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<font size="+2"><font face="Calibri"><i><b>August</b></i></font></font><font
size="+2" face="Calibri"><i><b> 31, 2023</b></i></font><font
face="Calibri"><br>
</font><br>
<font face="Calibri"><i>[ Giving information to children ]</i></font><br>
<font face="Calibri"><b>‘I tend to be very gentle’: how teachers are
navigating climate change in the classroom</b></font><br>
<font face="Calibri">August 29, 2023 <br>
</font><font face="Calibri">Kim Beasy, Chloe Lucas, and Gretta Pecl
at the University of Tasmania<br>
</font><br>
<font face="Calibri"> </font> <font face="Calibri">Climate change
education is increasingly seen as an essential part of schooling.</font><br>
<font face="Calibri"><br>
The main international test of 15-year-olds’ progress (which
Australia participates in) has just announced the next round of
testing will include environmental knowledge alongside English,
maths and science literacy.<br>
<br>
Australia’s national curriculum (updated last year under the
Morrison government) barely mentions climate change. But as a
signatory to the United Nations Sustainable Development Goals and
Paris Agreement, we have committed to develop climate change
education policies.<br>
<br>
Regardless of what policies or curricula say, our climate is
changing. As scientists keep reminding us, urgent action is
required.<br>
<br>
In our new research, we interviewed nine primary and high school
teachers about how they include climate change in their teaching.<br>
<br>
We found teachers are becoming the bearers of bad news in the
classroom as young people learn about the climate crisis, and they
need better training and more support.<br>
</font><br>
<font face="Calibri">‘I wouldn’t say I’m a scientist’<br>
Climate change is a complex social, political, economic and
environmental problem. But it is often presented as an issue that
requires scientific interpretation and technological solutions.<br>
<br>
This means teachers of non-science subjects may feel out of their
depth trying to teach it. A number of teachers expressed a lack of
confidence speaking in depth about climate change. As one told us:<br>
<br>
I am definitely not weak, but I wouldn’t say I’m like a scientist.<br>
<br>
But teachers who felt confident with the scientific “facts” of
climate change, often felt less equipped to respond to student
enquiries about social and emotional dimensions of climate change.
This included feelings of sadness or feeling unsupported by older
generations.<br>
</font><br>
<font face="Calibri">‘What can the world do?’<br>
Teachers emphasised the importance of moving between the local and
global, and individual and societal scales of climate problems and
solutions. They described this as a way to support constructive
conversations and positive feelings.<br>
<br>
As one teacher told us:<br>
<br>
Instead of the children feeling like they have the weight of what
can they do as individuals, which we’ve discussed […] we’re going
to talk about ‘what can the world do?’ As a global citizen, what
can everybody do? And working together as a bigger part of the
whole, so they’re not feeling that weight on their own shoulders
as much, but more what the world is doing [through]
solutions-based technology.<br>
<br>
Teachers spoke of the importance of pre-designed learning units,
the role of community experts and videos and podcasts to engage
students and support teachers. As one teacher explained the value
of a guest speaker:<br>
<br>
I think the kids after a while get a little bit, ‘You’re [a
teacher] just a piece of the furniture,’ and they don’t always
switch on and listen to you.<br>
<br>
‘I try and speak hopefully’<br>
Teachers also talked about the challenge of finding materials that
present the “right amount of information that will prompt action
as opposed to feeling sad”.<br>
<br>
Teachers said they had to be very tuned in to the mood of the
class.<br>
<br>
If they’re starting to ask questions that potentially sound
worried or concerned, that’s usually an indicator that you might
need to soften what you’ve delivered.<br>
<br>
Teachers in our study were doing their very best to maintain a
hopeful and positive message for students, but this often
conflicted with their own feelings. As one teacher told us:<br>
<br>
Personally, what I have to do is to try and make sure that I speak
hopefully, even though it is not hopeful in my opinion […] I try
and use language that will encourage students to feel empowered
and want to make a change and fight for action […] as opposed to
just knowing for the sake of knowing and then feeling sad about
it.<br>
<br>
Another teacher spoke of the need to be sensitive when talking
about looming environmental disasters.<br>
<br>
I tend to be very gentle and very careful or I’m very focused on
hope.<br>
</font><br>
<font face="Calibri">What is needed?<br>
Teachers need professional development to support their
understandings of different aspects of climate change, from the
scientific to the economic and social.<br>
<br>
Uncertainty over how to talk to children about climate change in a
way that is honest but remains hopeful rather than overwhelming is
an ongoing challenge for teachers and parents alike.<br>
<br>
Students need opportunities to talk about the future in ways that
empower them to ask questions and get involved. This can be done
via programs such as Curious Climate Schools a free resource,
which we have developed for schools in Tasmania.<br>
<br>
Specific professional learning is also needed to ensure teachers
are able to support themselves and their students in grappling
with the emotions that can surface when learning about climate
change.<br>
<br>
In schools, we need teaching about climate change to be integrated
across science and humanities subjects. Climate change needs to be
better represented across the curriculum so that teachers have
more opportunities to include it in their very busy timetables.
