[✔️] November 6, 2022 - Global Warming News Digest

[Richard Pauli]

/*November 6, 2022*/

/[  multilingual captioning available for this important science opinion 
- 35 min video  ] /
*The Scientist's Warning*
Oregon State University
Oct 25, 2022
The Scientist's Warning is a film about the journey one scientist takes 
after one of his research papers sparks a global movement to address the 
challenges facing our planet. Both scientists and citizens can get 
involved and help by going to http://scientistswarningfilm.org

Follow the journey of researcher Bill Ripple as he decides it's finally 
time for scientists to step out from behind the data and take a stand as 
the planet tips perilously close to disaster. From the producers of 
SAVING ATLANTIS, this is a film about how a personal journey turns into 
a quest to save all of humanity from ourselves.

OREGON STATE UNIVERSITY and the ALLIANCE OF WORLD SCIENTISTS present
an OREGON STATE PRODUCTIONS film
THE SCIENTIST'S WARNING
Directed by Saskia Madlener
Cinematography: David Baker, Darryl Lai, Justin Smith, Daniel Cespedes
Sound design and audio mixing: Daniel Cespedes
Motion Graphics and titles - Bradley Landucci and Oliver Day
Edited by Saskia Madlener and Darryl Lai
Produced by David Baker
Executive producers: Bill Ripple and Roger Worthington

Subtitles provided pro bono by translators at ProZ.com: 
https://go.proz.com/probono...
- -
————————————
We do social media:

    Facebook: https://www.facebook.com/osubeavers
    Twitter: https://twitter.com/oregonstate
    Instagram: https://www.instagram.com/oregonstate
    Snapchat: https://www.snapchat.com/add/oregonstate
    LinkedIn: https://www.linkedin.com/school/165337/

https://www.youtube.com/watch?v=byXGCPo-80w



/[ video - climate and political opinions from the Beckisphere ]/
*Voting for the climate and voting for the economy is the same thing. 
Let's talk.*
Beckisphere Climate Corner
https://www.youtube.com/watch?v=g-1rvo2JHfU



/[  free curricula "Subject to Climate" send this to teachers ]/
*Your connector to free climate resources for all K-12 subjects.*
Teacher reviewed. Scientist approved.
SubjectToClimateTM (StC) is a nonprofit online connector for K-12 
leaders of all subjects to find credible, unbiased, and engaging 
materials on climate change at no cost.
Our Purpose
Presenting objective, credible, and scientifically rigorous resources.
Being available to all educators, all grades, all subjects at no cost.
Providing teachers engaging materials to teach climate change more 
effectively.
Inspiring students to take climate action.
Resource Database
Browse our collection of credible, engaging, and unbiased climate resources.
- -
Climate Change Lessons By Teachers
Explore climate change lessons created by teachers for the subjects you 
teach.
We value teachers.
We are current and former teachers working with educators to develop 
resources for teachers, by teachers.
https://subjecttoclimate.org/

- -

/[  New Jersey//?  Yes, r//eally. //]/
*One state mandates teaching climate change in almost all subjects – 
even PE*
New Jersey’s teachers are now required to teach climate change beginning 
in kindergarten, and across most subjects, including art, social 
studies, world languages and PE. Supporters hope the lessons will spread
by CAROLINE PRESTON November 5, 2022

Like teachers around the country, educators here are exhausted after 
years of Covid disruptions, and, as elsewhere, some schools face dire 
teacher shortages. On top of this, many educators don’t feel prepared to 
teach climate change: A 2021 survey of 164 New Jersey teachers found 
that many lacked confidence in their knowledge of the subject, and some 
held misconceptions about it, confusing the problem with other 
environmental issues such as plastic pollution...
- -
For now, the climate instruction requirements haven’t faced much 
pushback from climate deniers and conservatives, who’ve trained their 
attacks instead on the state’s new sex-education standards. But state 
officials anticipate some criticism as the lessons begin to roll out in 
classrooms.

