scholarly journals Resource for teachers on the "Ocean and Cryosphere in a Changing Climate"

2021 ◽  
Author(s):  
Lydie Lescarmontier ◽  
Eric Guilyardi ◽  
Simon Klein ◽  
Djian Sadadou ◽  
Mathilde Tricoire ◽  
...  
Keyword(s):  
Climate Change ◽  
Educational Resources ◽  
Lower Secondary School ◽  
Special Report ◽  
Climate Change Education ◽  
Reasoning Abilities ◽  
Changing Climate ◽  
Teacher Handbook ◽  
Selection Of

<div> <div> <div> <p>The essential role of education in addressing the causes and consequences of anthropogenic climate change is increasingly being recognised at an international level. The Office for Climate Education (OCE) develops educational resources and proposes professional development opportunities to support teachers, worldwide, to mainstream climate change education. Drawing upon the IPCC Special Report on the Ocean and Cryosphere in a Changing Climate, the OCE has produced a set of educational resources that cover the scientific and societal dimensions, at local and global levels, while developing students’ reasoning abilities and guiding them to take action (mitigation and/or adaptation) in their schools or communities. These resources include:</p> <p>1. Ready-to-use teacher handbook that (i) target students from the last years of primary school to the end of lower-secondary school (aged 9 to 15), (ii) include scientific and pedagogical overviews, lesson plans, activities and worksheets, (iii) are interdisciplinary, covering topics in the natural sciences, social sciences, arts and physical education, (iv) promote active pedagogies: inquiry- based science education, role-play, debate, projectbased learning.</p> <p>2. A Summary for teachers of the IPCC Special Report, presented together with a selection of related activities and exercises that can be implemented in the classroom.</p> <p>3. A set of 10 videos where experts speak about a specific issue related to the ocean or the cryosphere, in the context of climate change.</p> <p>4. A set of 4 multimedia activities offering students the possibility of working interactively in different topics related to climate change.</p> <p>5. A set of 3 resources for teacher trainers, offering turnkey training protocols on the topics of climate change, ocean and cryosphere.</p> </div> </div> </div>

Resources for teachers on the “Ocean and Cryosphere in a Changing Climate”

2021 ◽  
Author(s):  
Simon Klein ◽  
Eric Guilyardi ◽  
Djian Sadadou ◽  
Mathilde Tricoire ◽  
David Wilgenbus
Keyword(s):  
Climate Change ◽  
Secondary School ◽  
Educational Resources ◽  
Lower Secondary School ◽  
Special Report ◽  
Climate Change Education ◽  
Reasoning Abilities ◽  
Changing Climate ◽  
Teacher Handbook

<p>The essential role of education in addressing the causes and consequences of anthropogenic climate change is increasingly being recognised at an international level. The Office for Climate Education (OCE) develops educational resources and proposes professional development opportunities to support teachers, worldwide, to mainstream climate change education. Drawing upon the IPCC Special Report on the Ocean and Cryosphere in a Changing Climate, the OCE has produced a set of educational resources that cover the scientific and societal dimensions, at local and global levels, while developing students’ reasoning abilities and guiding them to take action (mitigation and/or adaptation) in their schools or communities. These resources include:</p><p>1. Ready-to-use teacher handbook that (i) target students from the last years of primary school to the end of lower-secondary school (aged 9 to 15), (ii) include scientific and pedagogical overviews, lesson plans, activities and worksheets, (iii) are interdisciplinary, covering topics in the natural sciences, social sciences, arts and physical education, (iv) promote active pedagogies: inquiry-based science education, role-play, debate, projectbased learning.</p><p>2. A Summary for teachers of the IPCC Special Report, presented together with a selection of related activities and exercises that can be implemented in the classroom. </p><p>3. A set of 10 videos where experts speak about a specific issue related to the ocean or the cryosphere, in the context of climate change.</p><p>4. A set of 4 multimedia activities offering students the possibility of working interactively in different topics related to climate change.</p><p>5. A set of 3 resources for teacher trainers, offering turnkey training protocols on the topics of climate change, ocean and cryosphere.</p>

Recycling as seduction: Critiquing the practice of climate-change education from a primary classroom

2020 ◽  
pp. 12-17
Author(s):  
Sylvia Reynolds
Keyword(s):  
Climate Change ◽  
Future Climate ◽  
Future Climate Change ◽  
Experienced Teacher ◽  
Climate Change Education ◽  
Primary Classroom ◽  
Complex Problems ◽  
Insufficient Response ◽  
Mitigate Climate Change