Finally, we need innovation from policy makers and school
leadership so crucial climate change education is consistently
available for all students.<br>
<br>
Dr Gabi Mocatta, Dr Rachel Kelly, Charlotte Jones and Deniz Yildiz
contributed to the research on which this article is based.<br>
</font><font face="Calibri"><a class="moz-txt-link-freetext" href="https://theconversation.com/i-tend-to-be-very-gentle-how-teachers-are-navigating-climate-change-in-the-classroom-212370">https://theconversation.com/i-tend-to-be-very-gentle-how-teachers-are-navigating-climate-change-in-the-classroom-212370</a><br>
</font>
<p><font face="Calibri">- -</font></p>
<font face="Calibri">[ academic videos ]<br>
</font><font face="Calibri"><b>Curious Climate Schools</b></font><br>
<font face="Calibri"><a class="moz-txt-link-freetext" href="https://www.youtube.com/channel/UC63sv65EVyDnogRMiFAkNHQ">https://www.youtube.com/channel/UC63sv65EVyDnogRMiFAkNHQ</a></font><br>
<font face="Calibri"></font>
<p><font face="Calibri"><br>
</font></p>
<p><font face="Calibri"><br>
</font></p>
<i> </i><i><font face="Calibri"> [ Very adult message - interview
with the author - YouTube <a class="moz-txt-link-freetext"
href="https://youtu.be/mzjdzQcQySE?si=rRmUV9kghwiTaJx5">https://youtu.be/mzjdzQcQySE?si=rRmUV9kghwiTaJx5</a>
]</font></i><br>
<font face="Calibri"> </font> <font face="Calibri"><b>Jeff Goodell
- The Heat Will Kill You First</b><br>
Commonwealth Club of California<br>
</font><font face="Calibri">Aug 10, 2023 SAN FRANCISCO<br>
The world is waking up to a new reality: wildfires are now
seasonal in California, the Northeast is getting less and less
snow each winter, and the ice sheets in the Arctic and Antarctica
are melting fast. Heat is the first-order threat that drives all
other impacts of the climate crisis. As the temperature rises, it
is revealing fault lines in our governments, our politics, our
economy and our values. Journalist Jeff Goodall says the basic
science is not complicated: Stop burning fossil fuels tomorrow,
and the global temperature will stop rising tomorrow. Stop burning
fossil fuels in 50 years, and the temperature will keep rising for
50 years, making parts of our planet virtually uninhabitable. The
hotter it gets, the deeper and wider our fault lines will open.<br>
<br>
Goodell's book The Heat Will Kill You First is about the extreme
ways in which our planet is already changing. It is about why
spring is coming a few weeks earlier and fall is coming a few
weeks later—and the impact that will have on everything from our
food supply to disease outbreaks. It is about what will happen to
our lives and our communities when typical summer days in Chicago
or Boston go from 90 degrees Fahrenheit to 110 degrees Fahrenheit.
