (ADS)

Haines-Stiles, G.

2015-12-01

Until recently much science communication focused on press conferences and results, "Eureka"-moments issued from podiums. Recent documentaries, however, such as PARTICLE FEVER and THE YEAR OF PLUTO go behind the scenes to show long years of effort, and occasional failures, revealing a more honest—and more engaging—picture of how science is actually done. Audiences respond when researchers show a more human face, and candid moments of stress and exhaustion as well as exhilaration make eventual results more meaningful. This presentation will offer evidence that this approach is also effective on contested topics such as climate change, where long-term relationships between journalists and researchers can help structure communications that avoid distracting controversies. A cameraman spends a full week with ornithologist George Divoky on remote Cooper Island, Alaska: the resulting video podcast informs a stage play in London, and George goes on the road with POLAR-PALOOZA across America and internationally, sharing stories about the birds he studies and the polar bears he has to increasingly avoid, as climate change brings them onshore in search of food. POLAR-PALOOZA also introduced Richard Alley and other Arctic and Antarctic scientists to a team of producers and directors, resulting in a 3-part PBS series and museum outreach that is able to present climate change science in an authoritative and apolitical way. That leads, in turn, to leading researchers including video and more visually-dynamic approaches in communicating their work to the public. An upcoming public television series, THE CROWD & THE CLOUD, will devote one program to insights about climate change gained over decades of interaction between producers and scientists. Many mainstream media outlets have cut back on science coverage and released their dedicated "beat" reporters. However a wealth of new channels offer venues for this approach, and falling prices for high quality cameras and editing systems mean production barriers are minimal. Long term relationships between sources and producers rather than one-off exchanges can generate more authentic information, conveyed in more engaging formats, which is essential to better understanding of GMOs, AI, GEC, and other key scientific and social topics.

A Kaleidoscope of Understanding: Pre-service Elementary Teachers' Knowledge of Climate Change Concepts and Impacts

NASA Astrophysics Data System (ADS)

Hayhoe, D.; Bullock, S.; Hayhoe, K.

2010-12-01

Teachers are at the forefront of efforts to increase climate literacy; however, even teachers’ understanding can contain significant misconceptions. Probes aimed at capturing these misconceptions have been used with pre-service teachers in several countries. Here, we report on a unique 59-item questionnaire useful as a pre-post diagnostic for teacher training. Topics include Earth’s climate system, long-range climatic changes, recent changes, various gases and types of radiation involved in the greenhouse effect, future impacts of climate change, and mitigation options This questionnaire is unique in three ways: 1. the topics include climate change concepts not usually probed, 2. the questions have a binary-choice format that avoided both the “positive statement bias” of agree-disagree questions and the superfluous distractors of multiple-choice tests, and 3. the questionnaire was piloted with pre-service elementary teachers in Toronto, one of the most multicultural cities in the world. The questionnaire items were written for the Ontario curriculum (K-10); however, they also address almost all of the principles identified in Climate Literacy: The Essential Principles of Climate Science. The questionnaire was completed by 89 volunteers from a pool of 280. Most had a substantial knowledge of climate change concepts, with 34 of the 59 questions being answered correctly by more than 60% of the subjects. The item discrimination of most questions was relatively low, however, and only a very few item pairs showed a significant correlation. This suggests that subjects’ knowledge consisted of a “kaleidoscope of understanding,” rather than a coherent picture. Significant misconceptions were also identified, with 18 of the 59 items being answered incorrectly by more than 60% of the subjects. Of these, 11 correspond to misconceptions previously noted, while 7 suggest new misconceptions not yet identified in studies done with students or teachers, such as the idea that most of the Sun’s radiant energy is concentrated in the infrared part rather than in the visible part of the spectrum (92%), the amount of energy that Earth’s system radiates into outer space every day is much less than the amount of energy it receives from the Sun every day (65%), and waste heat resulting from human use of fossil fuel contributes significantly to global warming (82%). On the other hand, the pre-service teachers understood well several other important concepts such as the fact that Earth’s surface continues to give off radiation at night (94%) and that Earth’s climate has varied in long-period natural cycles (92%). These findings have several implications for the teaching of climate change concepts to elementary pre-service teachers: 1. the coherence between concepts taken from various sciences should be emphasized, 2. the concepts that are (surprisingly) understood well by a great majority of teachers should be built upon, and 3. activities should be developed to address the many misconceptions that continue to persist in pre-service elementary teachers’ understanding.

Changing Climates @ Colorado State: 100 (Multidisciplinary) Views of Climate Change

NASA Astrophysics Data System (ADS)

Campbell, S.; Calderazzo, J.; Changing Climates, Cmmap Education; Diversity Team

2011-12-01

We would like to talk about a multidisciplinary education and outreach program we co-direct at Colorado State University, with support from an NSF-funded STC, CMMAP, the Center for Multiscale Modeling of Atmospheric Processes. We are working to raise public literacy about climate change by providing information that is high quality, up to date, thoroughly multidisciplinary, and easy for non-specialists to understand. Our primary audiences are college-level students, their teachers, and the general public. Our motto is Climate Change is Everybody's Business. To encourage and help our faculty infuse climate-change content into their courses, we have organized some 115 talks given by as many different speakers-speakers drawn from 28 academic departments, all 8 colleges at CSU, and numerous other entities from campus, the community, and farther afield. We began with a faculty-teaching-faculty series and then broadened our attentions to the whole campus and surrounding community. Some talks have been for narrowly focused audiences such as extension agents who work on energy, but most are for more eclectic groups of students, staff, faculty, and citizens. We count heads at most events, and our current total is roughly 6,000. We have created a website (http://changingclimates.colostate.edu) that includes videotapes of many of these talks, short videos we have created, and annotated sources that we judge to be accurate, interesting, clearly written, and aimed at non-specialists, including books, articles and essays, websites, and a few items specifically for college teachers (such as syllabi). Pages of the website focus on such topics as how the climate works / how it changes; what's happening / what might happen; natural ecosystems; agriculture; impacts on people; responses from ethics, art, literature; communication; daily life; policy; energy; and-pulling all the pieces together-the big picture. We have begun working on a new series of very short videos that can be combined in various ways to comprise focused, lively, accurate primers to what we all need to know about climate change. With college classrooms as our intended venue, we are looking at such topics as why the weather in your backyard tells you nothing about global climate change-but a good deal about climate; how tiny molecules warm the planet; how snowpack, drought, bark beetles, fire suppression, and wildfire interact as stress complexes; why (and where) women, children, and the poor are especially vulnerable to harm from climate change; what international policy negotiators argue about; what poets and artists can contribute to understanding and solving the climate problem; and why ecologists are worried about changes in the seasonal timing of natural events. We will describe what we have done and how we did it; offer a few tips to others who might wish to do something similar; and introduce our website.

The OGC Innovation Program Testbeds - Advancing Architectures for Earth and Systems

NASA Astrophysics Data System (ADS)

Bermudez, L. E.; Percivall, G.; Simonis, I.; Serich, S.

2017-12-01

The OGC Innovation Program provides a collaborative agile process for solving challenging science problems and advancing new technologies. Since 1999, 100 initiatives have taken place, from multi-million dollar testbeds to small interoperability experiments. During these initiatives, sponsors and technology implementers (including academia and private sector) come together to solve problems, produce prototypes, develop demonstrations, provide best practices, and advance the future of standards. This presentation will provide the latest system architectures that can be used for Earth and space systems as a result of the OGC Testbed 13, including the following components: Elastic cloud autoscaler for Earth Observations (EO) using a WPS in an ESGF hybrid climate data research platform. Accessibility of climate data for the scientist and non-scientist users via on demand models wrapped in WPS. Standards descriptions for containerize applications to discover processes on the cloud, including using linked data, a WPS extension for hybrid clouds and linking to hybrid big data stores. OpenID and OAuth to secure OGC Services with built-in Attribute Based Access Control (ABAC) infrastructures leveraging GeoDRM patterns. Publishing and access of vector tiles, including use of compression and attribute options reusing patterns from WMS, WMTS and WFS. Servers providing 3D Tiles and streaming of data, including Indexed 3d Scene Layer (I3S), CityGML and Common DataBase (CDB). Asynchronous Services with advanced pushed notifications strategies, with a filter language instead of simple topic subscriptions, that can be use across OGC services. Testbed 14 will continue advancing topics like Big Data, security, and streaming, as well as making easier to use OGC services (e.g. RESTful APIs). The Call for Participation will be issued in December and responses are due on mid January 2018.

The OGC Innovation Program Testbeds - Advancing Architectures for Earth and Systems

NASA Astrophysics Data System (ADS)

Bermudez, L. E.; Percivall, G.; Simonis, I.; Serich, S.

2016-12-01

The OGC Innovation Program provides a collaborative agile process for solving challenging science problems and advancing new technologies. Since 1999, 100 initiatives have taken place, from multi-million dollar testbeds to small interoperability experiments. During these initiatives, sponsors and technology implementers (including academia and private sector) come together to solve problems, produce prototypes, develop demonstrations, provide best practices, and advance the future of standards. This presentation will provide the latest system architectures that can be used for Earth and space systems as a result of the OGC Testbed 13, including the following components: Elastic cloud autoscaler for Earth Observations (EO) using a WPS in an ESGF hybrid climate data research platform. Accessibility of climate data for the scientist and non-scientist users via on demand models wrapped in WPS. Standards descriptions for containerize applications to discover processes on the cloud, including using linked data, a WPS extension for hybrid clouds and linking to hybrid big data stores. OpenID and OAuth to secure OGC Services with built-in Attribute Based Access Control (ABAC) infrastructures leveraging GeoDRM patterns. Publishing and access of vector tiles, including use of compression and attribute options reusing patterns from WMS, WMTS and WFS. Servers providing 3D Tiles and streaming of data, including Indexed 3d Scene Layer (I3S), CityGML and Common DataBase (CDB). Asynchronous Services with advanced pushed notifications strategies, with a filter language instead of simple topic subscriptions, that can be use across OGC services. Testbed 14 will continue advancing topics like Big Data, security, and streaming, as well as making easier to use OGC services (e.g. RESTful APIs). The Call for Participation will be issued in December and responses are due on mid January 2018.

Regaining momentum for international climate policy beyond Copenhagen

PubMed Central

2010-01-01

The 'Copenhagen Accord' fails to deliver the political framework for a fair, ambitious and legally-binding international climate agreement beyond 2012. The current climate policy regime dynamics are insufficient to reflect the realities of topical complexity, actor coalitions, as well as financial, legal and institutional challenges in the light of extreme time constraints to avoid 'dangerous' climate change of more than 2°C. In this paper we analyze these stumbling blocks for international climate policy and discuss alternatives in order to regain momentum for future negotiations. PMID:20525341

Trip to Lago Nero (Tusco-Emilian Apennine, Italy): How has our Apennine been changing?

NASA Astrophysics Data System (ADS)

Papini, Piera; Vergari, Simone

2014-05-01

The sharp division of disciplines in Italian Secondary school is a problem which hinders the natural learning of pupils. At the end of the 1st education cycle, candidates must stand six written tests and an oral exam during which they present a topic that includes a lot of disciplines and that they develop unifying what they have been taught fragmentarily. Climate changes that are taking place and the use of Earth resources are a significant topic suitable for a multidisciplinary as well as interdisciplinary approach. Thanks to the Region of Tuscany, which has financed the Educational Contract " An agreement for water" (2012-2015), we could develop this module which involves 14 years old students and is focused on the climate change evidence in a lake, Lago Nero, originated in the Tusco-Emilian Apennine during the development of an ancient Wurmian glacier. The didactical path includes: - lessons in the classroom on weather, climate and climate changes caused both by nature and by man. - A focus on Lago Nero - A trip to Lago Nero, observation of the landscape geomorphology: differences between fluvial valleys and glacial valleys, signs of remote events such as roche mountonnée or recent ones such as landslides and floods caused by intense rainfalls. Collection of samples. - Participation at a conference organized by the Region at San Giorgio Library in Pistoia ( http://rinnoviamoci2011.blogspot.it/ ) during which students met some administrators and talked with them. A video made by the pupils was presented on this occasion. http://www.icsfrankcarradori.it/studenti/ Further activities include: - Open day for families of the younger pupils, during which older pupils explained some of the activities carried out, included the module on Lago Nero. - identification of minerals (connection with Chemestry) - identification of rocks outcropping in the area of the lake: what do they tell about geologic history of our mountains? How can they reveal the age of a geologic formation? (connection with Geology). - information from vegetation about climate changes which are taking place. For example, the limit of the arboreal vegetation ( climax of the area is Abieti-Fagetum ) has risen of about 30 m in the last 40 years , as it can be seen from old pictures (connection with Ecology). - Climate changes (connection with Physics) - Education on the necessity to preserve some micro environments peculiar of Apennine chain (glacial relics) which have remained until now thanks to a microclimate which is rich in precipitation and quite cold at northern exposures. Other disciplines which are involved are Geography, Technology and History. The whole class was involved and strongly motivated. It became clear how important the problem is and how significant our personal commitment is to face climate changes. Results in learning turned out to be different but none of them was below standard.

Understanding the North Atlantic Oscillation and Its Effects in the Mediterranean

NASA Astrophysics Data System (ADS)

Trigo, Ricardo M.; Serrano, Sergio M. Vicente

2010-11-01

ESF-MedCLIVAR Workshop on Hydrological, Socioeconomic and Ecological Impacts of the North Atlantic Oscillation in the Mediterranean; Zaragoza, Spain, 24-27 May 2010; According to the latest Intergovernmental Panel on Climate Change report, the Mediterranean basin represents one of the most important hot spots of climate change in the world, with recent trends toward a hotter and drier climate being related to changes in atmospheric circulation patterns. Among these patterns the North Atlantic Oscillation (NAO) is the most important one and the only one that exerts a clear influence throughout the year, although with stronger intensity and extension during winter. In the framework of the European Science Foundation's Mediterranean Climate Variability and Predictability (MedCLIVAR) program (http://www.medclivar.eu/), a thematic workshop devoted to the hydrological, socioeconomic, and ecological impacts of the NAO in the Mediterranean area was held in Spain. The main objective of this 3-day workshop was to foster interaction in this increasingly interdisciplinary topic, in particular, among climatologists, hydrologists, geographers, agronomists, biologists, and other scientists. The workshop was attended by 62 participants from 15 different countries and included a mix of senior scientists and graduate students. The workshop was divided into five sessions focusing on (1) natural hazards, including droughts, severe precipitations, floods, heat waves, and cold spells; (2) vegetation activity and agriculture production; (3) natural ecosystems and environment, including forest dynamics, fisheries, dynamics of animal populations, and air quality; (4) geomorphology, including landslides and debris flows, erosivity mechanisms, and surface erosion processes; and (5) renewable energies production, including hydraulic, eolic, and solar.

Textbooks of Doubt: Using Systemic Functional Analysis to Explore the Framing of Climate Change in Middle-School Science Textbooks

ERIC Educational Resources Information Center

Román, Diego; Busch, K. C.

2016-01-01

Middle school students are learning about climate change in large part through textbooks used in their classes. Therefore, it is crucial to understand how the language employed in these materials frames this topic. To this end, we used systemic functional analysis to study the language of the chapters related to climate change in four sixth grade…

The Role of Clouds: An Introduction and Rapporteur Report

NASA Technical Reports Server (NTRS)

Taylor, Patrick C.

2012-01-01

This paper presents an overview of discussions during the Cloud s Role session at the Observing and Modelling Earth s Energy Flows Workshop. N. Loeb and B. Soden convened this session including 10 presentations by B. Stevens, B. Wielicki, G. Stephens, A. Clement, K. Sassen, D. Hartmann, T. Andrews, A. Del Genio, H. Barker, and M. Sugi addressing critical aspects of the role of clouds in modulating Earth energy flows. Presentation topics covered a diverse range of areas from cloud microphysics and dynamics, cloud radiative transfer, and the role of clouds in large-scale atmospheric circulations patterns in both observations and atmospheric models. The presentations and discussions, summarized below, are organized around several key questions raised during the session. (1) What is the best way to evaluate clouds in climate models? (2) How well do models need to represent clouds to be acceptable for making climate predictions? (3) What are the largest uncertainties in clouds? (4) How can these uncertainties be reduced? (5) What new observations are needed to address these problems? Answers to these critical questions are the topics of ongoing research and will guide the future direction of this area of research.

The Role of Clouds: An Introduction and Rapporteur Report

NASA Astrophysics Data System (ADS)

Taylor, Patrick C.

2012-07-01

This paper presents an overview of discussions during the Cloud's Role session at the Observing and Modelling Earth's Energy Flows Workshop. N. Loeb and B. Soden convened this session including 10 presentations by B. Stevens, B. Wielicki, G. Stephens, A. Clement, K. Sassen, D. Hartmann, T. Andrews, A. Del Genio, H. Barker, and M. Sugi addressing critical aspects of the role of clouds in modulating Earth energy flows. Presentation topics covered a diverse range of areas from cloud microphysics and dynamics, cloud radiative transfer, and the role of clouds in large-scale atmospheric circulations patterns in both observations and atmospheric models. The presentations and discussions, summarized below, are organized around several key questions raised during the session. (1) What is the best way to evaluate clouds in climate models? (2) How well do models need to represent clouds to be acceptable for making climate predictions? (3) What are the largest uncertainties in clouds? (4) How can these uncertainties be reduced? (5) What new observations are needed to address these problems? Answers to these critical questions are the topics of ongoing research and will guide the future direction of this area of research.

Ocean Research Enabled by Underwater Gliders.

PubMed

Rudnick, Daniel L

2016-01-01

Underwater gliders are autonomous underwater vehicles that profile vertically by changing their buoyancy and use wings to move horizontally. Gliders are useful for sustained observation at relatively fine horizontal scales, especially to connect the coastal and open ocean. In this review, research topics are grouped by time and length scales. Large-scale topics addressed include the eastern and western boundary currents and the regional effects of climate variability. The accessibility of horizontal length scales of order 1 km allows investigation of mesoscale and submesoscale features such as fronts and eddies. Because the submesoscales dominate vertical fluxes in the ocean, gliders have found application in studies of biogeochemical processes. At the finest scales, gliders have been used to measure internal waves and turbulent dissipation. The review summarizes gliders' achievements to date and assesses their future in ocean observation.

Use and interpretation of climate envelope models: a practical guide

USGS Publications Warehouse

Watling, James I.; Brandt, Laura A.; Mazzotti, Frank J.; Romañach, Stephanie S.

2013-01-01

This guidebook is intended to provide a practical overview of climate envelope modeling for conservation professionals and natural resource managers. The material is intended for people with little background or experience in climate envelope modeling who want to better understand and interpret models developed by others and the results generated by such models, or want to do some modeling themselves. This is not an exhaustive review of climate envelope modeling, but rather a brief introduction to some key concepts in the discipline. Readers interested in a more in-depth treatment of much of the material presented here are referred to an excellent book, Mapping Species Distributions: Spatial Inference and Prediction by Janet Franklin. Also, a recent review (Araújo & Peterson 2012) provides an excellent, though more technical, discussion of many of the issues dealt with here. Here we treat selected topics from a practical perspective, using minimal jargon to explain and illustrate some of the many issues that one has to be aware of when using climate envelope models. When we do introduce specialized terminology in the guidebook, we bold the term when it is first used; a glossary of these terms is included at the back of the guidebook.

International collaboration and comparative research on ocean top predators under CLIOTOP

NASA Astrophysics Data System (ADS)

Hobday, Alistair J.; Arrizabalaga, Haritz; Evans, Karen; Scales, Kylie L.; Senina, Inna; Weng, Kevin C.

2017-06-01

Oceanic top predators have ecological, social and economic value of global significance. These wide-ranging marine species, which include sharks, tunas and billfishes, marine mammals, turtles and seabirds, are the focus of international research attention under the Climate Impacts on Oceanic Top Predators (CLIOTOP) science programme, one of the Integrated Marine Biosphere Research (IMBeR) projects. Over more than a decade, research conducted under CLIOTOP has involved scientists from more than 30 countries, with international collaboration increasing markedly over time, and comparative analyses resulting in new knowledge and understanding of oceanic top predators. This special issue presents 27 papers arising from the 3rd CLIOTOP symposium, held in San Sebastián, Spain in September 2015, spanning topics such as conservation biology, trophic ecology, fisheries science, climate change, and adaptive management. The maturation and synthesis of CLIOTOP's collaborative research is now resulting in real-world management applications and improving understanding of potential ecological and socio-economic impacts of climate change in oceanic systems. The ultimate CLIOTOP goal of preparing both climate-sensitive predator populations and the human societies dependent on them for the impending impacts of climate change is now within reach.

Climate modelling of mass-extinction events: a review

NASA Astrophysics Data System (ADS)

Feulner, Georg

2009-07-01

Despite tremendous interest in the topic and decades of research, the origins of the major losses of biodiversity in the history of life on Earth remain elusive. A variety of possible causes for these mass-extinction events have been investigated, including impacts of asteroids or comets, large-scale volcanic eruptions, effects from changes in the distribution of continents caused by plate tectonics, and biological factors, to name but a few. Many of these suggested drivers involve or indeed require changes of Earth's climate, which then affect the biosphere of our planet, causing a global reduction in the diversity of biological species. It can be argued, therefore, that a detailed understanding of these climatic variations and their effects on ecosystems are prerequisites for a solution to the enigma of biological extinctions. Apart from investigations of the paleoclimate data of the time periods of mass extinctions, climate-modelling experiments should be able to shed some light on these dramatic events. Somewhat surprisingly, however, only a few comprehensive modelling studies of the climate changes associated with extinction events have been undertaken. These studies will be reviewed in this paper. Furthermore, the role of modelling in extinction research in general and suggestions for future research are discussed.

Impacts of climate change on biodiversity, ecosystems, and ecosystem services: technical input to the 2013 National Climate Assessment

USGS Publications Warehouse

Staudinger, Michelle D.; Grimm, Nancy B.; Staudt, Amanda; Carter, Shawn L.; Stuart, F. Stuart; Kareiva, Peter; Ruckelshaus, Mary; Stein, Bruce A.

2012-01-01

Ecosystems, and the biodiversity and services they support, are intrinsically dependent on climate. During the twentieth century, climate change has had documented impacts on ecological systems, and impacts are expected to increase as climate change continues and perhaps even accelerates. This technical input to the National Climate Assessment synthesizes our scientific understanding of the way climate change is affecting biodiversity, ecosystems, ecosystem services, and what strategies might be employed to decrease current and future risks. Building on past assessments of how climate change and other stressors are affecting ecosystems in the United States and around the world, we approach the subject from several different perspectives. First, we review the observed and projected impacts on biodiversity, with a focus on genes, species, and assemblages of species. Next, we examine how climate change is affecting ecosystem structural elements—such as biomass, architecture, and heterogeneity—and functions—specifically, as related to the fluxes of energy and matter. People experience climate change impacts on biodiversity and ecosystems as changes in ecosystem services; people depend on ecosystems for resources that are harvested, their role in regulating the movement of materials and disturbances, and their recreational, cultural, and aesthetic value. Thus, we review newly emerging research to determine how human activities and a changing climate are likely to alter the delivery of these ecosystem services. This technical input also examines two cross-cutting topics. First, we recognize that climate change is happening against the backdrop of a wide range of other environmental and anthropogenic stressors, many of which have caused dramatic ecosystem degradation already. This broader range of stressors interacts with climate change, and complicates our abilities to predict and manage the impacts on biodiversity, ecosystems, and the services they support. The second cross-cutting topic is the rapidly advancing field of climate adaptation, where there has been significant progress in developing the conceptual framework, planning approaches, and strategies for safeguarding biodiversity and other ecological resources. At the same time, ecosystem-based adaptation is becoming more prominent as a way to utilize ecosystem services to help human systems adapt to climate change. In this summary, we present key findings of the technical input, focusing on themes that can be found throughout the report. Thus, this summary takes a more integrated look at the question of how climate change is affecting our ecological resources, the implications for humans, and possible response strategies. This integrated approach better reflects the impacts of climate in the real world, where changes in ecosystem structure or function will alter the viability of different species and the efficacy of ecosystem services. Likewise, adaptation to climate change will simultaneously address a range of conservation goals. Case studies are used to illustrate this complete picture throughout the report; a snapshot of one case study, 2011 Las Conchas, New Mexico Fire, is included in this summary.

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,…

Paleoecology: An Untapped Resource for Teaching Environmental Change

ERIC Educational Resources Information Center

Raper, Diana J.; Zander, Holli

2009-01-01

Global warming and climate change have become hot topics that incite debate, inspire scientific research, and influence international policy. However, the scientific research that provides the past climate and environmental information upon which contemporary environmental change is measured, receives little attention in high school curriculum.…

Bringing science to the table: Case studies in science-informed decision making on climate change and beyond

NASA Astrophysics Data System (ADS)

Goldman, G. T.; Phartiyal, P.; Mulvey, K.

2016-12-01

Federal government officials often rely on the research and advice of scientists to inform their decision making around climate change and other complex topics. Decision makers, however, are constrained by the time and accessibility needed to obtain and incorporate scientific information. At the same time, scientists have limited capacity and incentive to devote significant time to communicating their science to decision makers. The Union of Concerned Scientists has employed several strategies to produce policy-relevant scientific work and to facilitate engagement between scientists and decision makers across research areas. This talk will feature lessons learned and key strategies for science-informed decision making around climate change and other areas of the geosciences. Case studies will include conducting targeted sea level rise studies to inform rulemaking at federal agencies, bringing science to policy discussions on hydraulic fracturing, and leveraging the voice of the scientific community on specific policy proposals around climate change disclosure of companies. Recommendations and lessons learned for producing policy-relevant science and effectively communicating it with decision makers will be offered.

Advancing the framework for considering the effects of climate change on worker safety and health.

PubMed

Schulte, P A; Bhattacharya, A; Butler, C R; Chun, H K; Jacklitsch, B; Jacobs, T; Kiefer, M; Lincoln, J; Pendergrass, S; Shire, J; Watson, J; Wagner, G R

2016-11-01

In 2009, a preliminary framework for how climate change could affect worker safety and health was described. That framework was based on a literature search from 1988-2008 that supported seven categories of climate-related occupational hazards: (1) increased ambient temperature; (2) air pollution; (3) ultraviolet radiation exposure; (4) extreme weather; (5) vector-borne diseases and expanded habitats; (6) industrial transitions and emerging industries; and (7) changes in the built environment. This article reviews the published literature from 2008-2014 in each of the seven categories. Additionally, three new topics related to occupational safety and health are considered: mental health effects, economic burden, and potential worker safety and health impacts associated with the nascent field of climate intervention (geoengineering). Beyond updating the literature, this article also identifies key priorities for action to better characterize and understand how occupational safety and health may be associated with climate change events and ensure that worker health and safety issues are anticipated, recognized, evaluated, and mitigated. These key priorities include research, surveillance, risk assessment, risk management, and policy development. Strong evidence indicates that climate change will continue to present occupational safety and health hazards, and this framework may be a useful tool for preventing adverse effects to workers.

Advancing the framework for considering the effects of climate change on worker safety and health

PubMed Central

Schulte, P.A.; Bhattacharya, A.; Butler, C.R.; Chun, H.K.; Jacklitsch, B.; Jacobs, T.; Kiefer, M.; Lincoln, J.; Pendergrass, S.; Shire, J.; Watson, J.; Wagner, G.R.

2016-01-01

ABSTRACT In 2009, a preliminary framework for how climate change could affect worker safety and health was described. That framework was based on a literature search from 1988–2008 that supported seven categories of climate-related occupational hazards: (1) increased ambient temperature; (2) air pollution; (3) ultraviolet radiation exposure; (4) extreme weather; (5) vector-borne diseases and expanded habitats; (6) industrial transitions and emerging industries; and (7) changes in the built environment. This article reviews the published literature from 2008–2014 in each of the seven categories. Additionally, three new topics related to occupational safety and health are considered: mental health effects, economic burden, and potential worker safety and health impacts associated with the nascent field of climate intervention (geoengineering). Beyond updating the literature, this article also identifies key priorities for action to better characterize and understand how occupational safety and health may be associated with climate change events and ensure that worker health and safety issues are anticipated, recognized, evaluated, and mitigated. These key priorities include research, surveillance, risk assessment, risk management, and policy development. Strong evidence indicates that climate change will continue to present occupational safety and health hazards, and this framework may be a useful tool for preventing adverse effects to workers. PMID:27115294

Climate Impact and GIS Education Using Realistic Applications of Data.gov Thematic Datasets in a Structured Lesson-Based Workbook

NASA Astrophysics Data System (ADS)

Amirazodi, S.; Griffin, R.; Bugbee, K.; Ramachandran, R.; Weigel, A. M.

2016-12-01

This project created a workbook which teaches Earth Science education undergraduate and graduate students through guided in-class activities and take-home assignments organized around climate topics which use GIS to teach key geospatial analysis techniques and cartography skills. The workbook is structured to the White House's Data.gov climate change themes, which include Coastal Flooding, Ecosystem Vulnerability, Energy Infrastructure, Arctic, Food Resilience, Human Health, Transportation, Tribal Nations, Water. Each theme provides access to framing questions, associated data, interactive tools, and further reading (e.g. the US Climate Resilience Toolkit and National Climate Assessment). Lessons make use of the respective theme's available resources. The structured thematic approach is designed to encourage independent exploration. The goal is to teach climate concepts and concerns, GIS techniques and approaches, and effective cartographic representation and communication of results; and foster a greater awareness of publically available resources and datasets. To reach more audiences more effectively, a two level approach was used. Level 1 serves as an introductory study and relies on only freely available interactive tools to reach audiences with fewer resources and less familiarity. Level 2 presents a more advanced case study, and focuses on supporting common commercially available tool use and real-world analysis techniques.

A Meta-Analysis of Local Climate Change Adaptation Actions ...

EPA Pesticide Factsheets

Local governments are beginning to take steps to address the consequences of climate change, such as sea level rise and heat events. However, we do not have a clear understanding of what local governments are doing -- the extent to which they expect climate change to affect their community, the types of actions they have in place to address climate change, and the resources at their disposal for implementation. Several studies have been conducted by academics, non-governmental organizations, and public agencies to assess the status of local climate change adaptation. This project collates the findings from dozens of such studies to conduct a meta-analysis of local climate change adaptation actions. The studies will be characterized along several dimensions, including (a) methods used, (b) timing and geographic scope, (c) topics covered, (d) types of adaptation actions identified, (e) implementation status, and (f) public engagement and environmental justice dimensions considered. The poster presents the project's rationale and approach and some illustrative findings from early analyses. [Note: The document being reviewed is an abstract in which a poster is being proposed. The poster will enter clearance if the abstract is accepted] The purpose of this poster is to present the research framework and approaches I am developing for my ORISE postdoctoral project, and to get feedback on early analyses.

Climate Impact and GIS Education Using Realistic Applications of Data.gov Thematic Datasets in a Structured Lesson-Based Workbook

NASA Technical Reports Server (NTRS)

Amirazodi, Sara; Griffin, Robert; Bugbee, Kaylin; Ramachandran, Rahul; Weigel, Amanda

2016-01-01

This project created a workbook which teaches Earth Science to undergraduate and graduate students through guided in-class activities and take-home assignments organized around climate topics which use GIS to teach key geospatial analysis techniques and cartography skills. The workbook is structured to the White House's Data.gov climate change themes, which include Coastal Flooding, Ecosystem Vulnerability, Energy Infrastructure, Arctic, Food Resilience, Human Health, Transportation, Tribal Nations, and Water. Each theme provides access to framing questions, associated data, interactive tools, and further reading (e.g. The US Climate Resilience Toolkit and National Climate Assessment). Lessons make use of the respective theme's available resources. The structured thematic approach is designed to encourage independent exploration. The goal is to teach climate concepts and concerns, GIS techniques and approaches, and effective cartographic representation and communication results; and foster a greater awareness of publicly available resources and datasets. To reach more audiences more effectively, a two level approach was used. Level 1 serves as an introductory study and relies on only freely available interactive tools to reach audiences with fewer resources and less familiarity. Level 2 presents a more advanced case study, and focuses on supporting common commercially available tool use and real-world analysis techniques.

