DOCSLIB.ORG

Climate Change in Literature and Culture

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Climate Change in Literature and Culture View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by University of Oregon Scholars' Bank CLIMATE CHANGE IN LITERATURE AND CULTURE: CONVERSION, SPECULATION, EDUCATION by STEPHEN SIPERSTEIN A DISSERTATION Presented to the Department of English and the Graduate School of the University of Oregon in partial fulfillment of the requirements for the degree of Doctor of Philosophy June 2016 DISSERTATION APPROVAL PAGE Student: Stephen Siperstein Title: Climate Change in Literature and Culture: Conversion, Speculation, Education This dissertation has been accepted and approved in partial fulfillment of the requirements for the Doctor of Philosophy degree in the Department of English by: Professor Stephanie LeMenager Chairperson Professor David Vazquez Core Member Professor William Rossi Core Member Professor Kari Norgaard Institutional Representative and Scott L. Pratt Dean of the Graduate School Original approval signatures are on file with the University of Oregon Graduate School. Degree awarded June 2016 ii © 2016 Stephen Siperstein iii DISSERTATION ABSTRACT Stephen Siperstein Doctor of Philosophy Department of English June 2016 Title: Climate Change in Literature and Culture: Conversion, Speculation, Education This dissertation examines an emergent archive of contemporary literary and cultural texts that engage with the wicked problem of anthropogenic climate change. Following cultural geographer Michael Hulme, this project works from the assumption that climate change is as much a constellation of ideas as it is a set of material realities. I draw from a diverse media landscape so as to better understand how writers, artists, and activists in the global north are exploring these ideas and particularly what it means to be human in a time of climate change. How do individuals learn to live with climate change, that is, with a daily commitment to navigating these chaotic and unprecedented times? Whether a memoir or a novel, an alternate-reality storytelling game or a collection of agitprop posters, each of these texts call on us to imagine different kinds of selves, different kinds of communities, or different kinds of futures. Just as the modes of inquiry practiced in the Environmental Humanities ask us to question the political, economic, and cultural status quo that has led to climate chaos, these texts also call on their audiences to engage in modes of transformative learning incited by this ongoing disorienting dilemma. The project thus also offers a set of ideas and practices for teaching climate change in literary and cultural studies. I argue that climate change poses both challenges iv and opportunities for educators in the Humanities, particularly in the context of its psychological impacts and emotional contours, and I suggest that transformative learning is a productive framework through which to understand such education. Ultimately, transformative climate change learning requires that students question their own assumptions and identities as well as exercise their cultural agency as a way of generating hope and working together to imagine and enact more just and sustainable futures. v CURRICULUM VITAE NAME OF AUTHOR: Stephen Siperstein GRADUATE AND UNDERGRADUATE SCHOOLS ATTENDED: University of Oregon, Eugene, Oregon Boston College, Chestnut Hill, Massachusetts Wesleyan University, Middletown, Connecticut DEGREES AWARDED: Doctor of Philosophy, English, 2016, University of Oregon Master of Arts, English, 2009, Boston College Bachelor of Arts, English, 2006, Wesleyan University AREAS OF SPECIAL INTEREST: Environmental Humanities Ecocriticism Twentieth and Twenty-First Century American Literature Environmental Education Climate Change PROFESSIONAL EXPERIENCE: Graduate Teaching Fellow, University of Oregon, 2009-2012, 2014-2015 Visiting Instructor, Stonehill College, 2012-2013 Graduate Teaching Fellow, Boston College, 2008-2009 GRANTS, AWARDS, AND HONORS: Peer Mentor Award, University of Oregon Teaching Effectiveness Program, 2015 Faculty-Librarian Partnership Pedagogy Award, Stonehill College, 2013 Excellence in Teaching Award, University of Oregon Department of English, 2011 vi Sarah Harkness Kirby Award, University of Oregon Department of English, 2011 Louis Owens Award, Western Literature Association, 2010 PUBLICATIONS: Siperstein, Stephen, Shane Hall, and Stephanie LeMenager. Teaching Climate Change in the Humanities. London: Routledge, 2016. Print. Siperstein, Stephen. “Engaging in Climate Change Conversations: A Role- Playing Exercise to Cultivate Effective Communication.” Learner-Centered Teaching Activities for Environmental and Sustainability Studies. Ed. Loren B. Byrne. New York: Springer, 2016. 