DOCSLIB.ORG

Climate Change

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Climate Change Climate Change Supporting Children and Young People: A guide for professionals Developed by Educational & Child Psychologists Westminster and Kensington & Chelsea Educational Psychology Consultation Service Contents Page Introduction and context………………………………………………………………………………………………………………….2 Psychological biases and barriers to engagement……………………………………………………………………………..3 Managing Environmental Anxiety and Uncertainty…………………………………………………………………………..8 Intergenerational Relationships and Anger…………………………………………………………………………………..…10 Priorities for Education…………………………………………………………………………………………………………………...11 How to Talk with Children about Climate Change Impacts……………………………………………………………….13 Empowering Hope, Agency and Activism…………………………………………………………………………………………16 Climate Change: Supporting Children and Young People. A Primer for Professionals Introduction and Context This paper aims to help professionals consider issues arising when teaching or supporting children and young people (CYP) in the time of climate change. We use the term ‘climate change’ to refer to the climate crisis – the ecological collapse resulting from humans’ effects on the earth’s climate. An INSET ‘Children and Climate Change – Where do adults fit in?’ is available from the Educational Psychology service, which covers many of the issues discussed in this paper. Email [email protected] for further details. Recommendations for action and practice are indicated with an arrow throughout As Educational Psychologists, we recognise that climate change and its complex, interacting impacts are a valid and reasonable source of anxiety, particularly for younger people. The implications for mental health, wellbeing and CYP’s ability to thrive are widely recognised1,2 and need to be addressed proactively. Furthermore, if society is to move from a state of paralysis into empowered, hopeful action we recognise the role that education must play in a time of social media and ‘information overload’. CYP and adults need access to the facts around climate change, but we also need to understand the psychology of climate change in order to move into positive action. We recognise that issues of climate change are inseparable from issues of social justice. The countries most affected by climate change (the global south, Africa, Asia and small island nations) are largely those with the least historical emissions. Within countries, people living in communities of ethnic minority or with economic disadvantage are more likely to be exposed to the effects of climate change or pollution3. In addition to the increasingly prevalent direct impacts of climate change in the UK (e.g. flooding) we also acknowledge the detrimental link between pollution, concentration and memory4, particularly evident within cities. As inner London Educational Psychologists, we wish to promote awareness of the ways in which climate change exposes and exacerbates existing inequalities. We support the climate justice agenda, which focusses on the systemic changes needed to transition to a sustainable economy that everyone can benefit from. For further resources to understand climate change, including its causes, impacts, and measures of mitigation we suggest the following sources for professionals: Climate change primer – Massachusetts Institute of Technology: https://climateprimer.mit.edu/ United Nations Summary of the scientific findings: https://www.un.org/en/climatechange/science/key-findings UNSECO (United Nations Scientific, Environmental and Cultural organisation) climate change starter’s guidebook – resource for professionals bringing climate change into the curriculum: https://sustainabledevelopment.un.org/index.php?page=view&type=400&nr=921&menu=1515 1 Association of Clinical Psychologists (2020). Practitioner psychologists and the trauma of climate change. An open letter demanding immediate and effective action. [accessed online 18.11.2020] https://docs.google.com/forms/d/e/1FAIpQLSdU6L3NM12ikT-34ZPlp1yv-6nHcM5aqhmid6nK- M3plZGu3A/viewform?vc=0&c=0&w= 2 Burke, S. E., Sanson, A. V., & Van Hoorn, J. (2018). The psychological effects of climate change on children. Current psychiatry reports, 20(5), 35. 3 e.g. Bravo, M. A., Anthopolos, R., Bell, M. L., & Miranda, M. L. (2016). Racial isolation and exposure to airborne particulate matter and ozone in understudied US populations: environmental justice applications of downscaled numerical model output. Environment international, 92, 247-255. 