[✔️] Feb 17 2024 Global Warming News | AMOC, More AMOC, What words for children?. More AMOC, 1993 Clinton

[Richard Pauli]

/*February*//*17, 2024*/

/[ Plain talking - simple observations   video ]/
*Which Apocalypse Today? AMOC Collapse VS 2C Now*
American Resiliency
Feb 12, 2024
Some crazy weeks while I've been out for medical.  In this video I 
explore the new AMOC paper everyone's wild about, share some signals you 
can watch to get a bead on if AMOC is down, and tell you why I think we 
need to keep an eye on the 2C projections for the immediate future.

Here's a link to the paper:
https://www.science.org/doi/10.1126/sciadv.adk1189

Here are two visualization  tools you might want to bookmark:
https://climatereanalyzer.org/clim/sst_daily/

https://zacklabe.com/arctic-sea-ice-extentconcentration/

https://www.youtube.com/watch?v=yYEaXcavhRM

- -

[ AMOC tipping point  ]
*Physics-based early warning signal shows that AMOC is on tipping course*
RENÉ M. VAN WESTEN HTTPS://ORCID.ORG/0000-0002-8807-7269 , MICHAEL 
KLIPHUIS, AND HENK A. DIJKSTRA

    Abstract
    One of the most prominent climate tipping elements is the Atlantic
    meridional overturning circulation (AMOC), which can potentially
    collapse because of the input of fresh water in the North Atlantic.
    Although AMOC collapses have been induced in complex global climate
    models by strong freshwater forcing, the processes of an AMOC
    tipping event have so far not been investigated. Here, we show
    results of the first tipping event in the Community Earth System
    Model, including the large climate impacts of the collapse. Using
    these results, we develop a physics-based and observable early
    warning signal of AMOC tipping: the minimum of the AMOC-induced
    freshwater transport at the southern boundary of the Atlantic.
    Reanalysis products indicate that the present-day AMOC is on route
    to tipping. The early warning signal is a useful alternative to
    classical statistical ones, which, when applied to our simulated
    tipping event, turn out to be sensitive to the analyzed time
    interval before tipping.

https://www.science.org/doi/10.1126/sciadv.adk1189



/[ What do we say to children?   An educated answer - text 9 min ]/
*A Teachers’ Guide for Managing Climate Anxiety in the Classroom*
By Madeline Will — February 15, 2024
Signs of a changing climate, such as record-breaking heat and more 
severe weather, have become difficult to ignore—and they’re causing many 
students to feel anxious, afraid, and a range of other negative emotions.

Yet teachers get little support on how to help students process these 
complicated feelings about climate change. Often, they barely have had 
professional development on how to teach about climate change in 
general, which research shows can make them reluctant to broach the subject.

Experts say climate change should be taught in an age-appropriate way at 
all grade levels and in all subjects, and that teachers must create 
space for students’ feelings about the issue, too. To help, a team of 
teachers, researchers, and mental health clinicians who are part of the 
Climate Psychology Alliance of North America wrote the “Educators’ Guide 
to Climate Emotions,” released Thursday.
The guide includes teaching resources and shares tips for how teachers 
can recognize and respond to common climate emotions, including anger, 
frustration, guilt, and powerlessness. Teachers, the guide says, should 
teach how humans are already responding to climate change, and what 
students can do themselves, to instill a sense of possibility—and they 
should bring in other members of the school community for support during 
these tough conversations.

The co-authors of the guide—Carolyn McGrath, a visual arts teacher at 
Hopewell Valley Central High School in Pennington, N.J., and Kate 
Schapira, a senior lecturer in nonfiction writing at Brown 
University—spoke with Education Week about how teachers can tackle 
climate emotions in the classroom. The interview has been edited for 
length and clarity.

*How are climate emotions dealt with in schools today?*
McGrath: It feels like we’re in the early stages of climate education 
rolling out in multiple states nationwide, in a way that’s different 
than it’s happened in the past. I think the seriousness of the issue and 
the urgency is much more omnipresent.
We all agreed in our group that as climate education was being embraced 
more widely, it was really important that the emotional and 
psychological components did not get lost. It’s not just teaching, A+B = 
C; we’re teaching about existential issues, and you can’t separate that 
from the emotional impact.

What climate anxiety or other climate emotions means is going to vary 
really widely depending on who it is that’s having them—not just how old 
is that person, or how marginalized is that person, but also, what has 
happened in that person’s life? This could be a situation where a 
science teacher is teaching climate science, and a kid has, for the 
first time, a recognition that the world is changing in this very 
dramatic and, to some extent, unprecedented way.

It could also be a situation where a classroom holds students who had to 
leave their home because of a wildfire or a drought or a flood. One of 
the things that we wanted the guide to do was to offer teachers some 
tools and some illumination of those conditions.