A more pressing concern — and one that plagues any education initiative 
because of local control of schools — is that the lessons are rolling 
out unevenly across the state. Schools in affluent towns like Pennington 
tend to have more time and resources to introduce new instruction; 
schools in poorer communities, like Camden, that are often the most 
vulnerable to climate disasters, may lack the resources to do so...
- -
“It’s not like we’re asking kindergarteners to look at the Keeling 
Curve,” said Lauren Madden, a professor of education at the College of 
New Jersey who prepared a report on the standards, referring to a graph 
showing daily carbon dioxide concentrations. “We’re trying to point out 
areas where we can build some of those foundational blocks so that by 
the time students are in upper elementary or middle school, they really 
have that solid foundation.”...
- -
On a recent weekday, Cari Gallagher, a third grade teacher at 
Lawrenceville Elementary School in central New Jersey, was reading to 
her students the book “No Sand in the House!” which tells the story of a 
grandfather whose Jersey Shore home is devastated by Hurricane Sandy. 
Later, the students sat down to write about what they’d heard, drawing 
connections between the book and their own lives, world events or other 
books they’d read.

After the writing exercise, Gallagher directed the students to split 
into small groups to build structures that would help provide protection 
against climate change calamities. The kids used Legos, blocks, Play-Doh 
and straws to create carports, walls and other barriers.

That same morning, a kindergarten class at the elementary school 
listened as their teacher, Jeffrey Berry, held up a globe and discussed 
how different parts of the world have different climates.

At Hopewell Valley Central High School, in Pennington, art teacher 
Carolyn McGrath piloted a lesson on climate change this summer with a 
handful of students. The results of the class — four paintings featuring 
climate activists — sat on the windowsill of her classroom.

“It felt empowering to see people like me, who reflect me and my 
identities,” said Mackenzie Harsell, an 11th grader who’d created a 
portrait of 24-year-old climate activist Daphne Frias, who, like 
Mackenzie, is young, and is disabled. “This project told me I could do 
anything.”

Research suggests education does have an impact on how people understand 
climate change and their willingness to take action to stop it. One 
study found that college students who took a class that discussed 
reducing their carbon footprint tended to adopt environment-friendly 
practices and stick with them over many years. Another found that 
educating middle schoolers about climate change resulted in their 
parents expressing greater concern about the problem.

Jeffrey Berry, a kindergarten teacher at Lawrenceville Elementary 
School, encourages his students to care for plants and nature. 
Kindergarteners tend to the “garden of good manners,” pictured here. 
Credit: Caroline Preston/The Hechinger Report
“Education is certainly a way that we could have perhaps slowed down 
where we are right now in terms of the climate crisis,” said Margaret 
Wang, chief operating officer with SubjectToClimate, a nonprofit that is 
helping teachers develop and share climate lessons. More jobs related to 
climate change are already opening up, said Wang, and kids will need 
skills not just to discover scientific innovations but to tell stories, 
advocate, inspire and make public policy.
- -
“When I first found out we were going to learn about climate change in 
gym, I was like, that’s surprising, because normally we learn that in 
class,” Abby added. “But I’m glad we did it in gym,” she continued. “It 
was really fun.”
https://hechingerreport.org/one-state-mandates-teaching-climate-change-in-almost-all-subjects-even-pe/

/
/

/
/

/[ “Are We Ready? How Schools Are Preparing – and Not Preparing – 
Children for Climate Change,” reported by HuffPost and The Hechinger 
Report //]/
*Teaching among the ashes: ‘It’s not just your house that burned, it’s 
everyone’s’*
After surviving California’s deadliest fire, a school district contends 
with collective post-traumatic stress
by CAROLINE PRESTON May 23, 2020
PARADISE, Calif. — The sky was a bright orange, betraying the likelihood 
of a small wildfire of the sort that occasionally flares near this town 
in the foothills of the Sierra Nevadas. But 11th grader Hannah Sperske 
was more worried about a chemistry test later that day, so she stuffed 
flashcards in her pocket and drove to school./
/
Sperske never made it to class that morning of November 8, 2018. When 
she arrived at Paradise High School, a campus of low-slung concrete 
buildings shaded by tall pines, her principal was yelling at kids to 
evacuate as embers the diameter of baseballs fell from the sky.

The Camp Fire incinerated Sperske’s house, the homes of most of her 
friends and her town of Paradise, California. It also left her anguished 
and angry. After the fire, she hated going to the “airport school,” the 
nickname for the temporary school space in an office building beside the 
town’s tiny airport. Flimsy foam dividers separated the classrooms, and 
it was hard to concentrate. Sperske got one of her first Bs, cried most 
days and could barely motivate herself to study.

“It was really weird to go from being the smartest person in my class 
and putting in the most effort to feeling dumb all the time, and 
unmotivated and not wanting to do anything,” said Sperske. “It was a 180 
turn.”