A Massive Open Online Course (MOOC) on Climate Change

NASA Astrophysics Data System (ADS)

Somerville, R. C. J.

2015-12-01

A climate change MOOC is a way to reach a global audience of many thousands of students. What was it like to teach climate change to an invisible class over the Internet, and how well did it work? The need to educate many people about climate change seems obvious. Climate change is one of the most important existential issues of our time. Sound science can inform wise policy, and coping successfully with climate change is surely an urgent global challenge that requires scientific input and a scientifically informed public. Today many scientists have opportunities to communicate what science has learned about climate and climate change. Yet being a scientific expert on these subjects does not necessarily mean having the skills to communicate effectively to a broad audience. Like learning to ski or to drive a car skillfully, learning to communicate climate science well takes time and effort. The MOOC format has its own special challenges. Effective communication should always resemble a conversation rather than a monologue, but a conversation can be difficult when the teacher will never see or hear from the great majority of students in the class. In addition, a well-funded and effective professional disinformation campaign has been successful in sowing widespread confusion about climate change. As a result, many people mistakenly think climate change science is unreliable or is controversial within the expert community. One can expect that some of the students taking the MOOC will have been influenced by this sort of erroneous information. Thus, one appealing topic to include in a MOOC on climate change is to give useful guidelines for recognizing and rejecting junk science and disinformation. This talk will describe one climate scientist's first-person participation in teaching a climate change MOOC.

Supporting Climate Literacy in the K12 Classroom by Identifying Educators' Perceived Barriers to and Gaps in Resources for Teaching Climate Change

NASA Astrophysics Data System (ADS)

Tayne, K.

2015-12-01

As K12 teachers seek ways to provide meaningful learning opportunities for students to understand climate change, they often face barriers to teaching about climate and/or lack relevant resources on the topic. In an effort to better understand how to support K12 teachers in this role, a survey about "teaching climate change" was created and distributed. The results of the 2015 survey are presented, based on more than 200 teacher responses. Respondents included National Science Teachers Association (NSTA) members, 2015 STEM Teacher and Researcher (STAR) Fellows and science teachers from several U.S. school districts. The survey identifies teachers' perceived barriers to teaching climate change, for example difficulty integrating climate change concepts into specific core courses (i.e., biology), as well as desired classroom resources, such as climate change project-based learning (PBL) units that connect to the Next Generation Science Standards (NGSS). Survey results also indicate possible pathways for federal agencies, non-profits, universities and other organizations to have a more significant impact on climate literacy in the classroom. In response to the survey results, a comprehensive guide is being created to teach climate change in K12 classrooms, addressing barriers and providing resources for teachers. For example, in the survey, some teachers indicated that they lacked confidence in their content knowledge and understanding of climate change, so this guide provides web-based resources to help further an educator's understanding of climate change, as well as opportunities for relevant online and in-person professional development. In this quest for desired resources to teach climate change, gaps in accessible and available online resources are being identified. Information about these "gaps" may help organizations that strive to support climate literacy in the classroom better serve teachers.

Role of Science in the Development of U.S. Climate Policy Legislation

NASA Astrophysics Data System (ADS)

Staudt, A. C.

2009-12-01

Climate policy in the United States advanced substantially in 2009, including the development of the first comprehensive legislation designed to reduce greenhouse gas emissions. Whereas in prior years Congress actively sought out information on climate change science and impacts to help make the case for policy action, the emphasis recently shifted to economic implications and technological readiness for proposed policies. This shift reflected an acknowledgment among many, but not all, members of Congress that the debate about human-caused climate change is over and that they must focus on crafting policy solutions. The dozens of Congressional hearings held during 2008 and 2009 on climate solutions certainly were necessary for developing legislation. However, a question remains as to whether the legislation, in particular the selection of emissions reduction targets and timetables, was informed by the latest climate science. Of particular concern is to what extent recently published scientific studies indicating many climate changes are on pace with or exceeding the worst-case scenarios considered in the 2007 reports of the Intergovernmental Panel on Climate Change were considered. Furthermore, lacking official hearings on the topic of climate science, skeptical policy makers may have little exposure to the latest scientific findings. Environmental non-governmental organizations play an important intermediary role between the scientific community and policy makers to bridge both of these information gaps. Examples of NGO strategies for bringing the latest science to Congress and of ways that scientists can engage in these efforts will be presented.

Time Scavengers: a Website for the Public to Learn about Climate Change and Evolution Through the Experiences of Scientists

NASA Astrophysics Data System (ADS)

Fraass, A. J.; Lam, A. R.; Bauer, J.; Bryant, R.; Golder, K.; Hartshorn, K. R.; Hils, J. M.; Limbeck, M.; Sheffield, S. L.

2017-12-01

Climate change and evolution are subjects that are consistently in the public sphere, though as public acceptance and desire to act on these subjects has increased, misinformation has as well. Thus, it is critical that scientists engage the public in discussions on these subjects. Several sites and blogs have attempted to explain these concepts; however, they often focus on one aspect of climate change or evolution, and blogs tend to follow the experiences of one scientist in a specific field. Due to these limitations, we have created a new website, TimeScavengers.blog. The site, maintained by postdocs, graduate students, and avocational scientists, is unique in that it includes static pages that thoroughly explain climate and evolution related topics and includes 5 blog pages that highlight the experiences of the site collaborators. Blog pages include: `Meet the Scientist', dedicated to introducing the public to scientists in many disciplines; `Science Bytes', focusing on research conducted by the site collaborators; `Education & Outreach', highlighting interactions between site collaborators and the public; and `Climate & Paleo News', explaining the relevance of important papers in climate research, paleoceanography, and paleontology and how they increase our understanding of climate change and evolution. The site also includes a `Teaching Resources' page with links to sites with activities related to the content on the website appropriate for K-12 classrooms. The overarching goal of the site is to bridge the gap between scientists and the public through engaging, informational pages and personal experiences in the field, lab, classroom, and community. Current data indicate that 78% of the public find the site through social media platforms and people ages 25-34 are dominantly interacting with the site. 21.7% of users' first interaction (first click once on the homepage) viewed the `Meet the Scientist' blog, 10.2% viewed the climate pages, and 8.4% visited the evolution pages. Statistics and data continue to be collected on the site's traffic will be used to determine the best practices for science communication and ways which the public interacts with educational websites.

Communication and perception of uncertainty via graphics in disciplinary and interdisciplinary climate change research

NASA Astrophysics Data System (ADS)

Lackner, Bettina C.; Kirchengast, Gottfried

2015-04-01

Besides written and spoken language, graphical displays play an important role in communicating scientific findings or explaining scientific methods, both within one and between various disciplines. Uncertainties and probabilities are generally difficult to communicate, especially via graphics. Graphics including uncertainty sometimes need detailed written or oral descriptions to be understood. "Good" graphics should ease scientific communication, especially amongst different disciplines. One key objective of the Doctoral Programme "Climate Change: Uncertainties, Thresholds and Coping Strategies" (http://dk-climate-change.uni-graz.at/en/), located at the University of Graz, is to reach a better understanding of climate change uncertainties by bridging research in multiple disciplines, including physical climate sciences, geosciences, systems and sustainability sciences, environmental economics, and climate ethics. This asks for efforts into the formulation of a "common language", not only as to words, but also as to graphics. The focus of this work is on two topics: (1) What different kinds of uncertainties (e.g., data uncertainty, model uncertainty) are included in the graphics of the recent IPCC reports of all three working groups (WGs) and in what ways do uncertainties get illustrated? (2) How are these graphically displayed uncertainties perceived by researchers of a similar research discipline and from researchers of different disciplines than the authors of the graphics? To answer the first question, the IPCC graphics including uncertainties are grouped and analyzed with respect to different kinds of uncertainties to filter out most of the commonly used types of displays. The graphics will also be analyzed with respect to their WG origin, as we assume that graphics from researchers rooted in, e.g., physical climate sciences and geosciences (mainly IPCC WG 1) differ from those of researchers rooted in, e.g., economics or system sciences (mainly WG 3). In a subsequent analysis, some basic types of graphics displaying uncertainty are selected to serve as input for the construction of "makeshift graphics" (displaying only the main features but including no detailed title or caption). These makeshift graphics are then used to assess how the displayed features are perceived and understood by researchers of various disciplines. In this initial study, this analysis will be based on results of a workshop including the wide diversity of researchers within the FWF-DK Climate Change. We will present first results of this work.

New Congressional Climate Change Task Force Calls on President to Use Administrative Authority

NASA Astrophysics Data System (ADS)

Showstack, Randy

2013-02-01

Spurred by U.S. congressional inaction on climate change and by President Barack Obama's comments on the topic in his 21 January inaugural address, several Democratic members of Congress announced at a Capitol Hill briefing the formation of a bicameral task force on climate change. In addition, they have called on the president to use his administrative authority to deal with the issue.

Using Climate Change for Teaching Experimental Sciences in Teacher Education through Research Projects on Recycling at the University of Lleida (Western Catalonia)

NASA Astrophysics Data System (ADS)

Sebastia, M. T.; Verdú, N.

2016-12-01

Although climate change is one of the most pressing challenges faced by humankind, climate change illiteracy is frequent among primary school teacher college students reaching the second school year at the University of Lleida (UdL). Climate change was chosen to structure the course on Experimental Sciences of the bilingual group because this topic involves all sciences, and because of the importance of the subject for future educators. In the bilingual group of the Education Faculty, Experimental Sciences is taught in English, and there are usually 1-2 international students in addition to around 20 local students. To increase the awareness about climate change and make this topic closer to the students' daily experience, a research project on recycling at the University of Lleida was assigned per groups of 4 students. The assignment was semi-structured, the students received a reduced set of instructions and large freedom to focus their particular projects. Additional instructions were provided along the way. We present results from the comparisons among faculties at UdL, and among the different users: students, professors and researchers, and administration staff. We also discuss the impact that this project had in the learning ability of the students and their awareness about climate change.

Bridging Climate Change Resilience and Mitigation in the Electricity Sector Through Renewable Energy and Energy Efficiency: Emerging Climate Change and Development Topics for Energy Sector Transformation

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

Cox, Sarah L; Hotchkiss, Elizabeth L; Bilello, Daniel E

Reliable, safe, and secure electricity is essential for economic and social development and a necessary input for many sectors of the economy. However, electricity generation and associated processes make up a significant portion of global greenhouse gas (GHG) emissions contributing to climate change. Furthermore, electricity systems are vulnerable to climate change impacts - both short-term events and changes over the longer term. This vulnerability presents both near-term and chronic challenges in providing reliable, affordable, equitable, and sustainable energy services. Within this context, developing countries face a number of challenges in the energy sector, including the need to reliably meet growingmore » electricity demand, lessen dependence on imported fuels, expand energy access, and improve stressed infrastructure for fuel supply and electricity transmission. Energy efficiency (EE) and renewable energy (RE) technical solutions described in this paper can bridge action across climate change mitigation and resilience through reducing GHG emissions and supporting electric power sector adaptation to increasing climate risk. Integrated planning approaches, also highlighted in this paper, play an integral role in bringing together mitigation and resilience action under broader frameworks. Through supporting EE and RE deployment and integrated planning approaches, unique to specific national and local circumstances, countries can design and implement policies, strategies, and sectoral plans that unite development priorities, climate change mitigation, and resilience.« less

Utilizing the social media data to validate 'climate change' indices

NASA Astrophysics Data System (ADS)

Molodtsova, T.; Kirilenko, A.; Stepchenkova, S.

2013-12-01

Reporting the observed and modeled changes in climate to public requires the measures understandable by the general audience. E.g., the NASA GISS Common Sense Climate Index (Hansen et al., 1998) reports the change in climate based on six practically observable parameters such as the air temperature exceeding the norm by one standard deviation. The utility of the constructed indices for reporting climate change depends, however, on an assumption that the selected parameters are felt and connected with the changing climate by a non-expert, which needs to be validated. Dynamic discussion of climate change issues in social media may provide data for this validation. We connected the intensity of public discussion of climate change in social networks with regional weather variations for the territory of the USA. We collected the entire 2012 population of Twitter microblogging activity on climate change topic, accumulating over 1.8 million separate records (tweets) globally. We identified the geographic location of the tweets and associated the daily and weekly intensity of twitting with the following parameters of weather for these locations: temperature anomalies, 'hot' temperature anomalies, 'cold' temperature anomalies, heavy rain/snow events. To account for non-weather related events we included the articles on climate change from the 'prestige press', a collection of major newspapers. We found that the regional changes in parameters of weather significantly affect the number of tweets published on climate change. This effect, however, is short-lived and varies throughout the country. We found that in different locations different weather parameters had the most significant effect on climate change microblogging activity. Overall 'hot' temperature anomalies had significant influence on climate change twitting intensity.

Using Atmospheric Circulation Patterns to Detect and Attribute Changes in the Risk of Extreme Climate Events

NASA Astrophysics Data System (ADS)

Diffenbaugh, N. S.; Horton, D. E.; Singh, D.; Swain, D. L.; Touma, D. E.; Mankin, J. S.

2015-12-01

Because of the high cost of extreme events and the growing evidence that global warming is likely to alter the statistical distribution of climate variables, detection and attribution of changes in the probability of extreme climate events has become a pressing topic for the scientific community, elected officials, and the public. While most of the emphasis has thus far focused on analyzing the climate variable of interest (most often temperature or precipitation, but also flooding and drought), there is an emerging emphasis on applying detection and attribution analysis techniques to the underlying physical causes of individual extreme events. This approach is promising in part because the underlying physical causes (such as atmospheric circulation patterns) can in some cases be more accurately represented in climate models than the more proximal climate variable (such as precipitation). In addition, and more scientifically critical, is the fact that the most extreme events result from a rare combination of interacting causes, often referred to as "ingredients". Rare events will therefore always have a strong influence of "natural" variability. Analyzing the underlying physical mechanisms can therefore help to test whether there have been changes in the probability of the constituent conditions of an individual event, or whether the co-occurrence of causal conditions cannot be distinguished from random chance. This presentation will review approaches to applying detection/attribution analysis to the underlying physical causes of extreme events (including both "thermodynamic" and "dynamic" causes), and provide a number of case studies, including the role of frequency of atmospheric circulation patterns in the probability of hot, cold, wet and dry events.

Climate change and our environment: the effect on respiratory and allergic disease.

PubMed

Barne, Charles; Alexis, Neil E; Bernstein, Jonathan A; Cohn, John R; Demain, Jeffrey G; Horner, Elliot; Levetin, Estelle; Nei, Andre; Phipatanakul, Wanda

2013-03-01

Climate change is a constant and ongoing process. It is postulated that human activities have reached a point at which we are producing global climate change. It provides suggestions to help the allergist/environmental physician integrate recommendations about improvements in outdoor and indoor air quality and the likely response to predicted alterations in the earth's environment into his or her patient's treatment plan. It incorporates references retrieved from Pub Med searches for topics, including:climate change, global warming, global climate change, greenhouse gasses, air pollution, particulates, black carbon, soot and sea level, as well as references contributed by the individual authors. Many changes that affect respiratory disease are anticipated.Examples of responses to climate change include energy reduction retrofits in homes that could potentially affect exposure to allergens and irritants, more hot sunny days that increase ozone-related difficulties, and rises in sea level or altered rainfall patterns that increase exposure to damp indoor environments.Climate changes can also affect ecosystems, manifested as the appearance of stinging and biting arthropods in new areas.Higher ambient carbon dioxide concentrations, warmer temperatures, and changes in floristic zones could potentially increase exposure to ragweed and other outdoor allergens,whereas green practices such as composting can increase allergen and irritant exposure. Finally, increased energy costs may resultin urban crowding and human source pollution, leading to changes in patterns of infectious respiratory illnesses. Improved governmental controls on airborne pollutants could lead to cleaner air and reduced respiratory diseases but will meet strong opposition because of their effect on business productivity. The allergy community must therefore adapt, as physician and research scientists always have, by anticipating the needs of patients and by adopting practices and research methods to meet changing environmental conditions.

Producing More Actionable Science Isn't the Problem; It's Providing Decision-Makers with Access to Right Actionable Knowledge

NASA Astrophysics Data System (ADS)

Trexler, M.

2017-12-01

Policy-makers today have almost infinite climate-relevant scientific and other information available to them. The problem for climate change decision-making isn't missing science or inadequate knowledge of climate risks; the problem is that the "right" climate change actionable knowledge isn't getting to the right decision-maker, or is getting there too early or too late to effectively influence her decision-making. Actionable knowledge is not one-size-fit-all, and for a given decision-maker might involve scientific, economic, or risk-based information. Simply producing more and more information as we are today is not the solution, and actually makes it harder for individual decision-makers to access "their" actionable knowledge. The Climatographers began building the Climate Web five years ago to test the hypothesis that a knowledge management system could help navigate the gap between infinite information and individual actionable knowledge. Today the Climate Web's more than 1,500 index terms allow instant access to almost any climate change topic. It is a curated public-access knowledgebase of more than 1,000 books, 2,000 videos, 15,000 reports and articles, 25,000 news stories, and 3,000 websites. But it is also much more, linking together tens of thousands of individually extracted ideas and graphics, and providing Deep Dives into more than 100 key topics from changing probability distributions of extreme events to climate communications best practices to cognitive dissonance in climate change decision-making. The public-access Climate Web is uniquely able to support cross-silo learning, collaboration, and actionable knowledge dissemination. The presentation will use the Climate Web to demonstrate why knowledge management should be seen as a critical component of science and policy-making collaborations.

Geocuration Lessons Learned from the Climate Data Initiative Project

NASA Technical Reports Server (NTRS)

Ramachandran, Rahul; Bugbee, Kaylin; Tilmes, Curt; Pinheiro Privette, Ana

2015-01-01

Curation is traditionally defined as the process of collecting and organizing information around a common subject matter or a topic of interest and typically occurs in museums, art galleries, and libraries. The task of organizing data around specific topics or themes is a vibrant and growing effort in the biological sciences but to date this effort has not been actively pursued in the Earth sciences. This presentation will introduce the concept of geocuration, which we define it as the act of searching, selecting, and synthesizing Earth science data/metadata and information from across disciplines and repositories into a single, cohesive, and useful compendium. We also present the Climate Data Initiative (CDI) project as an prototypical example. The CDI project is a systematic effort to manually curate and share openly available climate data from various federal agencies. CDI is a broad multi-agency effort of the U.S. government and seeks to leverage the extensive existing federal climate-relevant data to stimulate innovation and private-sector entrepreneurship to support national climate change preparedness. The geocuration process used in the CDI project, key lessons learned, and suggestions to improve similar geocuration efforts in the future will be part of this presentation.

Hot air and Congress

NASA Astrophysics Data System (ADS)

Balco, Greg

Bruce Doe's article, “A Potomac Perspective on the Growing Global Greenhouse” (Eos, January 5, 1999), contained the provocative suggestion that temperature in the Washington, D.C., region might be causally linked to congressional attention to the topics of greenhouse warming and global climate change, as well as federal funding for research into these topics. This assertion is particularly interesting in light of recent archaeological and paleoclimatic studies that suggest a link between large-scale regional climate change and major events in ancient civilizations. For example, the collapses of the Akkadian Empire, the Minoan civilization in Crete, the Old Kingdom of Egypt, and the Mayan civilization in Mexico appear to coincide with major regional climate changes, suggesting that climatic factors might be more important than previously proposed sociopolitical ones in explaining the history of these cultures (see, for example, K. Wright's article, “Empires in the Dust,” in Discover, March 1998).If a connection between climate and politics could be demonstrated in our own society, it might shed light on these past events. However, Doe did not further explore this possibility, presumably because of the lack of an appropriate quantitative measurement of legislative activity that could be compared to the temperature record.

Geocuration Lessons Learned from the Climate Data Initiative Project

NASA Astrophysics Data System (ADS)

Ramachandran, R.; Bugbee, K.; Tilmes, C.; Privette, A. P.

2015-12-01

Curation is traditionally defined as the process of collecting and organizing information around a common subject matter or a topic of interest and typically occurs in museums, art galleries, and libraries. The task of organizing data around specific topics or themes is a vibrant and growing effort in the biological sciences but to date this effort has not been actively pursued in the Earth sciences. This presentation will introduce the concept of geocuration, which we define it as the act of searching, selecting, and synthesizing Earth science data/metadata and information from across disciplines and repositories into a single, cohesive, and useful compendium.We also present the Climate Data Initiative (CDI) project as an exemplar example. The CDI project is a systematic effort to manually curate and share openly available climate data from various federal agencies. CDI is a broad multi-agency effort of the U.S. government and seeks to leverage the extensive existing federal climate-relevant data to stimulate innovation and private-sector entrepreneurship to support national climate-change preparedness. The geocuration process used in CDI project, key lessons learned, and suggestions to improve similar geocuration efforts in the future will be part of this presentation.

Consideration of climate change impacts and adaptation in EIA practice — Perspectives of actors in Austria and Germany

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

Jiricka, Alexandra, E-mail: alexandra.jiricka@boku.ac.at; Department of Landscape, Spatial and Infrastructure Sciences, Institute for Landscape Development, Recreation and Conservation Planning, Peter-Jordan-Straße 82, 1190 Vienna; Formayer, Herbert

Current political discussions and developments indicate the importance and urgency of incorporating climate change considerations into EIA processes. The recent revision of the EU Directive 2014/52/EU on Environmental Impact Assessment (EIA) requires changes in the EIA practice of the EU member states. This paper investigates the extent to which the Environmental Impact Assessment (EIA) can contribute to an early consideration of climate change consequences in planning processes. In particular the roles of different actors in order to incorporate climate change impacts and adaptation into project planning subject to EIA at the appropriate levels are a core topic. Semi-structured expert interviewsmore » were carried out with representatives of the main infrastructure companies and institutions responsible in these sectors in Austria, which have to carry out EIA regularly. In a second step expert interviews were conducted with EIA assessors and EIA authorities in Austria and Germany, in order to examine the extent to which climate-based changes are already considered in EIA processes. This paper aims to discuss the different perspectives in the current EIA practice with regard to integrating climate change impacts as well as barriers and solutions identified by the groups of actors involved, namely project developers, environmental competent authorities and consultants (EIA assessors/practitioners). The interviews show that different groups of actors consider the topic to different degrees. Downscaling of climate change scenarios is in this context both, a critical issue with regards to availability of data and costs. Furthermore, assistance for the interpretation of relevant impacts, to be deducted from climate change scenarios, on the specific environmental issues in the area is needed. The main barriers identified by the EIA experts therefore include a lack of data as well as general uncertainty as to how far climate change should be considered in the process without reliable data but in the presence of knowledge about possible consequences at an abstract level. A joint strategy on how to cope with uncertain prognoses about main impacts on environmental issues for areas without reliable data requires a discussion and cooperation between EIA consultants and environmental authorities. - Highlights: • The consideration of climate change impacts in EIA practice in Austria and Germany was analysed through expert interviews. • Barriers as well as possible solutions were indentified by the different groups of actors involved in EIA. • The main challenges regard the investigation of specific entry points. • Limits of feasibility need to be discussed amongst the different groups of actors.« less

Climate Change in an IB PYP Classroom

NASA Astrophysics Data System (ADS)

da Costa, Ana

2014-05-01

Students in elementary school are inherently curious, which allows them to explore, experiment and investigate various themes, while also demonstrating the will to preserve the resources that surround them and take action to contribute to a better world. One of the units taught at International School Carinthia is "climate change" and its impacts on life on Earth. During this unit, grade 4 students conduct research to answer their own inquiries related to this topic. They investigate the different climate zones on our planet, examine why climate change happens, and discover how global warming and climate change are connected and its consequences on living beings.

IPCC Climate Change 2013: Impacts, Adaptation and Vulnerability: Key findings and lessons learned

NASA Astrophysics Data System (ADS)

Giorgi, Filippo; Field, Christopher; Barros, Vicente

2014-05-01

The Working Group II contribution to the Fifth Assessment Report of the Intergivernmental Panel on Climate Change, Impacts, Adaptation and Vulnerability, will be completed and approved in March 2014. It includes two parts, Part A covering Global and Sectoral Aspects, and Part B, covering Regional Aspects. The WGII report spans a very broad range of topics which are approached in a strong interdisciplinary context. It highlights how observed impacts of climate change are now widespread and consequential, particularly for natural systems, and can be observed on all continents and across the oceans. Vulnerability to climate change depends on interactions with non-climatic stressors and inequalities, resulting in highly differential risks associated with climate change. It is also found that adaptation is already occurring across scales and is embedded in many planning processes. Continued sustained warming thrughout the 21st century will exacerbate risks and vulnerabilities across multiple sectors, such as freshwater resources, terrestrial and inland water systems, coastal and marine systems, food production, human health, security and livelihood. The report stresses how risks and vulnerabilities need to be assessed within a multi-stressor and regionally specific context, and can be reduced and managed by adopting climate-resilient pathwyas combining suitable adaptation and mitigation options with synergies and tradeoffs occurring both within and across regions. The Working group II report includes a large number of Chapters (30) and contributors (310 including authors and review editors), with expertise in a broad range of disciplines, from the physical science to the impact and socio-economic sciences. The communication across chapters and disciplines has been a challenge, and will continue to be one as the Global Change problem will increasingly require a fully integrated and holistic approach. Note that text on this abstract is not approved at the time its submission, but it will be discussed in the report.

Teaching science to science teachers: Lessons taught and lessons learned

NASA Astrophysics Data System (ADS)

Douglas, E. M.; Hashimoto-Martell, E. A.; Balicki, S.; Oglavie, D. R.

2009-12-01

The Boston Science Partnership has created a comprehensive set of graduate courses that immerse teachers in the science topics most relevant to their teaching practices. In these courses, teachers become students of science, developing their conceptual understandings through scientific inquiry. All courses are co-taught by a university faculty and teacher leaders from the Boston Public Schools. Each course provides contextual linkages between the science content and the standards-based curriculum of the Boston Public School district. One of the most relevant science topics to teachers and students of all disciplines is climate change. This served as the overarching theme for our course delivered during summer 2008 and 2009. This course focused on weather and the pivotal role that water and solar radiation play in the exchange of energy at the Earth's surface. Basic concepts such as the behavior of gases, energy flow, density changes, phase changes, heat capacities, and thermal convection were applied to examine short-term weather and water dynamics and longer-term impacts on global warming and climate change. The course was designed to embrace the 7E learning cycle and instructional model, as proposed by Eisenkraft in his landmark 2003 Science Teacher article. This inquiry-based instructional model builds upon prior conceptions and engages the learner in activities in which they begin to construct meaning of a concept prior to being given an explanation. Each day focused on an essential topic related to weather and climate change, and experiential learning was our main objective. There were many successes and challenges with our course. Twenty-five participants were enrolled, and all had different background knowledge and skill sets. Additionally, their level of teaching varied greatly, from K-12, so the level of depth with which to learn the content in order to bring it back to their classrooms varied a great deal as well. Therefore differentiating instruction for our diverse participants was a constant challenge for us as instructors. In summer 2008, the course was organized so that fundamentals (chemistry, heat transfer, convection, physics) were taught in the first week and then applied in broader topics (water cycle, carbon cycle, weather and precipitation) in the second week. Learning these fundamentals was challenging for many teachers. Furthermore, the organization of topics caused frustration because there was not enough connection to the broader concepts of the course. In summer 2009, we rearranged the topics and interwove fundamentals with contextual topics within each week. We found this approach to be more successful in engaging and educating the teachers. The most successful activities were often the simplest to organize. Valuable instructional strategies included daily assessments in the form of morning quizzes, keeping a class website with all course materials, and centering the major project of the course around a lesson that teachers would design for their particular context. We saw a dramatic improvement in pre- and post-assessment test scores, with the class average increasing from 58% (pre-test) to 95% (post-test).

AMS Climate Studies: Improving climate literacy through undergraduate education

NASA Astrophysics Data System (ADS)

Brey, J. A.; Geer, I. W.; Moran, J. M.; Weinbeck, R. S.; Mills, E. W.; Blair, B. A.; Hopkins, E. J.; Kiley, T. P., Jr.; Ruwe, E. E.

2009-12-01

In working to promote scientific literacy among the public, the American Meteorological Society (AMS) has produced a suite of introductory college-level courses that engage students by investigating relevant topics in Earth science, and utilizing the most current, real-world environmental data. The newest of these courses, AMS Climate Studies, is a turnkey package which will be licensed by individual colleges for local offering in online, blended, or traditional lecture/lab settings. The course will place students in a dynamic learning environment where they will investigate Earth’s climate system using real-world data. This will allow the course to keep a strong focus on the science, while still addressing many of the societal impacts that draw the attention of today’s students. In this way, the course will serve as a great primer in preparing students to become responsible, scientifically-literate participants in discussions of climate science and climate change. Developed with major support from NASA, AMS Climate Studies will encourage students to investigate the atmosphere and world ocean as components of a larger Earth system. More than 500 colleges and universities throughout the United States have already offered AMS Weather Studies and AMS Ocean Studies, after which AMS Climate Studies will be modeled. The learning system will consist of a fully-integrated set of printed and online learning materials focused around a brand new, hardcover 15-chapter textbook, Climate Studies: Introduction to Climate Science and an Investigations Manual with 30 lab-style activities that will emphasize the use of authentic science data. The package will also include a course website providing weekly Current Climate Studies activities along with access to environmental data streams, including an impressive suite of NASA and NOAA images and products. The development and testing of AMS Climate Studies is currently nearing completion. A number of college and university professors have been selected to pilot the program in Spring 2010, with major emphasis placed on representing a diverse array of institution types, degree programs, course delivery methods, academic backgrounds, etc. The materials will be vigorously tested and updated accordingly. AMS Climate Studies will be available for implementation at your institution beginning Fall 2010.

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.

On-line Resources for Teaching Sustainability

NASA Astrophysics Data System (ADS)

Bruckner, M. Z.; Larsen, K.; Buhr, S. M.; Kirk, K. B.; Ledley, T. S.; Manduca, C. A.; Mogk, D. W.; Savina, M. E.; Tewksbury, B. J.