285-92. Print. vii ACKNOWLEDGMENTS I am grateful for the many friends, colleagues, students, and teachers who, knowingly and unknowingly, helped bring this project into existence. Stephanie LeMenager not only offered her unwavering support throughout this project, but also inspired me to think about myself, my career, my students, and the field of the Environmental Humanities in new and more capacious ways. She gave me the gift of her mentorship, and she taught me to imagine affirmatively. I want to acknowledge other mentors for their graciousness, support, and involvement at various stages of the degree: my committee members, Bill Rossi, David Vazquez, and Kari Norgaard; Jason Schreiner and Lee Rumbarger in the Teaching Effectiveness Program; and Allison Carruth. Teaching and learning are necessarily social practices, and I wouldn’t be the educator and scholar I am today without the help of my colleagues at the University of Oregon, particularly Shane Hall, Taylor McHolm, Dan Platt, and Rob Zandstra. They, along with many others involved in the Mesa Verde group, have offered unbounded encouragement and camaraderie. The Association for the Study of Literature and Environment has likewise been an important presence in my professional and personal life over the past seven years. There are too many people from ASLE to thank in this space, so I will just say that the friendships I have made in that community continually remind me that I do this work because it brings us together. Teachers, of course, are everywhere, and I have learned the most from people outside the classroom. My parents taught me about the importance of education, and they gifted me a love for learning—whether learning how to read or how to skip a stone. They have always been in my corner. My wife, Jemma, is a model of patience, pragmatism, viii and hard work. She has been, and continues to be, the greatest teacher of all. For all that she gave, she deserves to be recognized as co-author of this dissertation. Jemma, you never doubted that I could do this. Thank you for believing in me. ix "We need to slip on the oil and trust our fellow friends and family and strangers to help us up; we need to feel the wind in our hair and reach deep for strength. I do not think we have the time, the luxury, to wait for perfection. Rather, I think we might be better served by diving in, getting messy, and trying over and over as we fight our way forward." - M Jackson, While Glaciers Slept For students, past, present, and future. x TABLE OF CONTENTS Chapter Page I. INTRODUCTION: CLIMATE CHANGE AND THE PERSONAL ...................... 1 II. FROM #MYCLIMATEMOMENT TO LIVING IN THE ANTHROPOCENE .... 42 III. ON THE PSYCHOLOGICAL FRONTLINES WITH THE CLIMATE CHANGE MEMOIR ...................................................... 79 IV. TEACHING CLI-FI: LESSONS IN AFFIRMATIVE SPECULATION .............. 131 V. AFTERWORD: LOVE IN A TIME OF CLIMATE CHANGE............................. 192 REFERENCES CITED ................................................................................................ 206 xi INTRODUCTION: CLIMATE CHANGE AND THE PERSONAL I. The Challenge As greenhouse-gas emissions increase, as carbon sinks are further degraded or destroyed, and as average global temperatures continue to rise, the impacts of climate change increasingly touch every aspect of planetary function and human life, from what and how much we eat, to where we live and how we die, to our basic economic, political and societal stability. We have entered a new reality, which scholars across disciplines now call “the Anthropocene,” a geological epoch in which the human species has acquired a power equal to that of the Earth’s bio- and geophysical systems. Consider, for example, how humanity has damaged the planet’s soil (roughly half the earth’s topsoil has been lost in the past 50 years), heated the atmosphere past tipping points (scientists say the melting polar ice caps are now irreversible), acidified the oceans (some ecologists predict