A year and a half after the deadliest and most destructive fire in 
California history, students are coping with the psychological 
consequences of living through a megadisaster that sent them running for 
their lives. Apathy, anxiety and depression are up, educators here say, 
along with rates of parental alcoholism, drug abuse and divorce. Some 
kids still live in travel trailers and tents or make long commutes from 
towns 30 miles away. It’s a collective post-traumatic stress that has 
turned teachers into counselors and counselors into fire-trauma 
specialists and left students despondent and disconnected from learning...
- -
This sort of crisis is one that more school districts may experience as 
climate change elevates the risks of deadly wildfires, hurricanes, 
flooding and other extreme weather. In California, seven of the ten most 
destructive fires on record have occurred since 2015. In Paradise, 
although fires had hit the town before, in 2018 the drier climate and 
high winds helped turn a blaze ignited by power lines into a 
catastrophic disaster that killed at least 86 people and left thousands 
homeless.

After a natural disaster like the Camp Fire, rates of post-traumatic 
stress typically rise from 5 to 20 percent, although they can surge as 
high as 90 percent, depending on who is studied and how, says Elizabeth 
Haase, a psychiatrist who examines the psychological effects of climate 
change.

  “I just think we’re in for a big storm for a while.”...
- -
In 2019, Paradise was left with about 1,700 students, compared with 
3,400 before the fire, but even with fewer students, it has been 
struggling to help kids cope with basic needs. In addition to bringing 
back retired counselors and training them in trauma, district and county 
leaders have organized a committee on teacher mental health and begun to 
offer mindfulness exercises for younger kids.

Before the Camp Fire, Butte County, where Paradise is located, had among 
the highest poverty rates of any county in the state. The wildfire 
further destabilized families and left them fighting with insurance 
companies and hunting for jobs after their workplaces burned down.

All around town, signs for wiped-out businesses — the House of Hair, the 
Health Mart, Paradise Inn — rise like gravestones. Only one of the 
district’s nine schools survived unscathed.
Teachers here say the fire transformed the way they teach. Wendy 
Marsters, who has taught science at Paradise High School for 23 years, 
said that after the disaster, her advanced biology class was determined 
to stay focused on the AP exam. But the rest of her kids had a difficult 
time with the basics. “It’s really hard to actively participate in 
learning when you are living in shelters, you’re living in friends’ 
houses, on couches, you are in hotels, you’re driving 45 minutes. They 
were very shell shocked,” she said.

She tried to make lessons as engaging as possible to give them some 
relief. But she taught more slowly than before, and even now she doesn’t 
get through as much material as she did pre-fire. Before every class, 
she reads the room for signs of anxiousness and depression, for 
sleepless students and kids who might be newly homeless.

On the one-year anniversary of the fire, rather than sticking to the 
lesson plan, Marsters decided that students would watch Bob Ross videos 
and paint.

“As a mom, I want to fix it, as a teacher I want to fix it. But I can’t.”

Hilary Ervin, special education teacher, Paradise schools
Jori Krulder, an English teacher at the school for 17 years, said she 
sees more Ds and Fs than ever before. But now she’s happy if a kid who 
has been withdrawn engages with an essay, even if the writing is off 
topic and doesn’t stick to the assignment.

On a recent morning, her tenth graders were discussing “Fahrenheit 451,” 
the dystopian novel of an America in which books are banned and 
“firemen” burn them. Krulder had been teaching the book when the Camp 
Fire hit, and she’d been reluctant to return to it because of the fire 
imagery, but her students insisted. On this day, she asked them to write 
the book’s themes on index cards and build small sculptures representing 
those themes from pipe cleaners and popsicle sticks.
They wrote things like, “Burning our way into destruction, if you burn 
away society, that destruction will take you with it,” and “Being 
awakened and seeing reality is important when there’s certain propaganda 
being spread.”

A natural disaster is just one way that climate change can produce 
emotional harms, mental health professionals say. Heat waves and air 
pollution contribute to brain inflammation that’s associated with higher 
levels of depression, behavioral disorders and other illnesses. And 
simply being aware of the warming climate and anticipating its 
consequences can provoke anxiety and grief, what some psychologists 
describe as “pre-traumatic stress disorder.”

“There’s children’s distress about this, [that] they are living in a 
world that’s going to get worse, not better, that adults have betrayed 
them and not provided for them,” said Haase, who serves on the Climate 
Psychiatry Alliance, a group that is trying to help people cope.