*The guide talks about how teachers have to walk the line between not 
dismissing students’ concerns while also maintaining a sense of 
optimism. What does that balance look like?*
*McGrath:* Climate optimism and doom-ism ... are positioned as 
dualities, as opposites. Some of what we’re trying to do is encourage a 
holding of both—that things are bad, things are getting worse in some 
ways, and we have the potential to make difference.

[For] teenagers, it’s all or nothing—either everything’s going to be 
fine, or everything is terrible. I think teachers can really model for 
students how to hold that duality at the same time. It’s very difficult. 
You don’t want to overwhelm students with too much ... because then they 
can shut down. And if you’re Pollyannaish, they can call you out and 
know that you’re not being truthful because they’re experiencing it, and 
they can see it with their own eyes what’s happening. It’s a real 
balancing act.
Schapira: One of the people who advised us on the guide, Britt Wray, 
wrote a book called Generation Dread. In the chapter on parenting, one 
of the things she says is that kids want to hear from the grownups in 
their lives that this is going to be hard, and we’ll get through it 
together.

And while that’s not the exact message that’s appropriate for a 
classroom, ... it is something that I think a teacher can truthfully say 
about people, about a community that they’re a part of, about being a 
member of various human communities. You don’t want to write checks you 
can’t deliver; you don’t want to make promises that you can’t keep. But 
there are truthful things that you can say to students about what’s 
going on and how they can be part of engaging with [climate action in 
ways] that are age-appropriate.
Offer them a reminder of their own agency. Especially as they grow, 
small kids don’t have very much agency. But you can build that sense 
through things that you do in the classroom. [Remind them]: “You are a 
person who can handle things. You are a person who can compromise with 
other people. You are a person who can make decisions. And you are a 
person who can still find enjoyment and excitement in learning about the 
world.”

What is your advice to teachers who want to tackle climate change but 
are nervous to dive in?
Schapira: We have so many resources on this guide about exactly that. 
[The National Oceanic and Atmospheric Administration] has amazing 
resources. NASA has amazing resources for different aspects of the 
topic—very clear, made for educational purposes. Because they’re made 
for teachers to use with students, including younger students, they’re 
also at a very absorbable and legible level for teachers. You don’t have 
to be a climate scientist at all to understand this stuff.

I think exploring those materials, with the intention of using them in 
your own classroom will also give you an introduction to those topics, 
even if you didn’t feel comfortable with them to begin with.

McGrath: I’m an art teacher. I think the science aspect of climate 
change is a hurdle for a lot of non-science teachers, and for some 
science teachers, too. It’s like, is that too complicated for me to 
teach? Do I need to know a lot before I can work with the students? And 
that’s not the case.

We started out the guide saying, every teacher really should have some 
very basic understanding of climate science. It doesn’t need to be 
intimidating. There are so many endpoints, and there’s so many 
resources. SubjectToClimate, [a nonprofit that provides free teaching 
materials on climate change], is incredible. They have resources for 
different subject areas, different disciplines, different age levels.
It is unfortunate that climate education is ahead of where teachers are. 
Teachers have not been given the skills yet. So what I’m seeing on the 
ground is a lot of teachers diving in on their own or seeking out 
professional development opportunities.

*I imagine that talking about climate emotions with students can stir up 
some hard feelings among teachers. How can teachers take care of 
themselves?*
*Schapira: *Talk to a [mental health] professional if you are able to, 
talk to the people who love you and support you. If you are not able to 
talk to a professional or even if you are, be open and real with people 
about how this is affecting you. Consider contemplative practices or 
creative practices that can help people process emotion. And see if 
there’s room in your life for a little advocacy and action.

Many teachers don’t [have the capacity for climate action]—many teachers 
are so unbelievably overclocked and overworked that this just doesn’t 
feel like a possibility for them. And we do understand that, but there 
is a fair amount of research out there that says that if you engage in 
positive climate action with other people in your community, you feel 
less bad. It feels less heavy, it feels less intolerable. You know that 
you’re pushing on it in some direction, so you feel less helpless. And 
you’re doing that with other people, so you feel more connected.

McGrath: I think that it is asking a lot of teachers to [be] a wellness 
teacher now, to teach your students about how climate change is 
impacting human health and mental well-being. Teachers are asked to do 
so many different things.

