The Effectiveness of the IPCC Communication: a Survey of (Mainly) UK-Based Users*
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Beyond Storms & Droughts
BEYOND STORMS & DROUGHTS: The Psychological Impacts of Climate Change JUNE 2014 2 Beyond Storms & Droughts: The Psychological Impacts of Climate Change ACKNOWLEDGMENTS Authors Susan Clayton Whitmore-Williams Professor of Psychology College of Wooster Christie Manning Visiting Assistant Professor, Environmental Studies Macalester College Caroline Hodge Associate Manager, Communications & Research ecoAmerica Reviewers ecoAmerica & the American Psychological Association thank the following reviewers who provided valuable feedback on drafts of this report: Elke Weber, Janet Swim, & Sascha Petersen. Partners The American Psychological Association, in Washington, D.C., is the largest scientific and professional organization representing psychology in the United States. APA's membership includes more than 130,000 researchers, educators, clinicians, consultants and students. Through its divisions in 54 subfields of psychology and affiliations with 60 state, territorial and Canadian provincial associations, APA works to advance the creation, communication and application of psychological knowl- edge to benefit society and improve people's lives. ecoAmerica grows the base of popular support for climate solutions in America with research-driven marketing, partnerships, and national programs that connect with Americans' core values to shift personal and civic choices and behaviors. MomentUs is ecoAmerica's newest initiative. MomentUs is a strategic organizing initiative designed to build a critical mass of institutional leadership, public support, political will, and collective action for climate solutions in the United States. MomentUs is working to develop and support a network of trusted leaders and institutions who will lead by example and engage their stakeholders to do the same, leading to a shift in society that will put America on an irrefutable path to a clean energy, ultimately leading toward a more sustainable and just future. -
485 Svilicic.Vp
Coll. Antropol. 37 (2013) 4: 1327–1338 Original scientific paper The Popularization of the Ethnological Documentary Film at the Beginning of the 21st Century Nik{a Svili~i}1 and Zlatko Vida~kovi}2 1 Institute for Anthropological Research, Zagreb, Croatia 2 University of Zagreb, Academy of Dramatic Art, Zagreb, Croatia ABSTRACT This paper seeks to explain the reasons for the rising popularity of the ethnological documentary genre in all its forms, emphasizing its correlation with contemporary social events or trends. The paper presents the origins and the de- velopment of the ethnological documentary film in the anthropological domain. Special attention is given to the most in- fluential documentaries of the last decade, dealing with politics: (Fahrenheit 9/1, Bush’s Brain), gun control (Bowling for Columbine), health (Sicko), the economy (Capitalism: A Love Story), ecology An Inconvenient Truth) and food (Super Size Me). The paper further analyzes the popularization of the documentary film in Croatia, the most watched Croatian documentaries in theatres, and the most controversial Croatian documentaries. It determines the structure and methods in the making of a documentary film, presents the basic types of scripts for a documentary film, and points out the differ- ences between scripts for a documentary and a feature film. Finally, the paper questions the possibility of capturing the whole truth and whether some documentaries, such as the Croatian classics: A Little Village Performance and Green Love, are documentaries at all. Key words: documentary film, anthropological topics, script, ethnographic film, methods, production, Croatian doc- umentaries Introduction This paper deals with the phenomenon of the popu- the same time, creating a work of art. -
Sundance Institute Announces Major New Initiatives for Films on Climate Change and the Environment
FOR IMMEDIATE RELEASE Media Contact: April 21, 2016 Janine Der Bogosian 310.360.1981 [email protected] Sundance Institute Announces Major New Initiatives for Films on Climate Change and the Environment Supported by Robert Rauschenberg Foundation, Rockefeller Foundation, Kendeda Fund, Discovery Channel, Code Blue Foundation and Joy Family Foundation Catching the Sun is First Project to Receive Support from Robert Rauschenberg Foundation; Documentary Premieres Tomorrow on Netflix for Earth Day Los Angeles, CA — Sundance Institute announced today a new initiative for films and emerging media projects exploring stories related to the urgent need for action with regard to the environment, conservation and climate change. Building on more than three decades of the Institute’s championing of independent stories focused on the environment, these grants to support new projects are led by founding support from the Robert Rauschenberg Foundation and include additional support from the Rockefeller Foundation, the Kendeda Fund, Discovery Channel, Code Blue Foundation and the Joy Family Foundation. Robert Redford, President & Founder of Sundance Institute, said, “We want this financial and creative support to stimulate the next wave of independent film and visual storytelling that inspires action on one of the most urgent issues of our time: the long-term, sustainable health of our planet.” The Institute’s new program with the Rauschenberg Foundation will identify and support the creation of four projects that tackle the subject of climate change and inspire action. As part of this joint initiative, filmmakers and climate change experts will gather together for a Climate Change Lab in 2017 at renowned American artist Robert Rauschenberg’s estate and studio in Captiva Island, Florida. -