She likens this aspect of children’s experience of climate change to one 
common to victims of child abuse: Adults who dither and deny the climate 
crisis are akin to enablers, ignoring a dark secret and leaving kids 
with no one to trust. Young people might respond by shutting down, 
lashing out or becoming depressed, she said.

“I am just scared,” said Sabine Wolpert, a seventh grader at Salmon 
Creek Charter School in Occidental, California, which has been touched 
by three fires and major flooding since 2017. “I can’t really tell what 
my future is, what my future will look like, or how predictable it is, 
or how much I can trust the people who have the power to take the 
necessary actions or if it’s worth getting an education or learning 
things for the future if we’re on this path.”

“I have never worked in a situation where the collective stress level 
has been this high or this acute.”

Eric Eckhart, counselor, Paradise Unified School District
Wolpert said that participating in a climate action club at her school 
has helped her feel better, but not much, because she’s encountered so 
many adults who neglect the issue.

In Paradise, a politically conservative community whose population 
shrank by more than three-quarters after the Camp Fire, climate change 
is discussed little; when the topic does come up, it’s sometimes 
dismissed as “fake news.” Marsters, the Paradise High science teacher, 
said she doesn’t teach much on climate change because the state 
standards don’t prioritize it.

While California’s science standards are more explicit than those of 
many states when it comes to the topic, Marsters said she’d welcome 
state legislation like the bill introduced in January that would make 
climate change education a graduation requirement. The science textbooks 
in her classroom were published in 2008, years before the most recent 
scientific assessments underlining the extreme urgency of the climate 
crisis.

Some students and teachers are determined to find lessons from the fire 
beyond loss and despair.

Sperske, the Paradise High senior, said she’s relieved that grades are 
no longer her primary preoccupation. She feels more appreciative now, 
and does a better job of staying in touch with friends and family. “It 
changed me in a way that will change my whole life,” she said.

Her classmate Asiya Russo said students support each other in a way they 
didn’t before. The seniors set up a Snapchat group and message each 
other for help. Russo recently needed her car jumped and classmates 
responded immediately. “I get really nervous texting the chat because 
it’s such a big chat,” she said. “But the second you do everyone’s 
really supportive and helpful.”

What Paradise will look like in the future remains a big question. Some 
are hopeful that the town will rebound. Next to Paradise High School, 
two new houses are going up, a testament to the close-knit nature of the 
town that keeps some wanting to return. Tom Taylor, the school district 
superintendent, said he’s spoken with other districts that have survived 
disasters and that, based on those conversations, he expects the student 
body will grow slightly in a few years.
But the opposite could also happen. The calculus of the many students 
who moved to other towns after the fire yet decided to re-enroll in 
Paradise schools for continuity could change.

Either way, there’s a new crisis looming. Since the fire, the Paradise 
school district has continued to be funded at pre-disaster levels 
despite its smaller student body, through a provision known as “hold 
harmless.” But that money is ending, and this spring, roughly 30 school 
district employees were put on notice that they’ll lose their jobs next 
year. It’s the sort of funding crunch that more districts will face as 
emergencies shrink student bodies, destroy school infrastructure and 
create new needs for counseling, transportation and other services.

In Paradise, it’s unclear if the district can retain counselors like 
Eckhart beyond next year. The county has been raising philanthropic 
money to help them stay. Meanwhile, educators worry that the layoffs 
could send the district’s fragile educational gains of the past six 
months into a tailspin. “I just think we’re in for a big storm for a 
while,” said Angel Allen-Clifford, a school psychologist who has worked 
in the district for 22 years.

When school staff feel disheartened, Eckhart said he tries to remind 
them of their heroism on the day of the Camp Fire. “You guys had 3,000 
students and hundreds of teachers, and everyone made it off the ridge. 
Nobody died, nobody got hurt,” he said. “That, to me, is a remarkable 
miracle.”

“I can’t really tell what my future is, what my future will look like, 
or how predictable it is, or how much I can trust the people who have 
the power to take the necessary actions or if it’s worth getting an 
education or learning things for the future if we’re on this path.”

Sabine Wolpert, seventh grader, Salmon Creek Charter School, Occidental, 
California
But how many more miracles can an increasingly chaotic world yield? 
Eckhart wonders. In parts of California, fire season now runs virtually 
year-round, multiplying the risks of calamity and leaving residents 
feeling defenseless against nature. Eckhart said he misses the days when 
earthquakes felt like the biggest threat. When he hikes in the mountains 
near Paradise, passing by other towns vulnerable to fire, he said he 
wonders if the earth’s paroxysms can still be survived.

