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<font size="+2"><i><b>November 6, 2022</b></i></font><br>
<br>
<i>[ multilingual captioning available for this important science
opinion - 35 min video ] </i><br>
<b>The Scientist's Warning</b><br>
Oregon State University<br>
Oct 25, 2022<br>
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
<a class="moz-txt-link-freetext" href="http://scientistswarningfilm.org">http://scientistswarningfilm.org</a><br>
<br>
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.<br>
<br>
OREGON STATE UNIVERSITY and the ALLIANCE OF WORLD SCIENTISTS present<br>
an OREGON STATE PRODUCTIONS film<br>
THE SCIENTIST'S WARNING<br>
Directed by Saskia Madlener<br>
Cinematography: David Baker, Darryl Lai, Justin Smith, Daniel
Cespedes<br>
Sound design and audio mixing: Daniel Cespedes<br>
Motion Graphics and titles - Bradley Landucci and Oliver Day<br>
Edited by Saskia Madlener and Darryl Lai<br>
Produced by David Baker<br>
Executive producers: Bill Ripple and Roger Worthington<br>
<br>
Subtitles provided pro bono by translators at ProZ.com:
<a class="moz-txt-link-freetext" href="https://go.proz.com/probono">https://go.proz.com/probono</a>...<br>
- -<br>
————————————<br>
We do social media:<br>
<blockquote>Facebook: <a class="moz-txt-link-freetext" href="https://www.facebook.com/osubeavers">https://www.facebook.com/osubeavers</a><br>
Twitter: <a class="moz-txt-link-freetext" href="https://twitter.com/oregonstate">https://twitter.com/oregonstate</a><br>
Instagram: <a class="moz-txt-link-freetext" href="https://www.instagram.com/oregonstate">https://www.instagram.com/oregonstate</a><br>
Snapchat: <a class="moz-txt-link-freetext" href="https://www.snapchat.com/add/oregonstate">https://www.snapchat.com/add/oregonstate</a><br>
LinkedIn: <a class="moz-txt-link-freetext" href="https://www.linkedin.com/school/165337/">https://www.linkedin.com/school/165337/</a><br>
</blockquote>
<a class="moz-txt-link-freetext" href="https://www.youtube.com/watch?v=byXGCPo-80w">https://www.youtube.com/watch?v=byXGCPo-80w</a><br>
<p><br>
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<p><br>
</p>
<p><i>[ video - climate and political opinions from the Beckisphere
]</i><br>
<b>Voting for the climate and voting for the economy is the same
thing. Let's talk.</b><br>
Beckisphere Climate Corner<br>
<a class="moz-txt-link-freetext" href="https://www.youtube.com/watch?v=g-1rvo2JHfU">https://www.youtube.com/watch?v=g-1rvo2JHfU</a></p>
<p><br>
</p>
<p><br>
</p>
<i>[ free curricula "Subject to Climate" send this to teachers ]</i><br>
<b>Your connector to free climate resources for all K-12 subjects.</b><br>
Teacher reviewed. Scientist approved.<br>
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.<br>
Our Purpose<br>
Presenting objective, credible, and scientifically rigorous
resources.<br>
Being available to all educators, all grades, all subjects at no
cost.<br>
Providing teachers engaging materials to teach climate change more
effectively.<br>
Inspiring students to take climate action.<br>
Resource Database<br>
Browse our collection of credible, engaging, and unbiased climate
resources.<br>
- -<br>
Climate Change Lessons By Teachers<br>
Explore climate change lessons created by teachers for the subjects
you teach.<br>
We value teachers.<br>
We are current and former teachers working with educators to develop
resources for teachers, by teachers.<br>
<a class="moz-txt-link-freetext" href="https://subjecttoclimate.org/">https://subjecttoclimate.org/</a>
<p></p>
<p>- -<br>
</p>
<i>[ New Jersey</i><i>? Yes, r</i><i>eally. </i><i>]</i><br>
<b>One state mandates teaching climate change in almost all subjects
– even PE</b><br>
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<br>
by CAROLINE PRESTON November 5, 2022<br>
<br>
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...<br>
- - <br>
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.<br>
<br>
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...<br>
- -<br>
“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.”...<br>
- -<br>
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.<br>
<br>
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.<br>
<br>
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.<br>
<br>
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. <br>
<br>
“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.”<br>
<br>
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.<br>
<br>
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<br>
“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.<br>
- -<br>
“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.”<br>
<a class="moz-txt-link-freetext" href="https://hechingerreport.org/one-state-mandates-teaching-climate-change-in-almost-all-subjects-even-pe/">https://hechingerreport.org/one-state-mandates-teaching-climate-change-in-almost-all-subjects-even-pe/</a><br>
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</i></p>
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</i></p>
<i>[ “Are We Ready? How Schools Are Preparing – and Not Preparing –
Children for Climate Change,” reported by HuffPost and The
Hechinger Report </i><i>]</i><br>
<b>Teaching among the ashes: ‘It’s not just your house that burned,
it’s everyone’s’</b><br>
After surviving California’s deadliest fire, a school district
contends with collective post-traumatic stress<br>
by CAROLINE PRESTON May 23, 2020<br>
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.<i><br>
</i><br>
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.<br>
<br>
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.<br>
<br>
“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.”<br>
<br>
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...<br>
- -<br>
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.<br>
<br>
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.<br>
<br>
“I just think we’re in for a big storm for a while.”...<br>
- -<br>
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.<br>
<br>
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.<br>
<br>
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.<br>
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.<br>
<br>
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.<br>
<br>
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.<br>
<br>
“As a mom, I want to fix it, as a teacher I want to fix it. But I
can’t.”<br>
<br>
Hilary Ervin, special education teacher, Paradise schools<br>
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.<br>
<br>
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.<br>
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.”<br>
<br>