4 Powdthavee, N., & Oswald, A. J. (2020). Is there a link between air pollution and impaired memory? Evidence on 34,000 English citizens. Ecological Economics, 169, 106485. 2 WKC Educational Psychology Consultation Service January 2021 Climate Change: Supporting Children and Young People. A Primer for Professionals We suggest the following sources for CYP: National Geographic Kids – climate change: https://kids.nationalgeographic.com/explore/science/climate-change/ NASA Climate Kids: https://climatekids.nasa.gov/ BBC – climate change – a really simple guide: https://www.bbc.com/news/science-environment- 24021772 Psychological Biases and Barriers to Engagement The world has known about climate change for many years. The United Nation’s Intergovernmental Panel on Climate Change (IPCC) was established in 1988 and has been producing summaries of the climate science and recommendations for action ever since. However, only the recent behaviour change due to Covid-19 confinements has resulted in a temporary reduction in total greenhouse gas emissions (Le Quéré et al., 2020). It seems that science alone does not yet convince us to take the collective action necessary to mitigate the threat of climate change. A few different theories of psychology, mainly in the form of cognitive biases, offer barriers or explanation for climate inaction. These shortcuts in thinking evolved to ensure our ancestors’ survival by allowing them to think quickly and filter out unnecessary information to avert danger. However, when we act on assumptions and intuition in this ‘fast’ mode of thinking, we can struggle to make rational, balanced decisions based on a fair assessment of the information available. A selection of these biases is grouped below at different stages of climate engagement, defined in this paper as: 1. Understanding the problem 2. Perceiving it as a threat 3. Not ignoring it 4. Not feeling burnt out Many of these principles form the basis for Figure 1. Cognitive biases help us avoid danger but mean we suggestions in working with CYP and will be don't always think logically. referred to throughout the paper. For teaching CYP about the psychology of climate change, we suggest starting with Per Espen Stoknes 5 D’s model5, which summarises some of the main psychological defences, while presenting 5 more hopeful, activating psychologies. 5 Stoknes, P. E. (2017) TED talk on 5 defences model [online] https://www.ted.com/talks/per_espen_stoknes_how_to_transform_apocalypse_fatigue_into_action_on_global_warming [accessed on 18.11.2020] 3 WKC Educational Psychology Consultation Service January 2021 Climate Change: Supporting Children and Young People. A Primer for Professionals 1. Understanding the problem of climate change The scale and reach of the interacting causes and impacts of climate change make it complex, overwhelming and hard to fully grasp. It is an intangible ‘Hyperobject’ that ‘massively outscales us’6 . Many people perhaps have more salient things to think about, such as meeting a deadline, or how to pay the rent. Even if you do choose to engage with the topic, finding the right information is not straightforward when presented with so many different sources. We tend to seek out comforting news (optimism bias), or articles that agree with what we already believe (confirmation bias)7 . This can result in the ‘echo chamber’ phenomenon, with social media algorithms exposing us to attention grabbing news, even if it is fake. The combination of echo chambers and a mistrust of those outside the ‘chamber’, high uncertainty and complexity can breed conspiracy narratives. While Figure 2. Our ‘confirmation bias’ can result in conspiracy theories can offer a soothingly simple solution to a the 'echo chamber' phenomenon. complex problem, they are known to reduce intentions to act on climate8 . In an age where science is competing with more attention- grabbing articles, CYP would benefit from being taught: • the science and facts of climate change and human responses to it (see resources above). • the skills of checking facts and information sources, reasoning and critical thinking (see further suggestions below). 