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<font size="+2" face="Calibri"><i><b>February</b></i></font><font
size="+2" face="Calibri"><i><b> 17, 2024</b></i></font><font
face="Calibri"><br>
</font><br>
<i>[ Plain talking - simple observations video ]</i><br>
<b>Which Apocalypse Today? AMOC Collapse VS 2C Now</b><br>
American Resiliency<br>
Feb 12, 2024<br>
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.<br>
<br>
Here's a link to the paper:<br>
<a class="moz-txt-link-freetext" href="https://www.science.org/doi/10.1126/sciadv.adk1189">https://www.science.org/doi/10.1126/sciadv.adk1189</a><br>
<br>
Here are two visualization tools you might want to bookmark:<br>
<a class="moz-txt-link-freetext" href="https://climatereanalyzer.org/clim/sst_daily/">https://climatereanalyzer.org/clim/sst_daily/</a><br>
<p><a class="moz-txt-link-freetext" href="https://zacklabe.com/arctic-sea-ice-extentconcentration/">https://zacklabe.com/arctic-sea-ice-extentconcentration/</a></p>
<p><a class="moz-txt-link-freetext" href="https://www.youtube.com/watch?v=yYEaXcavhRM">https://www.youtube.com/watch?v=yYEaXcavhRM</a></p>
<p>- -</p>
[ AMOC tipping point ]<br>
<b>Physics-based early warning signal shows that AMOC is on tipping
course</b><br>
RENÉ M. VAN WESTEN <a class="moz-txt-link-freetext" href="HTTPS://ORCID.ORG/0000-0002-8807-7269">HTTPS://ORCID.ORG/0000-0002-8807-7269</a> , MICHAEL
KLIPHUIS, AND HENK A. DIJKSTRA<br>
<blockquote>Abstract<br>
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.<br>
</blockquote>
<a class="moz-txt-link-freetext" href="https://www.science.org/doi/10.1126/sciadv.adk1189">https://www.science.org/doi/10.1126/sciadv.adk1189</a><br>
<p><br>
</p>
<p><br>
</p>
<i>[ What do we say to children? An educated answer - text 9 min ]</i><br>
<b>A Teachers’ Guide for Managing Climate Anxiety in the Classroom</b><br>
By Madeline Will — February 15, 2024 <br>
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.<br>
<br>
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.<br>
<br>
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.<br>
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.<br>
<br>
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.<br>
<br>
<b>How are climate emotions dealt with in schools today?</b><br>
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.<br>
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.<br>
<br>
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.<br>
<br>
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.<br>
<br>
<b>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?</b><br>
<b>McGrath:</b> 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.<br>
<br>
[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.<br>
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.<br>
<br>
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.<br>
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.”<br>
<br>
What is your advice to teachers who want to tackle climate change
but are nervous to dive in?<br>
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.<br>
<br>
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.<br>
<br>
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.<br>
<br>
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.<br>
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.<br>
<br>
<b>I imagine that talking about climate emotions with students can
stir up some hard feelings among teachers. How can teachers take
care of themselves?</b><br>
<b>Schapira: </b>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.<br>
<br>
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.<br>
<br>
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.<br>
<br>
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.<br>
<b><br>
Carolyn, can you share an example of addressing and supporting
students’ climate emotions from your own classroom?</b><br>
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.”<br>
<br>
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?<br>
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.”<br>
<br>
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.”<br>
<br>
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.<br>
<br>
Madeline Will Senior Staff Writer, Education Week<br>
Madeline Will is a reporter for Education Week who covers the
teaching profession.<br>
(contact info linked below)<br>
<a class="moz-txt-link-freetext" href="https://www.edweek.org/leadership/a-teachers-guide-for-managing-climate-anxiety-in-the-classroom/2024/02">https://www.edweek.org/leadership/a-teachers-guide-for-managing-climate-anxiety-in-the-classroom/2024/02</a><br>
<p><br>
</p>
<i>[ from Journalist Nick Breeze ]</i><br>
<b>The AMOC Tipping Point (And what we need to know!) with Dr René
van Westen</b><br>
Nick Breeze ClimateGen<br>
Premiered Feb 16, 2024 ClimateGenn #podcast produced by Nick
Breeze<br>
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.<br>
<br>
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.<br>
<br>
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: <a class="moz-txt-link-freetext" href="https://amzn.to/3uzuH7y">https://amzn.to/3uzuH7y</a><br>
<br>
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!!<br>
<br>
Thank you to all subscribers - your support is always welcome. Extra
episodes and episode previews will continue to be forthcoming.<br>
<br>
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.<br>
<a class="moz-txt-link-freetext" href="https://www.youtube.com/watch?v=7o348tvoh0k">https://www.youtube.com/watch?v=7o348tvoh0k</a><br>
<p><br>
</p>
<font face="Calibri"><br>
<i>[The news archive - ]</i><br>
<font size="+2"><i><b>February 17, 1993 </b></i></font> <br>
</font>
<p>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."<br>
<br>
(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.)<br>
<br>
<a class="moz-txt-link-freetext"
href="https://www.youtube.com/watch?v=840MahAgJh0">https://www.youtube.com/watch?v=840MahAgJh0</a>
<br>
</p>
<p><br>
</p>
<p><font face="Calibri"> <br>
</font><font face="Calibri"><br>
=== Other climate news sources
===========================================<br>
</font> <font face="Calibri"><b>*Inside Climate News</b><br>
Newsletters<br>
We deliver climate news to your inbox like nobody else. Every
day or once a week, our original stories and digest of the web’s
top headlines deliver the full story, for free.<br>
</font> <font face="Calibri"><a class="moz-txt-link-freetext"
href="https://insideclimatenews.org/">https://insideclimatenews.org/</a><br>
--------------------------------------- <br>
*<b>Climate Nexus</b> <a class="moz-txt-link-freetext"
href="https://climatenexus.org/hot-news/*">https://climatenexus.org/hot-news/*</a>
<br>
Delivered straight to your inbox every morning, Hot News
summarizes the most important climate and energy news of the
day, delivering an unmatched aggregation of timely, relevant
reporting. It also provides original reporting and commentary on
climate denial and pro-polluter activity that would otherwise
remain largely unexposed. 5 weekday <br>
================================= <br>
</font> <font face="Calibri"><b class="moz-txt-star"><span
class="moz-txt-tag">*</span>Carbon Brief Daily </b><span
class="moz-txt-star"><a class="moz-txt-link-freetext"
href="https://www.carbonbrief.org/newsletter-sign-up">https://www.carbonbrief.org/newsletter-sign-up</a></span><b
class="moz-txt-star"><span class="moz-txt-tag">*</span></b> <br>
Every weekday morning, in time for your morning coffee, Carbon
Brief sends out a free email known as the “Daily Briefing” to
thousands of subscribers around the world. The email is a digest
of the past 24 hours of media coverage related to climate change
and energy, as well as our pick of the key studies published in
the peer-reviewed journals. <br>
more at <a class="moz-txt-link-freetext"
href="https://www.getrevue.co/publisher/carbon-brief">https://www.getrevue.co/publisher/carbon-brief</a>
<br>
================================== <br>
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