2012-12-01

Sustainability encompasses broad interdisciplinary topics such as climate change, agricultural food production, and water resource use that include both scientific and societal components. Today's students will need to learn how to address complex, interdisciplinary, sustainability-related challenges throughout their lives. To support faculty in teaching complex concepts in sustainability to undergraduates, the Science Education Resource Center (SERC) now provides integrated access to all resources on teaching sustainability developed by projects hosted on SERC websites. Drawing extensively from collections developed by On the Cutting Edge: Professional Development for Geoscience Faculty, InTeGrate: Interdisciplinary Teaching of Geoscience for a Sustainable Future, the Climate Literacy and Energy Awareness Network (CLEAN), as well as more than 10 smaller projects, these resources include browsable access to (1) over 120 course descriptions submitted by faculty that provide information about course goals, assessments, and syllabi used in teaching courses with a sustainability focus, (2) over 160 faculty-submitted descriptions of activities that can be used to incorporate and address sustainability concepts, and (3) more than 90 interdisciplinary essays that highlight how faculty incorporate sustainability concepts into their teaching. The Sustainability Portal additionally includes several collections of lessons focused on a central theme, such as carbon footprint exercises and materials for teaching about energy that incorporate quantitative skills. The Sustainability Portal provides access to information about incorporating sustainability issues into geoscience courses and examples of how these concepts can be taught for topics such as geology and human health, public policy and Earth science, complex systems, urban students and urban environments, energy, and climate change. A rich collection of innovative pedagogical approaches conducive to teaching about sustainability are presented in the portal, including service learning, campus-based learning, experience-based environmental projects, and teaching with an Earth systems approach. Faculty can find more information about how to get involved with sustainability projects through webinars, workshops, web page authoring, and other professional development opportunities via links to projects such as On the Cutting Edge, CLEAN, and InTeGrate. The Sustainability Portal also provides access to materials generated from previous workshops, featuring interdisciplinary visions for teaching sustainability to undergraduate students. The SERC portal for Teaching Sustainability can be found at the URL below.

Climate change and skin disease.

PubMed

Lundgren, Ashley D

2018-04-01

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

Earth Radiation Budget Science, 1978. 1: Introduction. [to obtain radiation budget measurements by satellite observation

NASA Technical Reports Server (NTRS)

1978-01-01

An earth radiation budget satellite system (ERBSS) is planned in order to understand climate on various temporal and spatial scales. The system consists of three satellites and is designed to obtain radiation budget data from the earth's surface. Among the topics discussed are the climate modeling and climate diagnostics, the applications of radiation modeling to ERBSS, and the influence of albedo clouds on radiation budget and atmospheric circulation.

Promoting Scientific Thinking and Conceptual Change about Alternative Explanations of Climate Change and Other Controversial Socio-scientific Topics

NASA Astrophysics Data System (ADS)

Lombardi, D.; Sinatra, G. M.

2013-12-01

Critical evaluation and plausibility reappraisal of scientific explanations have been underemphasized in many science classrooms (NRC, 2012). Deep science learning demands that students increase their ability to critically evaluate the quality of scientific knowledge, weigh alternative explanations, and explicitly reappraise their plausibility judgments. Therefore, this lack of instruction about critical evaluation and plausibility reappraisal has, in part, contributed to diminished understanding about complex and controversial topics, such as global climate change. The Model-Evidence Link (MEL) diagram (originally developed by researchers at Rutgers University under an NSF-supported project; Chinn & Buckland, 2012) is an instructional scaffold that promotes students to critically evaluate alternative explanations. We recently developed a climate change MEL and found that the students who used the MEL experienced a significant shift in their plausibility judgments toward the scientifically accepted model of human-induced climate change. Using the MEL for instruction also resulted in conceptual change about the causes of global warming that reflected greater understanding of fundamental scientific principles. Furthermore, students sustained this conceptual change six months after MEL instruction (Lombardi, Sinatra, & Nussbaum, 2013). This presentation will discuss recent educational research that supports use of the MEL to promote critical evaluation, plausibility reappraisal, and conceptual change, and also, how the MEL may be particularly effective for learning about global climate change and other socio-scientific topics. Such instruction to develop these fundamental thinking skills (e.g., critical evaluation and plausibility reappraisal) is demanded by both the Next Generation Science Standards (Achieve, 2013) and the Common Core State Standards for English Language Arts and Mathematics (CCSS Initiative-ELA, 2010; CCSS Initiative-Math, 2010), as well as a society that is equipped to deal with challenges in a way that is beneficial to our national and global community.

Global Climate Change. Selected Annotated Bibliography. Second Edition.

ERIC Educational Resources Information Center

Jones, Douglas E.

This annotated bibliography on global climate change contains 27 articles designed to expand the breadth and depth of information presented in the Global Change Information Packet. Most articles were chosen from journals likely to be available in most medium-sized public or college libraries. The articles cover a variety of topics related to…

Consideration for Establishing a Positive Community Climate.

ERIC Educational Resources Information Center

Crohn, Leslie

This paper presents a synthesis of a national literature search on community climate and quality of life. Its primary focus is on community development as it affects people, i.e., their relationships and interactions with each other and with institutions. The document addresses five major topics: Section I provides definitions of terms and…

Best of 2009 Sci-Tech Books

ERIC Educational Resources Information Center

Sapp, Gregg

2010-01-01

Science often reflects society's concerns, and a number of the top books of 2009 address two of the biggest headline-grabbing topics--climate change and health-care reform. This article presents a list of 35 titles that address climate change and health-care reform. Some titles cover the entirety of the global-warming threat (James Lovelock's "The…

Climate change and food safety: an emerging issue with special focus on Europe.

PubMed

Miraglia, M; Marvin, H J P; Kleter, G A; Battilani, P; Brera, C; Coni, E; Cubadda, F; Croci, L; De Santis, B; Dekkers, S; Filippi, L; Hutjes, R W A; Noordam, M Y; Pisante, M; Piva, G; Prandini, A; Toti, L; van den Born, G J; Vespermann, A

2009-05-01

According to general consensus, the global climate is changing, which may also affect agricultural and livestock production. The potential impact of climate change on food security is a widely debated and investigated issue. Nonetheless, the specific impact on safety of food and feed for consumers has remained a less studied topic. This review therefore identifies the various food safety issues that are likely to be affected by changes in climate, particularly in Europe. Amongst the issues identified are mycotoxins formed on plant products in the field or during storage; residues of pesticides in plant products affected by changes in pest pressure; trace elements and/or heavy metals in plant products depending on changes in their abundance and availability in soils; polycyclic aromatic hydrocarbons in foods following changes in long-range atmospheric transport and deposition into the environment; marine biotoxins in seafood following production of phycotoxins by harmful algal blooms; and the presence of pathogenic bacteria in foods following more frequent extreme weather conditions, such as flooding and heat waves. Research topics that are amenable to further research are highlighted.

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).

Cutting-Edge Science from Arecibo Observatory: Introduction

NASA Astrophysics Data System (ADS)

Schmelz, Joan T.

2017-01-01

The Arecibo Observatory is home to the largest radio telescope in the world operating above 2 GHz, where molecule emission pertaining to the origins of life proliferate. It also houses the most powerful radar system on the planet, providing crucial information for the assessment of impact hazards of near-Earth asteroids (NEA). It was built to study the ionosphere with a radar system that can also monitor the effects of Space Weather and climate change. Arecibo has a proven track record for doing excellent science, even after 50 years of operations. This talk will include brief summaries of several Arecibo astronomy topics including the (1) latest attempts to resolve the Pleiades distance controversy, which include VLBI and Gaia; (2) galactic and extragalactic molecules; and (3) Arecibo 3D orbit determinations of potentially hazardous asteroids, and the crucial observation required to select Bennu as the target for the recently launched NASA OSIRIS-REx mission. This introduction will set the stage for the invited talks in this session, which include such topics as Fast Radio Bursts, galactic and extragalactic HI results, the pulsar emission problem, and NANOGrav. This work is supported by NSF and NASA.

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.

Towards a threshold climate for emergency lower respiratory hospital admissions.

PubMed

Islam, Muhammad Saiful; Chaussalet, Thierry J; Koizumi, Naoru

2017-02-01

Identification of 'cut-points' or thresholds of climate factors would play a crucial role in alerting risks of climate change and providing guidance to policymakers. This study investigated a 'Climate Threshold' for emergency hospital admissions of chronic lower respiratory diseases by using a distributed lag non-linear model (DLNM). We analysed a unique longitudinal dataset (10 years, 2000-2009) on emergency hospital admissions, climate, and pollution factors for the Greater London. Our study extends existing work on this topic by considering non-linearity, lag effects between climate factors and disease exposure within the DLNM model considering B-spline as smoothing technique. The final model also considered natural cubic splines of time since exposure and 'day of the week' as confounding factors. The results of DLNM indicated a significant improvement in model fitting compared to a typical GLM model. The final model identified the thresholds of several climate factors including: high temperature (≥27°C), low relative humidity (≤ 40%), high Pm10 level (≥70-µg/m 3 ), low wind speed (≤ 2 knots) and high rainfall (≥30mm). Beyond the threshold values, a significantly higher number of emergency admissions due to lower respiratory problems would be expected within the following 2-3 days after the climate shift in the Greater London. The approach will be useful to initiate 'region and disease specific' climate mitigation plans. It will help identify spatial hot spots and the most sensitive areas and population due to climate change, and will eventually lead towards a diversified health warning system tailored to specific climate zones and populations. Copyright © 2016 Elsevier Inc. All rights reserved.

Wisconsin Partnerships to Educate and Engage Public Audiences on Climate Change Topics

NASA Astrophysics Data System (ADS)

Mooney, M. E.; Ackerman, S.; Rowley, P.; Crowley Conn, K.

2011-12-01

The complexity and scale of climate change-related challenges requires more than one strategy to share meaningful information with public audiences. This presentation will discuss a few initiatives to engage the public originating from the University of Wisconsin-Madison. First, a local partnership between the Cooperative Institute for Meteorological Satellite Studies (CIMSS) and the Aldo Leopold Nature Center (ALNC), an informal learning center with a new climate change "classroom" which recently acquired a Science on a Sphere (SOS) exhibit. Second, an informal education project funded by the NOAA Office of Education coordinated by CIMSS in partnership with the national SOS Network with the goal of helping museum docents share meaningful interpretation of real-time weather and climate data. CIMSS staff has been conducting weather and climate discussions on a Magic Planet display for several years. This "mini-SOS" is powered by a solar panel on the roof, modeling the essential Sun-Earth connection and the first principle of climate literacy. However, the convenient proximity of CIMSS and ALNC provides a perfect opportunity to test "SOS-scale" talking points posted on a weekly docent blog to the benefit of the entire SOS Network. Two other Wisconsin projects of note include the Wisconsin Initiative on Climate Change Impacts, a partnership between the University and the Wisconsin Department of Natural Resources, and a pilot project between CIMSS and NOAA's National Weather Service to engage storm spotters in climate mitigation and stewardship. Ideally, the synergistic benefits and lessons learned from these collaborations can inform similar efforts in order to galvanize meaningful responses to climate change.

Testing the hypothesis on cognitive evolution of modern humans' learning ability: current status of past-climatic approaches.

NASA Astrophysics Data System (ADS)

Yoneda, Minoru; Abe-Ouchi, Ayako; Kawahata, Hodaka; Yokoyama, Yusuke; Oguchi, Takashi

2014-05-01

The impact of climate change on human evolution is important and debating topic for many years. Since 2010, we have involved in a general joint project entitled "Replacement of Neanderthal by Modern Humans: Testing Evolutional Models of Learning", which based on a theoretical prediction that the cognitive ability related to individual and social learning divide fates of ancient humans in very unstable Late Pleistocene climate. This model predicts that the human populations which experienced a series of environmental changes would have higher rate of individual learners, while detailed reconstructions of global climate change have reported fluent and drastic change based on ice cores and stalagmites. However, we want to understand the difference between anatomically modern human which survived and the other archaic extinct humans including European Neanderthals and Asian Denisovans. For this purpose the global synchronized change is not useful for understanding but the regional difference in the amplitude and impact of climate change is the information required. Hence, we invited a geophysicist busing Global Circulation Model to reconstruct the climatic distribution and temporal change in a continental scale. At the same time, some geochemists and geographers construct a database of local climate changes recorded in different proxies. At last, archaeologists and anthropologists tried to interpret the emergence and disappearance of human species in Europe and Asia on the reconstructed past climate maps using some tools, such as Eco-cultural niche model. Our project will show the regional difference in climate change and related archaeological events and its impact on the evolution of learning ability of modern humans.

Climate Change and Sustainability Open Educational Resources: Lessons learned and challenges to tackle

NASA Astrophysics Data System (ADS)

Robinson, Zoe; Whitfield, Stephen; Gertisser, Ralf; Krause, Stefan; McKay, Deirdre; Pringle, Jamie; Szkornik, Katie; Waller, Richard

2010-05-01

The UK's Higher Education Academy Subject Centre for Geography, Earth and Environmental Sciences (GEES) is currently running a project entitled ‘C-Change in GEES: Open licensing of climate change and sustainability resources in the Geography, Earth and Environmental Sciences' as part of a national Open Educational Resource project. The C-Change project aims to explore the challenges involved in ‘repurposing' existing teaching materials on the topics of climate change and sustainability to make them open access. This project has produced an open access resource of diverse climate change and sustainability-related teaching materials across the subjects of Geography, Earth and Environmental Sciences. The process of repurposing existing face-to-face teaching resources requires consideration of a wide variety of issues including the Intellectual Property Rights (IPR) associated with images and other material included in the teaching resources, in addition to issues of quality, accessibility and usability of resources. Open access education is an issue that will have implications across the whole of the organizational structure of a university, from legal advisors with commitments to University research and enterprise activities, to the academics wishing to produce open access resources, through to all levels of senior management. The attitudes, concerns and openness to Open Educational Resources of stakeholders from all positions within a HE institution will have implications for the participation of that institution within the OER movement. The many barriers to the whole-scale adoption of Open Educational Resources within the UK Higher Education system and the willingness of UK Higher Education Institutions to engage in the OER movement include institutional perspectives on the IPR of teaching materials developed by members of staff within the institution and financial viability, in addition to more sceptical attitudes of potential contributors. Keele University is one of seven academic partners in the C-Change project and researchers at Keele have produced open access resources across a wide variety of sustainability-related themes from reconstructing past environments (for example sea-level change); regional impacts of predicted climate change (for example implications to permafrost environments); through to strategies for a sustainable future, including topics on greening business and engineering solutions. The resources range from PowerPoint presentations to image banks, reading lists, and suggestions for classroom and coursework activities. These resources are designed to be useful for other higher education practitioners developing teaching resources in this area. This presentation will present the range of open access resources developed at Keele University in addition to the lessons learnt in repurposing resources for open access, and a summary of different attitudes within Higher Education Institutions towards the OER movement.

The Global Systems Science High School Curriculum

NASA Astrophysics Data System (ADS)

Gould, A. D.; Sneider, C.; Farmer, E.; Erickson, J.

2015-12-01

Global Systems Science (GSS), a high school integrated interdisciplinary science project based at Lawrence Hall of Science at UC Berkeley, began in the early 1990s as a single book "Planet at Risk" which was only about climate change. Federal grants enabled the project to enlist about 150 teachers to field test materials in their classes and then meeting in summer institutes to share results and effect changes. The result was a series of smaller modules dealing not only with climate change, but other related topics including energy flow, energy use, ozone, loss of biodiversity, and ecosystem change. Other relevant societal issues have also been incorporated including economics, psychology and sociology. The course has many investigations/activities for student to pursue, interviews with scientists working in specific areas of research, and historical contexts. The interconnectedness of a myriad of small and large systems became an overarching theme of the resulting course materials which are now available to teachers for free online at http://www.globalsystemsscience.org/

Heating up Climate Literacy Education: Understanding Teachers' and Students' Motivational and Affective Response to Climate Change

NASA Astrophysics Data System (ADS)

Sinatra, G. M.

2011-12-01

Changing students' ideas about controversial scientific issues, such as human-induced climate change, presents unique challenges for educators (Lombardi & Sinatra, 2010; Sinatra & Mason, 2008). First, climate science is complex and requires "systems thinking," or the ability to think and reason abstractly about emergent systems (Goldstone & Sakamoto, 2003). Appreciating the intricacies of complex systems and emergent processes has proven challenging for students (Chi, 2005). In addition to these challenges, there are specific misconceptions that may lead thinking astray on the issue of global climate change, such as the distinction between weather and climate (Lombardi & Sinatra, 2010). As an example, when students are asked about their views on climate change, they often recall individual storm events or very cold periods and use their personal experiences and recollections of short-term temperature fluctuations to assess whether the planet is warming. Beyond the conceptual difficulties, controversial topics offer another layer of challenge. Such topics are often embedded in complex socio-cultural and political contexts, have a high degree of uncertainty, and may be perceived by individuals as in conflict with their personal or religious beliefs (Levinson, 2006, Sinatra, Kardash, Taasoobshirazi, & Lombardi, 2011). Individuals are often committed to their own views on socio-scientific issues and this commitment may serve as a motivation to actively resist new ideas (Dole & Sinatra, 1998). Individuals may also have strong emotions associated with their misconceptions (Broughton, Pekrun, & Sinatra, 2011). Negative emotions, misconceptions, and resistance do not make a productive combination for learning. Further, teachers who find human-induced climate change implausible have been shown to hold negative emotions about having to teach about climate change (Lombardi & Sinatra, in preparation), which could affect how they present the topic to students. In this presentation, findings from a research program exploring the role of "hot constructs" such as motivation and emotion in teaching and learning about climate change will be shared. In these studies, we have explored constructs such as emotions, misconceptions, plausibility perceptions, understanding deep time, and dispositions towards uncertainty. Results from four studies will be highlighted. In the first study, we demonstrated that comfort with ambiguity and a willingness to think deeply about issues predicted both change in attitudes towards climate change and expressed willingness to take mitigative action in college students (Sinatra, et al. 2011). In another study with college students, we demonstrated that knowledge of deep time and plausibility perceptions of human-induced climate change were related to students' understanding of weather and climate distinctions (Lombardi & Sinatra, 2010). In a study with graduate education students, we found that misconceptions about climate change were associated with strong emotions (Broughton, et al., 2011). With practicing teachers we have found that emotions, specifically anger and hopelessness, were significant predictors of plausibility perceptions of human-induced climate change (Lombardi & Sinatra, in preparation). The implications for climate change education of the findings will be discussed.

Satellite Remote Sensing of Aerosol Forcing

NASA Technical Reports Server (NTRS)

Remer, Lorraine; Kaufman, Yoram; Ramaprasad, Jaya; Procopio, Aline; Levin, Zev

1999-01-01

Aerosol and cloud impacts on the earth's climate become a recent hot topic in climate studies. Having near future earth observing satellites, EOS-AM1 (Earth Observing System-AM1), ENVISAT (Environmental Satellites) and ADEOS-2 (Advanced Earth Observation Satellite-2), it will be a good timing to discuss how to obtain and use the microphysical parameters of aerosols and clouds for studying their climate impacts. Center for Climate System Research (CCSR) of the University of Tokyo invites you to 'Symposium on synergy between satellite-remote sensing and climate modeling in aerosol and cloud issues.' Here, we like to discuss the current and future issues in the remote sensing of aerosol and cloud microphysical parameters and their climate modeling studies. This workshop is also one of workshop series on aerosol remote sensing held in 1996, Washington D. C., and Meribel, France in 1999. It should be reminded that NASDA/ADEOS-1 & -2 (National Space Development Agency of Japan/Advanced Earth Observation Satellite-1 & -2) Workshop will be held in the following week (Dec. 6-10, 1999), so that this opportunity will be a perfect period for you to attend two meetings for satellite remote sensing in Japan. A weekend in Kyoto, the old capital of Japan, will add a nice memory to your visiting Japan. *Issues in the symposium: 1) most recent topics in aerosol and cloud remot sensing, and 2) utility of satellite products on climate modeling of cloud-aerosol effects.

Teaching Climate Change Science to Undergradutes with Diverse & Digital Pedagogical Techniquees

NASA Astrophysics Data System (ADS)

Kauffman, C.; Brey, J. A.; Nugnes, K. A.; Weinbeck, R. S.; Geer, I. W.

2015-12-01

California University of Pennsylvania (CalUPA) is unique relative to other undergraduate geoscience programs in that their climate science offerings are varied and inter-woven into an existing meteorology degree program, which aligns with the guidelines established by the American Meteorological Society (AMS). In addition to the rigorous meteorological requirements, the program strives to increase students' climate literacy. At the introductory course level, students are required to use the educational resources offered by the AMS—specifically their weather and climate studies materials, which have recently transitioned to a digital format. The Earth Sciences Program at CalUPA recently incorporated these new digital resources into a climatology course with novel pedagogical variants. These teaching strategies were well received by students and may benefit other climatology courses at similar institutions. For example, students were tasked with expounding upon textbook content from 'Topic In Depth' segments; they were required to present tangential climate topics in a digital presentation. Moreover, students mined the scientific literature listed at the end of each chapter in the text to identify climate scientists immersed in social media. Students were then required to follow these scientists and engage each other within a social media platform. Finally, as a culminating experience, students were required to create digital portfolios (e.g., infographic) related to climate science and the AMS materials. This presentation will further detail CalUPA's climatological course offerings and detail how the AMS resources were connected to course requirements listed herein.

Climate Change on Twitter: Topics, Communities and Conversations about the 2013 IPCC Working Group 1 Report

PubMed Central

Pearce, Warren; Holmberg, Kim; Hellsten, Iina; Nerlich, Brigitte

2014-01-01

In September 2013 the Intergovernmental Panel on Climate Change published its Working Group 1 report, the first comprehensive assessment of physical climate science in six years, constituting a critical event in the societal debate about climate change. This paper analyses the nature of this debate in one public forum: Twitter. Using statistical methods, tweets were analyzed to discover the hashtags used when people tweeted about the IPCC report, and how Twitter users formed communities around their conversational connections. In short, the paper presents the topics and tweeters at this particular moment in the climate debate. The most used hashtags related to themes of science, geographical location and social issues connected to climate change. Particularly noteworthy were tweets connected to Australian politics, US politics, geoengineering and fracking. Three communities of Twitter users were identified. Researcher coding of Twitter users showed how these varied according to geographical location and whether users were supportive, unsupportive or neutral in their tweets about the IPCC. Overall, users were most likely to converse with users holding similar views. However, qualitative analysis suggested the emergence of a community of Twitter users, predominantly based in the UK, where greater interaction between contrasting views took place. This analysis also illustrated the presence of a campaign by the non-governmental organization Avaaz, aimed at increasing media coverage of the IPCC report. PMID:24718388

Climate change on Twitter: topics, communities and conversations about the 2013 IPCC Working Group 1 report.

PubMed

Pearce, Warren; Holmberg, Kim; Hellsten, Iina; Nerlich, Brigitte

2014-01-01

In September 2013 the Intergovernmental Panel on Climate Change published its Working Group 1 report, the first comprehensive assessment of physical climate science in six years, constituting a critical event in the societal debate about climate change. This paper analyses the nature of this debate in one public forum: Twitter. Using statistical methods, tweets were analyzed to discover the hashtags used when people tweeted about the IPCC report, and how Twitter users formed communities around their conversational connections. In short, the paper presents the topics and tweeters at this particular moment in the climate debate. The most used hashtags related to themes of science, geographical location and social issues connected to climate change. Particularly noteworthy were tweets connected to Australian politics, US politics, geoengineering and fracking. Three communities of Twitter users were identified. Researcher coding of Twitter users showed how these varied according to geographical location and whether users were supportive, unsupportive or neutral in their tweets about the IPCC. Overall, users were most likely to converse with users holding similar views. However, qualitative analysis suggested the emergence of a community of Twitter users, predominantly based in the UK, where greater interaction between contrasting views took place. This analysis also illustrated the presence of a campaign by the non-governmental organization Avaaz, aimed at increasing media coverage of the IPCC report.

Resource Letter: GW-1: Global warming

NASA Astrophysics Data System (ADS)

Firor, John W.

1994-06-01

This Resource Letter provides a guide to the literature on the possibility of a human-induced climate change—a global warming. Journal articles and books are cited for the following topics: the Greenhouse Effect, sources of infrared-trapping gases, climate models and their uncertainties, verification of climate models, past climate changes, and economics, ethics, and politics of policy responses to climate change. [The letter E after an item indicates elementary level or material of general interest to persons becoming informed in the field. The letter I, for intermediate level, indicates material of somewhat more specialized nature, and the letter A indicates rather specialized or advanced material.

The Future of Climate Change Education and Communication: Preparing Our Posterity for Risks and Opportunity? (Invited)

NASA Astrophysics Data System (ADS)

Ledley, T. S.; Niepold, F.

2013-12-01

Climate change will have impacts on all aspects of life. As such it is a topic that is interdisciplinary and transdisciplinary and thus requires input from a professionally diverse group of experts to be addressed effectively. This represents the next step in an evolution of how geoscientists see their work and their responsibility communicate and collaborate with other professionals to enable their findings and understanding of the Earth system to benefit society. In the late 1970's geoscience research extended beyond the traditional disciplinary perspectives to investigate the interactions of the components of the Earth system and the impacts of those interactions. Geoscience research became interdisciplinary. In the last 10 years as the reality of climate change has become more apparent,it is clear that the conversation needs to extend well beyond the geosciences to include for example agriculture, economics, psychology, architecture, urban planning, engineering and the social sciences. Climate change education and communication needs to become both interdisciplinary and transdisciplinary. This presentation will discuss the obstacles that need to be overcome to achieve interdisciplinary and transdiciplinary ways of addressing the problems and opportunities resulting from climate change, the efforts that are underway to help develop a common language and shared understanding to enable transdisciplinary solutions to societal issues in the future.

Applying "Climate" system to teaching basic climatology and raising public awareness of climate change issues

NASA Astrophysics Data System (ADS)

Gordova, Yulia; Okladnikov, Igor; Titov, Alexander; Gordov, Evgeny

2016-04-01

While there is a strong demand for innovation in digital learning, available training programs in the environmental sciences have no time to adapt to rapid changes in the domain content. A joint group of scientists and university teachers develops and implements an educational environment for new learning experiences in basics of climatic science and its applications. This so-called virtual learning laboratory "Climate" contains educational materials and interactive training courses developed to provide undergraduate and graduate students with profound understanding of changes in regional climate and environment. The main feature of this Laboratory is that students perform their computational tasks on climate modeling and evaluation and assessment of climate change using the typical tools of the "Climate" information-computational system, which are usually used by real-life practitioners performing such kind of research. Students have an opportunity to perform computational laboratory works using information-computational tools of the system and improve skills of their usage simultaneously with mastering the subject. We did not create an artificial learning environment to pass the trainings. On the contrary, the main purpose of association of the educational block and computational information system was to familiarize students with the real existing technologies for monitoring and analysis of data on the state of the climate. Trainings are based on technologies and procedures which are typical for Earth system sciences. Educational courses are designed to permit students to conduct their own investigations of ongoing and future climate changes in a manner that is essentially identical to the techniques used by national and international climate research organizations. All trainings are supported by lectures, devoted to the basic aspects of modern climatology, including analysis of current climate change and its possible impacts ensuring effective links between theory and practice. Along with its usage in graduate and postgraduate education, "Climate" is used as a framework for a developed basic information course on climate change for common public. In this course basic concepts and problems of modern climate change and its possible consequences are described for non-specialists. The course will also include links to relevant information resources on topical issues of Earth Sciences and a number of case studies, which are carried out for a selected region to consolidate the received knowledge.

Extreme Events and Disaster Risk Reduction - a Future Earth KAN initiative

NASA Astrophysics Data System (ADS)

Frank, Dorothea; Reichstein, Markus

2017-04-01

The topic of Extreme Events in the context of global environmental change is both a scientifically challenging and exciting topic, and of very high societal relevance. The Future Earth Cluster initiative E3S organized in 2016 a cross-community/co-design workshop on Extreme Events and Environments from Climate to Society (http://www.e3s-future-earth.eu/index.php/ConferencesEvents/ConferencesAmpEvents). Based on the results, co-design research strategies and established network of the workshop, and previous activities, E3S is thriving to establish the basis for a longer-term research effort under the umbrella of Future Earth. These led to an initiative for a Future Earth Knowledge Action Network on Extreme Events and Disaster Risk Reduction. Example initial key question in this context include: What are meaningful indices to describe and quantify impact-relevant (e.g. climate) extremes? Which system properties yield resistance and resilience to extreme conditions? What are the key interactions between global urbanization processes, extreme events, and social and infrastructure vulnerability and resilience? The long-term goal of this KAN is to contribute to enhancing the resistance, resilience, and adaptive capacity of socio-ecological systems across spatial, temporal and institutional scales, in particular in the light of hazards affected by ongoing environmental change (e.g. climate change, global urbanization and land use/land cover change). This can be achieved by enhanced understanding, prediction, improved and open data and knowledge bases for detection and early warning decision making, and by new insights on natural and societal conditions and governance for resilience and adaptive capacity.

Polaris Undergraduates Connecting With K-12 Students Though Story Telling-Learning About Climate Change Using Web-Mapping Based Investigations

NASA Astrophysics Data System (ADS)

Wood, J. H.; Natali, S.; Schade, J. D.; Fiske, G. J.; Linder, C.; Ramos, E.; Weber, L. R.; Kuhn, M. A.

2014-12-01

The Polaris Project is a unique undergraduate education, research, and outreach initiative that examines global climate change in the Siberian Arctic. The program focuses on permafrost and carbon processes in the boreal and tundra ecosystems of the Kolyma Watershed, the largest watershed underlain by continuous permafrost. Each summer, a diverse group of undergraduate students and faculty mentors spends one month living on the Kolyma River, developing independent projects that engage the students directly in the biogeosciences through authentic scientific research experiences in remote field sites. In all cases the student projects contribute to the overall goal of the Polaris Project to investigate the transport and transformations of carbon and nutrients as they move among terrestrial and aquatic ecosystems and the atmosphere. Through the use of online interactive ArcGIS maps the students share their experiences and learning, while posing questions in a format that can be used to engage K-12 learners in the classroom. By embedding information; including databases, photographs and video, informational text, and geospatial data; into user-friendly maps the Polaris Project students will "tell the story" of studying climate change in the Siberian tundra in a way that allows the users to explore climate science through inquiry and web-map based investigation. Through performance expectation topics including Weather and Climate, Interactions, Earth's Systems, and Human impacts, this investigation uses consideration of the vast amounts of ancient organic matter locked up in permafrost in the region, and concerns about the fate of this ancient organic carbon as temperatures warm and permafrost thaws, to make K-12 climate change connections with the Next Generation Science Standards (NGSS).

Students' Conceptions of Glaciers and Ice Ages: Applying the Model of Educational Reconstruction to Improve Learning

ERIC Educational Resources Information Center

Felzmann, Dirk

2017-01-01

Glaciers and ice ages are important topics in teaching geomorphology, earth history, and climate change. As with many geoscience topics, glacier formation, glacier movement, glacial morphology, and ice ages consist of a wide variety of processes and phenomena. Accordingly, it must be decided which of those processes and phenomena should be part of…

When Law Students Read Multiple Documents about Global Warming: Examining the Role of Topic-Specific Beliefs about the Nature of Knowledge and Knowing

ERIC Educational Resources Information Center

Braten, Ivar; Stromso, Helge I.

2010-01-01

In this study, law students (n = 49) read multiple authentic documents presenting conflicting information on the topic of climate change and responded to verification tasks assessing their superficial as well as their deeper-level within- and across-documents comprehension. Hierarchical multiple regression analyses showed that even after variance…

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

ERIC Educational Resources Information Center

Huxster, Joanna

2013-01-01

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

Session overview: climate and landscape change over time

Treesearch

Constance I. Millar

2004-01-01

In this chapter, we strive for something different. Whereas a goal of the other sessions at the Sierra Nevada Science Symposium was to present new research on familiar themes, our goal in the session "Climate and Landscape Change Over Time" was to introduce a topic that itself is likely unfamiliar to many resource scientists and managers. The limited...

After twenty years of research on soil carbon and climate change, what's left to learn?

EPA Science Inventory

Much effort over the past 230 years has been directed at investigating the roles that soils and specifically soil carbon play in the global carbon cycle and in climate change. As we begin another new decade, we ask whether there is anything left to learn on this topic? Do we kn...

