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  • The six climate change personalities should be written on the board before class starts. As students come into the classroom, they should place a mark on the board beneath their climate change personality. The instructor can quickly tally the class results at the beginning of class and compare the class results to the results of the national survey. This is a good time to speculate about why (if applicable) the class data are different than the national data. <br /> Data source: http://environment.yale.edu/climate-communication/files/Six-Americas-September-2012.pdf <br /> Accessed June 20, 2014
  • There are several aspects of these data that could be discussed as a class. For example, why is it that more Americans believe that people in developing countries will be harmed by climate change than people in the United States? <br /> Data source: http://environment.yale.edu/climate-communication/files/Six-Americas-September-2012.pdf <br /> Accessed June 20, 2014
  • Students will have recently completed case studies 5.1 and 5.2, investigating climate models, changes in greenhouse gas concentrations, and the potential impact of increased greenhouse gases on civilization. Students could be prompted to speculate on why national attitudes about climate change are changing. How could changing public attitudes influence government, industry, etc. response to climate change? <br /> Data source: http://environment.yale.edu/climate-communication/files/Six-Americas-September-2012.pdf <br /> Accessed June 20, 2014
  • Data source: http://environment.yale.edu/climate-communication/files/Six-Americas-September-2012.pdf <br /> Accessed June 20, 2014
  • Define mitigation vs. adaptation and use a non-climate change example to illustrate the difference between mitigation and adaptation. (Next slides.)
  • Possible mitigation strategies: hair color, younger wardrobe, plastic surgery. Pro: potential to continue getting the roles to which the actress is accustomed. Mitigation strategies like hair color and wardrobe changes will require minimal work, time, or commitment. Con: there is no guarantee that these mitigation strategies will result in the actress being offered the desired roles. Mitigation strategies like plastic surgery are extreme and will not necessarily have the desired outcome. Possible adaptation strategies: stop auditioning for lead roles playing young women—try for supporting roles and/or middle-aged characters. Pro: greater chance to land parts if more age-appropriate roles are sought. Con: adaptation strategy requires a significant change in career trajectory and goals. Supporting roles instead of lead roles may result in less compensation for work.
  • This is an opportunity to ask students about the pros and cons of mitigating climate change and adapting to climate change. The following questions could be posed to the class: (1) Which strategy—mitigation OR adaptation—is not dependent on people believing that humans are causing climate change? (2) Is mitigation OR adaptation more costly? (3) Would one strategy require more lifestyle changes than another? (4) Which is easier? <br /> <br /> Next, introduce the gallery walk, emphasizing that students will be learning about climate adaptation strategies only.
  • Insurance industry slide <br /> Credit: NOAA <br /> Image source: http://www.climate.gov/news-features/featured-images/billion-dollar-weather-disasters-1980 <br /> Accessed June 20, 2013
  • Heat wave slide. Credit: US EPA <br /> Source: http://www.epa.gov/climatechange/impacts-adaptation/health.html <br /> Accessed June 20, 2014 <br />
  • Heat wave slide. Credit: US EPA <br /> Source: http://www.epa.gov/climatechange/impacts-adaptation/midwest-adaptation.html <br /> Accessed June 20, 2014 <br /> <br />
  • Flood slide <br /> Credit: Wikipedia Commons <br /> Source: http://commons.wikimedia.org/wiki/File:Seattle_-_Eastlake_floating_homes_03.jpg <br /> Accessed June 20, 2014 <br />
  • Diagrams: http://www.ruimtevoorderivier.nl/english/types-of-measures

Unit 6 Images Unit 6 Images Presentation Transcript

  • United States adults in the 6 Americas, March 2012 (992 people surveyed by Yale/George Mason University) How do our class data compare to the national data? Alarmed Concerned Cautious Disengaged Doubtful Dismissive Highest Belief in Global Warming Most Concerned Most Motivated Lowest Belief in Global Warming Least Concerned Least Motivated 10% 15% 6% 29% 26% 13%
  • Americans believe that climate change will be harmful to…… March 2012 data from Yale Project on Climate Change Communication 0 10 20 30 40 50 60 70 Plants and animals Future generations of people People in developing countries People in the US People in their community People in their family Themselves Percent of people who believe that climate change will be harmful to...
  • Do Americans believe that climate change is happening? Data from Yale Project on Climate Change Communication 0 10 20 30 40 50 60 70 November 2011 March 2012 PercentofPeople Climate change is happening Climate change is not happening
  • Do Americans believe that climate change is caused mostly by humans? March 2012 data from Yale Project on Climate Change Communication 0 10 20 30 40 50 60 November 2011 March 2012 PercentofPeople Climate change is caused mostly by human activities Climate change is not caused mostly by human activities
  • Mitigation Adaptation Working to reduce Working to adjust the severity of a to an unavoidable problem/issue. problem/issue.
  • Example: the aging movie star From ages 20-35, the actress was offered many leading movie roles. She continued auditioning for these roles, but starting around age 40, she noticed that she was being offered fewer and fewer leading roles. She is now 50 years old and has not been offered a leading role in over 5 years. Her agent suspects that she is not being offered these parts because she looks older than the other younger actresses who are auditioning.
  • • What could the actress do to attempt to mitigate this situation? • What could the actress do to attempt to adapt to this situation? • What are the pros and cons of mitigation? • What are the pros and cons of adaptation?
  • Climate change mitigation: working to decrease greenhouse gas emissions in an attempt to reduce the severity of future climate change Climate change adaptation: working to adjust to the unavoidable aspects of climate change that we are already experiencing and may experience in the future
  • Data from NOAA
  • Scientists believe that the number of 100 degree days per year will increase during the next century, depending on greenhouse gas emissions.
  • Lowering of floodplains Lowering (excavating) an area of the floodplain increases the room for the river at high water levels. Deepening summer bed The river bed is deepened by excavating the surface layer of the river bed. The deepened river bed provides more room for the river. Water storage The Volkerak-Zoommeer lake provides temporary water storage when exceptional conditions result in the combination of a closed storm surge barrier and high river discharges to the sea. Dike relocation Relocating a dike land inwards increases the width of the floodplains and provides more room for the river. Lowering groynes Groynes stabilize the location of the river and ensure that the river remains at the correct depth. However, at high water levels groynes can form an obstruction to the flow of water in the river. Lowering groynes increases the flow rate of the water in the river. High water channel A diked area that branches off from the main river to discharge some of the water via a separate route. Depoldering The dike on the river side of a polder is relocated land inwards. The polder is depoldered and water can flood the area at high water levels. Removing obstacles Removing or modifying obstacles in the river bed where possible, or modifying them, increases the flow rate of the water in the river. Strengthening dikes Dikes are strengthened in areas where creating more room for the river is not an option. Room for the River