saltwater fish will be gone by 2048), and ushered in the greatest mass extinction since dinosaurs were wiped out (the planet is losing species at between 1,000 to 10,000 times the normal background rate) (Arsenault; Notz; Worm; Barnosky). Consider too how small invisible changes—such as parts-per-million increases in particular atmospheric gases—can upset the flow of heat energy into and out of the global atmosphere and thus alter long taken-for-granted climatological and biophysical systems everywhere on the planet. The consequences of such irreversible changes can be overwhelming and often frightening. Cascading shifts in ecological systems cause 1 unpredictable social impacts, particularly in the context of food production, water availability, emergency relief, infrastructure integrity, economic stability, and international
Load more

Recommended publications
  • Panels Seeking Participants
    Panels Seeking Participants • All paper proposals must be submitted via the Submittable (if you do not have an account, you will need to create one before submitting) website by December 15, 2018 at 11:59pm EST. Please DO NOT submit a paper directly to the panel organizer; however, prospective panelists are welcome to correspond with the organizer(s) about the panel and their abstract. • Only one paper proposal submission is allowed per person; participants can present only once during the conference (pre-conference workshops and chairing/organizing a panel are not counted as presenting). • All panel descriptions and direct links to their submission forms are listed below, and posted in Submittable. Links to each of the panels seeking panelists are also listed on the Panel Call for Papers page at https://www.asle.org/conference/biennial-conference/panel-calls-for-papers/ • There are separate forms in Submittable for each panel seeking participants, listed in alphabetical order, as well as an open individual paper submission form. • In cases in which the online submission requirement poses a significant difficulty, please contact us at [email protected]. • Proposals for a Traditional Panel (4 presenters) should be papers of approximately 15 minutes-max each, with an approximately 300 word abstract, unless a different length is requested in the specific panel call, in the form of an uploadable .pdf, .docx, or .doc file. Please include your name and contact information in this file. • Proposals for a Roundtable (5-6 presenters) should be papers of approximately 10 minute-max each, with an approximately 300 word abstract, unless a different length is requested in the specific panel call, in the form of an uploadable .pdf, .docx, or .doc file.
    [Show full text]
  • Climate Fiction
    CLIMATE FICTION Instructor: Christopher A. Walker Course Number: EN/ES 337 Lecture: MW 2:30-3:45 in Miller 319 Office Hours: Mondays 4:00-6:00 (and by appointment) in Miller 216 Mailbox: Miller 216 Email: [email protected] Course Description Contemporary fiction is now investigating the possibilities and limits of story-telling in the era of global climate change. These works, referred to as “climate fiction” or “cli-fi,” explore humanity’s connection to- and impact upon Earth by asking questions such as: what will human and nonhuman communities look like after sea-level rise, desertification, and biodiversity loss remap our planet?; how might species evolve in response to ecological collapse?; what affects— melancholy, despair, hope—will eulogize a lost home-world? Reading cli-fi novels, short stories, poetry, and film, this course will situate our texts within the Environmental Humanities, an interdisciplinary field that combines scientific and cultural discourses about the environment with humanistic concerns for social justice. Working through the narrative conventions of the utopian, dystopian, and apocalyptic genres, we will ask how cli- fi not only narrates impending disaster on a global scale but also strives to imagine a more just future, one that combines environmentalism and social equality. These texts will be paired with excerpts from philosophical and ecocritical writings which will aid our development of the humanistic methodologies needed to analyze and appreciate this new genre. Course Materials Items with an asterisk (*) on reserve in Miller Library. Books to purchase: (Available at The Colby Bookstore) Margaret Atwood, Oryx and Crake (ISBN 978-0-385-72167-7) (2003) * J.
