The Challenge of Communicating Unwelcome Climate Messages
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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. -
Tyndall Centre Briefing Note 40
Review of the Fourth Carbon Budget - Call for Evidence www.theccc.org.uk/call-for-evidence Question and Response form When responding please provide answers that are as specific and evidence-based as possible, providing data and references to the extent possible. Please limit your response to a maximum of 400 words per question. Questions for consideration: A. Climate Science and International Circumstances The Committee’s advice assumes a climate objective to limit central estimates of temperature rise to as close to 2C as possible, with a very low chance of exceeding 4C by 2100 (henceforth referred to as “the climate objective”). This is broadly similar to the UNFCCC climate objective, and that of the EU. In order to achieve this objective, global emissions would have to peak in the next few years, before decreasing to roughly half of recent levels by 2050 and falling further thereafter. The UNFCCC is working toward a global deal consistent with such reductions, to be agreed by 2015. Earlier attempts (e.g. at Copenhagen in 2009, before the fourth budget was recommended or legislated) have failed to achieve a comprehensive global deal to limit emissions. It is difficult to imagine a global deal which allows developed countries to have emissions per capita in 2050 which are significantly above a sustainable global average, implying the need for emissions reductions in the UK of at least 80% from 1990 levels by 2050. The EU has not yet agreed a package beyond 2020, but the European Commission is consulting on a range of issues relating to development of climate and energy targets for 2030. -
The Use of Scenario Analysis in Disclosure of Climate-Related Risks and Opportunities
Technical Supplement The Use of Scenario Analysis in Disclosure of Climate-Related Risks and Opportunities June 2017 Recommendations of the Task Force on Climate-related Financial Disclosure i Contents A Introduction .................................................................................................................................................... 1 B Scenario Analysis ........................................................................................................................................... 2 1. Why is Scenario Analysis Useful? ................................................................................................................................ 2 2. What Is a Scenario? ....................................................................................................................................................... 2 3. How are Organizations Using Climate-Related Scenario Analysis? ........................................................................ 3 C Developing and Applying Scenario Analysis ............................................................................................... 4 1. Considerations for Building Climate Change into Scenario Analysis ..................................................................... 5 2. Analytical Choices in Scenario Analysis ...................................................................................................................... 8 3. Tools and Data ........................................................................................................................................................... -
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. ............................................................................ -
Creating a National Citizen Engagement Process for Energy Policy
Creating a national citizen engagement process for energy policy Nick Pidgeona,1, Christina Demskia, Catherine Butlerb, Karen Parkhillc, and Alexa Spenced aUnderstanding Risk Research Group, Tyndall Centre and Climate Change Consortium of Wales, School of Psychology, Cardiff University, Wales CF10 3AT, United Kingdom; bGeography Department, The University of Exeter, Exeter EX4 4RJ, United Kingdom; cSchool of Environment, Natural Resources, and Geography, Bangor University, Wales LL57 2UW, United Kingdom; and dHorizon Digital Economy Research and School of Psychology, The University of Nottingham, Nottingham NG7 2TU, United Kingdom Edited by Baruch Fischhoff, Carnegie Mellon University, Pittsburgh, PA, and accepted by the Editorial Board June 12, 2014 (received for review December 11, 2013) This paper examines some of the science communication chal- involved and on the promise and perils of scientific progress. In lenges involved when designing and conducting public delibera- this respect people often focus less on the technology or science tion processes on issues of national importance. We take as our per se, than on the social context within which it is to be illustrative case study a recent research project investigating deployed, including complex arguments about the regulatory or public values and attitudes toward future energy system change governance conditions surrounding the application of science. for the United Kingdom. National-level issues such as this are However, designing successful deliberative fora is not a simple often particularly difficult to engage the public with because of matter, and in this paper we outline a series of interlinked sci- their inherent complexity, derived from multiple interconnected ence communication challenges associated with conducting elements and policy frames, extended scales of analysis, and public deliberation on national-level topics. -