Elon, “Salt”, Piedmont and Lithium Dreams – Part 1 This Is Part 1 of a Multi Part Series That Will Be Written Between Now and 2023
Elon, “Salt”, Piedmont and Lithium Dreams – Part 1 This is part 1 of a multi part series that will be written between now and 2023. I will follow both Tesla’s and Piedmont’s lithium journeys with interest. If I am wrong, it will be my pleasure to write a mea culpa as I have done before. Since being a guest on TC and Georgia’s Podcast a few weeks ago, I have been exposed to the anti Tesla crowd for the first time. I made it clear before agreeing to participate that I have no axe to grind with Tesla or Elon Musk other than the nonsensical statements about lithium made on Battery Day. The hosts of Chartcast were absolutely professional with me and have been on all the episodes I have listened to. I would not hesitate to be a guest again in the future. What I was not prepared for was the small percentage of what appear to be slightly unhinged Chartcast listeners that decided I needed to hear their “Elon rants”. That is no fault of the podcast hosts. At some level Tesla seems a cult on par with the best on them. We live in a celebrity culture driven largely by social media and inCreasingly shorter “news cycles”. A world where facts are often hard to come by and comments, no matter how far off base, by someone like Elon Musk will be taken as “gospel” by a significant percentage of his ~ 40 million twitter followers. Elon along with “sidekick of the moment” Drew Baglino shared the Battery Day stage to declare their latest magic trick - creating “instant lithium”. -
Let's Talk Health & Climate
LET’S TALK HEALTH & CLIMATE COMMUNICATION GUIDANCE FOR HEALTH PROFESSIONALS building climate leadership 2 Let’s Talk Health & Climate: Communication Guidance for Health Professionals ACKNOWLEDGEMENTS THIS GUIDE IS BROUGHT TO YOU BY AUTHORS ABOUT THIS GUIDE Kirra Krygsman Let’s Talk Health and Climate: Communication Guidance for Health Meighen Speiser Professionals is designed to be useful for experienced and novice climate change and health communicators alike. This guide synthesizes the latest academic research and message testing on CONTRIBUTORS climate communications from across the social sciences into a Cyndy Merse practical guide to support meaningful discussion of climate change and health with individuals and groups. More than 20 Sabine Marx sources went into this project. Jennifer Tabola REVIEWERS SPECIAL THANKS Laura Anderko, PhD, RN, Professor and Endowed Chair, ecoAmerica is grateful to Georgetown University the John D. and Catherine T. MacArthur Foundation for David T. Dyjack, DrPH, CIH, Executive Director, National its generous support. Environmental Health Association We would also like to Howard Frumkin, MD, DrPH, Dean, University of Washington extend our thanks to the School of Public Health entire Climate for Health Leadership Circle for their Tracy Kolian, MPH contribution to the work of Jay Lemery, MD, Associate Professor of Emergency Medicine, engaging their peers and the University of Colorado School of Medicine public to elevate climate solutions as a health priority. Frank Loy, Former Under Secretary of State for Global Affairs Edward Maibach, MPH, PhD, Director, Center for Climate Change, Communication George Mason University Leyla Erk McCurdy, PHD Phil., Consultant, Health and Environment Jerome A. Paulson, MD, FAAP Mona Sarfaty, MD, MPH, Director, Climate and Health Program, George Mason University, Center for Climate Change Comm. -
Climate Change Communication Guide
1 e Contents Executive Summary ........................................................................................................................... 1 Purpose and Goal .............................................................................................................................. 2 Background ......................................................................................................................................... 2 Who Can Use This Guide? ................................................................................................................ 3 Who Does Caltrans Communicate With? ..................................................................................... 4 How to Use This Guide ....................................................................................................................... 5 Best Practices for Communicating with Caltrans Staff and Partners ...................................... 6 Clearly define your goals. ............................................................................................................. 6 Develop and align your messages with your goals. ............................................................... 6 Be consistent with your message. ............................................................................................... 7 Understand your unique audiences. .......................................................................................... 8 Conduct frequent, two-way engagement. ............................................................................ -