Recycling is often included in lists of things that can be done to mitigate climate change. Recycling is not a “bad’ thing, but recycling alone is an insufficient response to the complex problems posed by climate change. This article takes the reader through the journey of an experienced teacher who began with a hopeful vision to include climate change in her school’s programme, meandered through a myriad distracting recycling schemes, until she reached a deeper understanding of the barriers to climate change education and the role of emotions in these programmes. The article concludes with her three key lessons for future climate change curriculum projects.

scholarly journals The Changing Role of CEOs in Dutch Listed Companies, 1957–2007

2021 ◽  
pp. 1-35
Author(s):  
KEETIE SLUYTERMAN ◽  
GERARDA WESTERHUIS
Keyword(s):  
Climate Change ◽  
Institutional Change ◽  
Market Economy ◽  
Historical Context ◽  
Listed Companies ◽  
Liberal Market Economies ◽  
Changing Role ◽  
Selection Of ◽  
Liberal Market Economy

This paper looks at the position of CEOs in Dutch listed companies in the context of institutional change. Following up on discussions on Varieties of Capitalism and the contrasts between coordinated and liberal market economies, we explore the position of the CEO in the Netherlands in the second half of the twentieth century. On the basis of our database of Dutch CEOs, as well as an analysis of articles and published interviews, we show that the move toward a more liberal market economy had a clear impact on the position of CEOs and on the way their role was perceived. This paper highlights the importance of studying leaders in their historical context, with implications for the selection of future CEOs as they face increasing pressure on issues such as inequality and climate change.

scholarly journals The Role of Universities Building an Ecosystem of Climate Change Education

2020 ◽  
pp. 1-44
Author(s):  
Fernando M. Reimers
Keyword(s):  
Climate Change ◽  
International Development ◽  
Formal Education ◽  
Institutional Development ◽  
Institutional Capacity ◽  
Climate Change Education ◽  
Education Levels ◽  
Political Dimensions ◽  
Context Specific

AbstractThis chapter introduces the field of climate change education, noting the paradox that in spite of many efforts at incorporating climate change in education policy and curriculum frameworks, and a diversity of practices in schools, there is little evidence that such efforts are contributing to adaptation, mitigation or reversal of climate change. The chapter reviews the role of international development organizations advocating for and developing frameworks in support of climate change education. This is followed by an analysis of ongoing efforts of climate change education.The chapter argues that more effective education for climate change at the primary and secondary education levels around the world requires context specific strategies that align the specific learning outcomes with the impacts of climate change in that context. Implementing those strategies requires the development of institutional capacity in schools that is aligned to the stage of institutional development of the school. The chapter explains how a multidisciplinary framework that accounts for the cultural, psychological, professional, institutional and political dimensions of the change process can support the development of collaboration and coherence in implementing those climate change education strategies. Those strategies need to also specify the particular populations that need to develop such competencies and the optimal means of delivery. The chapter also situates the literature on climate change education within the larger context of the literature on deeper learning, twenty first century skills and education system change, explaining how deeper learning in climate change education might influence attitudes and behaviors in ways that prevailing didactic approaches focused principally on the transmission of scientific knowledge do not.To develop such context specific climate change education strategies and to build the institutional capacity to implement them, the chapter makes the case for more intentional engagement of universities, in partnership with schools and non-formal education organizations. This would serve the dual role of providing support for schools in advancing climate change education, while also educating higher education students on climate change through problem based, participatory and contextually situated approaches.

scholarly journals Postglacial migration across a large dispersal barrier outpaces regional expansion from glacial refugia: evidence from two conifers in the Pacific Northwest

2020 ◽  
Author(s):  
MC Fernandez ◽  
FS Hu ◽  
DG Gavin ◽  
G deLafontaine ◽  
KD Heath
Keyword(s):  
Climate Change ◽  
Pacific Northwest ◽  
Glacial Refugia ◽  
Conifer Species ◽  
Changing Climate ◽  
Modern Species ◽  
The Pacific ◽  
Postglacial Migration ◽  
The Impact