The Challenges of Political Instruction in a Post-9/11 United States

ERIC Educational Resources Information Center

Journell, Wayne

2011-01-01

In the decade since the attacks of September 11th, the political climate in the United States has become increasingly intolerant of opposing viewpoints. This climate, made nearly ubiquitous by 24-hour news cycles and increased exposure to political media, poses quite a challenge to teachers wishing to broach political topics as part of their…

Prospects for Environmental Communication Based on 25 Years of Newspaper Coverage of Climate Change and Eutrophication in Finland

ERIC Educational Resources Information Center

Lyytimäki, Jari

2015-01-01

Research on long-term media coverage of environmental issues has focused predominantly on English-speaking industrialized countries and on single isolated topics. This article presents a comparative analysis of the Finnish newspaper coverage of climate change and eutrophication from 1990-2014. The coverage of eutrophication showed an annual cycle…

Bringing Climate Change into the Life Science Classroom: Essentials, Impacts on Life, and Addressing Misconceptions

ERIC Educational Resources Information Center

Hawkins, Amy J.; Stark, Louisa A.

2016-01-01

Climate change is at the forefront of our cultural conversation about science, influencing everything from presidential debates to Leonardo DiCaprio's 2016 Oscar acceptance speech. The topic is becoming increasingly socially and scientifically relevant but is no closer to being resolved. Most high school students take a life science course but…

Flowering Phenology: An Activity to Introduce Human & Environmental Effects on Plant Reproduction

ERIC Educational Resources Information Center

Neil, Kaesha

2009-01-01

Global and local climate change has become an important topic in the last few years. Concerns regarding the impact of climate changes on ecosystems in general, resources used by humans (e.g., water, energy, crops), and the intensity and frequency of natural disasters are driving the interest. Phenology is one way researchers are studying historic…

Communicating Uncertainties in Weather and Climate Information: Results of a National Academies Workshop

NASA Astrophysics Data System (ADS)

Friday, E.; Barron, E. J.; Elfring, C.; Geller, L.

2002-12-01

When a major East Coast snowstorm was forecast during the winter of 2001, people began preparing - both the public and the decision-makers responsible for public services. There was an air of urgency, heightened because just the previous year the region had been hit hard by a storm of unpredicted strength. But this time, the storm never materialized and people were left wondering what went "wrong" with the forecast. Did something go wrong or did forecasters just fail to communicate their information in an effective way? Did they convey a sense of the likelihood of the event and keep people up to date as information changed? In the summer of 2001, the National Academies' Board on Atmospheric Sciences and Climate hosted a workshop designed to explore the communication of uncertainty in weather and climate information. Workshop participants examined five case studies that were chosen to illustrate a range of forecast timescales and certainty levels. The cases were: Red River Flood, Grand Forks, April 1997; East Coast Winter Storm, March 2001; Oklahoma-Kansas Tornado Outbreak, May 3, 1999; El Nino 1997-1998, and Climate Change Science, a report issued in 2001. In each of these cases, participants examined who said what, when, to whom, how, and with what effect. The last two cases specifically address climate-related topics. This paper summarizes the final workshop report (Communicating Uncertainties in Weather and Climate Information: Summary of a Workshop, NRC 2002), including an overview of the five cases and lessons learned about communicating uncertainties in weather and climate forecasts. Among other findings, the report stresses that communication and appropriate dissemination of information, including information about uncertainty in the forecasts and the forecaster's confidence in the product, should be an integral, ongoing part of the forecasting process, not an afterthought. Explaining uncertainty should be an integral part of what weather and climate forecasters do and is essential to delivering accurate and useful information.

Engaging All Americans: Innovative Strategies for Reaching the Public with Climate and Environmental Information

NASA Astrophysics Data System (ADS)

Espinoza, S.

2014-12-01

From extensive drought and heat waves to floods, tornadoes and Superstorm Sandy, extreme weather and climate events provide teachable moments to help communities prepare for and respond to related environmental, economic and health impacts. The National Environmental Education Foundation (www.neefusa.org) works with the American Meteorological Society, the media and other trusted messengers to provide weather, climate and environmental information to the public in accessible and widely used formats, whether via TV, radio or social media. NEEF will provide an overview of innovative partnerships and projects that are engaging Americans in understanding and using climate and environmental information to make the best choices in their daily lives and improve the health of their communities, including: Assessing knowledge, attitudes and behaviors: NEEF will share results from its national survey research and targeted focus groups on current attitudes and practices relating to our nation's environment. Simplifying and amplifying key messages: NEEF provides a national network of more than 350 meteorologists, radio broadcasters and journalists with the science-based information and resources they need to present climate and environmental topics to their viewers on-air, online and in community outreach. Engaging television viewers in citizen science: Eyes on Central PA, a pilot project of NEEF, Project Noah and WTAJ-TV, harnesses Project Noah's citizen science platform to collect and display photos of wildlife from WTAJ-TV viewers. NEEF and WTAJ provide regular blogs and on-air stories that highlight viewers' photos and link them to local weather conditions and climate trends. Expanding the conversation: NEEF's multimedia strategy in the Mid-Atlantic U.S. is reaching Spanish-speaking audiences with climate and environmental information through regular radio and television broadcasts. We are also exploring ways to reach other non-traditional audiences, including faith communities and sports fans, with weather, climate and preparedness information.

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

The Sun as a variable star: Solar and stellar irradiance variations; Colloquium of the International Astronomical Union, 143rd, Boulder, CO, Jun. 20-25, 1993

NASA Technical Reports Server (NTRS)

Pap, Judit M. (Editor); Froehlich, Claus (Editor); Hudson, Hugh S. (Editor); Tobiska, W. Kent (Editor)

1994-01-01

Variations in solar and stellar irradiances have long been of interest. An International Astronomical Union (IAU) colloquium reviewed such relevant subjects as observations, theoretical interpretations, and empirical and physical models, with a special emphasis on climatic impact of solar irradiance variability. Specific topics discussed included: (1) General Reviews on Observations of Solar and Stellar Irradiance Variability; (2) Observational Programs for Solar and Stellar Irradiance Variability; (3) Variability of Solar and Stellar Irradiance Related to the Network, Active Regions (Sunspots and Plages), and Large-Scale Magnetic Structures; (4) Empirical Models of Solar Total and Spectral Irradiance Variability; (5) Solar and Stellar Oscillations, Irradiance Variations and their Interpretations; and (6) The Response of the Earth's Atmosphere to Solar Irradiance Variations and Sun-Climate Connections.

Antarctica: A Keystone in a Changing World

NASA Astrophysics Data System (ADS)

Bell, Robin E.; Luyendyk, Bruce P.; Wilson, Terry J.

2008-01-01

10th International Symposium on Antarctic Earth Sciences; Santa Barbara, California, 26 August to 1 September 2007; The 10th International Symposium on Antarctic Earth Sciences was convened at the University of California, Santa Barbara, where 350 researchers presented talks and posters on topics including climate change, biotic evolution, magmatic processes, surface processes, tectonics, geodynamics, and the cryosphere. The symposium resulted in 335 peer-reviewed papers, 225 of which are published online (http://pubs.usgs.gov/of/2007/1047/). A proceedings book will also be published by the National Academies Press.

Methods of satellite oceanography

NASA Technical Reports Server (NTRS)

Stewart, R. H.

1985-01-01

The theoretical basis for remote sensing measurements of climate and ocean dynamics is examined. Consideration is given to: the absorption of electromagnetic radiation in the atmosphere; scattering in the atmosphere; and satellite observations using visible light. Consideration is also given to: the theory of radio scatter from the sea; scatter of centimeter waves from the sea; and the theory of operation of synthetic aperture radars. Additional topics include: the coordinate systems of satellite orbits for oceanographic remote sensing applications; the operating features of the major U.S. satellite systems for viewing the ocean; and satellite altimetry.

State Wildlife Action Plans as Tools for Adapting to a Continuously Changing Climate

NASA Astrophysics Data System (ADS)

Metivier, D. W.; Yocum, H.; Ray, A. J.

2015-12-01

Public land management plans are potentially powerful policies for building sustainability and adaptive capacity. Land managers are recognizing the need to respond to numerous climate change impacts on natural and human systems. For the first time, in 2015, the federal government required each state to incorporate climate change into their State Wildlife Action Plans (SWAP) as a condition for funding. As important land management tools, SWAPs have the potential to guide state agencies in shaping and implementing practices for climate change adaptation. Intended to be revised every ten years, SWAPs can change as conditions and understanding of climate change evolves. This study asks what practices are states using to integrate climate change, and how does this vary between states? To answer this question, we conducted a broad analysis among seven states (CO, MT, NE, ND, SD, UT, WY) and a more in-depth analysis of four states (CO, ND, SD, WY). We use seven key factors that represent best practices for incorporating climate change identified in the literature. These best practices are species prioritization, key habitats, threats, monitoring, partnerships and participation, identification of management options, and implementation of management options. The in-depth analysis focuses on how states are using climate change information for specific habitats addressed in the plans. We find that states are integrating climate change in many different ways, showing varying degrees of sophistication and preparedness. We summarize different practices and highlight opportunities to improve the effectiveness of plans through: communication tools across state lines and stakeholders, explicit targeting of key habitats, enforcement and monitoring progress and success, and conducting vulnerability analyses that incorporate topics beyond climate and include other drivers, trajectories, and implications of historic and future land-use change.

Response and adaptation of photosynthesis, respiration, and antioxidant systems to elevated CO2 with environmental stress in plants

PubMed Central

Xu, Zhenzhu; Jiang, Yanling; Zhou, Guangsheng

2015-01-01

It is well known that plant photosynthesis and respiration are two fundamental and crucial physiological processes, while the critical role of the antioxidant system in response to abiotic factors is still a focus point for investigating physiological stress. Although one key metabolic process and its response to climatic change have already been reported and reviewed, an integrative review, including several biological processes at multiple scales, has not been well reported. The current review will present a synthesis focusing on the underlying mechanisms in the responses to elevated CO2 at multiple scales, including molecular, cellular, biochemical, physiological, and individual aspects, particularly, for these biological processes under elevated CO2 with other key abiotic stresses, such as heat, drought, and ozone pollution, as well as nitrogen limitation. The present comprehensive review may add timely and substantial information about the topic in recent studies, while it presents what has been well established in previous reviews. First, an outline of the critical biological processes, and an overview of their roles in environmental regulation, is presented. Second, the research advances with regard to the individual subtopics are reviewed, including the response and adaptation of the photosynthetic capacity, respiration, and antioxidant system to CO2 enrichment alone, and its combination with other climatic change factors. Finally, the potential applications for plant responses at various levels to climate change are discussed. The above issue is currently of crucial concern worldwide, and this review may help in a better understanding of how plants deal with elevated CO2 using other mainstream abiotic factors, including molecular, cellular, biochemical, physiological, and whole individual processes, and the better management of the ecological environment, climate change, and sustainable development. PMID:26442017

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

NASA Astrophysics Data System (ADS)

Robinson, Z. P.

2009-04-01

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

Hybrid and Online Climate Instruction at Madison Area Technical College

NASA Astrophysics Data System (ADS)

Lindstrom, S. S.; Lazzara, M. A.; Harkey, M. K.; Lynds, S. E.

2012-12-01

A NASA-funded initiative to develop climate instruction to underserved populations, such as those enrolled in Community Colleges, has funded the development of a hybrid and an online class on Climate and Climate Change. We will present here the class structure, topics, results from the first course offering and plans for future improvement, as well as a discussion of differences resulting from course delivery format. Because this class was offered in Wisconsin, some of the readings focused on possible agricultural changes due to changing climate as well as how the climate normals changed this year. The class also sponsored two internships for students at Madison's local Electric/Gas supplier, and how that furthered their education will be discussed as well.

Assessing ExxonMobil’s climate change communications (1977-2014)

NASA Astrophysics Data System (ADS)

Supran, Geoffrey; Oreskes, Naomi

2017-08-01

This paper assesses whether ExxonMobil Corporation has in the past misled the general public about climate change. We present an empirical document-by-document textual content analysis and comparison of 187 climate change communications from ExxonMobil, including peer-reviewed and non-peer-reviewed publications, internal company documents, and paid, editorial-style advertisements (‘advertorials’) in The New York Times. We examine whether these communications sent consistent messages about the state of climate science and its implications—specifically, we compare their positions on climate change as real, human-caused, serious, and solvable. In all four cases, we find that as documents become more publicly accessible, they increasingly communicate doubt. This discrepancy is most pronounced between advertorials and all other documents. For example, accounting for expressions of reasonable doubt, 83% of peer-reviewed papers and 80% of internal documents acknowledge that climate change is real and human-caused, yet only 12% of advertorials do so, with 81% instead expressing doubt. We conclude that ExxonMobil contributed to advancing climate science—by way of its scientists’ academic publications—but promoted doubt about it in advertorials. Given this discrepancy, we conclude that ExxonMobil misled the public. Our content analysis also examines ExxonMobil’s discussion of the risks of stranded fossil fuel assets. We find the topic discussed and sometimes quantified in 24 documents of various types, but absent from advertorials. Finally, based on the available documents, we outline ExxonMobil’s strategic approach to climate change research and communication, which helps to contextualize our findings.

Measuring the Dynamics of Climate Change Communication in Mass Media and Social Networks with Computer-Assisted Content Analysis

NASA Astrophysics Data System (ADS)

Kirilenko, A.; Stepchenkova, S.

2012-12-01

To date, multiple authors have examined media representations of and public attitudes towards climate change, as well as how these representations and attitudes differ from scientific knowledge on the issue of climate change. Content analysis of newspaper publications, TV news, and, recently, Internet blogs has allowed for identification of major discussion themes within the climate change domain (e.g., newspaper trends, comparison of climate change discourse in different countries, contrasting liberal vs. conservative press). The majority of these studies, however, have processed texts manually, limiting textual population size, restricting the analysis to a relatively small number of themes, and using time-expensive coding procedures. The use of computer-assisted text analysis (CATA) software is important because the difficulties with manual processing become more severe with an increased volume of data. We developed a CATA approach that allows a large body of text materials to be surveyed in a quantifiable, objective, transparent, and time-efficient manner. While staying within the quantitative tradition of content analysis, the approach allows for an interpretation of the public discourse closer to one of more qualitatively oriented methods. The methodology used in this study contains several steps: (1) sample selection; (2) data preparation for computer processing and obtaining a matrix of keyword frequencies; (3) identification of themes in the texts using Exploratory Factor Analysis (EFA); (4) combining identified themes into higher order themes using Confirmatory Factor Analysis (CFA); (5) interpretation of obtained public discourse themes using factor scores; and (6) tracking the development of the main themes of the climate change discourse through time. In the report, we concentrate on two examples of CATA applied to study public perception of climate change. First example is an analysis of temporal change in public discourse on climate change. Applying CATA to a conservatively selected sample of 4043 articles published on climate change in The New York Times from 1995, we found a considerable change in major topics of discussion. One of the most significant tendencies is a gradual decline in the volume of material within the "Science" topic and an expansion of themes classified under the "Politics" topic. The second example is the analysis of public ability to detect climate change, in which we used a database of over 1 million Twitter messages on climate change that we have collected. We compared the intensity of tweeting on climate change with the "common-sense climate index" by Hansen et al (1999) and found that the weather extremes experienced at a certain location is immediately reflected in the number of tweets discussing climate change originating from that location. Although the CATA approach certainly has its limitations, we are convinced that it has a number of advantages over manual processing: it is able to analyze large textual bodies, is more time efficient, has a higher level of detail, enhances the richness of interpretation, and is able to reliably track discourse development through time.

Covering Climate Change in Wikipedia

NASA Astrophysics Data System (ADS)

Arritt, R. W.; Connolley, W.; Ramjohn, I.; Schulz, S.; Wickert, A. D.

2010-12-01

The first hit in an internet search for "global warming" using any of the three leading search engines (Google, Bing, or Yahoo) is the article "Global warming" in the online encyclopedia Wikipedia. The article garners about half a million page views per month. In addition to the site's visibility with the public, Wikipedia's articles on climate-related topics are widely referenced by policymakers, media outlets, and academia. Despite the site's strong influence on public understanding of science, few geoscientists actively participate in Wikipedia, with the result that the community that edits these articles is mostly composed of individuals with little or no expertise in the topic at hand. In this presentation we discuss how geoscientists can help shape public understanding of science by contributing to Wikipedia. Although Wikipedia prides itself on being "the encyclopedia that anyone can edit," the site has policies regarding contributions and behavior that can be pitfalls for newcomers. This presentation is intended as a guide for the geoscience community in contributing to information about climate change in this widely-used reference.

Lessons learned from a rigorous peer-review process for building the Climate Literacy and Energy Awareness (CLEAN) collection of high-quality digital teaching materials

NASA Astrophysics Data System (ADS)

Gold, A. U.; Ledley, T. S.; McCaffrey, M. S.; Buhr, S. M.; Manduca, C. A.; Niepold, F.; Fox, S.; Howell, C. D.; Lynds, S. E.

2010-12-01

The topic of climate change permeates all aspects of our society: the news, household debates, scientific conferences, etc. To provide students with accurate information about climate science and energy awareness, educators require scientifically and pedagogically robust teaching materials. To address this need, the NSF-funded Climate Literacy & Energy Awareness Network (CLEAN) Pathway has assembled a new peer-reviewed digital collection as part of the National Science Digital Library (NSDL) featuring teaching materials centered on climate and energy science for grades 6 through 16. The scope and framework of the collection is defined by the Essential Principles of Climate Science (CCSP 2009) and a set of energy awareness principles developed in the project. The collection provides trustworthy teaching materials on these socially relevant topics and prepares students to become responsible decision-makers. While a peer-review process is desirable for curriculum developer as well as collection builder to ensure quality, its implementation is non-trivial. We have designed a rigorous and transparent peer-review process for the CLEAN collection, and our experiences provide general guidelines that can be used to judge the quality of digital teaching materials across disciplines. Our multi-stage review process ensures that only resources with teaching goals relevant to developing climate literacy and energy awareness are considered. Each relevant resource is reviewed by two individuals to assess the i) scientific accuracy, ii) pedagogic effectiveness, and iii) usability/technical quality. A science review by an expert ensures the scientific quality and accuracy. Resources that pass all review steps are forwarded to a review panel of educators and scientists who make a final decision regarding inclusion of the materials in the CLEAN collection. Results from the first panel review show that about 20% (~100) of the resources that were initially considered for inclusion passed final review. Reviewer comments are recorded as annotations to enhance the resources in the collection and help educators with the implementation in their curriculum. CLEAN launched the first collection of digital educational resources about climate science and energy awareness in November 2010. The final CLEAN collection will include ≥500 resources and will also provide the alignment with the Benchmarks for Science Literacy and the NAAEE Excellence in Environmental Education Guidelines for Learning through the interactive NSDL strandmaps. We will present the first user feedback to this new collection.

Temperature-related sex allocation shifts in a recovering keystone species, Pinus palustris

Treesearch

Qinfeng Guo; Dale G. Brockway; Xiongwen Chen

2017-01-01

Background : The possible effects of climate change on sex allocation of a species have recently emerged as a topic of interest, relative to population sustainability via natural regeneration. Also, the universality of pollen limitation for reproduction and how climate may in fl uence it in different taxonomic groups remain to be explored. Aims : The aim of this study...

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

ERIC Educational Resources Information Center

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

2016-01-01

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

"It's Not a Political Issue!" The Interaction of Subject and Politics on Professors' Beliefs in Human-Induced Climate Change

ERIC Educational Resources Information Center

Nussbaum, E. Michael; Owens, Marissa C.; Cordova, Jacqueline R.

2016-01-01

This study examines the interaction of political orientation with academic discipline on beliefs in anthropogenic climate change (ACC) among higher education faculty. Over 300 faculty members at two research institutions in the United States were surveyed on topics concerning ACC and the results were analyzed with multiple regression. Even among…

Climate, environmental and socio-economic change: weighing up the balance in vector-borne disease transmission

DOE PAGES

Parham, Paul E.; Waldock, Joanna; Christophides, George K.; ...

2015-02-16

Arguably one of the most important effects of climate change is the potential impact on human health. While this is likely to take many forms, the implications for future transmission of vector-borne diseases (VBDs), given their ongoing contribution to global disease burden, are both extremely important and highly uncertain. In part, this is due not only to data limitations and methodological challenges when integrating climate-driven VBD models and climate change projections, but, perhaps most crucially, the multitude of epidemiological, ecological, and socioeconomic factors that drive VBD transmission, and this complexity has generated considerable debate over the last 10-15 years. Inmore » this article, and Theme Issue, we seek to elucidate current knowledge around this topic, identify key themes and uncertainties, evaluate ongoing challenges and open research questions, and, crucially, offer some solutions for the field moving forwards. Although many of these challenges are ubiquitous across multiple VBDs, more specific issues also arise in different vector-pathogen systems. This Theme Issue seeks to cover both, reflected in the breadth and depth of the topics and VBD-systems considered, itself strongly indicative of the challenging, but necessary, multidisciplinary nature of this research field.« less

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

NASA Astrophysics Data System (ADS)

Gautier, C.

2011-12-01

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

Extreme Weather and Climate: Workshop Report

NASA Technical Reports Server (NTRS)

Sobel, Adam; Camargo, Suzana; Debucquoy, Wim; Deodatis, George; Gerrard, Michael; Hall, Timothy; Hallman, Robert; Keenan, Jesse; Lall, Upmanu; Levy, Marc;

Weather, Ocean and Climate topics in Geosciences, a new subject in Norwegian upper secondary education.

NASA Astrophysics Data System (ADS)

Hansen, P. J. K.

2009-09-01

Weather, Ocean and Climate topics in Geosciences, a new subject in Norwegian upper secondary education. Pål J. Kirkeby Hansen Faculty of Education and International Studies, Oslo University College (PalKirkeby.Hansen@lui.hio.no) The Knowledge Promotion is the latest curriculum reform in Norwegian compulsory and upper secondary education implemented autumn 2006. The greenhouse effect, the increased greenhouse effect and the importance of the ozone layer are topics in Natural Science upper secondary year 1, but only in Programme for General Studies, chosen by less than 50% of the students. In Geography the same cohort learns about ocean and air currents and their impact on climate, and in particular conditions influencing the weather and climate in Norway. If the students during year 1 get interested in further education in weather, ocean, climate or other geosciences topics, they could continue their education on Programme for Specialization in General Studies and choose the new science subject Geosciences at years 2 and/or 3. Among many geo-topics, Geosciences contains: climate, weather, water circulation, glaciers, atmospheric currents, weather forecasts, variations in the ozone layer, climatic development from the latest Ice Age, climate change - causes, effects and challenges, surface and deep-sea currents in oceans - causes and consequences for the climate, el Niño and la Niña - causes and influence on the climate. The students are supposed to make extensive investigations of different geosciences-parameters on their own in an outdoor field using different tools of geosciences, and on the Internet and other media, and present the results. One serious problem introducing a new subject in upper secondary education is who are able to teach this subject. We who developed the curriculum on mission of the education ministry, had first of all teachers with a degree in natural geography in mind. To empower other interested teachers, for instance with degree in meteorology, oceanography, hydrology, geology or physics, we have given extensive in-service training and should during 2009 be able to offer further education from ½ to 1 year. The school year 2007/2008 was the first with Geosciences as an optional choice. Ca.80 schools of max. 300 were able to give GX a 3 hours/week course, and/or G1 a 5 h/w course. In 2008/2009 it is 92 schools, and the advanced level 5 h/w course G2 has been introduced in many schools. G2 is open to all, but chosen almost only by students with G1. X1 students accomplished the ever first national written exam in G2 in May 2009. Geosciences were introduced as an idea from the education minister, not as result of pressure from the grassroot. She wanted students to have more science subjects to choose among in upper secondary education. She hoped that Geosciences should be a vehicle for introducing new groups of students to science, and perhaps bring them to science studies on higher levels later on. We, who developed the curriculum and are also responsible for the national exam in G2. We are of course very curious about both responses from the schools on the curriculum and the exam, and on the students' attitudes, work and learning outcome. That's why we are setting up a science education research programme from spring 2009. The further education and research programmes are made possible because of a sponsorship (EUR 1.2mill.) to our Geo-Programme 2008-2013 from the Norwegian oil and gas company StatoilHydro. 1 Unknown till May 2009

Florida Integrated Science Center (FISC) Coral Reef Research

USGS Publications Warehouse

Poore, D.Z.

2008-01-01

Coral reefs provide important ecosystem services such as shoreline protection and the support of lucrative industries including fisheries and tourism. Such ecosystem services are being compromised as reefs decline due to coral disease, climate change, overfishing, and pollution. There is a need for focused, integrated science to understand the complex ecological interactions and effects of these many stressors and to provide information that will effectively guide policies and best management practices to preserve and restore these important resources. The U.S. Geological Survey Florida Integrated Science Center (USGS-FISC) is conducting a coordinated Coral Reef Research Project beginning in 2009. Specific research topics are aimed at addressing priorities identified in the 'Strategic Science for Coral Ecosystems 2007-2011' document (U.S. Geological Survey, 2007). Planned research will include a blend of historical, monitoring, and process studies aimed at improving our understanding of the development, current status and function, and likely future changes in coral ecosystems. Topics such as habitat characterization and distribution, coral disease, and trends in biogenic calcification are major themes of understanding reef structure, ecological integrity, and responses to global change.

Sustainable Biosphere Initiative Project

NASA Technical Reports Server (NTRS)

1997-01-01

The goal of the Advanced Technology in Ecological Sciences project is to gain broad participation within the environmental scientific community in developing a research agenda addressing the development and refinement of technologies instrumental to research that responds to these challenges (e.g. global climate change, unsustainable resource use, and threats to biological diversity). The following activities have been completed: (1) A listserve 'eco-tech was set up to serve as a clearinghouse of information about activities and events relating to advanced technologies; (2) A series of conference calls were organized on specific topics including data visualization and spatial analysis, and remote sensing; and (3) Two meetings were organized at the 19% ESA Annual Meeting in Providence, Rhode Island. Topics covered included concerns about tool and data sharing; interest in expanded development of ground-based remote sensing technologies for monitoring; issues involved in training for using new technologies and increasing data streams, and- associated implications of data processing capabilities; questions about how to develop appropriate standards (i.e. surface morphology classification standards) that facilitate the exchange and comparison of analytical results; and some thoughts about remote sensing platforms and vehicles.

Provenance Representation in the Global Change Information System (GCIS)

NASA Technical Reports Server (NTRS)

Tilmes, Curt

2012-01-01

Global climate change is a topic that has become very controversial despite strong support within the scientific community. It is common for agencies releasing information about climate change to be served with Freedom of Information Act (FOIA) requests for everything that led to that conclusion. Capturing and presenting the provenance, linking to the research papers, data sets, models, analyses, observation instruments and satellites, etc. supporting key findings has the potential to mitigate skepticism in this domain. The U.S. Global Change Research Program (USGCRP) is now coordinating the production of a National Climate Assessment (NCA) that presents our best understanding of global change. We are now developing a Global Change Information System (GCIS) that will present the content of that report and its provenance, including the scientific support for the findings of the assessment. We are using an approach that will present this information both through a human accessible web site as well as a machine readable interface for automated mining of the provenance graph. We plan to use the developing W3C PROV Data Model and Ontology for this system.

Paper 5944 Changing Climates @ Colorado State: It's Everybody's Business

NASA Astrophysics Data System (ADS)

Campbell, S.; Calderazzo, J.; Denning, S.; Betsill, M.; Klein, J. A.; Fiege, M.

2014-12-01

With the help of faculty from all eight colleges, twenty-seven departments, and numerous other entities on and off the Colorado State University campus, this education and outreach initiative is based on the premises that climate change is everybody's business and that everyone has something to offer in meeting its challenges. Beginning in 2007, CC@CSU has organized some 120 talks to audiences totaling some 6,000, helping inform the student body and community and catalyzing relationships among faculty and researchers across campus. It has offered communication coaching to scientists (and others) who want to translate their expertise for the public. And it has developed a multidisciplinary website (http://changingclimates.colostate.edu) with over 450 annotated entries, all college-level content, primer-level clarity, on topics that include climate science and ecology, economics and emotions, ethics and policy, communication and activism, paleoclimate and human history, and much more. This presentation will address the basic questions of why, who, how, what, for whom, and so what, concluding with some of the key lessons learned about communicating across disciplinary boundaries on this important subject.

Climate Change, Nutrition, and Bottom-Up and Top-Down Food Web Processes.

PubMed

Rosenblatt, Adam E; Schmitz, Oswald J

2016-12-01

Climate change ecology has focused on climate effects on trophic interactions through the lenses of temperature effects on organismal physiology and phenological asynchronies. Trophic interactions are also affected by the nutrient content of resources, but this topic has received less attention. Using concepts from nutritional ecology, we propose a conceptual framework for understanding how climate affects food webs through top-down and bottom-up processes impacted by co-occurring environmental drivers. The framework integrates climate effects on consumer physiology and feeding behavior with effects on resource nutrient content. It illustrates how studying responses of simplified food webs to simplified climate change might produce erroneous predictions. We encourage greater integrative complexity of climate change research on trophic interactions to resolve patterns and enhance predictive capacities. Copyright © 2016 Elsevier Ltd. All rights reserved.

Climate Research by K-12 Students: Can They Do It? Will Anybody Care?

NASA Astrophysics Data System (ADS)

Brooks, D. R.

2011-12-01

Starting from the premise that engaging students in authentic science research is an activity that benefits science education in general, it is first necessary to consider whether students, in collaboration with teachers and climate scientists, can do climate-related research that actually has scientific value. A workshop held in November 2010, co-sponsored by NSF and NOAA, addressed this question. It took as its starting point this "scientific interest" test: "If students conduct a climate-related research project according to protocols designed in collaboration with climate scientists, when they get done, will any of those scientists care whether they did it or not?" If the answer to this question is "yes," then the project may constitute authentic research, but if the answer is "no," then the project may have educational value, but it is not research. This test is important because only when climate scientists (and other stakeholders interested in climate and climate change) are invested in the outcomes of student research will meaningful student research programs with sustainable support be forthcoming. The absence of climate-related projects in high-level student science fair competitions indicates that, currently, the investment and infrastructure required to support student climate research is lacking. As a result, climate science is losing the battle for the "hearts and minds" of today's best students. The critical task for student climate research is to define projects that are theoretically and practically accessible. This excludes the "big questions" of climate science, such as "Is Earth getting warmer?", but includes many observationally based projects that can help to refine our understanding of climate and climate change. The characteristics of collaborative climate research with students include: 1. carefully drawn distinctions between inquiry-based "learning about" activities and actual research; 2. an identified audience of potential stakeholders who will care about the results of the research; 3. clearly defined expectations, logistics, and outcomes for all participants. Some examples of appropriate data-based research topics include: 1. monitoring black carbon, atmospheric aerosols, and water vapor; 2. pyranometry at sufficiently high temporal resolution to study cloud patterns; 3. urban heat island and other microclimate effects; 4. monitoring benthic habitats and seafloor temperatures; 5. monitoring free-floating ocean buoys to help in the establishment of mobile marine sanctuaries; 6. monitoring surface reflectivity to generate highly localized normalized difference vegetation indices; 7. tracking habitats for vector-borne disease carriers in developing countries. Both education and science communities need to work harder to support student climate research. Educational institutions must build authentic student research into their mission statements. Scientists need to be more aware of the constraints under which teachers and their students must operate on a day-to-day basis. But, students can participate in authentic climate research if educators and scientists expect them to do real research, are honest with them about what is required to do real research, and are willing to provide persistent ongoing support.