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). -
Climate Change Adaptation and Development: Exploring the Linkages �
Climate Change Adaptation and Development: Exploring the Linkages � E. Lisa F. Schipper July 2007 Tyndall Centre for Climate Change Research Working Paper 107 Climate Change Adaptation and Development: Exploring the Linkages E. Lisa F. Schipper Tyndall Centre for Climate Change Research School of Environmental Sciences University of East Anglia Norwich NR4 7TJ UK and South East Asia START Regional Centre Bangkok, Thailand Email: [email protected] Tyndall Centre Working Paper No.107 July 2007 Please note that Tyndall working papers are "work in progress". Whilst they are commented on by Tyndall researchers, they have not been subject to a full peer review. The accuracy of this work and the conclusions reached are the responsibility of the author(s) alone and not the Tyndall Centre. Manuscript has also been submitted to a peer-reviewed journal 1 Summary Successful human societies are characterised by their adaptability, evidenced throughout human existence. However, climate change introduces a new challenge, not only because of the expected rise in temperature and sea-levels, but also due to the current context of failure to address the causes of poverty adequately. As a result, policy supporting adaptation has been cast as a necessary strategy for responding to both climate change and supporting development, making adaptation the focus of much recent scholarly and policy research. This paper addresses this new adaptation discourse, arguing that work on adaptation so far has focused on responding to the impacts of climate change, rather than sufficiently addressing the underlying factors that cause vulnerability. While there is a significant push all around for adaptation to be better placed in development planning, the paper finds this to be putting the cart before the horse. -
No2nuclearpower 1 1. Sellafield
No2NuclearPower No.59 February 2014 1. Sellafield - poor progress, missed targets, escalating costs, slipping deadlines and weak leadership 2. Plutonium – no clear strategy 3. European Commission State Aid Investigation 4. European Targets 5. Horizon – GDA 6. NuGen – an AP1000 in 4 years? 7. Day of the Jellyfish 8. NDA’s intermediate-level waste plans 9. Waste Transport 10. ECO disaster 11. Solar Prospects 12. Nuclear Innovation nuClear news No.59, February 2014 1 No2NuclearPower 1. Sellafield - poor progress, missed targets, escalating costs, slipping deadlines and weak leadership Nuclear Management Partners – the consortium overseeing the clean-up of Sellafield – should have their contract terminated if performance does not improve, says Margaret Hodge, Chair of the House of Commons Public Accounts Committee (PAC). The bill for cleaning up Sellafield has risen to more than £70bn, according to a report from the public accounts committee. A new report (1) from the Committee says progress has been poor, with missed targets, escalating costs, slipping deadlines and weak leadership. The MPs made a series of recommendations focusing on the role of Nuclear Management Partners (NMP). The report concluded that the consortium was to blame for many of the escalating costs and the MPs said they could not understand why the NDA extended the consortium's contract last October. (2) Damning criticism of the consortium was also revealed in a series of hostile letters written by John Clarke, head of the NDA. Mr Clarke accused Nuclear Management Partners (NMP) of undermining confidence and damaging the entire project’s reputation, as well as criticising Tom Zarges, the consortium chairman, of setting “unduly conservative” targets. -
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. -
Communicating Environmental and Sustainability Science
Communicating Environmental and Sustainability Science Challenges, opportunities, and the changing political context C L I M A T E outreach A Knowledge Report for Mistra formerly COIN Climate Outreach Climate Outreach is Europe's leading specialist in climate change communication, bridging the gap between research and practice. Our charity is focused on building cross-societal acceptance of the need to tackle climate change. We have over 12 years of experience helping organisations communicate about climate change in ways that resonate with the values, sense of identity and worldview of their audiences. We work with a wide range of partners including central, regional and local governments, charities, business, faith organisations and youth groups. The Old Music Hall, 106-108 Cowley Road, Oxford OX4 1JE, UK +44 (0) 1865 403 334 @ClimateOutreach @ [email protected] f Climate Outreach www.climateoutreach.org in Climate Outreach Project team Authors Dr Adam Corner, Research Director, Climate Outreach Dr Chris Shaw, Senior Researcher, Climate Outreach Jamie Clarke, Executive Director, Climate Outreach Editing & Production Anna Stone, Research Coordinator, Climate Outreach Léane de Laigue, Head of Communications, Climate Outreach Elise de Laigue, Designer, Explore Communications - www.explorecommunications.ca Acknowledgements We gratefully acknowledge the support and input of Kjell Asplund, Maria Gunther, Brigitte Nerlich, Matthew Nisbet, Robert Watt and Victoria Wibeck. This report was commissioned by Mistra ahead of a possible research initiative on Science Communication. It was written by Dr Adam Corner, Dr Chris Shaw and Jamie Clarke, who are responsible for the content. Cite as: Corner, A., Shaw, C. and Clarke, J. (2017). Communicating Environmental and Sustainability Science - Challenges, opportunities, and the changing political context.