    [Show full text]
  • PROCEEDINGS of the 120TH NATIONAL CONVENTION of the VETERANS of FOREIGN WARS of the UNITED STATES
    116th Congress, 2d Session House Document 116–165 PROCEEDINGS of the 120TH NATIONAL CONVENTION OF THE VETERANS OF FOREIGN WARS OF THE UNITED STATES (SUMMARY OF MINUTES) Orlando, Florida ::: July 20 – 24, 2019 116th Congress, 2d Session – – – – – – – – – – – – – House Document 116–165 THE PROCEEDINGS OF THE 120TH NATIONAL CON- VENTION OF THE VETERANS OF FOREIGN WARS OF THE UNITED STATES COMMUNICATION FROM THE ADJUTANT GENERAL, THE VETERANS OF FOREIGN WARS OF THE UNITED STATES TRANSMITTING THE PROCEEDINGS OF THE 120TH NATIONAL CONVENTION OF THE VETERANS OF FOREIGN WARS OF THE UNITED STATES, HELD IN ORLANDO, FLORIDA: JULY 20–24, 2019, PURSUANT TO 44 U.S.C. 1332; (PUBLIC LAW 90–620 (AS AMENDED BY PUBLIC LAW 105–225, SEC. 3); (112 STAT. 1498) NOVEMBER 12, 2020.—Referred to the Committee on Veterans’ Affairs and ordered to be printed U.S. GOVERNMENT PUBLISHING OFFICE 40–535 WASHINGTON : 2020 U.S. CODE, TITLE 44, SECTION 1332 NATIONAL ENCAMPMENTS OF VETERANS’ ORGANIZATIONS; PROCEEDINGS PRINTED ANNUALLY FOR CONGRESS The proceedings of the national encampments of the United Spanish War Veterans, the Veterans of Foreign Wars of the United States, the American Legion, the Military Order of the Purple Heart, the Veterans of World War I of the United States, Incorporated, the Disabled American Veterans, and the AMVETS (American Veterans of World War II), respectively, shall be printed annually, with accompanying illustrations, as separate House documents of the session of the Congress to which they may be submitted. [Approved October 2, 1968.] ii LETTER OF TRANSMITTAL VETERANS OF FOREIGN WARS OF THE UNITED STATES KANSAS CITY, MISSOURI September, 2020 Honorable Nancy Pelosi The Speaker U.
    [Show full text]
  • Curriculum Vitae 1 Anthony A
    Anthony A. Leiserowitz Research Scientist & Director, Yale Project on New Haven, CT 06511 Climate Change Communication (203) 432-4865 (office) School of Forestry & Environmental Studies (203) 436-3400 (fax) Yale University [email protected] 195 Prospect Street http://environment.yale.edu/climate Education University of Oregon Environmental Science, Studies and Policy Ph.D. 2003 University of Oregon Environmental Studies M.S. 1998 Michigan State University International Relations B.A. 1990 Positions Held 2007 – present Research Scientist, Lecturer & Director, Yale Project on Climate Change Communication: School of Forestry & Environmental Studies, Yale University. 2004 – 2009 Principal Investigator: Center for Research on Environmental Decisions, Columbia University. 2007 Consultant: School of Forestry & Environmental Studies, Yale University. 2003 – 2007 Research Scientist: Decision Research, Eugene, Oregon. 2003 – present Courtesy Professor: Environmental Studies Program, University of Oregon. 2003 – 2004 Consultant: John F. Kennedy School of Government, Harvard University. 1999 – 2003 Research Assistant: Departments of Biology and Geography and the Environmental Studies Program, University of Oregon. 1998 – 2003 Instructor: Environmental Studies Program and Department of Geography, University of Oregon. 1997 – 2003 Graduate Teaching Fellow: Environmental Studies Program and Department of Geography, University of Oregon. 1995 – 1996 Executive Director: Michigan Museum of Surveying, Lansing, MI. 1991 – 1993 Education Coordinator: Aspen Global Change Institute, Aspen, CO. 1988 – 1990 Legislative Assistant: Michigan State Senator William Faust, Lansing, MI. 10/8/2013 Curriculum Vitae 1 Anthony A. Leiserowitz Peer-Reviewed Publications Lee, T., Markowitz, E., Howe, P., Ko, C.Y., & Leiserowitz, A. (in review) Key factors driving public climate change awareness and risk perception worldwide. Nature Climate Change. Thaker, J. & Leiserowitz, A.