PARADISE LOST? – Climate Change in the North Woods
PARADISE LOST? Climate Change in the North Woods For additional scientific information, artists’ biographies, the Paradise Lost? documentary, the exhibition music and to send feedback on the exhibition please visit our Website. www.wisc.edu/cbe/K12/paradiselost.html Climate Change in the North Woods In May of 2006, 20 artists, seven scientists and PARADISE LOST? six educators met in Northern Wisconsin to learn Climate Change in the North Woods about climate change and consider ways that art The exhibition is segmented into three parts: could increase public understanding about climate 3 Consider Climate Change Earth’s climate system, human impacts on climate, change in the North Woods. The artists subsequently past records, and expected changes created pieces reflecting their perceptions of climate 13 Celebrate the Cold Our unique northern ecosystem and elements of its beauty change science, impacts made on northern ecosystems, and function that we stand to lose with a warmer climate 37 Alter the Course and actions people can take today to protect the Actions we can take, individually and collectively, to reduce greenhouse gas emissions and preserve our North Woods paradise North Woods. The goals of the resulting exhibition are to share information about the impacts of This exhibition/education program is coordinated by: The University of Wisconsin - Madison: Center for Biology Education, Department of Forest Ecology and Management, Center for Limnology, climate change on the North Woods and to encourage Trout Lake Field Station, Center for Continuing Studies and the Arts and by the North Lakeland Discovery Center, Manitowish Waters each of us to make thoughtful decisions to reduce This project is made possible by a grant from: The Ira and Ineva Reilly Baldwin Wisconsin Idea Endowment greenhouse gas emissions. -
Toward an Effective Pedagogy of Climate Change: Lessons from a Physics Classroom
Toward an Effective Pedagogy of Climate Change: Lessons from a Physics Classroom Vandana Singh, Department of Physics and Earth Sciences, Framingham State University Introduction The crisis of climate change has been widely recognized by international organizations such as the Intergovernmental Panel on Climate Change and the World Economic Forum (IPCC, 2014; WEF Global Risks Report, 2017), as a significant threat to humankind and the biosphere, with some impacts already being felt and likely to worsen (IPCC 2014, 2018) in ways that we may not be able to entirely predict (Lenton et al., 2008b). Additionally, climate change has been described (Levy & Patz, 2015; Weston, 2008) as a multifaceted justice issue, including intergenerational justice, since it disproportionately affects those who have contributed least to the creation of the problem, such as people of color, the economically disadvantaged, indigenous people, the rural poor, especially in the Global South, immigrants, including ‘climate refugees,’ and the young. Young people, despite not having lived long enough to contribute significantly to climate change, are expected to bear a disproportionate share of the consequences, especially if they also belong to marginalized groups. Unfortunately their education in high school and college is unlikely to have prepared them for the changes that are underway, in part because of systemic roadblocks in mainstream education (Kwauk, C., 2020). If climate change is offered at all, it is either through specialized optional courses, or presented in various courses in a disjointed or piecemeal fashion, and, additionally, there is lack of adequate teacher training on the pedagogy of climate change (Plutzer et al., 2016). -
Types of Movies & Movie Genres
Types of Movies & Movie Genres Two major types of movies: • Documentary • Narrative Documentary Films • The act of making a movie removes the possibility of a purely objective truth “creative treatment of actual reality” – defined 1926 • Even documentary filmmakers who aim to avoid influencing the events they record still have a great deal of narrative influence ie: camera as narrator and editing creating meaning Documentary Genres • Factual • Hoop Dreams, Touching the Void • Instructional • Persuasive • An Inconvenient Truth, Bowling for Columbine • Propaganda • Triumph of the Will Narrative Films • Mostly fiction, purpose is to engage & entertain • many genres/sub- genres ex ex sub-genres Narrative Film Genres • Few movies are strictly one genre today • Genre has a significant effect on how audiences choose the movies they go to/buy/rent • Cultural conditions contribute to changes in genre • ie: a western made during WWII v. one made during the Vietnam War Most popular movie genres in North America from 1995 to 2018, by total box office revenue (in billion U.S. dollars) Genre Conventions • Narrative/Story Formulas • The structure of the story: what’s the conflict/type of conflict? The plot. • ‘Narrative moments’ help define genres • chase sequences, shootouts, romance… • Theme (or topic): the unifying idea expressed through story and visuals • ie: redemption, vengeance, innocence, rags to riches, coming of age, rites of passage… • Character Types (ex) • genres become associated with different heroes and villains • Stars • actors factor -