2. Threat perception Even those that understand climate change can still struggle to perceive it as an existential threat. That is because our brains have evolved to respond to threats that have the following features9: • Personal – a threat from other humans e.g. a pickpocket. Figure 3. Spotting fake news is more important than ever. • Abrupt – sudden changes e.g. a bomb. • Immoral – things that are indecent or repulsive e.g. violence against a person • Now – happening immediately or could happen soon e.g. losing your job. 6 Morton, T. (2013). Hyperobjects: Philosophy and Ecology After the End of the World. Minneapolis: University of Minnesota Press. 7 Kahneman, D. (2011). Thinking: Fast and Slow. New York: Farrar, Straus & Giroux. 8 Jolley, D. (2013). The social consequences of conspiracism: Exposure to conspiracy theories decreases intentions to engage in politics and to reduce one’s carbon footprint. American Psychologist, 66(4),
Load more

Recommended publications
  • Mental Health and Social Science
    For Mental Health Professionals How Climate Intersects with Mental Health Counseling Climate change is usually described in terms of carbon emissions in the atmosphere and the resulting threats to our society and environment through events like sea level rise, species extinction, and escalating natural disasters such as wildfires and floods. Little attention has been paid to the tremendous mental health impacts of climate change. In 2012, the Executive Summary of the Psychological Effects of Global Warming on the United States warned that, “Global warming…in the coming years…will foster public trauma, depression, violence, alienation, substance abuse, suicide, psychotic episodes, post-traumatic stress disorders and many other mental health-related conditions.” (NWF). Communities worldwide are already experiencing losses through extreme climate events with a steady rise in eco-anxiety and grief. For many, worries about the future have grown into persistent existential dread. The American Psychological Association (APA) has had a task force on the interface between psychology and global climate change for more than a decade. A December 2019 Harris Poll sponsored by the APA found that 68% of adults experience some anxiety about climate change, and 47% of those aged 18 – 34 report their feelings about climate change affect their daily lives. The National Institutes of Health found that nearly one in three teens ages 13 to 18 experience an anxiety disorder with climate themes being a primary trigger. Despite its lack of inclusion in our DSM-5, emerging mental health terminology offers definitions for a range of experiences from the impacts of climate change: ● Eco-anxiety: An experience of dread, helplessness, and/or existential anxiety triggered by the seemingly irrevocable impacts of climate change.
    [Show full text]
  • Climate Challenged: Our Need to Change Marg O’Brien Marg O’Brien Offers Two Papers on Climate Change and Our Need to Change and Where to Focus Our Efforts
    Practice - Research - Education Climate challenged: Our need to change Marg O’Brien Marg O’Brien offers two papers on climate change and our need to change and where to focus our efforts As an earlier trained clinical psychologist Marg moved into environmental work 30 years ago. In consulting and research roles, she has worked at the people-environment interface with an emphasis on building community resilience and progressing sustainable lifestyles. Marg is a member of the Society’s Climate Psychology Taskforce where her interest is in ensuring that local and central government understand and use the expertise psychologists can bring in progressing the country’s transition to sustainability. At the 2014 NZ Psychological Society Annual Conference interacts and exacerbates many other issues critical to the AGM passed a remit on the Society’s responsibility environmental integrity and/or human well-being, e.g. on climate change and sustainability issues. This year the biodiversity loss, ocean acidification and food security…. to essence of the remit was encapsulated in the Society’s name but a few. Our challenge is to acknowledge the new Position Statement on Environmental Wellbeing and responsibilities this brings to the profession: to understand Responsibility to Society1. To support this work, the NZPsS the psychology behind the destructive role that humans Climate Psychology Taskforce convened a Psychology have had in precipitating these events; determine what can for a Sustainable Future Symposium at the 2018 Jubilee and needs to be done to address this situation, and further, Conference in Auckland. to work facilitating the transition to a more sustainable way of being.