AbstractUnderstanding how climate refugia and migration over great distances have facilitated species survival during periods of past climate change is crucial for evaluating contemporary threats to biodiversity. In addition to tracking a changing climate, extant species must face complex, anthropogenically fragmented landscapes. The dominant conifer species in the mesic temperate forests of the Pacific Northwest are split by the arid rain-shadow of the Cascade Range into coastal and interior distributions, with continued debate over the origins of the interior populations. If the Last Glacial Maximum extirpated populations in the interior then postglacial migration across the arid divide would have been necessary to create the current distribution, whereas interior refugial persistence could have locally repopulated the disjunction. These alternative scenarios have significant implications for the postglacial development of the Pacific Northwest mesic forests and the impact of dispersal barriers during periods of climate change. Here we use genotyping-by-sequencing (ddRADseq) and phylogeographical modeling to show that the postglacial expansion of both mountain hemlock and western redcedar consisted largely of long-distance spread inland in the direction of dominant winds, with limited expansion from an interior redcedar refugium. Our results for these two key mesic conifers, along with fossil pollen data, address the longstanding question on the development of the Pacific Northwest mesic forests and contrast with many recent studies emphasizing the role of cryptic refugia in colonizing modern species ranges.Statement of SignificanceUnderstanding whether habitat fragmentation hinders range shifts as species track a changing climate presents a pressing challenge for biologists. Species with disjunct distributions provide a natural laboratory for studying the effects of fragmentation during past periods of climate change. We find that dispersal across a 50-200-km inhospitable barrier characterized the expansion of two conifer species since the last ice age. The importance of migration, and minimal contribution of more local glacial refugia, contrasts with many recent studies emphasizing the role of microrefugia in populating modern species distributions. Our results address a longstanding question on the development of the disjunct mesic conifer forests of the Pacific Northwest and offer new insights into the spatiotemporal patterns of refugial populations and postglacial vegetation development previously unresolved despite decades of paleoecological studies.

scholarly journals Climate change, marginalised communities and considered debate within Scotland’s climate emergency

2020 ◽  
Author(s):  
Climate Change & Marginalised Communities Workshop Contributors
Keyword(s):  
Climate Change ◽  
Short Communication ◽  
Global Climate ◽  
Sharp Focus ◽  
Climate Action ◽  
Scottish Government ◽  
The Impact ◽  
Selection Of ◽  
Open Issues

The announcement by the Scottish Government of a global ‘climate emergency’ in May 2019, and the selection of Glasgow as the host city for the main COP26 talks to be held in late 2021 has helped focus attention to the impact of climate change in Scotland. The COVID-19 pandemic has also brought into sharp focus the disproportionate effect that shocks and stresses have on already vulnerable people and places. This short communication aims to contribute to these debates by clarifying existing strengths and open issues for an evidence-driven response to climate change in Scotland’s marginalised communities. Growing support for rapid and radical climate action, both in Scotland and overseas, brings into question the role of learned societies and reasoned debate within a climate emergency. To this end, we synthesise recent Scotland-based research into issues relating to climate justice and, drawing on the outcomes of a workshop held in summer 2019, identify aspects where good progress has been made and areas where further work is required for an evidence-driven and just response to climate change in Scotland and beyond.

scholarly journals ART FOR CHANGE: Transformative learning and youth empowerment in a changing climate

Elem Sci Anth ◽  
2019 ◽  
Vol 7 ◽  
Author(s):  
Julia Bentz ◽  
Karen O’Brien
Keyword(s):  
Climate Change ◽  
Critical Thinking ◽  
Young People ◽  
Transformative Learning ◽  
Science Communication ◽  
Instrumental Learning ◽  
Changing Climate ◽  
Climate Change Responses ◽  
Opening Up

Young people represent a powerful force for social change, and they have an important role to play in climate change responses. However, empowering young people to be “systems changers” is not straightforward. It is particularly challenging within educational systems that prioritize instrumental learning over critical thinking and creative actions. History has shown that by creating novel spaces for reflexivity and experimentation, the arts have played a role in shifting mindsets and opening up new political horizons. In this paper, we explore the role of art as a driver for societal transformation in a changing climate and consider how an experiment with change can facilitate reflection on relationships between individual change and systems change. Following a review of the literature on transformations, transformative learning and the role of art, we describe an experiment with change carried out with students at an Art High School in Lisbon, Portugal, which involved choosing one sustainable behavior and adopting it for 30 days. A transformative program encouraged regular reflection and group discussions. During the experiment, students started developing an art project about his or her experience with change. The results show that a transformative learning approach that engages students with art can support critical thinking and climate change awareness, new perspectives and a sense of empowerment. Experiential, arts-based approaches also have the potential to create direct and indirect effects beyond the involved participants. We conclude that climate-related art projects can serve as more than a form of science communication. They represent a process of opening up imaginative spaces where audiences can move more freely and reconsider the role of humans as responsible beings with agency and a stake in sustainability transformations.

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