scholarly journals All Hands on Deck! Mobilizing Climate Change Action beyond the UNFCCC

2012 ◽  
Vol 21 (3) ◽  
pp. 163-176 ◽  
Author(s):  
Remi Moncel ◽  
Harro van Asselt
Keyword(s):  
Eos ◽  
2021 ◽  
Vol 102 ◽  
Author(s):  
Nancy Averett
Keyword(s):  
Ice Core ◽  

Educators at ice core labs teach students hands-on lessons about climate change.


2011 ◽  
Vol 92 (7) ◽  
pp. 909-918 ◽  
Author(s):  
A. Gannet Hallar ◽  
Ian B. McCubbin ◽  
Jennifer M. Wright

Curriculum in High Altitude Environments for Teaching Global Climate Change Education (CHANGE) uses place-based education to teach middle school students about meteorology and climate as a basis to improve climate science literacy. The curriculum provides in-school and out-of-school instruction and connects students with scientists at Storm Peak Laboratory, a high-elevation atmospheric research facility above Steamboat Springs, Colorado. Following an initial 2-h classroom lesson, students record their own measurements of temperature, pressure, wind speed, and particle concentrations while traveling up the mountain to Storm Peak Laboratory. After returning to the classroom, students graph these data and analyze their results. Evaluation of this program showed that students improved their knowledge of key concepts pertaining to climate literacy. The hands-on, place-based format of CHANGE can be used as a model for middle school students in alpine communities to teach lessons in weather and climate and can be further refined by improved lesson plans, increased feedback to students, and an independent evaluation.


2020 ◽  
Author(s):  
Gunta Kalvane ◽  
Andis Kalvans

<p>According to studies and surveys, Latvian society is sceptical of climate changes – it is characterised by short-term thinking. STEM teachers acknowledge that the climate issue is one of the most difficult and incomprehensible topics for students. Students' understanding of climate change issues is low because there is poor understanding of concept of the climate itself and physical processes shaping the climate system. Students do not see the consequences and responsibilities of their actions. In addition, there is little climate-related teaching materials available in Latvian language hampering incorporation climate issues in the regular school programs or informal educational activities.</p><p>In collaboration with youth NGO, Latvian 4H club, Faculty of Geography and Earth Sciences at University of Latvia have developed several teaching materials, easy-to-read instructions and video demonstration in Latvian for hands on climate education activities. Low-cost and easily available materials and reagents have used for all the activities. Some of the examples: what is the difference in air temperature in a jar with and without CO<sub>2</sub> heated by incandescent light bulb or how the water pH changes when CO<sub>2</sub> is bubbled (blown) through it with a straw?</p><p>In the “60 elements in your pocket” project, we have dismantled mobile phones and discussed what raw materials have used to build and what are the environmental consequences of extracting them and demonstrating actual mineral samples. We discuss with students what are our consumption habits, and how can everyone mitigate the effects of climate change?</p><p>We strongly believe that hands-on activities have to be a crucial part in any climate-related education program. Experiments and demonstrations need to be simple, understandable, and show the complexity of climate and economic system.</p>


Epidemiology ◽  
2019 ◽  
Vol 30 (3) ◽  
pp. 321-329 ◽  
Author(s):  
Ana M. Vicedo-Cabrera ◽  
Francesco Sera ◽  
Antonio Gasparrini

2020 ◽  
Author(s):  
Frida Gyllensvärd ◽  
Christiana Photiadou ◽  
Berit Arheimer ◽  
Lorna Little ◽  
Elin Sjökvist ◽  
...  

<p>The World Meteorological Organization (WMO), the Green Climate Fund (GCF) and the Swedish Meteorological and Hydrological Institute (SMHI) are collaborating on a project providing expert services for enhancing the climate science basis of GCF-funded activities. The goal is to ensure that the causal links between climate and climate impacts, and between climate action and societal benefits, are fully grounded in the best available climate data and science.  Five pilot countries are participating in this phase of the project: St Lucia, Democratic Republic of Congo, Cape Verde, Cambodia, and Paraguay, with an audience of national experts, international stakeholders, and policy and decision makers.</p><p>The scientific framework which we follow here is a compendium of available data, methods and tools for analysing and documenting the past, present and potential future climate conditions which a GCF-funded project or adaptation plan might seek to address. Through the WMO-GCF-SMHI project, the methodology, scientific framework, data, methods and tools to link global to local data are complemented by hands-on support, backed by access to relevant data and tools through a structured access platform.</p><p>In this presentation we elaborate on the lessons learnt from a number of workshops that were designed for the five pilot countries. The main focus of the workshops was a hands-on opportunity of national experts and international stakeholders to work with the WMO methodology in order to develop a GCF proposal for future funding. The participants in each country worked intensively during a five-day workshop on each step of the methodology: Problem definition, Identification of climate science basis, Interpretation of data analysis, selection of best adaptation/mitigation options, and assessment of adaptation/mitigation effectiveness.</p><p>Assessing past and current climate and climate projections is the basis for inferring real and potential climate change and related impacts. For this, SMHI has developed a new interactive online platform/service (https://climateinformation.org/) to facilitate the communication between the GCF and developing countries and provide access to state of the art climate data to be used in impact assessment planning. The new service provides data for robust climate analysis to underpin decision-making when planning measures for climate adaptation or mitigation. Readily available climate indicators will help defining future problems, assess climatic stressors, and analyse current and future risks. This makes a climate case, which is the basis for developing interventions and propose investments. In particular the service provides:</p><ul><li>Easy access to many climate indicators, based on state-of-the-art climate science.</li> <li>Instant summary reports of climate change for any site on the globe.</li> <li>Guidance on how to link global changes to local observations.</li> </ul>


Author(s):  
Maria T. Malheiro ◽  
Rui M. S. Pereira ◽  
A. Manuela Gonçalves ◽  
Paulo A. S. Pereira ◽  
Amélia C. Caldeira ◽  
...  

Sign in / Sign up

Export Citation Format

Share Document