    [Show full text]
  • The Butterfly Phenomena: a Study of Climate Change on Barbara Kingsolver’S Flight Behaviour
    © 2018 JETIR October 2018, Volume 5, Issue 10 www.jetir.org (ISSN-2349-5162) The Butterfly phenomena: A Study of Climate Change on Barbara Kingsolver’s Flight Behaviour. Rejani G.S Research Scholar (Ph.D) (Reg.No.18113154012020) S.T Hindu College ,Nagercoil Affiliated to Manonmanium Sundaranar University, Abhishekapatti.Tirunelveli. Abstract Barbara Kingsolver’s Flight Behaviour is a clarion call for the forestalled eco-apocalypse, climate change or global warming .Rachel Carson’s Silent Spring, Maggie Gees The Ice People, Jeanette Winterson’s The Stone Gods and many other novels in the same vein are futuristic. Even though there is always imagination in fiction, Flight Behaviour does not focus on the aftermath of any global disaster. Rather it reflects the actuality of climate change and Monarch butterfly migration. It also focuses on the story of a young woman trying to change her life, and a deeply humane account of working people responding to the local effects of the global climate crisis. Kingsolver has carved a career from examining social issues in her novels, from economic inequality to environmentalism. Flight Behaviour portrays the inducement and consequences of climate change that forms the butterfly effect. The paper throws light on the enormous consequence of climate change and the ignorance of reality. Keywords - Climate change, Butterfly phenomenon , Futuristic, Global Warming and Environmentalism. Climate change is the defining challenge of our age. The science is clear, climate change is happening, the impact is real. The time to act is now. -Ban Ki-Moon Climate novel is an emerging literary genre that has caught much attention and popularity in recent years.
    [Show full text]
  • Alexis Wright's Carpentaria and the Swan Book
    Exchanges: The Interdisciplinary Research Journal Climate Fiction and the Crisis of Imagination: Alexis Wright’s Carpentaria and The Swan Book Chiara Xausa Department of Interpreting and Translation, University of Bologna, Italy Correspondence: [email protected] Peer review: This article has been subject to a Abstract double-blind peer review process This article analyses the representation of environmental crisis and climate crisis in Carpentaria (2006) and The Swan Book (2013) by Indigenous Australian writer Alexis Wright. Building upon the groundbreaking work of environmental humanities scholars such as Heise (2008), Clark (2015), Copyright notice: This Trexler (2015) and Ghosh (2016), who have emphasised the main article is issued under the challenges faced by authors of climate fiction, it considers the novels as an terms of the Creative Commons Attribution entry point to address the climate-related crisis of culture – while License, which permits acknowledging the problematic aspects of reading Indigenous texts as use and redistribution of antidotes to the 'great derangement’ – and the danger of a singular the work provided that the original author and Anthropocene narrative that silences the ‘unevenly universal’ (Nixon, 2011) source are credited. responsibilities and vulnerabilities to environmental harm. Exploring You must give themes such as environmental racism, ecological imperialism, and the slow appropriate credit violence of climate change, it suggests that Alexis Wright’s novels are of (author attribution), utmost importance for global conversations about the Anthropocene and provide a link to the license, and indicate if its literary representations, as they bring the unevenness of environmental changes were made. You and climate crisis to visibility.