A heatwave, Goodell explains, is a predatory event, one that culls
the most vulnerable people; but that is changing—as heatwaves
become more intense and more common, they will become more
democratic. <br>
<br>
As an award-winning journalist who has been at the forefront of
environmental journalism for decades, Goodell might be his most
provocative yet, explaining how extreme heat will dramatically
change the world as we know it. <br>
- -<br>
August 7, 2023<br>
</font><font face="Calibri">Speakers</font><br>
<blockquote><font face="Calibri">Jeff Goodell</font><br>
<font face="Calibri">Contributing Editor, Rolling Stone ; Author,
The Heat Will Kill You First: Life and Death on a Scorched
Planet and The Water Will Come: Rising Seas, Sinking Cities, and
the Remaking of the Civilized ; Twitter @jeffgodell</font><br>
<br>
<font face="Calibri">Andrew Dudley</font><br>
<font face="Calibri">Co-host and Producer, Earth Live; Chair,
People & Nature Member-led Forum, The Commonwealth Club of
California—Moderator</font><br>
</blockquote>
<font face="Calibri"><a class="moz-txt-link-freetext"
href="https://www.youtube.com/watch?v=mzjdzQcQySE">https://www.youtube.com/watch?v=mzjdzQcQySE</a><br>
</font>
<p><font face="Calibri"><br>
</font></p>
<p><font face="Calibri"><br>
</font></p>
<p><font face="Calibri"><i>[ since 2004 RealClimate.org has been a
popular site for climate science discussions ] </i><br>
</font> <font face="Calibri"><b>The AMOC: tipping this century,
or not?</b><br>
25 AUG 2023 BY STEFAN <br>
A few weeks ago, a study by Copenhagen University researchers
Peter and Susanne Ditlevsen concluded that the Atlantic
Meridional Overturning Circulation (AMOC) is likely to pass a
tipping point already this century, most probably around
mid-century. Given the catastrophic consequences of an AMOC
breakdown, the study made quite a few headlines but also met
some skepticism. Now that the dust has settled, here some
thoughts on the criticisms that have been raised about this
study...<br>
- -</font><br>
<font face="Calibri">Stefan says<br>
26 AUG 2023 <br>
Sea ice melt certainly can weaken the overturning circulation in
two ways: by releasing fresh water (we estimated this to be a
non-negligible contribution, I think it was in the 2015 AMOC
paper) and also by warming the surface waters as a result of the
albedo change -> much more solar radiation absorbed.<br>
If sea ice is lost fast, that surely is a concern also for
possible ocean circulation impacts...</font><br>
<font face="Calibri">- -</font><br>
<font face="Calibri">It is correct that ice melt and sea level
rise will not stop for centuries after we stopped the rise in
global temperature.<br>
</font><font face="Calibri"><a class="moz-txt-link-freetext"
href="https://www.realclimate.org/index.php/archives/2023/08/the-amoc-tipping-this-century-or-not/">https://www.realclimate.org/index.php/archives/2023/08/the-amoc-tipping-this-century-or-not/</a><br>
</font> </p>
<p><font face="Calibri"><br>
</font></p>
<p><font face="Calibri"> </font> </p>
<p><br>
</p>
<i>[ Classic 2008 video on the subject of collapse "Why do groups
make bad decisions?" ]</i><br>
<b>Jared Diamond</b><br>
University of California Television (UCTV)<br>
Feb 7, 2008<br>
Jared Diamond is the author of "Guns, Germs and Steel" and the
current New York Times' best selling "Collapse: How Societies Choose
to Fail or Succeed." This lecture examines the factors that caused
great civilizations of the past to collapse and what we can learn
from their fates. Series: "Voices" [4/2005] [Humanities] [Show ID:
9390]<br>
<blockquote>1. Environmental impacts<br>
2. Climate Changes<br>
3. Relations with enemies<br>
4. Relations with friendly neighbors<br>
5. Political, economic, and social factors <br>
</blockquote>
<a class="moz-txt-link-freetext"
href="https://www.youtube.com/watch?v=bc4bXIg8JDk">https://www.youtube.com/watch?v=bc4bXIg8JDk</a>