How Teachers' Beliefs About Climate Change Influence Their Instruction and Resulting Student Outcomes

NASA Astrophysics Data System (ADS)

Nation, M.; Feldman, A.; Smith, G.

2017-12-01

The purpose of the study was to understand the relationship between teachers' beliefs and understandings of climate change and their instructional practices to determine if and how they impact student outcomes. Limited research has been done in the area of teacher beliefs on climate change, their instruction, and resulting student outcomes. This study contributes to the greater understanding of teachers' beliefs and impact on climate change curriculum implementation. The study utilized a mixed methods approach to data collection and analysis. Data were collected in the form of classroom observations, surveys, and interviews from teachers and students participating in the study over a four-month period. Qualitative and quantitative findings were analyzed through thematic coding and descriptive analysis and compared in an effort to triangulate findings. The results of the study suggest teachers and students believe climate change is occurring and humans are largely to blame. Personal beliefs are important when teaching controversial topics, such as climate change, but participants maintained neutrality within their instruction of the topic, as not to appear biased or influence students' decisions about climate change, and avoid political controversy in the classroom. Overall, the study found teachers' level of understandings and beliefs about climate change had little impact on their instruction and resulting student outcomes. Based on the findings, simply adding climate change to the existing science curriculum is not sufficient for teachers or students. Teachers need to be better prepared about effective pedagogical practices of the content in order to effectively teach a climate-centered curriculum. The barriers that exist for the inclusion of teachers' personal beliefs need to be removed in order for teachers to assert their own personal beliefs about climate change within their classroom instruction. Administrators and stakeholders need to support science teachers' beliefs about climate change, and uphold the efforts of the scientific community, regardless of political hierarchy. Students are loosing an opportunity for insight into educated, knowledgeable mentors, and are by-in-large left to the opinions of climate change that overwhelm news media, which may not be as trustworthy.

A bottom-up, scientist-based initiative for the communication of climate sciences with the general public

NASA Astrophysics Data System (ADS)

Bourqui, Michel; Bolduc, Cassandra; Paul, Charbonneau; Marie, Charrière; Daniel, Hill; Angelica, Lopez; Enrique, Loubet; Philippe, Roy; Barbara, Winter

2015-04-01

This talk introduces a scientists-initiated, new online platform whose aim is to contribute to making climate sciences become public knowledge. It takes a unique bottom-up approach, strictly founded on individual-based participation, high scientific standards and independence The main purpose is to build an open-access, multilingual and peer-reviewed journal publishing short climate articles in non-scientific language. The targeted public includes journalists, teachers, students, local politicians, economists, members of the agriculture sector, and any other citizens from around the world with an interest in climate sciences. This journal is meant to offer a simple and direct channel for scientists wishing to disseminate their research to the general public. A high standard of climate articles is ensured through: a) requiring that the main author is an active climate scientist, and b) an innovative peer-review process involving scientific and non-scientific referees with distinct roles. The platform fosters the direct participation of non-scientists through co-authoring, peer-reviewing, language translation. It furthermore engages the general public in the scientific inquiry by allowing non-scientists to invite manuscripts to be written on topics of their concern. The platform is currently being developed by a community of scientists and non-scientists. In this talk, I will present the basic ideas behind this new online platform, its current state and the plans for the next future. The beta version of the platform is available at: http://www.climateonline.bourquiconsulting.ch

Topical Collection: Climate-change research by early-career hydrogeologists

NASA Astrophysics Data System (ADS)

Re, Viviana; Maldaner, Carlos H.; Gurdak, Jason J.; Leblanc, Marc; Resende, Tales Carvalho; Stigter, Tibor Y.

2018-05-01

Scientific outreach, international networking, collaboration and adequate courses are needed in both developed and developing countries to enable early-career hydrogeologists to promote long-term multidisciplinary approaches to cope with climate-change issues and emphasize the importance of groundwater in a global strategy for adaptation. One such collaboration has involved the Early Career Hydrogeologists' Network of the International Association of Hydrogeologists (ECHN-IAH) and the UNESCO International Hydrological Programme's (IHP) Groundwater Resources Assessment under the Pressures of Humanity and Climate Changes (GRAPHIC) project. This collaboration seeks to foster the education and involvement of the future generation of water leaders in the debate over groundwater and climate change.

The Climate Science Rapid Response Team - A Model for Science Communication

NASA Astrophysics Data System (ADS)

Mandia, S. A.; Abraham, J. A.; Weymann, R.; Ashley, M.

2011-12-01

In recent years, there have been many independent initiatives which have commenced with the goal of improving communication between scientists and the larger public. These initiatives have often been motivated by the recognition that concerns amongst scientists related to the pending threats of climate change are not universally shared by the general public. Multiple studies have conclusively demonstrated that while the vast majority of climate scientists are in broad agreement that human-emitted greenhouse gases are causing increases in the Earth's temperature, the larger public is divided. Often, this divide mirrors divides on other political, societal, economic, or scientific issues. One unique approach to improve the conveyance of the state of climate-change science to the public is reflected by a self-organized effort of scientists themselves. This approach has lead to the formation of the Climate Science Rapid Response Team (CSRRT). The mission of this organization is to provide accurate and rapid information on any climate-science topic to general media and governmental inquirers. The CSRRT currently consists of approximately 135 world-class climate scientists whose members cover the sub-disciplines of climate change and include not only the natural sciences but also economics and policy. Since its formation, the CSRRT has fielded approximately four inquires each week from institutions that include The Associated Press, ABC, CBS, CNN, BBC, New York Times, Time of London, National Public Radio, The Guardian, The Washington Post, the Los Angeles Times, the Chicago Tribune, and the U.S. Congress, among others. Members of the CSRRT have been asked to provide quotations for news stories; they have also been asked to give radio, television, or print-media interviews. Some members of the CSRRT have undergone media training to help encourage the use of jargon-free language so that clear communication with the broader public can be more successful. The response from interactions with the media sources has been overwhelmingly affirmative. The CSRRT has become recognized as a high-quality service that provides accurate science information in a very rapid manner. The CSRRT encourages AGU climate scientists who wish to participate in CSRRT to contact us, and AGU members to inform their contacts in the media about our service.

Climate change and the health impact of aflatoxins exposure in Portugal - an overview.

PubMed

Assunção, Ricardo; Martins, Carla; Viegas, Susana; Viegas, Carla; Jakobsen, Lea S; Pires, Sara; Alvito, Paula

2018-03-08

Climate change has been indicated as a driver for food safety issues worldwide, mainly due to the impact on the occurrence of food safety hazards at various stages of food chain. Mycotoxins, natural contaminants produced by fungi, are among the most important of such hazards. Aflatoxins, which have the highest acute and chronic toxicity of all mycotoxins, assume particular importance. A recent study predicted aflatoxin contamination in maize and wheat crops in Europe within the next 100 years and aflatoxin B1 is predicted to become a food safety issue in Europe, especially in the most probable scenario of climate change (+2°C). This review discusses the potential influence of climate change on the health risk associated to aflatoxins dietary exposure of Portuguese population. We estimated the burden of disease associated to the current aflatoxin exposure for Portuguese population in terms of Disability Adjusted Life Years (DALYs). It is expected that in the future the number of DALYs and the associated cases of hepatocellular carcinoma due to aflatoxins exposure will increase due to climate change. The topics highlighted through this review, including the potential impact on health of the Portuguese population through the dietary exposure to aflatoxins, should represent an alert for the potential consequences of an incompletely explored perspective of climate change. Politics and decision-makers should be involved and committed to implement effective measures to deal with climate change issues and to reduce its possible consequences. This review constitutes a contribution for the prioritisation of strategies to face the unequal burden of effects of weather-related hazards in Portugal and across Europe.

Economic modeling of effects of climate change on the forest sector and mitigation options: a compendium of briefing papers

Treesearch

Ralph J. Alig

2010-01-01

This report is a compilation of six briefing papers based on literature reviews and syntheses, prepared for U.S. Department of Agriculture, Forest Service policy analysts and decisionmakers about specific questions pertaining to climate change. The main topics addressed here are economic effects on the forest sector at the national and global scales, costs of forest...

Climate change vulnerability assessment for the Chugach National Forest and the Kenai Peninsula

Treesearch

Gregory H. Hayward; Steve Colt; Monica L. McTeague; Teresa N. Hollingsworth

2017-01-01

This assessment evaluates the effects of future climate change on a select set of ecological systems and ecosystem services in Alaska’s Kenai Peninsula and Chugach National Forest regions. The focus of the assessment was established during a multi-agency/organization workshop that established the goal to conduct a rigorous evaluation of a limited range of topics rather...

Impact of Ocean Acidification on Fluxes of non-CO2 Climate-Active Species: Report from the GESAMP WG38 workshop

NASA Astrophysics Data System (ADS)

Suntharalingam, Parvadha; Gehlen, Marion; Hopkins, Frances; Duce, Robert; Jickells, Tim; Gesamp WG38 Workshop, Participants

2017-04-01

Most investigations of the impact of ocean acidification (OA) have focused on changes in oceanic uptake of anthropogenic CO2, the resulting shifts in carbonate chemical equilibria, and the consequences for marine calcifying organisms. Little attention has been paid to the direct impacts of OA on the ocean sources of a range of other gaseous and aerosol species that are influential in regulating radiative forcing, atmospheric oxidising capacity and atmospheric chemistry. The oceanic processes governing emissions of these species are frequently sensitive to the changes in pH and ocean pCO2 accompanying ocean acidification. Such processes include, for example, metabolic rates of microbial activity, levels of surface primary production, ecosystem composition, and photo-chemical and microbially mediated production/loss pathways for individual species. The direct and indirect influences of these factors on oceanic fluxes of non-CO2 trace-gases and aerosols, and the subsequent feedbacks to climate remain highly uncertain. To address these issues UN/GESAMP Working Group 38, The Atmospheric Input of Chemicals to the Ocean, convened a workshop on this topic at the University of East Anglia in February, 2017. The goals of this workshop are to review and synthesize the current science on the direct impacts of ocean acidification on marine emissions to the atmosphere of key species important for climate, and atmospheric chemistry; and to identify the primary needs for new research to improve process understanding and to quantify the impact of ocean acidification on these marine fluxes (i.e., provide recommendations on the specific laboratory process studies, field measurements and model analyses needed to support targeted research activities on this topic). The results, conclusions, and recommendations of this workshop will be presented.

Scientists + Artists: An Introduction to Mutually Beneficial Partnerships

NASA Astrophysics Data System (ADS)

Sparks, A.

2017-12-01

As world leaders, climate and energy scientists, and others examine our future climate, new ways of collaborating and communicating across different social sectors are becoming more crucial. What images and stories are evoked when you think about the future of the planet? Storytelling and images are basic tools for artists, and are increasingly recognized as critical tools for scientists, educators, and people interested in communicating science to broader public audiences. Science/arts collaborations have numerous benefits and can be challenging when partners have different lexicons for making sense of the world. This participatory session will explore the benefits and role of science/arts partnerships when communicating and engaging with stakeholders from varying backgrounds. Attendees will develop shared vocabulary and examine collaborative tools that can help both non-artists and non-scientists better communicate about climate change, energy policies, and other topics. For newcomers, this will be a 101 primer to community engagement and using the arts and/or collaborating with artists to reach broader audiences with your work. Experienced attendees will examine their own previous partnerships to reflect on the successes and learn from the challenges. Topics to be covered include: 1) understanding shared values between artists/scientists; 2) clarifying target audiences; and 3) identifying factors and components critical for healthy partnerships across sectors. Theater director and engagement strategist Ashley Sparks leads this interactive session and reflects on learnings from her partnership with the Energy Foundation, the Network for Energy, Water, and Health in Affordable Buildings, and the Natural Resources Defense Council. In partnership with engineers and technical experts she has been leading efforts to create a story bank focused on increasing energy efficiency in affordable multifamily housing.

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.

Public Health-Related Impacts of Climate Change inCalifornia

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

Drechsler, D.M.; Motallebi, N.; Kleeman, M.

2005-12-01

In June 2005 Governor Arnold Schwarzenegger issued Executive Order S-3-05 that set greenhouse gas emission reduction targets for California, and directed the Secretary of the California Environmental Protection Agency to report to the governor and the State legislature by January 2006 and biannually thereafter on the impacts to California of global warming, including impacts to water supply, public health, agriculture, the coastline, and forestry, and to prepare and report on mitigation and adaptation plans to combat these impacts. This report is a part of the report to the governor and legislature, and focuses on public health impacts that have beenmore » associated with climate change. Considerable evidence suggests that average ambient temperature is increasing worldwide, that temperatures will continue to increase into the future, and that global warming will result in changes to many aspects of climate, including temperature, humidity, and precipitation (McMichael and Githeko, 2001). It is expected that California will experience changes in both temperature and precipitation under current trends. Many of the changes in climate projected for California could have ramifications for public health (McMichael and Githeko, 2001), and this document summarizes the impacts judged most likely to occur in California, based on a review of available peer-reviewed scientific literature and new modeling and statistical analyses. The impacts identified as most significant to public health in California include mortality and morbidity related to temperature, air pollution, vector and water-borne diseases, and wildfires. There is considerable complexity underlying the health of a population with many contributing factors including biological, ecological, social, political, and geographical. In addition, the relationship between climate change and changes in public health is difficult to predict for the most part, although more detailed information is available on temperature-related mortality and air pollution effects than the other endpoints discussed in this document. Consequently, these two topics are discussed in greater detail. Where possible, estimates of the magnitude and significance of these impacts are also discussed, along with possible adaptations that could reduce climate-related health impacts. In the context of this review, weather refers to meteorological conditions at a specific place and time over a relatively short time frame, such as up to a year or two. Climate, on the other hand, refers to the same meteorological conditions, but over a longer time frame, such as decades or centuries.« less

PolarPortal.org Communicates Real-Time Developments in the Arctic

NASA Astrophysics Data System (ADS)

Langen, P. L.; Andersen, S. B.; Andersen, K. K.; Andersen, M. L.; Ahlstrom, A. P.; van As, D.; Barletta, V. R.; Box, J. E.; Citterio, M.; Colgan, W. T.; Dybkjær, G.; Forsberg, R.; Høyer, J. L.; Jensen, M. B.; Kliem, N.; Mottram, R.; Nielsen, K. P.; Olesen, M.; Quaglia, F. C.; Rasmussen, T. A.; Rodehacke, C. B.; Stendel, M.; Sandberg Sørensen, L.; Tonboe, R. T.

2014-12-01

PolarPortal.org was launched in June 2013 by a consortium of Danish institutions, including the Danish Meteorological Institute (DMI), the Geological Survey of Denmark and Greenland (GEUS) and the National Space Institute at the Technical University of Denmark (DTU-Space). Polar Portal is a single web portal presenting a wide range of near real-time information on both the Greenland ice sheet and Arctic sea-ice in a format geared for non-specialists. Polar Portal aims to meet widespread public interest in a diverse range of climate-cryosphere processes in the Arctic: What is the present Greenland ice sheet contribution to sea level rise? How quickly are outlet glaciers retreating or advancing right now? How extensive is Arctic sea-ice or how warm is the Arctic Ocean at this moment? Although public interest in such topics is widely acknowledged, an important primary task for the scientists behind Polar Portal was collaborating with media specialists to establish the knowledge range of the general public on these topics, in order for Polar Portal to appropriately present useful climate-cryosphere information. Consequently, Polar Portal is designed in a highly visual exploratory format, where individual data products are accompanied by plain written summaries, with hyperlinks to relevant journal papers for more scrutinizing users. Numerous satellite and in situ observations, together with model output, are channeled daily into the Greenland ice sheet and Arctic sea-ice divisions of Polar Portal.

Development, Implementation, and Assessment of Climate Curricular Materials for Introductory Undergraduates: Lessons Learned from the InTeGrate Project's Climate of Change Module

NASA Astrophysics Data System (ADS)

Walker, B.; Fadem, C. M.; Shellito, L. J.

2014-12-01

Designing climate change curricular materials suitable for wide adoption across institutions and academic disciplines (including those outside of the geosciences) requires collaboration among faculty at different types of institutions and consideration of a variety of student populations, learning styles, and course formats. The Interdisciplinary Teaching of Geoscience for a Sustainable Future (InTeGrate) project, an NSF STEP Center program, provides opportunities for faculty to develop 2-3 week teaching modules to engage students in understanding the intersections between geoscience topics and societal issues. From 2012-2014, a team of 3 faculty from a liberal arts college, comprehensive university, and community college developed, implemented, assessed, and revised a 2-3 week module for introductory undergraduates entitled "Climate of change: interactions and feedbacks between water, air, and ice". The module uses authentic atmosphere, ocean, and cryosphere data from several regions to illustrate how climate impacts human societies and that the climate system has interacting components complicated by feedbacks, uncertainties, and human behavioral decisions. Students also consider past and present human adaptations to climate fluctuations. The module was piloted in introductory geology, meteorology, and oceanography courses during the 2012-2013 academic year, during which time formative and summative assessments were administered and used to modify the curricular materials. We will provide an overview of the module's content, instructional strategies involved in implementing the module, and methods of formative and summative assessment. We will also report on lessons learned during the development, piloting, revision, and publishing process, the importance of fostering partnerships between faculty from different institution types, and design approaches that promote widespread adoption of climate curricular materials.

Modeling and projection of dengue fever cases in Guangzhou based on variation of weather factors.

PubMed

Li, Chenlu; Wang, Xiaofeng; Wu, Xiaoxu; Liu, Jianing; Ji, Duoying; Du, Juan

2017-12-15

Dengue fever is one of the most serious vector-borne infectious diseases, especially in Guangzhou, China. Dengue viruses and their vectors Aedes albopictus are sensitive to climate change primarily in relation to weather factors. Previous research has mainly focused on identifying the relationship between climate factors and dengue cases, or developing dengue case models with some non-climate factors. However, there has been little research addressing the modeling and projection of dengue cases only from the perspective of climate change. This study considered this topic using long time series data (1998-2014). First, sensitive weather factors were identified through meta-analysis that included literature review screening, lagged analysis, and collinear analysis. Then, key factors that included monthly average temperature at a lag of two months, and monthly average relative humidity and monthly average precipitation at lags of three months were determined. Second, time series Poisson analysis was used with the generalized additive model approach to develop a dengue model based on key weather factors for January 1998 to December 2012. Data from January 2013 to July 2014 were used to validate that the model was reliable and reasonable. Finally, future weather data (January 2020 to December 2070) were input into the model to project the occurrence of dengue cases under different climate scenarios (RCP 2.6 and RCP 8.5). Longer time series analysis and scientifically selected weather variables were used to develop a dengue model to ensure reliability. The projections suggested that seasonal disease control (especially in summer and fall) and mitigation of greenhouse gas emissions could help reduce the incidence of dengue fever. The results of this study hope to provide a scientifically theoretical basis for the prevention and control of dengue fever in Guangzhou. Copyright © 2017 Elsevier B.V. All rights reserved.

Global Systems Science and Hands-On Universe Course Materials for High School

NASA Astrophysics Data System (ADS)

Gould, A.

2011-09-01

The University of California Berkeley's Lawrence Hall of Science has a project called Global Systems Science (GSS). GSS produced a set of course materials for high school science education that includes reading materials, investigations, and software for analyzing satellite images of Earth focusing on Earth systems as well as societal issues that require interdisciplinary science for full understanding. The software has general application in analysis of any digital images for a variety of purposes. NSF and NASA funding have contributed to the development of GSS. The current NASA-funded project of GSS is Lifelines for High School Climate Change Education (LHSCCE), which aims to establish professional learning communities (PLCs) to share curriculum resources and best practices for teaching about climate change in grades 9-12. The project explores ideal ways for teachers to meet either in-person or using simple yet effective distance-communication techniques (tele-meetings), depending on local preferences. Skills promoted include: how to set up a website to share resources; initiating tele-meetings with any available mechanism (webinars, Skype, telecons, moodles, social network tools, etc.); and easy ways of documenting and archiving presentations made at meetings. Twenty teacher leaders are forming the PLCs in their regions or districts. This is a national effort in which teachers share ideas, strategies, and resources aimed at making science education relevant to societal issues, improve students' understanding of climate change issues, and contribute to possible solutions. Although the binding theme is climate change, the application is to a wide variety of courses: Earth science, environmental science, biology, physics, and chemistry. Moreover, the PLCs formed can last as long as the members find it useful and can deal with any topics of interest, even if they are only distantly related to climate change.

Impact of the Climate Change on Cultural Heritage Sites in Cyprus

NASA Astrophysics Data System (ADS)

Cuca, Branka; Agapiou, Athos; Lysandrou, Vasiliki; Themistocleous, Kyriacos; Nisantzi, Argyro; Michaelides, Silas; Hadjimitsis, Diofantos G.

2016-04-01

Climate change is one of the main factors with a significant impact on changes of cultural heritage and landscapes. Exposed and buried archaeological remains are particularly endangered by effects of climate change processes hence it is of great importance to understand the type of risks and the degree of their impact on such assets. Some of the potential risks for cultural heritage and landscape include flooding, intense rainfall, increase in time of wetness, extreme events in temperature change, coastal flooding, drought, wind driven/transported agents (sand, rain or salt) and so forth. From the geo-science perspective, the topic of climate change and the risks it causes is of crucial importance for environmental monitoring in general and it is one of the main applications of the European program on Earth Observation Copernicus. The activities performed in CLIMA project - "Cultural Landscape risk Identification, Management and Assessment" have as one of the main tasks to combining the fields of remote sensing technologies, including the Sentinel data, and cultural heritage monitoring. Such interdisciplinary approach was undertaken in order to identify major climate change risks affecting archaeological heritage in rural areas in Cyprus and to identify the most suitable Earth Observation (EO) and ground-based methods that might be effective in the mapping, diagnostics and monitoring of such risks. This thorough analysis will support the overall design of the CLIMA platform based in EO data analysis, risk models and ground-based methods to provide integrated information for specialists in remote sensing but also to archeologists and policy makers engaged in heritage preservation and management. The case study selected for Cyprus is the awarded Nea Paphos archeological site and historical center of Paphos that is surrounding this UNSECO World Heritage site.

Ecological impacts of atmospheric pollution and interactions with climate change in terrestrial ecosystems of the Mediterranean Basin: Current research and future directions.

PubMed

Ochoa-Hueso, Raúl; Munzi, Silvana; Alonso, Rocío; Arróniz-Crespo, María; Avila, Anna; Bermejo, Victoria; Bobbink, Roland; Branquinho, Cristina; Concostrina-Zubiri, Laura; Cruz, Cristina; Cruz de Carvalho, Ricardo; De Marco, Alessandra; Dias, Teresa; Elustondo, David; Elvira, Susana; Estébanez, Belén; Fusaro, Lina; Gerosa, Giacomo; Izquieta-Rojano, Sheila; Lo Cascio, Mauro; Marzuoli, Riccardo; Matos, Paula; Mereu, Simone; Merino, José; Morillas, Lourdes; Nunes, Alice; Paoletti, Elena; Paoli, Luca; Pinho, Pedro; Rogers, Isabel B; Santos, Arthur; Sicard, Pierre; Stevens, Carly J; Theobald, Mark R

2017-08-01

Mediterranean Basin ecosystems, their unique biodiversity, and the key services they provide are currently at risk due to air pollution and climate change, yet only a limited number of isolated and geographically-restricted studies have addressed this topic, often with contrasting results. Particularities of air pollution in this region include high O 3 levels due to high air temperatures and solar radiation, the stability of air masses, and dominance of dry over wet nitrogen deposition. Moreover, the unique abiotic and biotic factors (e.g., climate, vegetation type, relevance of Saharan dust inputs) modulating the response of Mediterranean ecosystems at various spatiotemporal scales make it difficult to understand, and thus predict, the consequences of human activities that cause air pollution in the Mediterranean Basin. Therefore, there is an urgent need to implement coordinated research and experimental platforms along with wider environmental monitoring networks in the region. In particular, a robust deposition monitoring network in conjunction with modelling estimates is crucial, possibly including a set of common biomonitors (ideally cryptogams, an important component of the Mediterranean vegetation), to help refine pollutant deposition maps. Additionally, increased attention must be paid to functional diversity measures in future air pollution and climate change studies to establish the necessary link between biodiversity and the provision of ecosystem services in Mediterranean ecosystems. Through a coordinated effort, the Mediterranean scientific community can fill the above-mentioned gaps and reach a greater understanding of the mechanisms underlying the combined effects of air pollution and climate change in the Mediterranean Basin. Copyright © 2017 Elsevier Ltd. All rights reserved.

The Las Vegas Sustainability Atlas: Modeling Place-based Interactions and Implications in the Las Vegas Valley Bioregion

NASA Astrophysics Data System (ADS)

Ego, H.; McCown, K.; Saghafi, N.; Gross, E.; Hunter, W.; Zawarus, P.; Gann, A.; Piechota, T. C.

2014-12-01

Las Vegas, Nevada, with 2 million residents and 40 million annual visitors, is one of the driest metropolitan environments of its size in the world. The metro imports nearly all of its resources, including energy, water and food. Rapid population increases, drought, and temperature increases due to climate change create challenges for planning resilient systems in the Las Vegas Valley. Because of its growth rate, aridity, Las Vegas, Nevada is a significant and relevant region for the study of the water, energy, food and climate nexus. Cities in the United States and the world are seeing increasing trends in urbanization and water scarcity. How does the water-energy-climate-food nexus affect each metropolitan area? How can this complex information be used for resiliency planning? How can it be related to the public, so they can understand the issues in a way that makes them meaningful participants in the planning process? The topic of our presentation is a 'resiliency atlas.' The atlas is a place-based model tested in Las Vegas to explore bioregional distinctiveness of the water-energy-climate-food nexus, including regional transportation systems. The atlas integrates the systems within a utilitarian organization of information. Systems in this place-based model demonstrate how infrastructure services are efficiently provided for the Las Vegas Valley population. This resiliency atlas can clarify how the nexus applies to place; and how it can be used to spur geographically germane adaption strategies. In the Las Vegas Valley, climate change (drought and high sustained temperatures) and population affect water, energy, and food systems. This clarity of a place based model can help educate the public about the resilience of their place, and facilitate and organize the planning process in the face of uncertainty.

Models Required to Mitigate Impacts of Space Weather on Space Systems

NASA Technical Reports Server (NTRS)

Barth, Janet L.

2003-01-01

This viewgraph presentation attempts to develop a model of factors which need to be considered in the design and construction of spacecraft to lessen the effects of space weather on these vehicles. Topics considered include: space environments and effects, radiation environments and effects, space weather drivers, space weather models, climate models, solar proton activity and mission design for the GOES mission. The authors conclude that space environment models need to address issues from mission planning through operations and a program to develop and validate authoritative space environment models for application to spacecraft design does not exist at this time.

Proceedings of the American Power Conference. Volume 60-1

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

McBride, A.E.

1998-12-01

The American Power Conference, 60th annual meeting, 1998, addressed reliability and economy as related to technology for competition and globalization. The topics of the papers included needs and advances in power engineering education, global climate change, distributed generation, the critical role of the nations largest coal, nuclear and hydropower stations, advances in generation technology, financing electric power projects, successful deregulation, year 2000 outlook for equipment conflict with information and control, system planning, asset management, relay and communication, particulate and SO{sub x} control, environmental protection compliance strategies, fuel cells, gas turbines, renewable energy, steam turbines, and cost reduction strategies.

Proceedings of the American Power Conference. Volume 60-2

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

McBride, A.E.

1998-12-01

The American Power Conference, 60th annual meeting, 1998, addressed reliability and economy as related to technology for competition and globalization. The topics of the papers included needs and advances in power engineering education, global climate change, distributed generation, the critical role of the nations largest coal, nuclear and hydropower stations, advances in generation technology, financing electric power projects, successful deregulation, year 2000 outlook for equipment conflict with information and control, system planning, asset management, relay and communication, particulate and SO{sub x} control, environmental protection compliance strategies, fuel cells, gas turbines, renewable energy, steam turbines, and cost reduction strategies.

A review of biomass burning: Emissions and impacts on air quality, health and climate in China.

PubMed

Chen, Jianmin; Li, Chunlin; Ristovski, Zoran; Milic, Andelija; Gu, Yuantong; Islam, Mohammad S; Wang, Shuxiao; Hao, Jiming; Zhang, Hefeng; He, Congrong; Guo, Hai; Fu, Hongbo; Miljevic, Branka; Morawska, Lidia; Thai, Phong; Lam, Yun Fat; Pereira, Gavin; Ding, Aijun; Huang, Xin; Dumka, Umesh C

2017-02-01

Biomass burning (BB) is a significant air pollution source, with global, regional and local impacts on air quality, public health and climate. Worldwide an extensive range of studies has been conducted on almost all the aspects of BB, including its specific types, on quantification of emissions and on assessing its various impacts. China is one of the countries where the significance of BB has been recognized, and a lot of research efforts devoted to investigate it, however, so far no systematic reviews were conducted to synthesize the information which has been emerging. Therefore the aim of this work was to comprehensively review most of the studies published on this topic in China, including literature concerning field measurements, laboratory studies and the impacts of BB indoors and outdoors in China. In addition, this review provides insights into the role of wildfire and anthropogenic BB on air quality and health globally. Further, we attempted to provide a basis for formulation of policies and regulations by policy makers in China. Crown Copyright © 2016. Published by Elsevier B.V. All rights reserved.

High-resolution regional climate model evaluation using variable-resolution CESM over California

NASA Astrophysics Data System (ADS)

Huang, X.; Rhoades, A.; Ullrich, P. A.; Zarzycki, C. M.

2015-12-01

Understanding the effect of climate change at regional scales remains a topic of intensive research. Though computational constraints remain a problem, high horizontal resolution is needed to represent topographic forcing, which is a significant driver of local climate variability. Although regional climate models (RCMs) have traditionally been used at these scales, variable-resolution global climate models (VRGCMs) have recently arisen as an alternative for studying regional weather and climate allowing two-way interaction between these domains without the need for nudging. In this study, the recently developed variable-resolution option within the Community Earth System Model (CESM) is assessed for long-term regional climate modeling over California. Our variable-resolution simulations will focus on relatively high resolutions for climate assessment, namely 28km and 14km regional resolution, which are much more typical for dynamically downscaled studies. For comparison with the more widely used RCM method, the Weather Research and Forecasting (WRF) model will be used for simulations at 27km and 9km. All simulations use the AMIP (Atmospheric Model Intercomparison Project) protocols. The time period is from 1979-01-01 to 2005-12-31 (UTC), and year 1979 was discarded as spin up time. The mean climatology across California's diverse climate zones, including temperature and precipitation, is analyzed and contrasted with the Weather Research and Forcasting (WRF) model (as a traditional RCM), regional reanalysis, gridded observational datasets and uniform high-resolution CESM at 0.25 degree with the finite volume (FV) dynamical core. The results show that variable-resolution CESM is competitive in representing regional climatology on both annual and seasonal time scales. This assessment adds value to the use of VRGCMs for projecting climate change over the coming century and improve our understanding of both past and future regional climate related to fine-scale processes. This assessment is also relevant for addressing the scale limitation of current RCMs or VRGCMs when next-generation model resolution increases to ~10km and beyond.