Film Review – Truth to Power
Film review – Truth to Power 11 years ago, Al Gore released the Oscar-winning call to action on climate change – An Inconvenient Truth. Amy Nicholson reports for the IFoA after recently attended a screening of the follow-up to this film, An Inconvenient Sequel: Truth to Power, in the atmospheric Somerset House courtyard, where Gore introduced the film in person. The core of the film follows Gore on his Sisyphean task of campaigning, coercing and cajoling world leaders into taking action on climate change. We also see snippets from his roadshow, featuring some alarming graphs and statistics on the state of the planet, and footage from his climate activist training camps. All of this is interspersed with Gore’s candid reflections on his political career, and the film culminates in Gore’s involvement in the 2015 United Nations Climate Change Conference in Paris (COP 21). I have to admit that I left the screening mildly disappointed. Whilst the film tries to act as a rallying call (it makes no apologies for preaching to the converted), the analysis into what is causing climate change and the potential solutions is somewhat shallow. Gore appears reluctant to embrace the radical and rapid changes required to the way societies and economies are structured to address the issue. His self-reflections to the camera take up a large part of the film, and as heartfelt and affable as he may be, it takes away from the universally important message he is trying to portray. Unfortunately, the impact of the film’s climax, whereby a global agreement is reached at COP 21, is dampened by Donald Trump’s recent withdrawal from the agreement. -
Communicating CC
Knowledge Building Series: Communicating Climate Change Part 2 of 3 2011 U.S. ENVIRONMENTAL PROTECTION AGENCY REGION 8 Part 2 of the Climate Change Knowledge Building Series includes tips for communicating climate change to others. Understanding climate change can be a challenge because it is complex and technical, but not intuitive. Because climate change is a global phenomenon, people may not necessarily see changes where they live. The key is to learn how to communicate this complex issue to various stakeholders in ways that are understandable and translate into action. First, you must know your audience. Knowing Your Audience Regardless of your audience, you might start by explaining basic terminol- ogy like climate change, global warming, greenhouse gases and the Green- house Gas Effect, as well as the difference between weather and climate. These terms are often used interchangeably and incorrectly when talking about climate change. Part 1 of this series, “Climate Change 101” includes some definitions and there are other good resources listed on the last page. Sample Messages Elementary & Middle School Students: Climate change may be a big problem, but there are many little things we can do to make a difference. High School, College Students and Adults: Many greenhouse gases come from things we do everyday, like drive cars and use electricity. These things are not wrong, we just have to be smart about it and take actions to offset our emissions of carbon dioxide. Community Leaders: You can show leadership by doing a greenhouse gas inventory, developing a climate change action plan, and considering how your community can adapt to a changing climate. -
Arctic Climate Connections Curriculum: a Model for Bringing Authentic Data Into the Classroom Anne U
JOURNAL OF GEOSCIENCE EDUCATION 63, 185–197 (2015) Arctic Climate Connections Curriculum: A Model for Bringing Authentic Data Into the Classroom Anne U. Gold,1,a Karin Kirk,2 Deb Morrison,3 Susan Lynds,1 Susan Buhr Sullivan,1 Andrey Grachev,1,4 and Ola Persson1,4 ABSTRACT Science education can build a bridge between research carried out by scientists and relevant learning opportunities for students. The Broader Impact requirements for scientists by funding agencies facilitate this connection. We propose and test a model curriculum development process in which scientists, curriculum developers, and classroom educators work together to scaffold the use of authentic, unprocessed scientific data for high school students. We outline a three-module curriculum structure that facilitates these goals. This curriculum engages students in the collection, description, visualization, and interpretation of data; develops understanding of the nature of science; includes prompts to develop higher-order thinking skills; builds knowledge of regional relevance of climate change in students; uses active learning techniques; and can be easily integrated with the Next Generation Science Standards. The curriculum was reviewed and tested in the classroom. To shed further light on the curriculum development process, we gathered reflection data from the scientists, curriculum developers, and educators. Scientists appreciated the collaborative process in which they contributed their expertise without requiring a large time commitment or strong expertise in science education. The curriculum developers viewed the modular structure as helpful in breaking complicated scientific concepts into teachable steps. Classroom educators appreciated the detailed description and step-by-step instructions to navigate data analysis tools like Excel or Google Earth.