<p><font face="Calibri"><br>
</font></p>
<p><font face="Calibri"><br>
</font></p>
<font face="Calibri"><i>[ More CO2 means everything grows faster,
especially poison ivy - some deep advice in text and audio ]</i></font><br>
<font face="Calibri"> </font> <font face="Calibri"><b>Why poison
ivy loves climate change</b><br>
August 30, 2023<br>
Heard on Morning Edition FROM WBUR<br>
By Gabrielle Emanuel</font><br>
<font face="Calibri"><a class="moz-txt-link-freetext" href="https://ondemand.npr.org/anon.npr-mp3/npr/me/2023/08/20230830_me_why_poison_ivy_loves_climate_change.mp3?d=251&size=4024574&e=1196712560&t=progseg&seg=7&sc=siteplayer&aw_0_1st.playerid=siteplayer">https://ondemand.npr.org/anon.npr-mp3/npr/me/2023/08/20230830_me_why_poison_ivy_loves_climate_change.mp3?d=251&size=4024574&e=1196712560&t=progseg&seg=7&sc=siteplayer&aw_0_1st.playerid=siteplayer</a><br>
</font><br>
<font face="Calibri">Climate change appears to be making poison ivy
thrive, with the plant growing faster, larger and more potent<br>
</font><font face="Calibri"><a class="moz-txt-link-freetext" href="https://www.npr.org/2023/08/30/1196712560/why-poison-ivy-loves-climate-change">https://www.npr.org/2023/08/30/1196712560/why-poison-ivy-loves-climate-change</a><br>
</font>
<p><font face="Calibri">- -</font></p>
<i><font face="Calibri">[ Practical help for all who touch plant and
soil ]</font></i><br>
<font face="Calibri"><b>How to Kill Poison Ivy in 5 Steps</b><br>
Last Updated June 12th, 2023 by Amy <br>
</font><br>
<font face="Calibri"><b>Poison Ivy’s Niche in the Ecosystem</b><br>
This native plant fills two important ecological roles: (1) It
provides food for wildlife, and (2) It helps protect the edges of
forest.<br>
<br>
<b>#1: Poison Ivy Berries are for the Birds</b><br>
We might see the poisonous berries of the poison ivy plant and
think, “Danger!”. But to songbirds — most notably bluebirds,
goldfinches, warblers and woodpeckers — these grayish-white
berries are an important food source.<br>
</font><br>
<font face="Calibri"><b>#2: Poison Ivy Protects the Forest</b><br>
The edge of forest is an especially vulnerable place. It’s where
wind can drift in with seeds of potentially dubious plants that
could alter the makeup of the forest. The hot sun can threaten to
“bake” the soil and change its soil composition to make it less
viable for forest.<br>
<br>
As such, a healthy forest relies on having a healthy thicket at
its edge to capture and buffer threats from the outside.<br>
<br>
A healthy forest edge can also make way for forest expansion,
which doesn’t happen very often in modern times where humans see
forests as commodities with development potential.<br>
<br>
In general, poison ivy thrives on the edge of the forest: It loves
the full sun in front of it, yet it also loves the moist ground
from the forest shade behind it.<br>
<br>
Thickets, i.e. the edges of the forest, are usually full of
brambles and their thorns, too. So brambles and poison ivy are the
protectors of the forest — they form a thick wall as if to say,
‘This is a healing forest area: Keep out’.<br>
<br>
Poison ivy deters entrance to an area and as a ground cover, it
protects the soil to retain nutrients and minimize erosion.<br>
<br>
When we eradicate poison ivy, we are both removing a wildlife food
source and removing one of nature’s solutions for forest
conservation.<br>
</font><br>
<font face="Calibri">The Poison Ivy 5-Step Eradication Plan<br>
<b>Step 1: </b><b>Define the area afflicted by poison ivy and
decide if eradication is necessary.</b><br>
Look at where the poison ivy is growing and determine if
eradication is actually necessary and worthwhile. Since
eradicating it takes quite a bit of effort, trying to remove it
from a large area is not realistic. If it’s in a forested area,
can it be left there? <br>
<br>