Climate Change Education: Student Media Production to Educate and Engage

NASA Astrophysics Data System (ADS)

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

2011-12-01

Climate change education offers many challenges, including the complexity of the natural and human systems involved, a need for a multi-disciplinary perspective, and the psychological barriers to learning that result from a problem that frequently elicits a sense of being overwhelmed and powerless. The implications of climate change impacts and/or solutions can be especially overwhelming for today's students, who are likely to be confronted with many projected changes within their lifetimes. We are developing approaches to incorporate video production by students at both the high school and university levels in order to overcome many of the challenges unique to climate change education. Through media production, students are asked to convey complex topics using clear, simple language and metaphor, so their content knowledge must be deep enough to educate others. Video production is a team effort (director, camera person, editor, etc.) and inherently creates an opportunity for learning in a social context, which has been shown to lead to better learning outcomes in climate change education. Video production also promotes the basic tenets of engagement theory, in which a small group of students is in constant contact with the content and, ideally, creates a product that can be disseminated broadly. Lastly, putting students behind the camera can give them a voice and a sense of empowerment, fostering active participation in the learning process. While video is a medium that is readily disseminated to a broad audience, our focus is on the process (i.e., learning outcomes of students directly involved in media production), not the product. However, we have found that providing students with a means to add their voices to the broader public's discussion of climate change has a positive impact on student engagement with climate change science and on public awareness this problem beyond the classroom. While student-produced media pieces are not intended to provide in-depth scientific information to the broader public, we have found that they can be successful in conveying some of the key, basic concepts needed to understand anthropogenic climate change. Some of these concepts include the causal relationships between fossil fuel-based energy systems, atmospheric carbon dioxide concentrations, and climate change; the distinction between natural and anthropogenic processes in the carbon cycle; impacts of climate change on ecosystem services; and transitioning to renewable energy systems that do not emit carbon dioxide is necessary to avert 'dangerous' climate change.

Teaching About the Links Between Soils and Climate: An International Year of Soil Outreach by the Soil Science Society of America

NASA Astrophysics Data System (ADS)

Brevik, Eric C.

2015-04-01

Soil scientists are well aware of the intimate links that exist between soils and climate, but the same is not always true of the broader population. In an attempt to help address this, the Soil Science Society of America (SSSA) has designated the theme "Soils and Climate" for the month of November, 2015 as part of the SSSA International Year of Soil (IYS) celebration. The topic has been further subdivided into three subthemes: 1) carbon sequestration and greenhouse gases, 2) Soils and past environments, and 3) Desertification and drought. Each subtheme outreach has two parts 1) lesson plans that K-12 educators can use in their classrooms, and 2) materials that a trained soil scientist can present to the general public. Activities developed for the theme include classroom activities to accompany an online game that students can play to see how farm management choices influence greenhouse gas emissions, questions to go with a vermicomposting activity, and discussion session questions to go with a movie on the USA Dust Bowl. All materials are available online free of charge. The Soils and Climate materials can be found at https://www.soils.org/iys/12-month-resources/november; all of the SSSA IYS materials can be found at https://www.soils.org/iys.

Coming Climate Crisis? Perhaps, but Beware the Solutions

NASA Technical Reports Server (NTRS)

Parkinson, Claire L.

2010-01-01

Over the past several decades, there has been a growing awareness that climate changes in substantial ways, that human activities are having an impact on climate change, and that climate change can have major consequences for human societies. Unfortunately, along with this realization has come a strong polarization within the scientific community and outside of it regarding what if anything should be done to reduce negative human impacts and/or to attempt to control climate. This book places recent climate change in the context of the very long term history of change on planet Earth and warns that our understanding of climate change remains sufficiently incomplete that we should be extremely cautious about implementing proposed massive geoengineering schemes intended to alter future climate conditions. The book treats with respect the various viewpoints in the highly polarized discussions regarding climate change, following a basic assumption that the major scientists on each side of the issues have valuable points to bring to the table. The topic is too important to become endlessly mired in contentious polarization.

From the Last Interglacial to the Anthropocene: Modelling a Complete Glacial Cycle (PalMod)

NASA Astrophysics Data System (ADS)

Brücher, Tim; Latif, Mojib

2017-04-01

We will give a short overview and update on the current status of the national climate modelling initiative PalMod (Paleo Modelling, www.palmod.de). PalMod focuses on the understanding of the climate system dynamics and its variability during the last glacial cycle. The initiative is funded by the German Federal Ministry of Education and Research (BMBF) and its specific topics are: (i) to identify and quantify the relative contributions of the fundamental processes which determined the Earth's climate trajectory and variability during the last glacial cycle, (ii) to simulate with comprehensive Earth System Models (ESMs) the climate from the peak of the last interglacial - the Eemian warm period - up to the present, including the changes in the spectrum of variability, and (iii) to assess possible future climate trajectories beyond this century during the next millennia with sophisticated ESMs tested in such a way. The research is intended to be conducted over a period of 10 years, but with shorter funding cycles. PalMod kicked off in February 2016. The first phase focuses on the last deglaciation (app. the last 23.000 years). From the ESM perspective PalMod pushes forward model development by coupling ESM with dynamical ice sheet models. Computer scientists work on speeding up climate models using different concepts (like parallelisation in time) and one working group is dedicated to perform a comprehensive data synthesis to validate model performance. The envisioned approach is innovative in three respects. First, the consortium aims at simulating a full glacial cycle in transient mode and with comprehensive ESMs which allow full interactions between the physical and biogeochemical components of the Earth system, including ice sheets. Second, we shall address climate variability during the last glacial cycle on a large range of time scales, from interannual to multi-millennial, and attempt to quantify the relative contributions of external forcing and processes internal to the Earth system to climate variability at different time scales. Third, in order to achieve a higher level of understanding of natural climate variability at time scales of millennia, its governing processes and implications for the future climate, we bring together three different research communities: the Earth system modeling community, the proxy data community and the computational science community. The consortium consists of 18 partners including all major modelling centers within Germany. The funding comprises approximately 65 PostDoc positions and more than 120 scientists are involved. PalMod is coordinated at the Helmholtz Centre for Ocean Research Kiel (GEOMAR).

Controversy in Biology Classrooms-Citizen Science Approaches to Evolution and Applications to Climate Change Discussions.

PubMed

Yoho, Rachel A; Vanmali, Binaben H

2016-03-01

The biological sciences encompass topics considered controversial by the American public, such as evolution and climate change. We believe that the development of climate change education in the biology classroom is better informed by an understanding of the history of the teaching of evolution. A common goal for science educators should be to engender a greater respect for and appreciation of science among students while teaching specific content knowledge. Citizen science has emerged as a viable yet underdeveloped method for engaging students of all ages in key scientific issues that impact society through authentic data-driven scientific research. Where successful, citizen science may open avenues of communication and engagement with the scientific process that would otherwise be more difficult to achieve. Citizen science projects demonstrate versatility in education and the ability to test hypotheses by collecting large amounts of often publishable data. We find a great possibility for science education research in the incorporation of citizen science projects in curriculum, especially with respect to "hot topics" of socioscientific debate based on our review of the findings of other authors. Journal of Microbiology & Biology Education.

The Detroit River, Michigan: an ecological profile

USGS Publications Warehouse

Manny, Bruce A.; Edsall, Thomas A.; Jaworski, Eugene

1988-01-01

A part of the connecting channel system between Lake Huron and Lake Erie, the Detroit River forms an integral link between the two lakes for both humans and biological resources such as fish, nutrients, and plant detritus. This profile summarizes existing scientific information on the ecological structure and functioning of this ecosystem. Topics include the geological history of the region, climatic influences, river hydrology, lower trophic-level biotic components, native and introduced fishes, waterfowl use, ecological interrelationships, commercial and recreational uses of the river, and current management issues. Despite urbanization, the river still supports diverse fish, waterfowl, and benthic populations. Management issues include sewer overflows; maintenance dredging for navigation and port activities; industrial discharges of potentially hazardous materials; and wetland, fishery, and waterfowl protection and enhancement.

77 FR 59970 - Notice of November 14, 2012, Meeting for Cape Cod National Seashore Advisory Commission

Federal Register 2010, 2011, 2012, 2013, 2014

2012-10-01

... Planning Highlands Center Update Alternate Transportation funding Ocean stewardship topics--shoreline change Herring Cove Beach/revetment Climate Friendly Parks 6. Old Business National Seashore Law...

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

NASA Astrophysics Data System (ADS)

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

2017-02-01

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

Projected Changes on the Global Surface Wave Drift Climate towards the END of the Twenty-First Century

NASA Astrophysics Data System (ADS)

Carrasco, Ana; Semedo, Alvaro; Behrens, Arno; Weisse, Ralf; Breivik, Øyvind; Saetra, Øyvind; Håkon Christensen, Kai

2016-04-01

The global wave-induced current (the Stokes Drift - SD) is an important feature of the ocean surface, with mean values close to 10 cm/s along the extra-tropical storm tracks in both hemispheres. Besides the horizontal displacement of large volumes of water the SD also plays an important role in the ocean mix-layer turbulence structure, particularly in stormy or high wind speed areas. The role of the wave-induced currents in the ocean mix-layer and in the sea surface temperature (SST) is currently a hot topic of air-sea interaction research, from forecast to climate ranges. The SD is mostly driven by wind sea waves and highly sensitive to changes in the overlaying wind speed and direction. The impact of climate change in the global wave-induced current climate will be presented. The wave model WAM has been forced by the global climate model (GCM) ECHAM5 wind speed (at 10 m height) and ice, for present-day and potential future climate conditions towards the end of the end of the twenty-first century, represented by the Intergovernmental Panel for Climate Change (IPCC) CMIP3 (Coupled Model Inter-comparison Project phase 3) A1B greenhouse gas emission scenario (usually referred to as a ''medium-high emissions'' scenario). Several wave parameters were stored as output in the WAM model simulations, including the wave spectra. The 6 hourly and 0.5°×0.5°, temporal and space resolution, wave spectra were used to compute the SD global climate of two 32-yr periods, representative of the end of the twentieth (1959-1990) and twenty-first (1969-2100) centuries. Comparisons of the present climate run with the ECMWF (European Centre for Medium-Range Weather Forecasts) ERA-40 reanalysis are used to assess the capability of the WAM-ECHAM5 runs to produce realistic SD results. This study is part of the WRCP-JCOMM COWCLIP (Coordinated Ocean Wave Climate Project) effort.

Advancing the adaptive capacity of social-ecological systems to absorb climate extremes

NASA Astrophysics Data System (ADS)

Thonicke, Kirsten; Bahn, Michael; Bardgett, Richard; Bloemen, Jasper; Chabay, Ilan; Erb, Karlheinz; Giamberini, Mariasilvia; Gingrich, Simone; Lavorel, Sandra; Liehr, Stefan; Rammig, Anja

2017-04-01

The recent and projected increases in climate variability and the frequency of climate extremes are posing a profound challenge to society and the biosphere (IPCC 2012, IPCC 2013). Climate extremes can affect natural and managed ecosystems more severely than gradual warming. The ability of ecosystems to resist and recover from climate extremes is therefore of fundamental importance for society, which strongly relies on their ability to supply provisioning, regulating, supporting and cultural services. Society in turn triggers land-use and management decisions that affect ecosystem properties. Thus, ecological and socio-economic conditions are tightly coupled in what has been referred to as the social-ecological system. For ensuring human well-being in the light of climate extremes it is crucial to enhance the resilience of the social-ecological system (SES) across spatial, temporal and institutional scales. Stakeholders, such as resource managers, urban, landscape and conservation planners, decision-makers in agriculture and forestry, as well as natural hazards managers, require an improved knowledge base for better-informed decision making. To date the vulnerability and adaptive capacity of SESs to climate extremes is not well understood and large uncertainties exist as to the legacies of climate extremes on ecosystems and on related societal structures and processes. Moreover, we lack empirical evidence and incorporation of simulated future ecosystem and societal responses to support pro-active management and enhance social-ecological resilience. In our presentation, we outline the major research gaps and challenges to be addressed for understanding and enhancing the adaptive capacity of SES to absorb and adapt to climate extremes, including acquisition and elaboration of long-term monitoring data and improvement of ecological models to better project climate extreme effects and provide model uncertainties. We highlight scientific challenges and discuss conceptual and observational gaps that need to be overcome to advance this inter- and transdisciplinary topic.

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

NASA Astrophysics Data System (ADS)

Busch, K. C.

2016-12-01

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

Collaboration for Actionable Climate Science in Hawaii and the US-Affiliated Pacific Islands

NASA Astrophysics Data System (ADS)

Keener, V. W.; Grecni, Z. N.; Helweg, D. A.

2016-12-01

Hawaii and the US-Affiliated Pacific Islands (USAPI) encompass more than 2000 islands spread across millions of square miles of ocean. Islands can be high volcanic or low atolls, and vary widely in terms of geography, climate, ecology, language, culture, economies, government, and vulnerability to climate change impacts. For these reasons, meaningful collaboration across research groups and climate organizations is not only helpful, it is mandatory. No single group can address all the needs of every island, stakeholder, or sector, which has led to close collaboration and leveraging of research in the region to fill different niches. The NOAA-funded Pacific Regional Integrated Sciences & Assessments (RISA) program, DOI Pacific Islands Climate Science Center (PICSC), and the DOI LCC the Pacific Islands Climate Change Cooperative (PICCC) all take a stakeholder oriented approach to climate research, and have successfully collaborated on both specific projects and larger initiatives. Examples of these collaborations include comprising the core team of the Pacific Islands Regional Climate Assessment (PIRCA), the regional arm of the US National Climate Assessment, co-sponsoring a workshop on regional downscaling for scientists and managers, leveraging research projects across multiple sectors on a single island, collaborating on communication products such as handouts and websites to ensure a consistent message, and in the case of the Pacific RISA and the PICSC, jointly funding a PIRCA Sustained Assessment Specialist position. Barriers to collaboration have been around topics such as roles of research versus granting groups, perceived research overlap, and funding uncertainties. However, collaborations have been overwhelming positive in the Pacific Islands region due to communication, recognition of partners' strengths and expertise, and especially because of the "umbrella" organization and purpose provided by the PIRCA structure, which provides a shared platform for all regional groups working on climate science and adaptation, not owned by any one group. This work will give examples of successes and barriers encountered in the region.

Climate Literacy: STEM and Climate Change Education and Remote Sensing Applications

NASA Astrophysics Data System (ADS)

Reddy, S. R.

2015-12-01

NASA Innovations in Climate Education (NICE) is a competitive project to promote climate and Earth system science literacy and seeks to increase the access of underrepresented minority groups to science careers and educational opportunities. A three year funding was received from NASA to partnership with JSU and MSU under cooperative agreement "Strengthening Global Climate Change education through Remote Sensing Application in Coastal Environment using NASA Satellite Data and Models". The goal is to increase the number of highschool and undergraduate students at Jackson State University, a Historically Black University, who are prepared to pursue higher academic degrees and careers in STEM fields. A five Saturday course/workshop was held during March/April 2015 at JSU, focusing on historical and technical concepts of math, enginneering, technology and atmosphere and climate change and remote sensing technology and applications to weather and climate. Nine students from meteorology, biology, industrial technology and computer science/engineering of JSU and 19 high scool students from Jackson Public Schools participated in the course/workshop. The lecture topics include: introduction to remote sensing and GIS, introduction to atmospheric science, math and engineering, climate, introduction to NASA innovations in climate education, introduction to remote sensing technology for bio-geosphere, introduction to earth system science, principles of paleoclimatology and global change, daily weather briefing, satellite image interpretation and so on. In addition to lectures, lab sessions were held for hand-on experiences for remote sensing applications to atmosphere, biosphere, earth system science and climate change using ERDAS/ENVI GIS software and satellite tools. Field trip to Barnett reservoir and National weather Service (NWS) was part of the workshop. Basics of Earth System Science is a non-mathematical introductory course designed for high school seniors, high school teachers and undergraduate students who may or may not have adequate exposure to fundamental concepts of the key components of the modern earth system and their interactions. This is an online course that will be delivered using Blackboard platform available at Jackson State University.

A Generalized Stability Analysis of the AMOC in Earth System Models: Implication for Decadal Variability and Abrupt Climate Change

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

Fedorov, Alexey V.

2015-01-14

The central goal of this research project was to understand the mechanisms of decadal and multi-decadal variability of the Atlantic Meridional Overturning Circulation (AMOC) as related to climate variability and abrupt climate change within a hierarchy of climate models ranging from realistic ocean models to comprehensive Earth system models. Generalized Stability Analysis, a method that quantifies the transient and asymptotic growth of perturbations in the system, is one of the main approaches used throughout this project. The topics we have explored range from physical mechanisms that control AMOC variability to the factors that determine AMOC predictability in the Earth systemmore » models, to the stability and variability of the AMOC in past climates.« less

Economic Value of Weather and Climate Forecasts

NASA Astrophysics Data System (ADS)

Katz, Richard W.; Murphy, Allan H.

1997-06-01

Weather and climate extremes can significantly impact the economics of a region. This book examines how weather and climate forecasts can be used to mitigate the impact of the weather on the economy. Interdisciplinary in scope, it explores the meteorological, economic, psychological, and statistical aspects of weather prediction. Chapters by area specialists provide a comprehensive view of this timely topic. They encompass forecasts over a wide range of temporal scales, from weather over the next few hours to the climate months or seasons ahead, and address the impact of these forecasts on human behavior. Economic Value of Weather and Climate Forecasts seeks to determine the economic benefits of existing weather forecasting systems and the incremental benefits of improving these systems, and will be an interesting and essential text for economists, statisticians, and meteorologists.

Maintaining Credibility with the Media and Public in Uncertain Times

NASA Astrophysics Data System (ADS)

Hosansky, D.

2010-12-01

The National Center for Atmospheric Research (NCAR) is in a unique position with regard to the complex interface between science, policy makers, the media, and the general public. Because NCAR is sponsored by the National Science Foundation (NSF), it enjoys great credibility. At the same time, it is managed by a non-profit consortium of universities and therefore is free of the constraints that government scientists sometimes face when communicating with reporters and the public. The NCAR Media Office strategically works to protect the credibility of scientists. Its overriding goal is to ensure that the center and the larger scientific community remain a trusted source of information about weather and climate topics, including such controversial topics as climate change. Scientists are freely available to talk with reporters without needing any official clearance. A multi-tier approach is adopted for disseminating science news to the media and public, ranging from news releases for significant, peer-reviewed research results to online, non-technical summaries for research that is more specialized or still in process. The media office directs reporters not only to NCAR scientists, but also to researchers at federal agencies and universities. It works closely with media officers and researchers at other organizations, often helping scientific collaborators connect with reporters. These approaches have helped make NCAR well known in the media industry as an authoritative, credible, and accessible source of information. To further disseminate information about science, the NCAR Media Office is expanding its efforts into multimedia, including video interviews and other footage; animations; and still images. These efforts are often undertaken in collaboration with NSF and other scientific organizations. In addition, the office is putting a greater emphasis on social media, using such tools as Twitter, Facebook, and YouTube to communicate major scientific developments in a strategic fashion to retain public trust. The office is also developing a “media academy” to provide intensive media training to scientists on a number of topics. The academy will stress such themes as communicating more clearly in print, television, and radio interviews, and handling potentially adversarial media encounters. Such efforts can help frame public discussion about science while minimizing misinformation about research.

#ClimateEdCommunity : Field Workshops Bring Together Teachers and Researchers to Make Meaning of Science and Classroom Integration

NASA Astrophysics Data System (ADS)

Bartholow, S.; Warburton, J.; Wood, J. H.; Steiner, S. M.

2015-12-01

Seeing Understanding and Teaching: Climate Change in Denali is a four-day immersive teacher professional development course held in Denali National Park. Developed through three partner organizations, the course aims to develop teachers' skills for integrating climate change content into their classrooms. This presentation aims to share tangible best practices for linking researchers and teachers in the field, through four years of experience in program delivery and reported through a published external evaluation. This presentation will examine the key aspects of a successful connection between teachers, researchers, science, and classrooms: (1) Inclusion of teacher leaders, (2) dedicated program staff, (3) workshop community culture, and will expose barriers to this type of collaboration including (1) differences in learning style, (2) prior teaching experience, (3) existing/scaffolding understanding of climate change science, and (4) accessibility of enrollment and accommodations for the extended learning experience. Presentation Content Examples:Participants overwhelmingly value the deep commitment this course has to linking their field experience to the classroom attributing to the role of a teacher-leader; an expert science teacher with first-hand field research experience in the polar regions. The goal of including a teacher-leader is to enhance translatability between fieldwork and the classroom. Additionally, qualitative aspects of the report touches on the intangible successes of the workshop such as: (1) the creation of a non-judgmental learning atmosphere, (2) addressing accessibility to science learning tools in rural and under-served communities, (3) defining successful collaboration as making meaning together through exploratory questioning while in the field (4) discussed the social and cultural implications of climate change, and the difficulty of navigating these topics in educational and/or multicultural spaces. Next Steps? Create a #ClimateEdCommunity that is both teachers and researchers with teacher leaders as a catalyst for transcending our disparate disciplines and developing a community of learning, without judgment, and interpersonal connections.

Climate Change Concepts and POGIL: Using climate change to teach general chemistry

NASA Astrophysics Data System (ADS)

King, D. B.; Lewis, J. E.; Anderson, K.; Latch, D.; Sutheimer, S.; Webster, G.; Middlecamp, C.; Moog, R.

2013-12-01

Climate change is a topic that can be used to engage students in a variety of courses and disciplines. Through an NSF-funded project, we have written a set of in-class POGIL (Process Oriented Guided Inquiry Learning) activities that use climate change topics to teach general chemistry concepts. POGIL is a pedagogical approach that uses group activities to teach content and process skills. In these group activities an initial model and a series of critical thinking questions are used to guide students through the introduction to or application of course content. Students complete the activities on their own, with the faculty member as a facilitator of learning, rather than a provider of information. Through assigned group roles and intentionally designed activity structure, process skills, such as teamwork, communication, and information processing, are developed during completion of the activity. While POGIL activities were initially developed for chemistry courses, this approach has now been used to create materials for use in other fields, such as biology, math, engineering and computer science. An additional component of this project is the incorporation of questions that relate to socio-scientific issues, e.g., the economic and social effects of climate change policies. The goal is for students to use evidence-based arguments in situations where opinion-based arguments are common. Key components (i.e., models and the corresponding critical thinking questions) of one activity will be presented. We will also report preliminary feedback based on initial classroom testing of several of the activities.

Development of a Permafrost Modeling Cyberinfrastructure

NASA Astrophysics Data System (ADS)

Overeem, I.; Jafarov, E. E.; Piper, M.; Schaefer, K. M.

2016-12-01

Permafrost is seen as an essential Arctic climate indicator, and feedback of thawing permafrost to the global climate system through the impacts on the global carbon cycle remain an important research topic. Observations can assess the current state of permafrost, but models are eventually essential to make predictions of future permafrost extent. The purpose of our project, which we call PermaModel, is to develop an easy-to-access and comprehensive cyberinfrastructure aimed at promoting and improving permafrost modeling. The PermaModel Integrated Modeling Toolbox (IMT) includes three permafrost models of increasing complexity. The IMT will be housed within the existing cyberinfrastructure of the Community Surface Dynamics Modeling System (CSDMS), and made publically accessible through the CSDMS Web Modeling Tool (WMT). The WMT will provide easy online access to students, scientists, and stakeholders who want to use permafrost models, but lack the expertise. We plan to include multiple sets of sample inputs, representing a variety of conditions and locations, to enable immediate use of the IMT. We present here the first permafrost model, which is envisioned to be the most suitable for teaching purposes. The model promotes understanding of a 1D heat equation and permafrost active layer dynamics under monthly temperature/climate drivers in an online environment. Modeling labs are presented through the CSDMS Educational Repository and we solicit feedback from faculty for further design of these resources.

Phenology research for natural resource management in the United States.

PubMed

Enquist, Carolyn A F; Kellermann, Jherime L; Gerst, Katharine L; Miller-Rushing, Abraham J

2014-05-01

Natural resource professionals in the United States recognize that climate-induced changes in phenology can substantially affect resource management. This is reflected in national climate change response plans recently released by major resource agencies. However, managers on-the-ground are often unclear about how to use phenological information to inform their management practices. Until recently, this was at least partially due to the lack of broad-based, standardized phenology data collection across taxa and geographic regions. Such efforts are now underway, albeit in very early stages. Nonetheless, a major hurdle still exists: phenology-linked climate change research has focused more on describing broad ecological changes rather than making direct connections to local to regional management concerns. To help researchers better design relevant research for use in conservation and management decision-making processes, we describe phenology-related research topics that facilitate "actionable" science. Examples include research on evolution and phenotypic plasticity related to vulnerability, the demographic consequences of trophic mismatch, the role of invasive species, and building robust ecological forecast models. Such efforts will increase phenology literacy among on-the-ground resource managers and provide information relevant for short- and long-term decision-making, particularly as related to climate response planning and implementing climate-informed monitoring in the context of adaptive management. In sum, we argue that phenological information is a crucial component of the resource management toolbox that facilitates identification and evaluation of strategies that will reduce the vulnerability of natural systems to climate change. Management-savvy researchers can play an important role in reaching this goal.

Communicating the Urgency of Climate Change to Local Government Policy Makers

NASA Astrophysics Data System (ADS)

Young, A.

2004-12-01

What are the challenges and obstacles in conveying scientific research and uncertainties about climate change to local government policy makers? What information do scientists need from local government practitioners to guide research efforts into producing more relevant information for the local government audience? What works and what doesn't in terms of communicating climate change science to non-technical audiences? Based on over a decade of experience working with local governments around the world on greenhouse gas mitigation, ICLEI - Local Governments for Sustainability has developed a unique perspective and valuable insight into effective communication on climate science that motivates policy action. In the United States practical actions necessary to mitigate global climate change occur largely at the local level. As the level of government closest to individual energy consumers, local governments play a large role in determining the energy intensity of communities. How can local governments be persuaded to make greenhouse gas mitigation a policy priority over the long-term? Access to relevant information is critical to achieving that commitment. Information that will persuade local officials to pursue climate protection commitments includes specific impacts of global warming to communities, the costs of adaptation versus mitigation, and the potential benefits of implementing greenhouse gas-reducing initiatives. The manner in which information is conveyed is also critically important. The scientific community is loath to advocate for specific policies, or to make determinate statements on topics for which research is ongoing. These communication hurdles can be overcome if the needs of local policy practitioners can be understood by the scientific community, and research goals can be cooperatively defined.

Climate Services - Innovation for Smart Solutions

NASA Astrophysics Data System (ADS)

Jacob, Daniela

2015-04-01

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

An Investigation of Aerosol-Cloud-Precipitation Interactions in the South-East Pacific Using DOE G-1 Data and WRF/Chem Large Eddy Simulations

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

McFarlane, Sally; Feingold, Graham; Kazil, Jan

2015-12-04

Under this grant, we investigated marine boundary layer clouds, their properties, behavior, and response to human activity and climate change, with a focus on scales and processes that cannot be studied with climate models. Investigated topics and results are summarized in this section. Detailed information are given in subsequent sections, followed by a list of resulting publications.

Assessing Climate Misconceptions of Middle School Learners and Teachers

NASA Astrophysics Data System (ADS)

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

2012-12-01

Middle School students and their teachers are among the many populations in the U.S. with misconceptions regarding the science or even reality of climate change. Teaching climate change science in schools is of paramount importance since all school-age children will eventually assume responsibility for the management and policy-making decisions of our planet. The recently published Framework for K-12 Science Education (National Research Council, 2012) emphasizes the importance of students understanding global climate change and its impacts on society. A preliminary assessment of over a thousand urban middles school students found the following from pretests prior to a climate literacy curriculum: - Do not understand that climate occurs on a time scale of decades (most think it is weeks or months) -Do not know the main atmospheric contributors to global warming -Do not understand the role of greenhouse gases as major contributors to increasing Earth's surface temperature -Do not understand the role of water vapor to trap heat and add to the greenhouse effect -Cannot identify some of the human activities that increase the amount of CO2 -Cannot identify sources of carbon emissions produced by US citizens -Cannot describe human activities that are causing the long-term increase of carbon -dioxide levels over the last 100 years -Cannot describe carbon reduction strategies that are feasible for lowering the levels of carbon dioxide in the atmosphere To address the lack of a well-designed middle school science climate change curriculum that can be used to help teachers promote the teaching and learning of important climate change concepts, we developed a 20-day Environmental Literacy and Inquiry (ELI): Climate Change curriculum in partnership with a local school district. Comprehension increased significantly from pre- to post-test after enactment of the ELI curriculum in the classrooms. This work is part of an ongoing systemic curriculum reform initiative to promote (1) environmental literacy and inquiry and (2) foster the development of geospatial thinking and reasoning using geospatial technologies as an essential component of the middle school science curriculum. The curriculum is designed to align instructional materials and assessments with learning goals. The following frameworks were used to provide guidelines for the climate change science content in addition to the science inquiry upon which schools must focus: Climate Literacy: The Essential Principles of Climate Sciences (U.S. Global Change Research Program, 2009) and the AAAS Project 2061 Communicating and Learning About Global Climate Change (AAAS, 2007). The curriculum is a coherent sequence of learning activities that include climate change investigations with Google Earth, Web-based interactivities that include an online carbon emissions calculator and a Web-based geologic time-line, and inquiry-based ("hands-on") laboratories. The climate change science topics include the atmosphere, Earth system energy balance, weather, greenhouse gases, paleoclimatology, and "humans and climate". It is hoped that with a solid foundation of climate science in the classroom, middle school learners will be in a position to evaluate new scientific discoveries, emerging data sets, and reasonably assess information and misinformation by which they are surrounded on a daily basis.

The geological and climatological case for a warmer and wetter early Mars

NASA Astrophysics Data System (ADS)

Ramirez, Ramses M.; Craddock, Robert A.

2018-04-01

The climate of early Mars remains a topic of intense debate. Ancient terrains preserve landscapes consistent with stream channels, lake basins and possibly even oceans, and thus the presence of liquid water flowing on the Martian surface 4 billion years ago. However, despite the geological evidence, determining how long climatic conditions supporting liquid water lasted remains uncertain. Climate models have struggled to generate sufficiently warm surface conditions given the faint young Sun—even assuming a denser early atmosphere. A warm climate could have potentially been sustained by supplementing atmospheric CO2 and H2O warming with either secondary greenhouse gases or clouds. Alternatively, the Martian climate could have been predominantly cold and icy, with transient warming episodes triggered by meteoritic impacts, volcanic eruptions, methane bursts or limit cycles. Here, we argue that a warm and semi-arid climate capable of producing rain is most consistent with the geological and climatological evidence.

Consequences of past climate change for species engaged in obligatory interactions

NASA Astrophysics Data System (ADS)

Blatrix, Rumsaïs; McKey, Doyle; Born, Céline

2013-07-01

Obligatory interactions between species are fundamental to ecosystem functioning and are expected to be particularly sensitive to climate change. Although the effect of past and current climate changes on individual species has been thoroughly investigated, their effect on obligatory interactions has been overlooked. In this review, we present predictions about the effects of climate change on obligatory interactions and illustrate these predictions with examples from the literature. We focus on abrupt past climate change, especially during the Quaternary, because knowing past responses is useful for understanding and predicting the response of organisms and ecosystems to the current climate change. We also pinpoint the need for better time calibration of demographic events from genetic data, and for more studies focused on particularly suitable biological models. We hope that this review will stimulate interaction between the earth sciences and the life sciences on this timely topic.

Can Knowledge Deficit Explain Societal Perception of Climate Change Risk?

NASA Astrophysics Data System (ADS)

Mitra, R.; McNeal, K.; Bondell, H.