    [Show full text]
  • Human Development Report 2007/2008 International Public Opinion, Perception, and Understanding of Global Climate Change Anthony
    Human Development Report 2007/2008 Fighting climate change: Human solidarity in a divided world Human Development Report Office OCCASIONAL PAPER International Public Opinion, Perception, and Understanding of Global Climate Change Anthony Leiserowitz 2007/31 INTERNATIONAL PUBLIC OPINION, PERCEPTION, AND UNDERSTANDING OF GLOBAL CLIMATE CHANGE Dr. Anthony Leiserowitz Yale University I. INTRODUCTION The release of carbon dioxide to the atmosphere by the burning of fossil fuels is, conceivably, the most important environmental issue in the world today.” (Nature, 1979) Natural scientists have described global warming1 as perhaps the preeminent environmental risk confronting the world in the 21st century. Meanwhile, social scientists have found that public risk perceptions strongly influence the way people respond to hazards. What the public perceives as a risk, why they perceive it that way, and how they will subsequently behave are thus vital questions for policy makers attempting to address global climate change, in which the effects are delayed, have inequitable distributions of costs and benefits, and are beyond the control of any one group. Public support or opposition to proposed climate policies will also be greatly influenced by their risk perceptions. Further, “scientists need to know how the public is likely to respond to climate impacts or initiatives, because those responses can attenuate or amplify the impacts” (Bord, Fisher, & O’Connor, 1998, p. 75). This thematic paper summarizes international public opinion, perception, and understanding of global climate change and reports results from an in-depth study of public climate change risk perceptions, policy preferences and individual behaviors in the United States. II. GLOBAL CLIMATE CHANGE Background Scientific identification of anthropogenic climate change and assessments of the potential consequences date back nearly 200 years.
    [Show full text]
  • PETER D. HOWE Associate Professor
    PETER D. HOWE Associate Professor Department of Environment & Society email: [email protected] Quinney College of Natural Resources web: http://www.peterhowe.org Utah State University office: +1-435-797-9457 5215 Old Main Hill fax: +1-435-797-4048 Logan, UT 84322-5215 APPOINTMENTS CURRENT Associate Professor of Human-Environment Geography, Department of Environment and Society, S.J. and Jessie E. Quinney College of Natural Resources, Utah State University (2019–present) Faculty Associate, Ecology Center, Utah State University Faculty Associate, Center for Society, Economy, and the Environment, Utah State University Research Affiliate, Yale Program on Climate Change Communication, Yale University PREVIOUS Assistant Professor of Human-Environment Geography, Department of Environment and Society, S.J. and Jessie E. Quinney College of Natural Resources, Utah State University (2013–2019) Postdoctoral Associate, School of Forestry and Environmental Studies, Yale University (2012–2013) EDUCATION 2012 Ph.D. in Geography, The Pennsylvania State University Dissertation: Fingerprints of Global Warming on Public Perceptions and Beliefs 2009 M.S. in Geography, The Pennsylvania State University Thesis: Hurricane Risk Perceptions and Preparedness among Florida Business Owners 2007 B.S. in Geography & Certificate in Geographic Information Science, Arizona State University B.A. in Political Science & Certificate in International Studies, Arizona State University Graduate of the Barrett Honors College, summa cum laude Thesis: Imparting the Waters: Discourse Geographies of an Arizona Water Rights Settlement REFEREED PUBLICATIONS *student author; IF: 2017 Journal Impact Factor 2021 Wilkins, Emily*, Jordan Smith, and Peter D. Howe. 2021. Social media reveal ecoregional variation in how weather influences visitor behavior in U.S. National Park Service units.