    [Show full text]
  • Where Were Monsoon Regions and Arid Zones in Asia Prior to The
    Where were the monsoon regions and arid zones in Asia prior to the Tibetan Plateau uplift? Article Accepted Version Liu, X., Guo, Q., Guo, Z., Yin, Z.-Y., Dong, B. and Smith, R. (2015) Where were the monsoon regions and arid zones in Asia prior to the Tibetan Plateau uplift? National Science Review, 2 (4). pp. 403-416. ISSN 2053-714X doi: https://doi.org/10.1093/nsr/nwv068 Available at http://centaur.reading.ac.uk/53077/ It is advisable to refer to the publisher’s version if you intend to cite from the work. See Guidance on citing . Published version at: http://nsr.oxfordjournals.org/content/2/4/403 To link to this article DOI: http://dx.doi.org/10.1093/nsr/nwv068 Publisher: Oxford University Press Publisher statement: This is a pre-copyedited, author-produced PDF of an article accepted for publication in National Science Review following peer review. The version of record is available online at: http://nsr.oxfordjournals.org/content/2/4/403 All outputs in CentAUR are protected by Intellectual Property Rights law, including copyright law. Copyright and IPR is retained by the creators or other copyright holders. Terms and conditions for use of this material are defined in the End User Agreement . www.reading.ac.uk/centaur CentAUR Central Archive at the University of Reading Reading’s research outputs online 1 Where were the monsoon regions and arid zones in Asia 2 prior to the Tibetan Plateau uplift? 3 Xiaodong Liu1,2,* , Qingchun Guo1,3, Zhengtang Guo4,2, Zhi-Yong Yin5, Buwen Dong6 and Robin Smith6 4 1 SKLLQG, Institute of Earth Environment,
    [Show full text]
  • Penner Polle-2016
    October, 2016 Volume 16, No. 3 Unfreezing Ourselves: Global Warming, Climate Trauma and EFT Christine Penner Polle Abstract In the fall of 2016 we find ourselves in the midst of an unprecedented planet-wide ecological crisis. Not only are we at war with each other, as we are reminded daily on the news, but humanity is in many respects at war with the earth that sustains life. While this war doesn’t make news headlines often, all of us are traumatized by this ecological violence. Some of us, especially children, feel its effects on our psyches and our bodies more acutely. Along with personal stories from the front lines of climate activism, this article will discuss the still young field of climate psychology as well as new developments and research in climate trauma and pre-traumatic stress syndrome. In particular, the freeze aspect of the fight-flight-freeze response will be examined, along with the healing role that Energy Psychology in general, and EFT in particular, can have. It is the aim of the author, an ordinary citizen, a mother and educator engaged in working for change, to inform readers but also imbue them with a sense of hope in the face of the current global ecological emergency. There is great potential for personal and planetary healing in the face of this daunting crisis. Key Words:: Climate change, global warming, sixth mass extinction, climate trauma, pre-traumatic stress syndrome Introduction Climate Change/Global Warming Although the Earth‘s climate has changed many times throughout the planet’s history, the rapid warming seen today cannot be explained by natural processes alone.
    [Show full text]
  • Climate Change: Clinical Considerations
    DOI: 10.1002/aps.1617 RESEARCH ARTICLE Climate change: Clinical considerations Dennis Haseley LCSW Training and Supervising Analyst, Psychoanalytic Association of New York, an Abstract affiliate of the NYU Langone School of Psychological reactions to climate change run the gamut Medicine from a sense of the need for urgent action to utter denial. Correspondence This paper looks at some categories of defenses that block Dennis Haseley, Training and Supervising Analyst, Psychoanalytic Association of New acknowledgement of this pressing threat. It cites the work York, an affiliate of the NYU Langone School of Renee Lertzman, an analytically oriented social scientist, of Medicine. Email: [email protected] whose research suggested that disavowal, negation, or denial could be deconstructed and viewed as defenses against intolerable anxieties, feelings of helplessness and disappointment, loss and guilt, and warded-off wishes for agency and reparation. Clinical examples and personal self-reflection are employed to posit that when anxiety over climate change, a serious disquiet in its own right, gets confused with childhood traumatic anxiety, with its attendant feelings of helplessness, smallness, hopelessness, shame, isolation, and useless rage, then dysfunctional defenses and affects are more likely to come to the fore. In contrast to this, realistic anxiety over our changing climate and need to shift from a carbon-based culture can be made more tolerable and can allow one to face the uncertain future, to feel one's feelings, to work them through, to share them without shame, and to feel a certain amount of agency in confronting the climate future and working to cope with it, both individually and societally.
    [Show full text]
  • To Read the First Climate, Environment and Psychology Newsletter!