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.”<br>
<br>
“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. <br>
<br>
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.<br>
<br>
“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.”<br>
<br>
“I have never worked in a situation where the collective stress
level has been this high or this acute.”<br>
<br>
Eric Eckhart, counselor, Paradise Unified School District<br>
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.<br>
<br>
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.<br>
<br>
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.<br>
<br>
Some students and teachers are determined to find lessons from the
fire beyond loss and despair.<br>
<br>
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.<br>
<br>
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.”<br>
<br>
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.<br>
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.<br>
<br>
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.<br>
<br>
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.<br>
<br>
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.”<br>
<br>
“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.”<br>
<br>
Sabine Wolpert, seventh grader, Salmon Creek Charter School,
Occidental, California<br>
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.<br>
<br>
“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 . . .?”<br>
<br>
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.<br>
<a class="moz-txt-link-freetext" href="https://hechingerreport.org/teaching-among-the-ashes-its-not-just-your-house-that-burned-its-everyones/">https://hechingerreport.org/teaching-among-the-ashes-its-not-just-your-house-that-burned-its-everyones/</a><br>
<br>
<p><br>
</p>
[ from CarbonBrief ]<br>
INTERNATIONAL POLICY 4 November 2022 <br>
<b>Explainer: How can climate finance be increased from ‘billions to
trillions’?</b><br>
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. <br>
JOSH GABBATISS<br>
Over a decade ago, rich countries promised to raise $100bn each year
by 2020 to help developing countries pay for climate action. <br>
<br>
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.<br>
<br>
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.<br>
<br>
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. <br>
<br>
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.<br>
<br>
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...<br>
- -<br>
<b>How much climate finance is needed?</b><br>
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.<br>
<br>
In 2009, developed countries agreed to “mobilise” $100bn a year by
2020. (As with the term “climate finance”, the definition of
“mobilise” is vague.)<br>
<br>
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. <br>
<br>
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: <br>
<br>
“Public and private, bilateral and multilateral sources, such as the
Green Climate Fund, and alternative sources.”<br>
<br>
It also said that, having continued to mobilise at least $100bn each
year between 2020 and 2025, nations negotiating at the climate
summits:<br>
<br>
“[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.”<br>
<br>
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. <br>
<br>
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.<br>
Climate negotiators at COP27 are now tasked with working out the
terms of the “new collective quantified goal”, which will take
effect from 2025. <br>
<br>
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”.<br>
<br>
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.<br>
<br>
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”.<br>
<br>
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...<br>
- -<br>
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.<br>
<br>
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.<br>
<br>
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.<br>
<br>
The UN estimates that climate adaptation in developing nations alone
will cost between $160bn and $340bn each year by 2030.<br>
<br>
While the figures appear daunting, activists often place them in the
context of money that wealthy countries raise to fund their own
domestic priorities. <br>
<br>
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.<br>
<br>
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:<br>
<br>
“Making finance flows consistent with a pathway towards low
greenhouse gas emissions and climate-resilient development.”<br>
<br>
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. <br>
<br>
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.<br>
<br>
Some nations, both developed and developing, want to see this part
of the Paris Agreement given more attention at COP27...<br>
- -<br>
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”.<br>
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”.<br>
<br>
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.<br>
<br>
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.<br>
<br>
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.<br>
<br>
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.<br>
<br>
There has been renewed interest in recent months, with hopes that
such initiatives could help scale up climate finance more broadly.<br>
<a class="moz-txt-link-freetext" href="https://www.carbonbrief.org/explainer-how-can-climate-finance-be-increased-from-billions-to-trillions/">https://www.carbonbrief.org/explainer-how-can-climate-finance-be-increased-from-billions-to-trillions/</a><br>
<p><br>
</p>
<p><br>
</p>
<i>[ wild economist from Texas - 8 min video opinion
<a class="moz-txt-link-freetext" href="https://www.youtube.com/watch?v=0FYkwzFABuU">https://www.youtube.com/watch?v=0FYkwzFABuU</a> ]</i><br>
<b>Peter Zeihan Says India Can Decide Russian Fate, Putin's Gambit
Is Failing & China Is Scared</b><br>
Learn From Most Influential Investors<br>
Nov 4, 2022<br>
Peter Zeihan Says India Can Decide Russian Fate, Putin's Gambit Is
Failing & China Is Scared<br>
<a class="moz-txt-link-freetext" href="https://www.youtube.com/watch?v=0FYkwzFABuU">https://www.youtube.com/watch?v=0FYkwzFABuU</a><br>
<p><br>
</p>
<br>
<i>[The news archive - there once was a sensible right-wing
conservative leader - very rare ]</i><br>
<font size="+2"><i><b>November 6, 1990</b></i></font> <br>
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."<br>
<br>
<a class="moz-txt-link-freetext" href="http://www.margaretthatcher.org/document/108237">http://www.margaretthatcher.org/document/108237</a><br>
<br>
<br>
<p>======================================= <br>
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