    [Show full text]
  • Marygold Manor DJ List
    Page 1 of 143 Marygold Manor 4974 songs, 12.9 days, 31.82 GB Name Artist Time Genre Take On Me A-ah 3:52 Pop (fast) Take On Me a-Ha 3:51 Rock Twenty Years Later Aaron Lines 4:46 Country Dancing Queen Abba 3:52 Disco Dancing Queen Abba 3:51 Disco Fernando ABBA 4:15 Rock/Pop Mamma Mia ABBA 3:29 Rock/Pop You Shook Me All Night Long AC/DC 3:30 Rock You Shook Me All Night Long AC/DC 3:30 Rock You Shook Me All Night Long AC/DC 3:31 Rock AC/DC Mix AC/DC 5:35 Dirty Deeds Done Dirt Cheap ACDC 3:51 Rock/Pop Thunderstruck ACDC 4:52 Rock Jailbreak ACDC 4:42 Rock/Pop New York Groove Ace Frehley 3:04 Rock/Pop All That She Wants (start @ :08) Ace Of Base 3:27 Dance (fast) Beautiful Life Ace Of Base 3:41 Dance (fast) The Sign Ace Of Base 3:09 Pop (fast) Wonderful Adam Ant 4:23 Rock Theme from Mission Impossible Adam Clayton/Larry Mull… 3:27 Soundtrack Ghost Town Adam Lambert 3:28 Pop (slow) Mad World Adam Lambert 3:04 Pop For Your Entertainment Adam Lambert 3:35 Dance (fast) Nirvana Adam Lambert 4:23 I Wanna Grow Old With You (edit) Adam Sandler 2:05 Pop (slow) I Wanna Grow Old With You (start @ 0:28) Adam Sandler 2:44 Pop (slow) Hello Adele 4:56 Pop Make You Feel My Love Adele 3:32 Pop (slow) Chasing Pavements Adele 3:34 Make You Feel My Love Adele 3:32 Pop Make You Feel My Love Adele 3:32 Pop Rolling in the Deep Adele 3:48 Blue-eyed soul Marygold Manor Page 2 of 143 Name Artist Time Genre Someone Like You Adele 4:45 Blue-eyed soul Rumour Has It Adele 3:44 Pop (fast) Sweet Emotion Aerosmith 5:09 Rock (slow) I Don't Want To Miss A Thing (Cold Start)
    [Show full text]
  • Climate Change in the American Mind: November 2019
    Title climate change in the american mind November 2019 Table of Contents Contents 1 Executive Summary 4 2 Global Warming Beliefs 6 3 Emotional Responses to Global Warming 11 4 Perceived Risks of Global Warming 13 5 Personal and Social Engagement with Global Warming 16 6 Efficacy Beliefs 20 7 Global Warming and Severe Weather 22 8 Appendix I: Data Tables 27 9 Appendix II: Survey Method 67 10 Appendix III: Sample Demographics 68 2 Introduction This report is based on findings from a nationally representative survey – Climate Change in the American Mind – conducted by the Yale Program on Climate Change Communication (climatecommunication.yale.edu) and the George Mason University Center for Climate Change Communication (climatechangecommunication.org). Interview dates: November 8 – 20, 2019. Interviews: 1,303 adults in the U.S. (18+). Average margin of error +/- 3 percentage points at the 95% confidence level. The research was funded by the 11th Hour Project, the Energy Foundation, and the MacArthur Foundation. A special thank you goes to Parrish Bergquist, PhD and Matto Mildenberger, PhD for creating an automated version of this report. Principal Investigators: Anthony Leiserowitz, PhD Yale Program on Climate Change Communication [email protected] Edward Maibach, MPH, PhD George Mason University Center for Climate Change Communication [email protected] Seth Rosenthal, PhD Yale Program on Climate Change Communication [email protected] John Kotcher, PhD George Mason University Center for Climate Change Communication [email protected] Cite as: Leiserowitz, A., Maibach, E., Rosenthal, S., Kotcher, J., Bergquist, P., Ballew, M., Goldberg, M., & Gustafson, A. (2019). Climate Change in the American Mind: November 2019.