    Issue 1 - 22 April 2021 In this Issue Invitation to Join PsySSA’s Climate, Environment and Psychology (CEP) Interest Group 2 CEP Events 5 Other Events 6 Popular News and Discourses 6 Featured Publications 6 Research Opportunities 8 NEWSLETTER Invitation to Join PsySSA’s Climate, Environment and Psychology (CEP) Interest Group This Earth Day, we invite members to join the newly formed Psychology Society of South Africa (PsySSA) Climate, Environment and Psychology interest group. Internationally, there is a growing number of ecopsychology, climate and environmental psychology groups, and as PsySSA, we identified a need for an African response. Mental health practitioners and researchers in South Africa have a wealth of knowledge and experience. The Climate, Environment and Psychology (CEP) interest group held its inception meeting on 17 March 2021 and is currently recruiting new members. CEP Scope Members of the CEP Interest Group are interested in studying, assessing, teaching, researching, communicating, advocating or therapeutically involved in the psychological dimensions of climate change, the environment and society. Furthermore, many are specifically involved in eco-therapeutic interventions, teaching graduate environmental psychology curriculum, working on social impact assessments, involved in research on environmental justice issues, and engaged in community-based struggles. Members are working in different settings, but are grounded in the particularities of South Africa, including the social and environmental injustices that are rooted in apartheid histories. Climate change and the environment places additional stressors on individuals and communities. Centering climate and environmental issues in our work calls for plurality of thinking and interdisciplinarity. As an interest group, we therefore welcome the cross-pollination of ideas between psychologists, other professionals, government, civil society and anyone else with an interest.
    [Show full text]
  • Climate Resilience Survey Response Bios
    Name Research Organisation Email address Biography Research interests I completed my PhD in 2018, on the origins of the multipurpose reservoir in colonial and postcolonial India. I am currently an ESRC postdoctoral fellow at the University of Manchester, developing my doctoral work into impact. Titled 'Deltaic environments', my ESRC project uses maps, archival data and life histories to reconstruct - Deltas, climate change and water and understand longitudinal histories of water and climate in deltas in southern India. In 2018-2019, I was a - Urban floods, water scarcity, forests postdoctoral fellow with the Prediction, Emergence, Adaptation and Knowledge (PEAK) Urban GCRF in - South and Southeast Asian environmental history Dr Aditya Ramesh University of Manchester [email protected] Bangalore where I worked on urban water systems. - Combining multiple methods, including GIS, ethnography and maps. Agnes Czajka joined the Department of Politics and International Studies at the Open University in 2013. Prior to joining the Open University she taught politics at Sabanci University in Turkey, and sociology at the American Agnes's research interests include contemporary social and political thought, continental political philosophy, University in Cairo and the University College Cork in Ireland. Agnes received her M.A. in Political Economy from democracy, citizenship, contentious politics, migrant and refugee politics, and climate politics. Agnes’s most Carleton University in Ottawa, and her Ph.D. in Sociology from York University in Toronto. recent books include Europe After Derrida: Crisis and Potentiality (Edinburgh University Press) and Democracy and Justice: Reading Derrida in Istanbul (Routledge) Agnes's recent projects include Who Are We? Dr Agnes Czajka Open University [email protected] (whoareweproject.com) and Picturing Climate (picturingclimate.net).
    [Show full text]
  • Division of Counselling Psychology Climate Change: Useful Reading
    Division of Counselling Psychology Climate Change: Useful Reading Contents Reports about Climate Change Systematic reviews Climate Change and (Mental) Health Climate Change and Young People Climate Change Mitigation and Adaptation Climate Change and Pro-Environmental Behaviour Climate Change Perception Popular Books Websites Podcasts Thanks to Maya Gimalova for compiling this reference library The Division is forming a Working Party to feed into the Executive Committee of the Division, headed by Professor Martin Milton to further the important work in this area. There will be a stream on the climate emergency at the 2020 Division of Counselling Psychology Annual Conference. This will be organised by Prof. Milton and conference lead Dr Jill Mytton [email protected]. Further developments will be announced in due course. Return to Contents Reports about Climate Change American Psychological Association (2010). Psychology & Global Climate Change: Addressing a multifaceted phenomenon and set of challenges, APA: Washington DC. Available from https://www.apa.org/images/climate-change-booklet_tcm7-91270.pdf Downloaded on January 22nd, 2020. American Psychological Association/ eco America (2017). Mental health and our changing climate: Impacts, implications and guidance. Available from http://ecoamerica.org/wp-content/uploads/2017/03/ea-apa-psych-report-web.pdf Downloaded on January 22nd, 2020. Australian Psychological Society (Undated). Climate Change. https://www.psychology.org.au/for-the-public/Psychology-topics/Climate-change- psychology Downloaded on January 22nd, 2020. HM Government (2018). A Green Future: Our 25 Years Plan to Improve the Environment. UK, London: Crown Copyright. Available from: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachm ent_data/file/693158/25-year-environment-plan.pdf Downloaded on January 22nd, 2020.