2014-12-01

Climate change literacy efforts have had a rough journey in the past decade. Although scientists have become increasingly convinced about anthropological climate change, change in public opinion has been underwhelming. The unexplained gap between scientific consensus and public opinion has made this topic an important research area in the realm of public understanding of science. Recent research on climate change risk perception (CCRP) has advanced an intriguing hypothesis, namely, cultural cognition thesis (CCT), which posits that the public has adequate knowledge to understand climate change science but people tend to use this knowledge solely to promote their culturally motivated view-point of climate change. This talk provides evidence to demonstrate that despite culture playing a significant role in influencing CCRP, knowledge deficiency remains a persistent problem in our society and contributes to the aforementioned gap. However, such deficits can remain undiagnosed due to limitations of survey design.

78 FR 14588 - Notice of March 25, 2013, Meeting for Cape Cod National Seashore Advisory Commission

Federal Register 2010, 2011, 2012, 2013, 2014

2013-03-06

... Update Alternate Transportation funding Ocean stewardship topics--shoreline change Herring Cove Beach/revetment Climate Friendly Parks 6. Old Business 7. New Business Commercial Private Properties--Certificate...

[Urban Health (StadtGesundheit): The Wider Perspective Exemplified by the City State of Hamburg].

PubMed

Fehr, R; Fertmann, R; Stender, K-P; Lettau, N; Trojan, A

2016-09-01

Public health and city planning have common roots, and in many places they are now reuniting under the heading of urban health. To organize this field adequately requires a broad, integrative view of medical care, health promotion, and health in all urban policies. Given current crises and developments including climate change and globalization, such a wider perspective should also be useful for Germany. Using the City State of Hamburg as an example and combining historic and systematic approaches, we explore the preconditions for in-depth analyses. Our results show that health is a significant topic of Hamburg urban policy, featuring a broad range of structures, processes and actors, both within the health sector and far beyond. Health promotion over the last 30 years evolved notably from a niche topic into an established field with remarkable cooperative structures. The tradition of comprehensive reporting on urban health in Hamburg that was initiated more than 200 years ago is no longer alive today. However, local health reporting keeps integrating a wide range of diverse topics. Communication among the Hamburg health actors - beyond straightforward medical quality assurance - does not seem to focus on critical evaluations, e. g. concerning social and ecologic sustainability. A prerequisite for in-depth analyses including external comparisons is to secure permanent access to relevant sources. Robust approaches to this end, however, seem to be lacking. © Georg Thieme Verlag KG Stuttgart · New York.

Building a Global Ocean Science Education Network

NASA Astrophysics Data System (ADS)

Scowcroft, G. A.; Tuddenham, P. T.; Pizziconi, R.

2016-02-01

It is imperative for ocean science education to be closely linked to ocean science research. This is especially important for research that addresses global concerns that cross national boundaries, including climate related issues. The results of research on these critical topics must find its way to the public, educators, and students of all ages around the globe. To facilitate this, opportunities are needed for ocean scientists and educators to convene and identify priorities and strategies for ocean science education. On June 26 and 27, 2015 the first Global Ocean Science Education (GOSE) Workshop was convened in the United States at the University of Rhode Island Graduate School of Oceanography. The workshop, sponsored by the Consortium for Ocean Science Exploration and Engagement (COSEE) and the College of Exploration, had over 75 participants representing 15 nations. The workshop addressed critical global ocean science topics, current ocean science research and education priorities, advanced communication technologies, and leveraging international ocean research technologies. In addition, panels discussed elementary, secondary, undergraduate, graduate, and public education across the ocean basins with emphasis on opportunities for international collaboration. Special presentation topics included advancements in tropical cyclone forecasting, collaborations among Pacific Islands, ocean science for coastal resiliency, and trans-Atlantic collaboration. This presentation will focus on workshop outcomes as well as activities for growing a global ocean science education network. A summary of the workshop report will also be provided. The dates and location for the 2016 GOES Workshop will be announced. See http://www.coexploration.net/gose/index.html

Multi-property modeling of ocean basin carbon fluxes

NASA Technical Reports Server (NTRS)

Volk, Tyler

1988-01-01

The objectives of this project were to elucidate the causal mechanisms in some of the most important features of the global ocean/atomsphere carbon system. These included the interaction of physical and biological processes in the seasonal cycle of surface water pCo2, and links between productivity, surface chlorophyll, and the carbon cycle that would aid global modeling efforts. In addition, several other areas of critical scientific interest involving links between the marine biosphere and the global carbon cycle were successfully pursued; specifically, a possible relation between phytoplankton emitted DMS and climate, and a relation between the location of calcium carbonate burial in the ocean and metamorphic source fluxes of CO2 to the atmosphere. Six published papers covering the following topics are summarized: (1) Mass extinctions, atmospheric sulphur and climatic warming at the K/T boundary; (2) Sensitivity of climate and atmospheric CO2 to deep-ocean and shallow-ocean carbonate burial; (3) Controls on CO2 sources and sinks in the earthscale surface ocean; (4) pre-anthropogenic, earthscale patterns of delta pCO2 between ocean and atmosphere; (5) Effect on atmospheric CO2 from seasonal variations in the high latitude ocean; and (6) Limitations or relating ocean surface chlorophyll to productivity.

Fast growing research on negative emissions

NASA Astrophysics Data System (ADS)

Minx, Jan C.; Lamb, William F.; Callaghan, Max W.; Bornmann, Lutz; Fuss, Sabine

2017-03-01

Generating negative emissions by removing carbon dioxide from the atmosphere is a key requirement for limiting global warming to well below 2 °C, or even 1.5 °C, and therefore for achieving the long-term climate goals of the recent Paris Agreement. Despite being a relatively young topic, negative emission technologies (NETs) have attracted growing attention in climate change research over the last decade. A sizeable body of evidence on NETs has accumulated across different fields that is by today too large and too diverse to be comprehensively tracked by individuals. Yet, understanding the size, composition and thematic structure of this literature corpus is a crucial pre-condition for effective scientific assessments of NETs as, for example, required for the new special report on the 1.5 °C by the Intergovernmental Panel on Climate Change (IPCC). In this paper we use scientometric methods and topic modelling to identify and characterize the available evidence on NETs as recorded in the Web of Science. We find that the development of the literature on NETs has started later than for climate change as a whole, but proceeds more quickly by now. A total number of about 2900 studies have accumulated between 1991 and 2016 with almost 500 new publications in 2016. The discourse on NETs takes place in distinct communities around energy systems, forests as well as biochar and other soil carbon options. Integrated analysis of NET portfolios—though crucial for understanding how much NETs are possible at what costs and risks—are still in their infancy and do not feature as a theme across the literature corpus. Overall, our analysis suggests that NETs research is relatively marginal in the wider climate change discourse despite its importance for global climate policy.

European climate reconstructed for the past 500 years based on documentary and instrumental evidence

NASA Astrophysics Data System (ADS)

Wheeler, Dennis; Brazdil, Rudolf; Pfister, Christian

2010-05-01

European climate reconstructed for the past 500 years based on documentary and instrumental evidence Dennis Wheeler, Rudolf Brázdil, Christian Pfister and the Millennium project SG1 team The paper summarises the results of historical-climatological research conducted as part of the EU-funded 6th FP project MILLENNIUM the principal focus of which was the investigation of European climate during the past one thousand years (http://www.millenniumproject.net/). This project represents a major advance in bringing together, for the first time on such a scale, historical climatologists with other palaeoclimatological communities and climate modellers from many European countries. As part of MILLENNIUM, a sub-group (SG1) of historical climatologists from ten countries had the responsibility of collating and comprehensively analysing evidence from instrumental and documentary archives. This paper presents the main results of this undertaking but confines its attention to the study of the climate of the past 500 years and represents a summary of 10 themed papers submitted for a special issue of Climatic Change. They range across a variety of topics including newly-studied documentary data sources (e.g. early instrumental records, opening of the Stockholm harbour, ship log book data), temperature reconstructions for Central Europe, the Stockholm area and Mediterranean based on different types of documentary evidence, the application of standard paleoclimatological approaches to reconstructions based on index series derived from the documentary data, the influence of circulation dynamics on January-April climate , a comparison of reconstructions based on documentary data with the model runs (ECHO-G), a study of the quality of instrumental data in climate reconstructions, a 500-year flood chronology in Europe, and selected disastrous European windstorms and their reflection in documentary evidence and human memory. Finally, perspectives of historical-climatological research and future challenges and directions in this rapidly-developing and important field are presented together with an overview of the potential of documentary sources for climatic reconstructions.

Changes in climate extremes and their impacts on the natural physical environment: An overview of the IPCC SREX report

NASA Astrophysics Data System (ADS)

Seneviratne, S. I.; Nicholls, N.; Easterling, D.; Goodess, C. M.; Kanae, S.; Kossin, J.; Luo, Y.; Marengo, J.; McInnes, K.; Rahimi, M.; Reichstein, M.; Sorteberg, A.; Vera, C.; Zhang, X.

2012-04-01

In April 2009, the Intergovernmental Panel on Climate Change (IPCC) decided to prepare a new special report with involvement of the UN International Strategy for Disaster Reduction (ISDR) on the topic "Managing the Risks of Extreme Events and Disasters to Advance Climate Change Adaptation" (SREX, http://ipcc-wg2.gov/SREX/). This special report reviews the scientific literature on past and projected changes in weather and climate extremes, and the relevance of such changes to disaster risk reduction and climate change adaptation. The SREX Summary for Policymakers was approved at an IPCC Plenary session on November 14-18, 2011, and the full report is planned for release in February 2012. This presentation will provide an overview on the structure and contents of the SREX, focusing on Chapter 3: "Changes in climate extremes and their impacts on the natural physical environment" [1]. It will in particular present the main findings of the chapter, including differences between the SREX's conclusions and those of the IPCC Fourth Assessment of 2007, and the implications of this new assessment for disaster risk reduction. Finally, aspects relevant to impacts on the biogeochemical cycles will also be addressed. [1] Seneviratne, S.I., N. Nicholls, D. Easterling, C.M. Goodess, S. Kanae, J. Kossin, Y. Luo, J. Marengo, K. McInnes, M. Rahimi, M. Reichstein, A. Sorteberg, C. Vera, and X. Zhang, 2012: Changes in climate extremes and their impacts on the natural physical environment. In: Intergovernmental Panel on Climate Change Special Report on Managing the Risks of Extreme Events and Disasters to Advance Climate Change Adaptation [Field, C. B., Barros, V., Stocker, T.F., Qin, D., Dokken, D., Ebi, K.L., Mastrandrea, M. D., Mach, K. J., Plattner, G.-K., Allen, S. K., Tignor, M. and P. M. Midgley (eds.)]. Cambridge University Press, Cambridge, United Kingdom and New York, NY, USA

Using EarthLabs to Enhance Earth Science Curriculum in Texas

NASA Astrophysics Data System (ADS)

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

2012-12-01

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

"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.

How to use The National Gallery as a cross curricular approach to weather and climate studies at primary level.

NASA Astrophysics Data System (ADS)

Hansen, P. J. K.

2009-09-01

How to use The National Gallery as a cross curricular approach to weather and climate studies at primary level. Pål J. Kirkeby Hansen Faculty of Education and International Studies, Oslo University College (PalKirkeby.Hansen@lui.hio.no) Weather and climate are topics in natural science and geography in primary and secondary education in most countries. The pupils are often doing own weather observations and measurements and are presenting the results oral, by posters or with digital aids. They also use the Internet with all its relevant resources in their studies to develop vocabulary, practical and conceptual knowledge. Knowledge about weather and climate is parts of liberal education and could be projected to other topics in science and to topics in other subjects, for instance: history, social geography, literature and arts. This article reports from a case study in grade 3 classes (age 9 year) during their Weather Week. Their science teacher was, quite untypical, also educated in art history. She arranged a visited to The National Gallery with the double agenda: 1. To introduce the pupils to Norwegian canon paintings from the national romantic period, our so-called "golden age”. 2. To look for and discuss weather elements in this paintings. For one hour the museum curator guided the pupils around the water cycle by using the paintings. While the pupils' own observations of weather, clouds and wind and measurements of temperature and precipitation during the Weather Week only are point checks, the guided tour in The National Gallery gave literally "the whole picture” of the Norwegian weather and climate and of the water cycle. During the tour, the curator constantly invited the pupils to tell about and discuss what weather and water elements they were looking at when standing in front of a painting. The pupils were responsive and interested all the time. Back at school, they demonstrated that they had learned much about both weather elements, the water cycle as a hole and about our golden age painters. The presentation will, with some golden-age-paintings as backdrop (literally), discuss this particular cross curricular approach, and cross curricular approaches in weather and climate education in general.

Economic impact of climate on water management in Oklahoma

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

Eddy, A.

1981-08-01

Topics and authors are listed below: The Oklahoma Water Plan, Jim Schuelin; The Garber-Wellington Research Project, Odell Morgan; The Tulsa Urban Study, Howard Chalker; Some Civil Defense/Flood Warning Problems, Ron Hill; The Impact of Climate on Rural Water Management, Ellen Cooter; Economic Models for Water Resource and Climate Impact Applications, William S. Cooter; Flood Forecasting, Jack Bowman; Small Basin Rainfall Characteristics via Factor Analysis, John M. Harlin; Radar Clouds Over Oklahoma, Bernard N. Meisner; The Oklahoma Climatological Survey Data Bank, Amos Eddy; Derived Variables: Climatic and Hydrologic Data from Weather Station Records, Jayne M. Salisbury; Precipitation Estimates Using Radar, Kenmore » Wilk and David Zittel; and A Water Control Data System, Joe Z. Durham.« less

Past, present and future of the climate and human health commission.

PubMed

Fdez-Arroyabe, Pablo; Robau, Daysarih Tápanes

2017-09-01

The following paper presents the history of the Climate and Human Health Commission at the International Society of Biometeorology after more than one decade since its creation. A brief history of the origins of the human biometeorology is revealed through some of the main research topics and publications of the founders of the society in this field. Secondly, it is presented as a brief review of the activities of the commission in the last 10 years, based on the reports that have periodically been submitted by members of the commission to the Bulletin of the society. A summary of the topics of interest on human biometeorology and the most frequent research topics are also described. Thirdly, the need of adapting human biometeorology contents, methods and techniques to a changing world is articulated according to some of the new environmental threats in the XXI century. Finally, a list of future actions and research lines collected through a form from members of the commission is presented. The paper concludes with the existence of great challenge for human biometeorology in order to transform biometeorological knowledge into specific services to improve the wellbeing of human beings.

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

NASA Astrophysics Data System (ADS)

yang, Z.; Williams, H.

2013-12-01

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

Space transportation. [user needs met by information derived from satellites and the interface with space transportation systems

NASA Technical Reports Server (NTRS)

1975-01-01

User-oriented panels were formed to examine practical applications of information or services derived from earth orbiting satellites. Topics discussed include: weather and climate; uses of communication; land use planning; agriculture, forest, and range; inland water resources; retractable resources; environmental quality; marine and maritime uses; and materials processing in space. Emphasis was placed on the interface of the space transportation system (STS) with the applications envisioned by the user panels. User requirements were compared with expected STS capabilities in terms of availability, carrying payload to orbit, and estimated costs per launch. Conclusions and recommendations were reported.

Introduction

NASA Astrophysics Data System (ADS)

Sun, De-Zheng; Bryan, Frank

Largely following the order in which the lectures were given in the graduate class on climate dynamics at the University of Colorado, the book starts with the topic of moist convection in the tropics. Summarizing decades-long research into a succinct article, Moncrieff [this volume] reviews the state of the art of understanding of organized precipitating convective systems with an eye to improving the representation of such systems in global weather and climate models. Moncrieff also addresses in this chapter the multi-scale convective organization in the Madden-Julian Oscillation, a major source of intraseasonal variability in the tropics. The second chapter proceeds to a prominent phenomenon on the seasonal time scale: monsoons. In covering this topic, Li [this volume] focuses his analysis on the Asian monsoon and dissects the physical processes that are responsible for its intraseasonal and interannual variability. All three subcomponents of the Asian monsoon are covered here: the Indian monsoon, the East Asian monsoon, and the Western North Pacific monsoon.

Engaging Youth in Climate Change Issues with Family Science Day Activities

NASA Astrophysics Data System (ADS)

Brevik, Corinne E.; Brevik, Eric C.; Steffan, Joshua J.

2016-04-01

Dickinson State University organizes four Family Science Day events each fall during the months of September, October, November, and December. Activities are geared toward elementary-aged children to increase student engagement in the sciences. Offered on Saturday afternoons, each event focuses on a different science-related theme. Families can attend these events free of charge, and the kids participate in a large variety of hands-on activities that center around the event's theme. This year, the November event focused on climate change, including an emphasis on the roles soil plays in the climate system. The timing of this topic was carefully chosen. 2015 has been declared the International Year of Soil by the United Nations, and the Soil Science Society of America theme for the month of November was Soils and Climate. This public outreach event was an amazing opportunity to help the youth in our community learn about climate change in a fun, interactive environment. Climate changes in the past, present, and future were emphasized. Activities including the Farming Game, painting with soils, taking Jello "cores", creating a cloud in a jar, and making a glacier in a bag helped children learn how science is a process of discovery that allows them to better understand the world they live in. In addition to the hands-on activities, a planetarium show focused on climate change was also offered during the event, surrounding the kids and their parents in a fully immersive, 360-degree show that allowed them to personally observe phenomena that are otherwise difficult to visualize. All of the activities at the Family Science Day event were staffed by university students, and this proved to be a very valuable experience for them as well. Some of the students who helped are majoring in a science field, and for them, the experience taught public communication. They learned to break complicated concepts down into simpler terms that young kids could understand. Education students who participated learned how to communicate science concepts to children, and students in other majors who helped with this event gained experiences that reinforced various concepts they had learned in their general education science courses.

Climate Literacy: Progress in AMS Climate Studies Undergraduate Course in Meteorology Program at Jackson State University

NASA Astrophysics Data System (ADS)

Reddy, S. R.

2013-12-01

AMS Climate Studies is an introductory college-level course developed by the American Meteorological Society for implementation at undergraduate institutions nationwide and increasing involvement of under-represented groups The course places students in a dynamic and highly motivational educational environment where they investigate Earth's climate system using real-world environmental data. The AMS Climate Studies course package consists of a textbook, investigations manual, course website, and course management system-compatible files. Instructors can use these resources in combinations that make for an exciting learning experience for their students. The AMS Climate Studies Diversity Project Workshop participation is on a first-come, first-serve basis as determined by the date-of-receipt of the License Order Form. To grow AMS Diversity Programs to their fullest extent, institutions are encouraged to nominate course instructors who did not previously attend Diversity Project workshops. Until three months before the workshop, two-thirds of the workshop positions would be reserved for institutions new to AMS Diversity Projects. The AMS five day course implementation workshop was held in Washington, DC, during May 24-29, 2012. It covered essential course topics in climate science and global climate change, and strategies for course implementation. Talks would feature climate science and sustainability experts from Federal agencies and area research institutions, such as NASA, NOAA, University of Maryland, Howard University, George Mason University, and other Washington, DC, area institutions. The workshop would also include visits to NASA Goddard Space Flight Center and NOAA's Climate Prediction Center. JSU Meteorology Program will be offering AMS Climate Studies undergraduate course under MET 210: Climatology in spring 2014. AMS Climate Studies is offered as a 3 credit hour laboratory course with 2 lectures and 1 lab sessions per week. Although this course places strong intellectual demands upon each student, the instructors' objective is to help each student to pass the course with an adequate understanding of the fundamentals and advanced and applied concepts of climatology, and climate change for him/her to understand basic atmospheric/climate processes, physical and dynamical climatology, regional and global climatology, past and future climates and statistical analysis using climate data and to be prepared to profit from studying more advanced courses.

Toward 10-km mesh global climate simulations

NASA Astrophysics Data System (ADS)

Ohfuchi, W.; Enomoto, T.; Takaya, K.; Yoshioka, M. K.

2002-12-01

An atmospheric general circulation model (AGCM) that runs very efficiently on the Earth Simulator (ES) was developed. The ES is a gigantic vector-parallel computer with the peak performance of 40 Tflops. The AGCM, named AFES (AGCM for ES), was based on the version 5.4.02 of an AGCM developed jointly by the Center for Climate System Research, the University of Tokyo and the Japanese National Institute for Environmental Sciences. The AFES was, however, totally rewritten in FORTRAN90 and MPI while the original AGCM was written in FORTRAN77 and not capable of parallel computing. The AFES achieved 26 Tflops (about 65 % of the peak performance of the ES) at resolution of T1279L96 (10-km horizontal resolution and 500-m vertical resolution in middle troposphere to lower stratosphere). Some results of 10- to 20-day global simulations will be presented. At this moment, only short-term simulations are possible due to data storage limitation. As ten tera flops computing is achieved, peta byte data storage are necessary to conduct climate-type simulations at this super-high resolution global simulations. Some possibilities for future research topics in global super-high resolution climate simulations will be discussed. Some target topics are mesoscale structures and self-organization of the Baiu-Meiyu front over Japan, cyclogenecsis over the North Pacific and typhoons around the Japan area. Also improvement in local precipitation with increasing horizontal resolution will be demonstrated.

How resilient are ecosystems in adapting to climate variability

NASA Astrophysics Data System (ADS)

Savenije, Hubert H. G.

2015-04-01

The conclusion often drawn in the media is that ecosystems may perish as a result of climate change. Although climatic trends may indeed lead to shifts in ecosystem composition, the challenge to adjust to climatic variability - even if there is no trend - is larger, particularly in semi-arid or topical climates where climatic variability is large compared to temperate climates. How do ecosystems buffer for climatic variability? The most powerful mechanism is to invest in root zone storage capacity, so as to guarantee access to water and nutrients during period of drought. This investment comes at a cost of having less energy available to invest in growth or formation of fruits. Ecosystems are expected to create sufficient buffer to overcome critical periods of drought, but not more than is necessary to survive or reproduce. Based on this concept, a methodology has been developed to estimate ecosystem root zone storage capacity at local, regional and global scale. These estimates correspond well with estimates made by combining soil and ecosystem information, but are more accurate and more detailed. The methodology shows that ecosystems have intrinsic capacity to adjust to climatic variability and hence have a high resilience to both climatic variability and climatic trends.

International Watershed Technology: Improving Water Quality and Quantity at the Local, Basin, and Regional Scales

USGS Publications Warehouse

Tollner, Ernest W.; Douglas-Mankin, Kyle R.

2017-01-01

This article introduces the five papers in the “International Watershed Technology” collection. These papers were selected from 60 technical presentations at the fifth biennial ASABE 21st Century Watershed Technology Conference and Workshop: Improving the Quality of Water Resources at Local, Basin, and Regional Scales, held in Quito, Ecuador, on 3-9 December 2016. The conference focused on solving spatial and temporal water quality and quantity problems and addressed topics such as watershed management in developing countries, aquatic ecology and ecohydrology, ecosystem services, climate change mitigation strategies, flood forecasting, remote sensing, and water resource policy and management. While diverse, the presentation topics reflected the continuing evolution of the “data mining” and “big data” themes of past conferences related to geospatial data applications, with increasing emphasis on practical solutions. The papers selected for this collection represent applications of spatial data analyses toward practical ends with a theme of “tools and techniques for sustainability.” The papers address a range of topics, including the matching of crops with water availability, and assessing the environmental impacts of agricultural production. The papers identify some of the latest tools and techniques for improving sustainability in watershed resource management that are relevant to both developing and developed countries.

Overview of Boundary Layer Clouds Using Satellite and Ground-Based Measurements

NASA Astrophysics Data System (ADS)

Xi, B.; Dong, X.; Wu, P.; Qiu, S.

2017-12-01

A comprehensive summary of boundary layer clouds properties based on our few recently studies will be presented. The analyses include the global cloud fractions and cloud macro/micro- physical properties based on satellite measurements using both CERES-MODIS and CloudSat/Caliposo data products,; the annual/seasonal/diurnal variations of stratocumulus clouds over different climate regions (mid-latitude land, mid-latitude ocean, and Arctic region) using DOE ARM ground-based measurements over Southern great plain (SGP), Azores (GRW), and North slope of Alaska (NSA) sites; the impact of environmental conditions to the formation and dissipation process of marine boundary layer clouds over Azores site; characterizing Arctice mixed-phase cloud structure and favorable environmental conditions for the formation/maintainess of mixed-phase clouds over NSA site. Though the presentation has widely spread topics, we will focus on the representation of the ground-based measurements over different climate regions; evaluation of satellite retrieved cloud properties using these ground-based measurements, and understanding the uncertainties of both satellite and ground-based retrievals and measurements.

The search for a topographic signature of life.

PubMed

Dietrich, William E; Perron, J Taylor

2006-01-26

Landscapes are shaped by the uplift, deformation and breakdown of bedrock and the erosion, transport and deposition of sediment. Life is important in all of these processes. Over short timescales, the impact of life is quite apparent: rock weathering, soil formation and erosion, slope stability and river dynamics are directly influenced by biotic processes that mediate chemical reactions, dilate soil, disrupt the ground surface and add strength with a weave of roots. Over geologic time, biotic effects are less obvious but equally important: biota affect climate, and climatic conditions dictate the mechanisms and rates of erosion that control topographic evolution. Apart from the obvious influence of humans, does the resulting landscape bear an unmistakable stamp of life? The influence of life on topography is a topic that has remained largely unexplored. Erosion laws that explicitly include biotic effects are needed to explore how intrinsically small-scale biotic processes can influence the form of entire landscapes, and to determine whether these processes create a distinctive topography.

A multiple-proxy approach to understanding rapid Holocene climate change in Southeast Greenland

NASA Astrophysics Data System (ADS)

Davin, S. H.; Bradley, R. S.; Balascio, N. L.; de Wet, G.

2012-12-01

The susceptibility of the Arctic to climate change has made it an excellent workshop for paleoclimatological research. Although there have been previous studies concerning climate variability carried out in the Arctic, there remains a critical dearth of knowledge due the limited number of high-resolution Holocene climate-proxy records available from this region. This gap skews our understanding of observed and predicted climate change, and fuels uncertainty both in the realms of science and policy. This study takes a comprehensive approach to tracking Holocene climate variability in the vicinity of Tasiilaq, Southeast Greenland using a ~5.6 m sediment core from Lower Sermilik Lake. An age-depth model for the core has been established using 8 radiocarbon dates, the oldest of which was taken at 4 m down core and has been been dated to approximately 6.2 kyr BP. The bottom meter of the core below the final radiocarbon date contains a transition from cobbles and coarse sand to organic-rich laminations, indicating the termination of direct glacial influence and therefore likely marking the end of the last glacial period in this region. The remainder of the core is similarly organic-rich, with light-to-dark brown laminations ranging from 0.5 -1 cm in thickness and riddled with turbidites. Using this core in tandem with findings from an on-site assessment of the geomorphic history of the locale we attempt to assess and infer the rapid climatic shifts associated with the Holocene on a sub-centennial scale. Such changes include the termination of the last glacial period, the Mid-Holocene Climatic Optimum, the Neoglacial Period, the Medieval Climatic Optimum, and the Little Ice Age. A multiple proxy approach including magnetic susceptibility, bulk organic geochemistry, elemental profiles acquired by XRF scanning, grain-size, and spectral data will be used to characterize the sediment and infer paleoclimate conditions. Additionally, percent biogenic silica by weight has been quantified via diffuse reflectance infrared Fourier transform spectroscopy (DRIFTS), and validated by a traditional wet leaching method. The use of the emerging DRIFTS technology to obtain inferred biogenic silica concentrations has not been widely applied to arctic lacustrine sediments and will help to contribute to the presently limited pool of literature on the topic. Preliminary results of the data reveal high frequency fluctuations between laminations superimposed on long-term trends, which has revealed already some correlation with Holocene climatic events. The data provided by this barrage of proxies is to be presented and will contribute to the understanding of Holocene Arctic climate change at a sub-centennial scale.

Research Applications of Data from Arctic Ocean Drifting Platforms: The Arctic Buoy Program and the Environmental Working Group CD's.

NASA Astrophysics Data System (ADS)

Moritz, R. E.; Rigor, I.

2006-12-01

ABSTRACT: The Arctic Buoy Program was initiated in 1978 to measure surface air pressure, surface temperature and sea-ice motion in the Arctic Ocean, on the space and time scales of synoptic weather systems, and to make the data available for research, forecasting and operations. The program, subsequently renamed the International Arctic Buoy Programme (IABP), has endured and expanded over the past 28 years. A hallmark of the IABP is the production, dissemination and archival of research-quality datasets and analyses. These datasets have been used by the authors of over 500 papers on meteorolgy, sea-ice physics, oceanography, air-sea interactions, climate, remote sensing and other topics. Elements of the IABP are described briefly, including measurements, analysis, data dissemination and data archival. Selected highlights of the research applications are reviewed, including ice dynamics, ocean-ice modeling, low-frequency variability of Arctic air-sea-ice circulation, and recent changes in the age, thickness and extent of Arctic Sea-ice. The extended temporal coverage of the data disseminated on the Environmental Working Group CD's is important for interpreting results in the context of climate.

From the field to the classroom: Connecting climate research to classroom lessons

NASA Astrophysics Data System (ADS)

Brinker, R.; Steiner, S. M.; Coleman, L.

2015-12-01

Improving scientific literacy is a goal in the United States. Scientists from the United States are often expected to present research findings in ways that are meaningful and accessible to the general public, including K-12 students. PolarTREC - Teachers and Researchers Exploring and Collaborating, a program funded by the National Science Foundation, partners teachers with scientists in the Arctic and Antarctica. Teachers communicate the research to general audiences on a regular basis. After the field experience, they then create classroom-ready lessons to relay the science exploration into science curriculum. In this presentation, secondary level educators, will share their experiences with being part of field research teams in the Arctic and Antarctica, and their strategies for bringing current science research into the classroom and aligning lessons with Next Generation Science Standards (NGSS). Topics include an overview on using polar science to teach about climate change, application of field research techniques to improve students' understanding of scientific investigation methodology, phenology observations, soil porosity and permeability, litter decomposition, effect of sunlight on release of carbon dioxide from thawing permafrost, and understanding early life on Earth by studying stromatolites in Antarctica.

gidakiimanaaniwigamig (gidaa) science camps for 3-12 students at Fond du Lac Band of Lake Superior Chippewa

NASA Astrophysics Data System (ADS)

Ito, E.; Kowalczak, C.; Dalbotten, D. M.; Pellerin, H.; Greensky, L.

2015-12-01

Gidaa informal science camps have been held in various formats and emphases for over 10 years at Fond du Lac (FDL). These camps provided a safe place for young people to be "nerds" but did not have specific focus. In the last 5 years the camp themes became more focused on environmental issues facing the reservation. From 2009 to 2014 the camps focused on issues surrounding the health of wild rice plants. Since September 2014, we are focusing on climate literacy and how climate changes are affecting tribal environment. We learned from our wild rice themed activities that students are more focused and interested in topics that affect them and their reservation and traditional activities.Each camp has a presentation by a staff from the FDL Resource Management Division. These presentations are sometimes given on Friday evenings after dinner and yet students remain alert, respectful, and actively take notes. The presentation topic is known in advance and camp teachers (local middle and high school teachers who have been with us for 5 to 10 years) plan lessons around that topic. In addition, college students, some of them past camp participants, are on hand to assist the teachers and to provide role models. Students have investigated, for example, possible effects of climate change on the timing of rising of sugar maple sap and whether sugar maple tress will continue to thrive in their area, efforts to bring back sturgeon to local rivers and how the changes in water temperature may affect that effort, possible climate connection to decline of moose and walleye pike population at 5 weekend camps during the last academic year. We have conducted 2 surveys by an outside evaluator and will have the results before the next round of camps starts in fall 2015 to help us tweak the format if necessary. Teachers and planners (PIs) are happy with the way camps are running this year; there is a good balance of camp activities that allow teachers to translate and adapt the presentation topics, which they then can use in their classrooms. The camps are jointly funded by a NASA award to FDL Tribal and Community College and an NSF award to University of Minnesota.