“There are too many environmental factors that are creating this 
catastrophic area,” said Eckhart as he sat in his mostly bare office on 
the aged Paradise High campus. “It’s not a question of ‘if,’ it almost 
feels like, when . . .?”

This story about the effects of climate change was produced by The 
Hechinger Report, a nonprofit, independent news organization focused on 
inequality and innovation in education. Sign up for the Hechinger 
newsletter.
https://hechingerreport.org/teaching-among-the-ashes-its-not-just-your-house-that-burned-its-everyones/


[ from CarbonBrief ]
INTERNATIONAL POLICY 4 November 2022
*Explainer: How can climate finance be increased from ‘billions to 
trillions’?*
 From the moment in the early 1990s when nations began grappling with 
the threat posed by climate change, money has been at the heart of 
discussions.
JOSH GABBATISS
Over a decade ago, rich countries promised to raise $100bn each year by 
2020 to help developing countries pay for climate action.

But they failed to reach that target. Now, under terms set out in the 
Paris Agreement, nations negotiating at the UN have been tasked with 
setting a new one by 2025.

It is clear that existing climate finance is nowhere near what is 
required. To phase out fossil fuels and protect their citizens from 
worsening climate disasters, developing countries will need trillions 
rather than billions of dollars.

Rich countries are under pressure to pitch in more money, but the jump 
from billions to trillions will likely require more than they are 
willing to provide from their public coffers.

Nations such as the US want to lean more on the private sector to fund 
this global transition. Others want to see a complete overhaul of the 
global financial system so that funds can be more effectively channelled 
into climate action.

In this article, Carbon Brief explores some of the options on the table 
for raising levels of climate finance and more broadly ensuring that the 
flows of money around the world are consistent with global climate goals...
- -
*How much climate finance is needed?*
For years, organisations such as the World Bank have talked of a 
“billions to trillions” agenda, wherein billions of dollars in aid 
catalyses trillions in further investment. As the issue of climate 
finance grows in urgency, there is rising pressure to make this a reality.

In 2009, developed countries agreed to “mobilise” $100bn a year by 2020. 
(As with the term “climate finance”, the definition of “mobilise” is vague.)

This arbitrary figure, pushed by then-US state secretary Hilary Clinton 
at COP15 in Copenhagen, was first proposed by UK prime minister Gordon 
Brown during a speech at London Zoo earlier that year. It was not based 
on analysis of developing countries’ needs.

Nevertheless, this number was confirmed in the Cancun Agreements the 
following year, emphasising the need for “new and additional” finance 
with a balance between mitigation and adaptation. The Paris Agreement in 
2015 also reinforced the $100bn goal and its decision text refers to 
meeting the target with support from a range of sources:

“Public and private, bilateral and multilateral sources, such as the 
Green Climate Fund, and alternative sources.”

It also said that, having continued to mobilise at least $100bn each 
year between 2020 and 2025, nations negotiating at the climate summits:

“[S]hall set a new collective quantified goal from a floor of $100bn per 
year, taking into account the needs and priorities of developing countries.”

So far, developed countries have failed to reach the $100bn goal, as the 
chart below shows. According to the OECD, they mobilised just $83.3bn in 
2020.

The developing countries’ “delivery plan” – indicated by the red bars 
below – suggests that they are unlikely to meet the target until 2023 at 
the earliest. This has been reiterated in an update to the plan ahead of 
COP27.
Climate negotiators at COP27 are now tasked with working out the terms 
of the “new collective quantified goal”, which will take effect from 2025.

Unlike the $100bn target, this goal is being negotiated within the UN 
over the next three years. This is a requirement of the Paris text, 
which says the new target must be higher than $100bn and must “tak[e] 
into account the needs and priorities of developing countries”.

Developing countries want the new target to be based on – not just 
informed by – a rigorous analysis of their “needs and priorities”. This 
includes setting a clear definition of climate finance, the lack of 
which risks undermining trust between parties, they say.

The Glasgow Pact that emerged from COP26 “emphasises” taking into 
account “the needs of those countries particularly vulnerable to the 
adverse effects of climate change” and “significantly increasing support 
for developing country parties, beyond $100bn per year”.