    [Show full text]
  • Most Requested Songs of 2015
    Top 200 Most Requested Songs Based on millions of requests made through the DJ Intelligence® music request system at weddings & parties in 2015 RANK ARTIST SONG 1 Ronson, Mark Feat. Bruno Mars Uptown Funk 2 Journey Don't Stop Believin' 3 Cupid Cupid Shuffle 4 Swift, Taylor Shake It Off 5 Walk The Moon Shut Up And Dance 6 Williams, Pharrell Happy 7 Black Eyed Peas I Gotta Feeling 8 Diamond, Neil Sweet Caroline (Good Times Never Seemed So Good) 9 Sheeran, Ed Thinking Out Loud 10 V.I.C. Wobble 11 Houston, Whitney I Wanna Dance With Somebody (Who Loves Me) 12 AC/DC You Shook Me All Night Long 13 Bon Jovi Livin' On A Prayer 14 DJ Casper Cha Cha Slide 15 Mars, Bruno Marry You 16 Maroon 5 Sugar 17 Morrison, Van Brown Eyed Girl 18 Usher Feat. Ludacris & Lil' Jon Yeah 19 Legend, John All Of Me 20 B-52's Love Shack 21 Isley Brothers Shout 22 DJ Snake Feat. Lil Jon Turn Down For What 23 Outkast Hey Ya! 24 Brooks, Garth Friends In Low Places 25 Beatles Twist And Shout 26 Pitbull Feat. Ke$Ha Timber 27 Def Leppard Pour Some Sugar On Me 28 Jackson, Michael Billie Jean 29 Sir Mix-A-Lot Baby Got Back 30 Trainor, Meghan All About That Bass 31 Beyonce Single Ladies (Put A Ring On It) 32 Loggins, Kenny Footloose 33 Rihanna Feat. Calvin Harris We Found Love 34 Lynyrd Skynyrd Sweet Home Alabama 35 Bryan, Luke Country Girl (Shake It For Me) 36 Sinatra, Frank The Way You Look Tonight 37 Lmfao Feat.
    [Show full text]
  • PETER D. HOWE Associate Professor
    PETER D. HOWE Associate Professor Department of Environment & Society email: [email protected] Quinney College of Natural Resources web: http://www.peterhowe.org Utah State University office: +1-435-797-9457 5215 Old Main Hill fax: +1-435-797-4048 Logan, UT 84322-5215 APPOINTMENTS CURRENT Associate Professor of Human-Environment Geography, Department of Environment and Society, S.J. and Jessie E. Quinney College of Natural Resources, Utah State University (2019–present) Faculty Associate, Ecology Center, Utah State University Faculty Associate, Center for Society, Economy, and the Environment, Utah State University Research Affiliate, Yale Program on Climate Change Communication, Yale University PREVIOUS Assistant Professor of Human-Environment Geography, Department of Environment and Society, S.J. and Jessie E. Quinney College of Natural Resources, Utah State University (2013–2019) Postdoctoral Associate, School of Forestry and Environmental Studies, Yale University (2012–2013) EDUCATION 2012 Ph.D. in Geography, The Pennsylvania State University Dissertation: Fingerprints of Global Warming on Public Perceptions and Beliefs 2009 M.S. in Geography, The Pennsylvania State University Thesis: Hurricane Risk Perceptions and Preparedness among Florida Business Owners 2007 B.S. in Geography & Certificate in Geographic Information Science, Arizona State University B.A. in Political Science & Certificate in International Studies, Arizona State University Graduate of the Barrett Honors College, summa cum laude Thesis: Imparting the Waters: Discourse Geographies of an Arizona Water Rights Settlement REFEREED PUBLICATIONS *student author; IF: 2017 Journal Impact Factor 2019 Zanocco, Chad, Hilary Boudet, Christopher E. Clarke, and Peter D. Howe. 2019. “Spatial Discontinuities in Support for Hydraulic Fracturing: Searching for a ‘Goldilocks Zone.’” Society & Natural Resources 32 (9): 1065–72.
    [Show full text]