Stick to the areas that humans frequently use.<br>
<br>
Is it getting in your way? Only seek to eradicate that which is
directly encroaching on a walking path or other well-used area.<br>
</font><br>
<font face="Calibri"><b>Step 2: Eradicating Poison Ivy</b><br>
Although I literally do not use chemical herbicide for any other
purpose, I do encourage using it on poison ivy that is posing a
human threat. That’s because other poison ivy removal strategies
aren’t very effective. They require frequent exposure to the plant
to keep it at bay. More exposure = greater chance of developing
the miserable rash!<br>
<br>
Apply the chemical herbicide (such as glyphosate) directly to the
foliage at the highest ‘safe concentration’ directed on the
container. This maximizes its effectiveness while minimizing
repeat applications.<br>
</font><br>
<font face="Calibri"><b>Step 3: Sheet Mulch</b><br>
Sheet mulching after step 2 is a fail-proof way to ensure that the
poison ivy doesn’t return. It also improves the soil and prepares
it to be planted with something of your choosing.<br>
<br>
Sheet mulching consists of covering an area with a couple layers
of cardboard, then topping it with one to two feet of wood chips.
Let it sit for a season. This method uses the sun to smother and
solarize any remaining live poison ivy roots.<br>
<br>
The deep layer of wood chips serves a dual purpose:<br>
<br>
It helps to smother the poison ivy, as well as to rejuvenate the
soil after the application of herbicide (chemical or natural) in
preparation for planting something desirable.<br>
</font><br>
<font face="Calibri"><b>Step 4: Place Physical Barriers</b><br>
If poison ivy creeps into your living spaces from a forest edge,
installing a physical barrier between the two ensures that the
poison ivy doesn’t creep back in.<br>
<br>
In Edible Forest Gardens, Dave Jacke lists some barrier ideas: Try
a pond, section of pavement, or a constant mowed area between the
encroaching poison ivy and your yard/garden. Or consider burying a
rhizome weed barrier.<br>
<br>
Jacke prefers solutions that permanently or semi-permanently get
the job done without the need for constant management. After all,
the goal in permaculture is to be smart about the work you create
for yourself.<br>
</font><br>
<font face="Calibri"><b>Step 5: Replace Poison Ivy with other plants</b><br>
Once you’re sure that the poison ivy is dead and that you won’t
have to treat the area again, it’s time to replace the poison ivy
with more desirable plants.<br>
<br>
Remember that poison ivy fills two ecological niches that we know
of: Feeding songbirds with fall berries and protecting the soil as
a ground cover.<br>
<br>
Seek out plants that fill these niches...<br>
</font><font face="Calibri"><a class="moz-txt-link-freetext" href="https://www.tenthacrefarm.com/how-to-kill-poison-ivy/">https://www.tenthacrefarm.com/how-to-kill-poison-ivy/</a><br>
</font> <br>
<p><br>
</p>
<font face="Calibri"><i>[The news archive - looking back at example
of empty political speech by George H. W. Bush ]</i><br>
<font size="+2"><i><b>August 31, 1988</b></i></font> <br>
August 31, 1988: Vice President and GOP presidential candidate
George H. W. Bush declares that those who think people are
powerless to combat the "greenhouse effect" are forgetting about
"the White House effect." (Twenty-one years later, James Hansen
would note in his book "Storms of My Grandchildren" that Bush's
chief of staff, John Sununu, tried to have him fired from NASA.)<br>
<br>
<a class="moz-txt-link-freetext" href="http://c-spanvideo.org/x1mc/">http://c-spanvideo.org/x1mc/</a><br>
<br>
<a class="moz-txt-link-freetext" href="http://articles.latimes.com/1988-09-01/news/mn-4551_1_george-bush">http://articles.latimes.com/1988-09-01/news/mn-4551_1_george-bush</a><br>
<br>
<br>
<br>
<br>
</font>
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