A real concern for us with the guide was that not only is climate change 
education a lot for non-science teachers, incorporating these 
social-emotional elements is, also. We’re not expecting teachers to be 
therapists. It’s not group therapy. It’s an extension of the kind of 
social-emotional learning that teachers are already incorporating, and 
have for years incorporated into their classes. It’s just a different 
way of looking at it.
*
Carolyn, can you share an example of addressing and supporting students’ 
climate emotions from your own classroom?*
McGrath: [High school] students are not very forthcoming with any type 
of emotion. We talked about this in the guide—there are so many reasons 
why a student is not going to raise their hand and say, “The sky is 
orange,” like it was last June [because of wildfires], “and it’s 
freaking me out.”

I think it’s important that we integrate ways that students can express 
how they’re feeling without necessarily making them feel more vulnerable 
than they’re comfortable with, and ideally, getting to a point of 
conversation. Starting steps are always things like, can you put it into 
art? Can you write about it? Is it something that you could talk [about] 
one on one ... as opposed to broadcasting to the whole class?
When the skies were quite dark and orange, last June, I asked students, 
“How do you feel about this?” A few students were able to talk about it, 
but then I passed out little slips of paper, and I said, "[Write in] 
just a few words what’s going on for you. Outdoor activities were 
canceled—I’ve never seen anything like this in my lifetime. I assume 
you’ve never experienced this before.”

It wasn’t part of our lesson. We didn’t spend the whole day talking 
about it. But I felt that it was important to acknowledge that it was 
scary and different and strange. A teacher can model that ... it’s 
totally normal that when things are this abnormal to have strong 
feelings. I still have [students’ responses] in my desk, and it was a 
full range—from “I don’t care” or “I’m angry because I want to be doing 
my sport” to “I’m very terrified and don’t know what’s going on.”

Because of the way the climate is changing, teachers are being asked to 
expand the way that they care for young people even more. We recognize 
that that’s a challenge, and we hope that the guide can act as a bolster 
of support to teachers—because whether you actively engage in this work 
or whether you don’t, it’s still happening. And it’s still impacting 
your students. Whether you want to or not, it’s impacting everybody’s 
teaching.

Madeline Will  Senior Staff Writer,  Education Week
Madeline Will is a reporter for Education Week who covers the teaching 
profession.
(contact info linked below)
https://www.edweek.org/leadership/a-teachers-guide-for-managing-climate-anxiety-in-the-classroom/2024/02


/[ from Journalist Nick Breeze ]/
*The AMOC Tipping Point (And what we need to know!) with Dr René van Westen*
Nick Breeze ClimateGen
Premiered Feb 16, 2024  ClimateGenn #podcast  produced by Nick Breeze
In this ClimateGenn Episode I speak with Dr René van Westen about the 
recent research he published with colleagues looking at what it would 
take to cause the Atlantic Meridonial Overturning Circulation (AMOC) to 
pass through it’s tipping point.

Interpretations of this research have been published in media around the 
world and debated across social media. Here René gets a chance to 
clarify the potential for catastrophic impacts that would 
indiscriminately devastate Europe as well as many other regions in 
proximity to the Atlantic and beyond.

If you want to read about how governments have consistently lied to get 
us into this mess then make sure you order my book COPOUT from this 
link: https://amzn.to/3uzuH7y

In the next episode will be Dana R Fisher discussing her new book, 
Saving Ourselves, and what it will take to create the ‘Antroshift’ or 
social tipping point to change course for the better. If the collapsing 
AMOC is the answer - I will pass on that!!

Thank you to all subscribers - your support is always welcome. Extra 
episodes and episode previews will continue to be forthcoming.

There is a huge influx of requests for interviews and climate/ecological 
stories out there to cover and I am totally overwhelmed. Thanks again 
for interest, feedback and support.
https://www.youtube.com/watch?v=7o348tvoh0k



/[The news archive -  ]/
/*February 17, 1993 */

February 17, 1993: In an address to a joint session of Congress, 
President Clinton, noting the "challenges to the health of our global 
environment," declares, "Our plan does include a broad-based tax on 
energy, and I want to tell you why I selected this and why I think it's 
a good idea. I recommend that we adopt a BTU tax on the heat content of 
energy as the best way to provide us with revenue to lower the deficit 
because it also combats pollution, promotes energy efficiency, promotes 
the independence, economically, of this country as well as helping to 
reduce the debt, and because it does not discriminate against any area. 
Unlike a carbon tax, that's not too hard on the coal States; unlike a 
gas tax, that's not too tough on people who drive a long way to work; 
unlike an ad valorem tax, it doesn't increase just when the price of an 
energy source goes up. And it is environmentally responsible. It will 
help us in the future as well as in the present with the deficit."

(The effort to implement the BTU tax would ultimately fail, thanks to 
aggressive attacks on the concept by fossil-fuel-industry front groups 
such as the Koch Industries-funded Citizens for a Sound Ecnomy, the 
forerunner to Americans for Prosperity.)

https://www.youtube.com/watch?v=840MahAgJh0




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