    [Show full text]
  • Global Warming – Action, Not Apathy – the HEAT Method
    — — Zürcher Hochschule der Künste Zentrum Weiterbildung Global Warming – Action, not Apathy Getting to a Personal Action Plan and Starting a Grassroots Movement, through Design – The HEAT Method MAS Strategic Design ZHdK 2019-20 David Christie 10 March 2020 Fig. 1. Amazon rainforest fire, “The Sun”, 25 August 2019 [1] Global Warming – Action, not Apathy ii 10 March 2020 Abstract Never before have we known so much about how human behaviour impacts the environment. The resulting global warming leads to resource shortages and loss of habitat supporting human life. Yet we seem to do little. Despair, denial and disengagement significantly inhibit action taking at all levels. This thesis focuses on empowering positive engagement, starting with individuals and households in Switzerland. A strategic design approach, involving research into the psychological and cognitive mechanisms behind denial led to the HEAT Method (in short: Hope, Evaluate, Act, Tell), which focuses on emotional and motivational aspects and designs a positive future vision, a set of concrete actions and a corresponding narrative. Sharing the narrative openly is used to start a grassroots movement. The ideas underlying HEAT originate from experiences in the author’s family. Approaches for scaling up to society at large are also investigated. The result is a way of keeping motivated and engaged. Fig. 2. Arctic Ablaze: The European Space Agency’s Copernicus Sentinel-2 satellite took this image on 27 July 2019 of wildfires burning released methane near the Mackenzie River in Canada’s Northwest Territories, (picture: Pierre Markuse [2]) Affirmation of Originality I hereby affirm that I have independently prepared the present work without outside help.
    [Show full text]
  • Empower Clients to Address the Mental Health Impacts of Climate
    ACA Task Force Published August 2020 Fact Sheet Debbie C. Sturm, Judy Daniels, Anne L. Metz, Mark Stauffer, Ryan Reese, Rebecca Milner, Edil Torres-Rivera Introduction The American Counseling Association and its members stand in solidarity with professional counselors who work to address the mental health and wellness of individuals, families, and communities affected by the current and impending consequences of climate change. As members of a profession focused on fostering healthy development and wellness across the lifespan, counselors are uniquely equipped to empower clients to proactively address the mental health consequences of climate-related crises and the environmental issues related to climate change. This document introduces professional counselors to facts, actions, and resources that can aid them in addressing the diverse climate-change-based needs of clients and communities. About Climate Crisis According to NASA, climate change “affects the environment, natural resources, economy and other aspects of life in all nations of the world”. Understanding the fundamentals of climate change can help counselors better conceptualize the impact it is currently having and will continue to have on our clients and communities. In 1988, the Intergovernmental Panel on Climate Change (IPCC), was established by the United Nations Environment Programme (UNEP) and World Meteorological Organisation (WMO). The IPCC report (takeaways from IPCC) is one of the most reputable reports on climate change today. As counselors, we can also refer to the US Climate Assessment 2016, The Climate Reality Project, and NASA, just to name a few, to develop our baseline knowledge of climate change and the climate crisis. Additional resources include: The National Climate Assessment 2018 Overview; The Climate Reality Project “Climate 101”; and, also from the Climate Reality Project, five podcasts to inspire your thinking about the climate crisis.