Integrating Earth System Science Data Into Tribal College and University Curricula

NASA Astrophysics Data System (ADS)

Tilgner, P. J.; Perkey, D. J.

2007-12-01

Universities Space Research Association and Sinte Gleska University (SGU) have teamed with eight Tribal Colleges and Universities (TCUs) to participate in a NASA Earth Science funded project, TRibal Earth Science and Technology Education (TRESTE) project which focuses on TCU faculty teaching undergraduate Earth science courses to non-science and science students, with particular attention to TCU faculty teaching K-12 pre- and in- service teachers. The eight partner TCUs are: Blackfeet Community College (BCC), Browning, MT, Fond du Lac Tribal and Community College, Cloquet, MN, Fort Berthold Community College, New Town, ND, Little Priest Tribal College, Winnebago, NE, Oglala Lakota College, Pine Ridge, SD, Sitting Bull College, Fort Yates, ND, Turtle Mountain Community College, Belcourt, ND, United Tribes Technical College (UTTC), Bismarck, ND. The goal of this 3-year project is to promote the use of NASA Earth science data and products in the classroom thereby enabling faculty to inspire undergraduate students to careers in Earth system science, the physical sciences, and related fields of science and engineering. To accomplish this goal we are targeting three areas: (1) course content - enhance the utilization of Earth system science and physical science concepts, (2) teaching methodology - develop problem-based learning (PBL) methods, and (3) tools and technology - increase the utilization of GIS and remote sensing in the classroom. We also have enlisted ESRI, NativeView and the USGS as collaborators. To date we have held an introductory "needs" workshop at the USGS EROS Data Center and two annual workshops, one at UTTC and the second at BCC. During these annual workshops we have divided our time among the three areas. We have modeled the workshops using the PBL or Case Study approach by starting with a story or current event. Topics for the annual workshops have been Drought and Forest and Grassland Fires. These topics led us into the solar radiation budget, surface energy budgets, climate and climate change, impacts, etc. GIS and remote sensing training has focused on importing, converting and displaying data sets related to drought and fires. The Integrated Science courses at SGU, designed primarily for pre-service elementary teachers, have incorporated physical science concepts and teaching approaches presented at the TRESTE annual workshops. The content of the courses follows the PBL teaching approach and is organized around a relevant, local problem such as prairie dog control and prairie management. Concepts from Earth, life and physical sciences are included in the course design. The fall course is introduced using recent news articles on legislation to control prairie dogs. After expressing their ideas based solely on experience and emotion, students determine what knowledge they will need to write an informed opinion on the issue. One of the instructional units for the course includes instruction and practice in interpreting satellite images of the local reservation to determine impact of prairie dog towns on vegetation. Students also conduct soil studies in the disturbed areas and nearby undisturbed areas. Data is gathered on soil chemistry, soil temperatures, and surface temperatures, measured with an infrared sensor provided by the TRESTE grant. Additional topics covered in the course that contain information from the annual workshops, include prairie fires, climate and climate change, and effects of the drought on local bodies of water.

Climate Change 2014: Technical Summary

USGS Publications Warehouse

Field, Chrisopher B.; Barros, Vicente; Mach, Katherine; Mastrandrea, Michael; van Aalst, Maarten; Adger, Niel; Arent, Douglas J; Barnett, Jonathan; Betts, Richard; Bilir, Eren; Birkmann, Joern; Carmin, Joann; Chadee, Dave; Challinor, Andrew; Chaterjee, Monalisa; Cramer, Wolfgang; Davidson, Debra; Estrada, Yuka; Gatusso, Jean-Pierre; Hijioka, Yasuakai; Yohe, Gary; Hiza, Margaret; Hoegh-Guldberg, Ove; Huang, He-Qing; Insarov, Gregory; Jones, Roger; Kovats, Sari; Lankao, Patricia Romero; Larsen, Joan Nymand; Losada, Iñigo; Marengo, José; McLean, Roger; Mearns, Linda; Mechler, Reinhard; Morton, John; Niang, Isabelle; Oki, Taikan; Olwoch, Jane Mukarugwiza; Opondo, Maggie; Poloczanska, Elvira; Pörtner, Hans -O.; Reisinger, Andy; Revi, Aromar; Schmidt, Daniela; Shaw, Rebecca; Solecki, William; Stone, Dáithí; Stone, John; Strzepek, Ken; Suarez, Avelino G.; Tschakert, Petra; Valentini, Riccardo; Vicuna, Sebastian; Villamizar, Alicia; Vincent, Katharine; Warren, Rachel; White, Leslie; Wilbanks, Thomas; Wong, Poh Poh

2014-01-01

Human interference with the climate system is occurring (WGI AR5 SPM Section D.3; WGI AR5 Sections 2.2, 6.3, 10.3 to 10.6, 10.9). Climate change poses risks for human and natural systems. The assessment of impacts, adaptation, and vulnerability in the Working Group II contribution to the IPCC’s Fifth Assessment Report (WGII AR5) evaluates how patterns of risks and potential benefits are shifting due to climate change. It considers how impacts and risks related to climate change can be reduced and managed through adaptation and mitigation. The report assesses needs, options, opportunities, constraints, resilience, limits, and other aspects associated with adaptation. It recognizes that risks of climate change will vary across regions and populations, through space and time, dependent on myriad factors including the extent of adaptation and mitigation. For the past 2 decades, IPCC’s Working Group II has developed assessments of climate change impacts, adaptation, and vulnerability. The WGII AR5 builds from the WGII contribution to the IPCC’s Fourth Assessment Report (WGII AR4), published in 2007, and the Special Report on Managing the Risks of Extreme Events and Disasters to Advance Climate Change Adaptation (SREX), published in 2012. It follows the Working Group I contribution to the AR5. The WGII AR5 is presented in two parts (Part A: Global and Sectoral Aspects, and Part B: Regional Aspects), reflecting the expanded literature basis and multidisciplinary approach, increased focus on societal impacts and responses, and continued regionally comprehensive coverage. [1.1 to 1.3] The number of scientific publications available for assessing climate change impacts, adaptation, and vulnerability more than doubled between 2005 and 2010, with especially rapid increases in publications related to adaptation, allowing for a more robust assessment that supports policymaking (high confidence). The diversity of the topics and regions covered has similarly expanded, as has the geographic distribution of authors contributing to the knowledge base for climate change assessments. Authorship of climate change publications from developing countries has increased, although it still represents a small fraction of the total. The unequal distribution of publications presents a challenge to the production of a comprehensive and balanced global assessment.

Using NASA Space Imaging Technology to Teach Earth and Sun Topics

NASA Astrophysics Data System (ADS)

Verner, E.; Bruhweiler, F. C.; Long, T.

2011-12-01

We teach an experimental college-level course, directed toward elementary education majors, emphasizing "hands-on" activities that can be easily applied to the elementary classroom. This course, Physics 240: "The Sun-Earth Connection" includes various ways to study selected topics in physics, earth science, and basic astronomy. Our lesson plans and EPO materials make extensive use of NASA imagery and cover topics about magnetism, the solar photospheric, chromospheric, coronal spectra, as well as earth science and climate. In addition we are developing and will cover topics on ecosystem structure, biomass and water on Earth. We strive to free the non-science undergraduate from the "fear of science" and replace it with the excitement of science such that these future teachers will carry this excitement to their future students. Hands-on experiments, computer simulations, analysis of real NASA data, and vigorous seminar discussions are blended in an inquiry-driven curriculum to instill confident understanding of basic physical science and modern, effective methods for teaching it. The course also demonstrates ways how scientific thinking and hands-on activities could be implemented in the classroom. We have designed this course to provide the non-science student a confident basic understanding of physical science and modern, effective methods for teaching it. Most of topics were selected using National Science Standards and National Mathematics Standards that are addressed in grades K-8. The course focuses on helping education majors: 1) Build knowledge of scientific concepts and processes; 2) Understand the measurable attributes of objects and the units and methods of measurements; 3) Conduct data analysis (collecting, organizing, presenting scientific data, and to predict the result); 4) Use hands-on approaches to teach science; 5) Be familiar with Internet science teaching resources. Here we share our experiences and challenges we face while teaching this course.

Priority Questions and Horizon Scanning for Conservation: A Comparative Study

PubMed Central

Kark, Salit; Sutherland, William J.; Shanas, Uri; Klass, Keren; Achisar, Hila; Dayan, Tamar; Gavrieli, Yael; Justo-Hanani, Ronit; Mandelik, Yael; Orion, Nir; Pargament, David; Portman, Michelle; Reisman-Berman, Orna; Safriel, Uriel N.; Schaffer, Gad; Steiner, Noa; Tauber, Israel; Levin, Noam

2016-01-01

Several projects aimed at identifying priority issues for conservation with high relevance to policy have recently been completed in several countries. Two major types of projects have been undertaken, aimed at identifying (i) policy-relevant questions most imperative to conservation and (ii) horizon scanning topics, defined as emerging issues that are expected to have substantial implications for biodiversity conservation and policy in the future. Here, we provide the first overview of the outcomes of biodiversity and conservation-oriented projects recently completed around the world using this framework. We also include the results of the first questions and horizon scanning project completed for a Mediterranean country. Overall, the outcomes of the different projects undertaken (at the global scale, in the UK, US, Canada, Switzerland and in Israel) were strongly correlated in terms of the proportion of questions and/or horizon scanning topics selected when comparing different topic areas. However, some major differences were found across regions. There was large variation among regions in the percentage of proactive (i.e. action and response oriented) versus descriptive (non-response oriented) priority questions and in the emphasis given to socio-political issues. Substantial differences were also found when comparing outcomes of priority questions versus horizon scanning projects undertaken for the same region. For example, issues related to climate change, human demography and marine ecosystems received higher priority as horizon scanning topics, while ecosystem services were more emphasized as current priority questions. We suggest that future initiatives aimed at identifying priority conservation questions and horizon scanning topics should allow simultaneous identification of both current and future priority issues, as presented here for the first time. We propose that further emphasis on social-political issues should be explicitly integrated into future related projects. PMID:26815653

Making Climate Hot: Preparing Scientists and Teachers for Climate Change Communication and Education

NASA Astrophysics Data System (ADS)

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

2008-05-01

Anyone having anything to do with climate change science (or even geosciences) is increasingly asked to communicate about climate change with friends and family, media, the general public, and students. But, we have often not had the training to communicate with simplicity and clarity about such a complex topic. Furthermore, the need to know how to accommodate controversy, common misconceptions, and contrarian arguments complicates the task. The CIRES Education and Outreach group has developed a short professional development workshop "Making Climate Hot: How to Communicate Effectively about Climate Change". The goals of the workshop are to make scientists and educators aware of best practices in climate change communications, provide some tools for crafting messages, and allow participants to practice skills in a supportive, low-risk environment. The "Making Climate Hot" workshop has been piloted with scientists and university communicators, teachers and environmental educators and college students anxious to communicate with family and roommates. The most and least effective aspects of the workshop will be described, along with the lessons learned and next steps.

K-4 Keepers Collection: A Service Learning Teacher Professional Development Program

NASA Astrophysics Data System (ADS)

Schwerin, T. G.; Blaney, L.; Myers, R. J.

2011-12-01

This poster focuses on the K-4 Keepers Collection, a service-learning program developed for the Earth System Science Education Alliance (ESSEA). ESSEA is a NOAA-, NASA- and NSF-supported program of teacher professional development that increases teachers' pedagogical content knowledge of climate-related Earth system science. The ESSEA program -- whether used in formal higher education courses or frequented by individual teachers who look for classroom activities in the environmental sciences -- provides a full suite of activities, lessons and units for teachers' use. The ESSEA network consists of 45 universities and education centers addressing climate and environment issues. K-4 Keepers Collection - ESSEA K-4 module collections focus on five specific themes of content development: spheres, Polar Regions, oceans, climate and service learning. The K-4 Keepers collection provides the opportunity for teachers to explore topics and learning projects promoting stewardship of the Earth's land, water, air and living things. Examination of the impacts of usage and pollution on water, air, land and living things through service-learning projects allows students to become informed stewards. All of the modules include short-term sample projects that either educate or initiate action involving caring for the environment. The K-4 Keepers course requires teachers to develop similar short or long-term projects for implementation in their classrooms. Objectives include: 1. Increase elementary teachers' environmental literacy addressing ocean, coastal, Great Lakes, stewardship, weather and climate science standards and using NOAA and NASA resources. 2. Develop elementary teachers' efficacy in employing service learning projects focused on conserving and preserving Earth's land, air, water and living things. 3. Prepare college faculty to incorporate service learning and environmental literacy into their courses through professional development and modules on the ESSEA website.

Linking the Weather Generator with Regional Climate Model: Effect of Higher Resolution

NASA Astrophysics Data System (ADS)

Dubrovsky, Martin; Huth, Radan; Farda, Ales; Skalak, Petr

2014-05-01

This contribution builds on our last year EGU contribution, which followed two aims: (i) validation of the simulations of the present climate made by the ALADIN-Climate Regional Climate Model (RCM) at 25 km resolution, and (ii) presenting a methodology for linking the parametric weather generator (WG) with RCM output (aiming to calibrate a gridded WG capable of producing realistic synthetic multivariate weather series for weather-ungauged locations). Now we have available new higher-resolution (6.25 km) simulations with the same RCM. The main topic of this contribution is an anser to a following question: What is an effect of using a higher spatial resolution on a quality of simulating the surface weather characteristics? In the first part, the high resolution RCM simulation of the present climate will be validated in terms of selected WG parameters, which are derived from the RCM-simulated surface weather series and compared to those derived from weather series observed in 125 Czech meteorological stations. The set of WG parameters will include statistics of the surface temperature and precipitation series. When comparing the WG parameters from the two sources (RCM vs observations), we interpolate the RCM-based parameters into the station locations while accounting for the effect of altitude. In the second part, we will discuss an effect of using the higher resolution: the results of the validation tests will be compared with those obtained with the lower-resolution RCM. Acknowledgements: The present experiment is made within the frame of projects ALARO-Climate (project P209/11/2405 sponsored by the Czech Science Foundation), WG4VALUE (project LD12029 sponsored by the Ministry of Education, Youth and Sports of CR) and VALUE (COST ES 1102 action).

Making the links: do we connect climate change with health? A qualitative case study from Canada.

PubMed

Cardwell, Francesca S; Elliott, Susan J

2013-03-08

Climate change has been described as the biggest global health threat of the 21st century. Typically framed as an environmental issue, some suggest this view has contributed to public ambivalence and hence a lack of public engagement. The lack of understanding of climate change as a significant environmental health risk on the part of the lay public represents a significant barrier to behaviour change. We therefore need to think about reframing the impact of climate change from an environmental to a health issue. This paper builds on calls for increased understanding of the public's views of human health risks associated with climate change, focusing on facilitators and barriers to behaviour change. Semi-structured in-depth interviews (n = 22) with residents of the Golden Horseshoe region of Southern Ontario were conducted between August 2010 and January 2011. Topics included individual and community health, climate change, and facilitators and barriers to behaviour change. Few participants recognized the role of the environment in the context of either individual and community health. When asked about health concerns specific to their community, however, environmental issues were mentioned frequently. Health effects as possible impacts of global environmental change were mentioned by 77% of participants when prompted, but this link was not described in great detail or within the context of impacting their communities or themselves. Participants were willing to act in environmentally friendly ways, and possible incentives to undertake behaviour change such as decreasing cost were described. Health co-benefits were not identified as incentives to engaging in mitigative or adaptive behaviours. The results support recent calls for reframing the impact of climate change from an environmental to a public health issue in order to increase public engagement in adaptive and mitigative behaviour change. While previous research has touched on public awareness of the human health risks of climate change, we have further explored the attitude-action link through the examination of facilitators and barriers to behaviour change.

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.

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.

Place-based Learning About Climate with Elementary GLOBE

NASA Astrophysics Data System (ADS)

Hatheway, B.; Gardiner, L. S.; Harte, T.; Stanitski, D.; Taylor, J.

2017-12-01

Place-based education - helping students make connections between themselves, their community, and their local environment - is an important tool to help young learners understand their regional climate and start to learn about climate and environmental change. Elementary GLOBE storybooks and learning activities allow opportunities for place-based education instructional strategies about climate. In particular, two modules in the Elementary GLOBE unit - Seasons and Climate - provide opportunities for students to explore their local climate and environment. The storybooks and activities also make connections to other parts of elementary curriculum, such as arts, geography, and math. Over the long term, place-based education can also encourage students to be stewards of their local environment. A strong sense of place may help students to see themselves as stakeholders in their community and its resilience. In places that are particularly vulnerable to the impacts of climate and environmental change and the economic, social, and environmental tradeoffs of community decisions, helping young students developing a sense of place and to see the connection between Earth science, local community, and their lives can have a lasting impact on how a community evolves for decades to come. Elementary GLOBE was designed to help elementary teachers (i.e., grades K-4) integrate Earth system science topics into their curriculum as they teach literacy skills to students. This suite of instructional materials includes seven modules. Each module contains a science-based storybook and learning activities that support the science content addressed in the storybooks. Elementary GLOBE modules feature air quality, climate, clouds, Earth system, seasons, soil, and water. New eBooks allow students to read stories on computers or tablets, with the option of listening to each story with an audio recording. A new Elementary GLOBE Teacher Implementation Guide, published in 2017, provides educators with information and strategies how Elementary GLOBE modules can be effectively applied in classrooms, how Elementary GLOBE modules are aligned with national standards, and how student literacy and science inquiry skills can be strengthened while learning about the Earth system.

Satellite Applications for Military Support. Trendwatch from an EO Perspective (Satelliettoepassingen voor Militaire Ondersteuning. Trendwatch Vanuit een EO Perspectief)

DTIC Science & Technology

2007-03-01

examples of plumes with a natural cause. Figure 3.2 The left true colour panel depicts part of the Iberian peninsula . The huge forest fires in Portugal...these research activities has been dedicated to the provision of a number of atmospherical products for air quality and climate studies within the EU...as cloud condensation nuclei for the formation of clouds, which is an important topic in climate studies. The products in the former paragraphs, such

Discover Supercomputer 5

NASA Image and Video Library

2017-12-08

Two rows of the “Discover” supercomputer at the NASA Center for Climate Simulation (NCCS) contain more than 4,000 computer processors. Discover has a total of nearly 15,000 processors. Credit: NASA/Pat Izzo To learn more about NCCS go to: www.nasa.gov/topics/earth/features/climate-sim-center.html NASA Goddard Space Flight Center is home to the nation's largest organization of combined scientists, engineers and technologists that build spacecraft, instruments and new technology to study the Earth, the sun, our solar system, and the universe.

Discover Supercomputer 4

NASA Image and Video Library

2017-12-08

This close-up view highlights one row—approximately 2,000 computer processors—of the “Discover” supercomputer at the NASA Center for Climate Simulation (NCCS). Discover has a total of nearly 15,000 processors. Credit: NASA/Pat Izzo To learn more about NCCS go to: www.nasa.gov/topics/earth/features/climate-sim-center.html NASA Goddard Space Flight Center is home to the nation's largest organization of combined scientists, engineers and technologists that build spacecraft, instruments and new technology to study the Earth, the sun, our solar system, and the universe.

Climate Information Needs for Financial Decision Making

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

Higgins, Paul

Climate Information Needs for Financial Decision Making (Final Report) This Department of Energy workshop award (grant #DE-SC0008480) provided primary support for the American Meteorological Society’s study on climate information needs for financial decision making. The goal of this study was to help advance societal decision making by examining the implications of climate variability and change on near-term financial investments. We explored four key topics: 1) the conditions and criteria that influence returns on investment of major financial decisions, 2) the climate sensitivity of financial decisions, 3) climate information needs of financial decision makers, and 4) potential new mechanisms to promotemore » collaboration between scientists and financial decision makers. Better understanding of these four topics will help scientists provide the most useful information and enable financial decision makers to use scientific information most effectively. As a result, this study will enable leaders in business and government to make well-informed choices that help maximize long-term economic success and social wellbeing in the United States The outcomes of the study include a workshop, which brought together leaders from the scientific and financial decision making communities, a publication of the study report, and a public briefing of the results to the policy community. In addition, we will present the results to the scientific community at the AMS Annual Meeting in February, 2014. The study results were covered well by the media including Bloomberg News and E&E News. Upon request, we also briefed the Office of Science Technology Policy (OSTP) and the Council on Environmental Quality (CEQ) on the outcomes. We presented the results to the policy community through a public briefing in December on Capitol Hill. The full report is publicly available at www.ametsoc.org/cin. Summary of Key Findings The United States invests roughly $1.5 trillion U.S. dollars (USD) in capital assets each year across the public and private sectors (Orszag 2008; United States Census Bureau 2013). Extreme weather events create and exacerbate risks to these financial investments by contributing to: • Direct physical impacts on the investments themselves • Degradation of critical supporting infrastructure • Changes in the availability of key natural resources • Changes to workforce availability or capacity • Changes in the customer base • Supply chain disruptions • Legal liability • Shifts in the regulatory environment • Reductions in credit ratings Even small changes in weather can impact operations in critical economic sectors. As a result, maximizing returns on financial investments depends on accurately understanding and effectively accounting for these risks. Climate variability and change can either exacerbate existing risks or cause new sources of risk to emerge. Managing these risks most effectively will depend on scientific advances and increases in the capacity of financial decision makers to use the scientific knowledge that results. Barriers to using climate information must also be overcome. This study proposes three predefined levels of certainty for communicating about weather and climate risks: 1) possible (i.e., unknown likelihood or less than 50% chance of occurrence), 2) probable (greater than 50% chance of occurrence), and 3) effectively certain (at least 95% chance of occurrence). For example, it is effectively certain that a change in climate will alter weather patterns. It is probable that climate warming will cause increases in the intensity of some extreme events. It is possible that climate change will cause major and widespread disruptions to key planetary life-support services. Key recommendations of this study: 1) Identify climate-related risks and opportunities for financial decision making. 2) Create a framework to translate scientific information in clear and actionable terms for financial decision makers. 3) Analyze existing climate assessments and translate projected impacts into possible, probable, and effectively certain impacts. 4) Improve climate projections with respect to precipitation (timing, amount, and intensity), extreme events, and tails of probability distributions (i.e., low-probability but high-consequence events). 5) Increase spatial resolution of climate projections in order to provide climate information at the scale most relevant to financial investments. 6) Improve projections of the societal consequences of climate impacts through integrated assessments of physical, natural, and social sciences. 7) Create a user-friendly information repository and portal that provides easy access to information relevant to financial decision making. 8) Create and maintain opportunities to bring together financial decision makers, scientists, and service providers. Near-term financial decisions have long-term implications for the United States’ social and economic well-being that depend, in part, on climate variability and change. Investments will be most successful, and will advance the interests of society most effectively, if they are grounded in the best available knowledge & understanding.« less

Climate-induced forest dieback: An escalating global phenomenon?

USGS Publications Warehouse

Allen, Craig D.

2009-01-01

Forests, which today cover 30 percent of the world’s land surface (FAO, 2006), are being rapidly and directly transformed in many areas by the impacts of expanding human populations and economies. Less evident are the pervasive effects of ongoing climatic changes on the condition and status of forests around the world. Recent examples of drought and heat-related forest stress and dieback (defined here as tree mortality noticeably above usual mortality levels) are being documented from all forested continents, making it possible to begin to see global patterns. This article introduces these patterns and considers the possibility that many forests and woodlands today are at increasing risk of climate-induced dieback. A more comprehensive article (Allen et al., 2009) addresses this topic in considerably greater detail. While climate events can damage forests in many ways ranging from ice storms to tornadoes and hurricanes, the emphasis here is on climatic water stress, driven by drought and warm temperatures.

Holocene climatic fluctuations and periodic changes in the Asian southwest monsoon region

NASA Astrophysics Data System (ADS)

Zhang, Wenxiang; Niu, Jie; Ming, Qingzhong; Shi, Zhengtao; Lei, Guoliang; Huang, Linpei; Long, Xian'e.; Chang, Fengqin

2018-05-01

Climatic changes in the Asian southwest monsoon (ASWM) during the Holocene have become a topic of recent studies. It is important to understand the patterns and causes of Holocene climatic changes and their relationship with global changes. Based on the climate proxies and wavelet analysis of Lugu Lake in the ASWM region, the climatic fluctuations and periodic changes in the ASWM region during the Holocene have been reconstructed with a high-precision chronology. The results indicate the intensification of ASWM began to increase with Northern Hemisphere low-latitude solar insolation (LSI) and solar activity during the early Holocene, and gradually decreased during the late Holocene, exhibiting an apparent synchrony with numerous records of ASWM region. Meanwhile, an apparent 1000-a quasi-periodic signal is present in the environment proxies, and it demonstrates that the environmental change in the ASWM region has been driven mainly by LSI and solar activity.

CAN-DOO: The Climate Action Network through Direct Observations and Outreach

NASA Astrophysics Data System (ADS)

Taubman, B.; Sherman, J. P.; Perry, L. B.; Markham, J.; Kelly, G.

2011-12-01

The urgency of climate change demands a greater understanding of our climate system, not only by the leaders of today, but by the scientists, policy makers, and citizens of tomorrow. Unfortunately, a large segment of the population currently possesses inadequate knowledge of climate science. In direct response to a need for greater scientific literacy with respect to climate science, researchers from Appalachian State University's Appalachian Atmospheric Interdisciplinary Research (AppalAIR) group, with support from NASA, have developed CAN-DOO: the Climate Action Network through Direct Observations and Outreach. CAN-DOO addresses climate science literacy by 1) Developing the infrastructure for sustaining and expanding public outreach through long-term climate measurements capable of complementing existing NASA measurements, 2) Enhancing public awareness of climate science and NASA's role in advancing our understanding of the Earth System, and 3) Introducing Science, Technology, Engineering, and Mathematics principles to homeschooled, public school, and Appalachian State University students through applied climate science activities. Project partners include the Grandfather Mountain Stewardship Foundation, Pisgah Astronomical Research Institute, and local elementary schools. In partnership with Grandfather Mountain, climate science awareness is promoted through citizen science activities, interactive public displays, and staff training. CAN-DOO engages students by involving them in the entire scientific investigative process as applied to climate science. We introduce local elementary and middle school students, homeschooled students throughout North Carolina, and undergraduate students in a new Global Climate Change course and select other courses at Appalachian State University to instrument assembly, measurement techniques, data collection, hypothesis testing, and drawing conclusions. Results are placed in the proper context via comparisons with other student data products, local research-grade measurements, and NASA measurements. Several educational modules have been developed that address specific topics in climate science. The modules are scalable and have been successfully implemented at levels ranging from 2nd grade through first-year graduate as well as with citizen science groups. They also can be applied in user-desired segments to a variety of Earth Science units. In this paper, we will introduce the project activities and present results from the first year of observations and outreach, with a special emphasis on two of the developed modules, the surface energy balance and aerosol optical depth module.

Public Engagement on Climate Change

NASA Astrophysics Data System (ADS)

Curry, J.

2011-12-01

Climate change communication is complicated by complexity of the scientific problem, multiple perspectives on the magnitude of the risk from climate change, often acrimonious disputes between scientists, high stakes policy options, and overall politicization of the issue. Efforts to increase science literacy as a route towards persuasion around the need for a policy like cap and trade have failed, because the difficulty that a scientist has in attempting to make sense of the social and political complexity is very similar to the complexity facing the general public as they try to make sense of climate science itself. In this talk I argue for a shift from scientists and their institutions as information disseminators to that of public engagement and enablers of public participation. The goal of engagement is not just to inform, but to enable, motivate and educate the public regarding the technical, political, and social dimensions of climate change. Engagement is a two-way process where experts and decision-makers seek input and learn from the public about preferences, needs, insights, and ideas relative to climate change impacts, vulnerabilities, solutions and policy options. Effective public engagement requires that scientists detach themselves from trying to control what the public does with the acquired knowledge and motivation. The goal should not be to "sell" the public on particular climate change solutions, since such advocacy threatens public trust in scientists and their institutions. Conduits for public engagement include the civic engagement approach in the context of community meetings, and perhaps more significantly, the blogosphere. Since 2006, I have been an active participant in the climate blogosphere, focused on engaging with people that are skeptical of AGW. A year ago, I started my own blog Climate Etc. at judithcurry.com. The demographic that I have focused my communication/engagement activities are the technically educated and scientifically literate public, many of whom have become increasingly skeptical of climate science the more they investigate the topic. Specific issues that this group has with climate science include concerns that science that cannot easily be separated from risk assessment and value judgments; concern that assessments (e.g. IPCC) have become a Maxwell's daemon for climate research; inadequate assessment of our ignorance of this complex scientific issue; elite scientists and scientific institutions losing credibility with the public; political exploitation of the public's lack of understanding; and concerns about the lack of public accountability of climate science and climate models that are being used as the basis for far reaching decisions and policies. Individuals in this group have the technical ability to understand and examine climate science arguments and are not prepared to cede judgment on this issue to the designated and self-proclaimed experts. This talk will describe my experiences in engaging with this group and what has been learned, both by myself and by participants in the discussion at Climate Etc.

A Dermatologist's Perspective on Vitamin D

PubMed Central

Vanchinathan, Veena; Lim, Henry W.

2012-01-01

Vitamin D is a fat-soluble steroid hormone that is crucial for human health and has recently generated controversy regarding its role in human health and disease. In this Special Article, we discuss our dermatologic perspective on vitamin D in a question-and-answer format. We discuss methods of obtaining vitamin D, including cutaneous photobiosynthesis, diet, and supplements and include the recent US Institute of Medicine recommendations. Other reviewed topics include the associations among skin pigmentation, climate, photoprotection, and vitamin D levels. We also elaborate on the popular interest in sun exposure as a method of normalizing vitamin D levels in the context of the risks of solar and artificial radiation. We also discuss groups at risk for vitamin D inadequacy, the need for testing serum vitamin D levels, and the role of phototherapy in patients with malabsorption conditions and hypervitaminosis D, with a focus on patients with sarcoidosis. Finally, we summarize our recommendations on vitamin D. PMID:22425213

PAST Gateways (Palaeo-Arctic Spatial and Temporal Gateways): Introduction and overview

NASA Astrophysics Data System (ADS)

Ó Cofaigh, Colm; Briner, Jason P.; Kirchner, Nina; Lucchi, Renata G.; Meyer, Hanno; Kaufman, Darrell S.

2016-09-01

This special issue relates to the Second International Conference of the PAST Gateways (Palaeo-Arctic Spatial and Temporal Gateways) network which was held in Trieste, Italy in 2014. Twenty five papers are included and they address topics under four main themes: (1) The growth and decay of Arctic ice sheets; (2) Arctic sea ice and palaeoceanography; (3) Terrestrial Arctic environments and permafrost change; and (4) Holocene Arctic environmental change. Geographically the focus is circum-Arctic; the special issue includes detailed regional studies from Greenland, Scandinavia, Russia, and Arctic North America and the adjoining seas, as well as a series of synthesis-type, review papers on Fennoscandian Ice Sheet deglaciation and Holocene Arctic palaeo-climate change. The methodologies employed are diverse and include marine sediment core and geophysical investigations, terrestrial glacial geology and geomorphology, isotopic analysis of ground ice, palaeo-ecological analysis of lacustrine and terrestrial sedimentary archives, geochronology and numerical ice sheet modeling.