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Minda Berbeco, Ph.D.
18:00 UTC / 2pm Eastern
April 30, 2014
This is a free webinar.
How will climate change affect our communities? How can we evaluate news stories about the effects of climate change in your area? What can you do to reach out to your local media and educators, to encourage them to explore the local impacts of climate change?
It can be hard for teachers and others seeking to inform the public about climate change to stay on top of the best science. Not only are climate change deniers invested in obscuring that science, but the science itself is advancing rapidly, making it hard for non-specialists to stay up to date. Fortunately, help is on the way through the National Climate Assessment.
This report from the US government—due in May—evaluates, integrates and assesses observed and projected impacts of climate change across the country, examining how climate change will affect different communities and regions. It will be a tremendous resource for teachers, for parents, and for anyone trying to connect global climate change to local concerns.
To learn how we can make the best use of this tool, join us for a discussion with a panel of climate change specialists. These specialists will address how you can use the report to learn how climate change is already affecting your community, how to bring climate change to the forefront of local media coverage, and how teachers can use the report to bring climate change into classrooms.
Panelists will include: Emily Cloyd, Public Participation and Engagement Coordinator for the National Climate Assessment at USGCRP, the federal agency developing the National Climate Assessment; Paige Knappenberger, media relations associate at Climate Nexus, who tracks media coverage and helps communities connect with media outlets to address climate change; Amanda Rycerz, research officer at Habitat 7, website developers of for NCA. Moderator Minda Berbeco is a Programs and Policy Director at NCSE specializing in climate change, working with parents and educators to support the good teaching of climate change science in public schools.
Eugenie C. Scott, Ph.D.
May 17, 2014
Coast Kamloops Hotel & Conference Centre
Scientists are often puzzled when members of the public reject what we consider to be well-founded explanations. They can’t understand why the presentation of scientific data and theory doesn’t suffice to convince others of the validity of “controversial” topics like evolution and climate change. Recent research highlights the importance of ideology in shaping what scientific conclusions are considered reliable and acceptable. This research is quite relevant to both the evolution wars and the public’s opposition to climate change.
Presentation at the
For more information:
visit the Conference website
Mark McCaffrey (NCSE)
May 19, 2014
University of California
A Plenary presentation at the
Mathematics of Planet Earth:
Workshop on Global Change
For more information:
visit the Workshop on Global Change website
Benjamin D. Santer, Ph.D.
May 31, 2014
Human-caused climate change is not a hypothetical future event. It is real, and we are experiencing it in our lifetimes. Despite the compelling evidence of human effects on global climate, there is a continuing need for scientists to answer the question "How do we know it’s us?" Fingerprint studies use complex computer models of the climate system to understand how geographical patterns of temperature and moisture (and many other climatic variables) may change in response to human influences. The message from this body of research is that observed changes in many different (and independently-measured) aspects of the climate system cannot be explained by natural causes alone.
There are several common criticisms of IPCC and NAS "discernible human influence findings." Rather than simply dismissing such criticism, it is more powerful to perform the research necessary to determine whether the criticism has scientific validity. Scientific responses to two incorrect claims are illustrative: that "global warming stopped in 1998", and that computer models systematically underestimate the observed decadal variability of atmospheric temperature.
For more information:
NCSE's Steven Newton, Eugenie Scott, and Joshua Rosenau
July 3, 2014 to July 11, 2014
Grand Canyon, Arizona
NCSE staff members are available to give lectures and workshops on evolution and climate education, and controversies surrounding them, for teachers, clergy members, students, scientists, and the general public.
Please see our staff pages for details and suggested honoraria.