    [Show full text]
  • Climate Change Litigation and Narrative: How to Use Litigation to Tell Compelling Climate Stories
    William & Mary Environmental Law and Policy Review Volume 42 (2017-2018) Issue 3 Article 3 May 2018 Climate Change Litigation and Narrative: How to Use Litigation to Tell Compelling Climate Stories Grace Nosek Follow this and additional works at: https://scholarship.law.wm.edu/wmelpr Part of the Environmental Health and Protection Commons, Environmental Law Commons, and the Litigation Commons Repository Citation Grace Nosek, Climate Change Litigation and Narrative: How to Use Litigation to Tell Compelling Climate Stories, 42 Wm. & Mary Envtl. L. & Pol'y Rev. 733 (2018), https://scholarship.law.wm.edu/wmelpr/vol42/iss3/3 Copyright c 2018 by the authors. This article is brought to you by the William & Mary Law School Scholarship Repository. https://scholarship.law.wm.edu/wmelpr CLIMATE CHANGE LITIGATION AND NARRATIVE: HOW TO USE LITIGATION TO TELL COMPELLING CLIMATE STORIES GRACE NOSEK* The U.S. government has not taken sufficient action to mitigate the threat of dangerous climate change. Frustrated by the lack of action in the legislative and executive branches, climate advocates turn to the judicial branch and litigation to advance their cause. Litigation is important not only for its ability to create substantive legal change, but also for its power to generate media coverage and shape public and political discourse. Research from across the social sciences highlights key psychologi- cal challenges that can prevent the U.S. public from engaging with the sci- ence of climate change, understanding the risks posed by climate change, and feeling motivated to take corrective action. Research also shows that the way in which a public health issue is framed powerfully shapes the public debate and policy prescriptions for that issue.
    [Show full text]
  • Intensidad De La Señal Climática Y Eficiencia Del Uso Del Agua
    TESIS DE DOCTORADO EN CIENCIAS BIOLÓGICAS “Intensidad de la señal climática y eficiencia del uso del agua expresada por los anillos de crecimiento de Araucaria araucana en relación con la edad de los árboles en bosques mésicos del norte de Patagonia” Por Ing. Julieta Gabriela Arco Molina Director: Dr. Fidel Alejandro Roig Codirector: Ing. José Armando Boninsegna Instituto Argentino de Nivología, Glaciología y Ciencias Ambientales Centro Científico Tecnológico CONICET – Mendoza FACULTAD DE CIENCIAS EXACTAS, FÍSICAS Y NATURALES UNIVERSIDAD NACIONAL DE CÓRDOBA Córdoba, Argentina 2018 Intensidad de la señal climática y Eficiencia del Uso del Agua de anillos de A. araucana según la edad COMISIÓN EVALUADORA Dr. Daniel Renison. Instituto de Investigaciones Biológicas y Tecnológicas, CONICET – Universidad Nacional de Córdoba. Dra. Mariana Brea. Laboratorio de Paleobotánica, Centro de Investigaciones Científicas y Transferencia de Tecnología a la Producción, CONICET – Entre Ríos. Dr. Mariano Morales. Laboratorio de Dendrocronología, Instituto Argentino de Nivología, Glaciología y Ciencias Ambientales, CCT CONICET – Mendoza. DEFENSA ORAL Y PÚBLICA Lugar y fecha: Calificación: TRIBUNAL Firma: ………………………… Aclaración: ………………………… Firma: ………………………… Aclaración: ………………………… Firma: ………………………… Aclaración: ………………………… [ii] Intensidad de la señal climática y Eficiencia del Uso del Agua de anillos de A. araucana según la edad Dedicatoria A mis cuatro Seres de Luz… [iii] Intensidad de la señal climática y Eficiencia del Uso del Agua de anillos de A. araucana según la edad Agradecimientos A mi director, Fidel A. Roig, por haberme brindado la oportunidad de continuar con mi formación académica, por haberme orientado, guiado y enseñado a través del camino del estudio y la investigación con gran solidaridad y bondad. Por seguir brindándome nuevas oportunidades de crecimiento profesional y personal.
    [Show full text]