There are also growing calls for the new target to include loss and 
damage finance for the first time, on top of finance for cutting 
emissions and adapting to climate change...
- -
The Intergovernmental Panel on Climate Change’s (IPCC) most recent 
report concludes that climate-related investment in developing countries 
must increase by between four and eight times until 2030, in order to 
meet the Paris Agreement warming limits. This would bring annual climate 
investment in these nations to around $2-3tn annually.

The Standing Committee on Finance, set up to aid understanding of 
climate finance within UN negotiations, has assessed 153 climate plans 
submitted to the UN by developing countries. It found that even though 
only around half had provided costed estimates of some of their needs, 
this subset alone would require $5.8-5.9tn in total by 2030.

The International Energy Agency’s (IEA) most recent World Energy Outlook 
(WEO) concludes that, for its 1.5C-compatible scenario, annual 
clean-energy investment needs to triple by 2030, reaching $4.2tn. 
Roughly $1.8tn of this would be in emerging and developing countries.

The UN estimates that climate adaptation in developing nations alone 
will cost between $160bn and $340bn each year by 2030.

While the figures appear daunting, activists often place them in the 
context of money that wealthy countries raise to fund their own domestic 
priorities.

The IEA estimates that predominantly “advanced” economies have committed 
“well over $500bn” to shield their citizens from the impacts of the 
energy crisis, for example. The EU alone committed €750bn ($848bn) to 
help member states recover from the Covid-19 pandemic, and other wealthy 
nations committed billions more in “green recovery” funds.

On top of the specific climate-finance targets, Article 2.1c of the 
Paris Agreement text takes much wider aim at all “finance flows”. It 
says strengthening the global response to climate change includes:

“Making finance flows consistent with a pathway towards low greenhouse 
gas emissions and climate-resilient development.”

This goes far beyond developed countries providing financial assistance 
to developing countries. It acknowledges that the world also needs a 
total transformation of global finance, with all public and private 
money aligned with the goals of cutting emissions and strengthening 
climate resilience.

Beyond simply supporting climate-relevant projects, such as low-carbon 
energy, this suggests that nations should also be winding down their 
investment in fossil-fuel projects.

Some nations, both developed and developing, want to see this part of 
the Paris Agreement given more attention at COP27...
- -
The IEA estimates that $3tn of the $4.2tn needed in global investment by 
2030 to achieve the 1.5C target would come from the private sector, 
“mobilised by public policies that create incentives, set appropriate 
regulatory frameworks and send market signals”.
US climate envoy John Kerry has repeatedly emphasised the role of the 
private sector, stating “no government in the world has enough money to 
solve the climate crisis”.

Calls for debts to be wiped out have been amplified by the floods that 
struck Pakistan this year. The UN Development Programme argued for 
relief on Pakistan’s billions of foreign debt so it could focus 
resources on dealing with the climate-related disaster.

Most climate finance is in the form of loans and so contributes to the 
problem of debt. More grant-based finance could help to remedy this. 
With this in mind, one proposal is that the post-2025 climate finance 
goal should have a sub-target specifically for grants.

So-called “debt-for-climate” swaps have also been suggested as a way to 
address the debt crisis and boost climate spending. These swaps involve 
a partial forgiveness of debt by the creditor nation, with the money 
being used domestically to fund climate-related projects.

This idea has been around for decades and has so far only seen limited 
use – including a frequently cited example of a “debt-for-nature” swap 
in the Seychelles.

There has been renewed interest in recent months, with hopes that such 
initiatives could help scale up climate finance more broadly.
https://www.carbonbrief.org/explainer-how-can-climate-finance-be-increased-from-billions-to-trillions/



/[ wild economist from Texas  - 8 min video opinion 
https://www.youtube.com/watch?v=0FYkwzFABuU ]/
*Peter Zeihan Says India Can Decide Russian Fate, Putin's Gambit Is 
Failing & China Is Scared*
Learn From Most Influential Investors
Nov 4, 2022
Peter Zeihan Says India Can Decide Russian Fate, Putin's Gambit Is 
Failing & China Is Scared
https://www.youtube.com/watch?v=0FYkwzFABuU



/[The news archive - there once was a sensible right-wing conservative 
leader - very rare ]/
/*November 6, 1990*/
November 6, 1990: In a speech to the 2nd World Climate Conference in 
Geneva, Margaret Thatcher declares, "The danger of global warming is as 
yet unseen, but real enough for us to make changes and sacrifices, so 
that we do not live at the expense of future generations."

http://www.margaretthatcher.org/document/108237


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