Climate.gov presentation in Room 8ABC (Austin Convention Center) as part of the AMS 2013 annual meeting by
Viviane Silva, NOAA/NWS/CSD, Silver Spring, MD; and F. Nielpold
The document discusses plans for developing the Climate Portal Education Interface (CPEI) to provide organized access to climate education resources and tools. It proposes establishing working groups, conducting workshops, developing metadata standards, and creating a searchable online collection to improve the accessibility and quality of climate education materials. The timeline outlines key upcoming activities like collaboration with other agencies and ongoing grant projects to advance these goals.
CLEAN's primary goal is to steward a broad collection of educational resources and foster a supporting community to help facilitate students, teachers, and citizens becoming climate literate and informed about "the climate's influence on you and society and your influence on climate."
The focus of CLEAN's efforts are to integrate the effective use of the resources across all educational levels – with a particular focus on the middle-school through undergraduate levels (grades 6-16) as well as to citizens through formal and informal education venues and communities. The activities of the CLEAN Pathway project have 3 major components.
This report summarizes findings from a pilot project between the EPA and Iowa stakeholders to incorporate climate change considerations into local hazard mitigation and community planning. It identifies 9 key findings, including that local governments are on the front lines of climate adaptation, land use planning is critical to adaptation capacity, and climate data needs to be accessible to local planners. The report also discusses challenges of using climate science, opportunities to incorporate it into planning, and case studies of Coralville and Story County that integrated climate adaptation. The overall goal is to help Iowa communities better plan for increasing flood risks and improve resilience to climate impacts.
The document summarizes challenges and opportunities for climate change research in Vietnam. It notes that climate change research competes with other development priorities and is conducted in isolated pockets. It calls for more coordinated collaboration between scientists and policymakers, expanded foreign cooperation and capacity building, improved access to climate data and literature, and partnerships with media to better communicate research to the public. Overall, the document advocates for strengthening Vietnam's climate science knowledge creation and sharing to better inform decision-making on coastal vulnerabilities from rising seas and temperatures.
Darlene Cavalier's keynote presentation, More Can Be Done, at Quebec STEM con...Darlene Cavalier
Copy of presentation delivered at Quebec STEM symposium. (note: some videos will not appear in slideshare): https://sites.google.com/site/quebecstem2012/
The document discusses strategies for improving climate science literacy through various means of communication and partnerships. It recommends a strategic approach of targeting specific audiences based on their needs and levels of engagement with climate science. Additionally, it proposes how the high-bandwidth Internet2 network could help deliver climate data and information to decision-makers, educators, and students.
This is a citizen science overview particularly aimed at graduate students enrolled in a new course at Arizona State University, aptly titled "Citizen Science." The author of this presentation, and course instructor, Darlene Cavalier, will talk students through its nuances and intersections with science, technology, and society.
National Ecosystem Assessment Follow on special edition BSBEtalk
Built and natural Environment edition looking at applications of research in practice using ecosystem services but guided by the principles of the ecosystem approach.
The document discusses plans for developing the Climate Portal Education Interface (CPEI) to provide organized access to climate education resources and tools. It proposes establishing working groups, conducting workshops, developing metadata standards, and creating a searchable online collection to improve the accessibility and quality of climate education materials. The timeline outlines key upcoming activities like collaboration with other agencies and ongoing grant projects to advance these goals.
CLEAN's primary goal is to steward a broad collection of educational resources and foster a supporting community to help facilitate students, teachers, and citizens becoming climate literate and informed about "the climate's influence on you and society and your influence on climate."
The focus of CLEAN's efforts are to integrate the effective use of the resources across all educational levels – with a particular focus on the middle-school through undergraduate levels (grades 6-16) as well as to citizens through formal and informal education venues and communities. The activities of the CLEAN Pathway project have 3 major components.
This report summarizes findings from a pilot project between the EPA and Iowa stakeholders to incorporate climate change considerations into local hazard mitigation and community planning. It identifies 9 key findings, including that local governments are on the front lines of climate adaptation, land use planning is critical to adaptation capacity, and climate data needs to be accessible to local planners. The report also discusses challenges of using climate science, opportunities to incorporate it into planning, and case studies of Coralville and Story County that integrated climate adaptation. The overall goal is to help Iowa communities better plan for increasing flood risks and improve resilience to climate impacts.
The document summarizes challenges and opportunities for climate change research in Vietnam. It notes that climate change research competes with other development priorities and is conducted in isolated pockets. It calls for more coordinated collaboration between scientists and policymakers, expanded foreign cooperation and capacity building, improved access to climate data and literature, and partnerships with media to better communicate research to the public. Overall, the document advocates for strengthening Vietnam's climate science knowledge creation and sharing to better inform decision-making on coastal vulnerabilities from rising seas and temperatures.
Darlene Cavalier's keynote presentation, More Can Be Done, at Quebec STEM con...Darlene Cavalier
Copy of presentation delivered at Quebec STEM symposium. (note: some videos will not appear in slideshare): https://sites.google.com/site/quebecstem2012/
The document discusses strategies for improving climate science literacy through various means of communication and partnerships. It recommends a strategic approach of targeting specific audiences based on their needs and levels of engagement with climate science. Additionally, it proposes how the high-bandwidth Internet2 network could help deliver climate data and information to decision-makers, educators, and students.
This is a citizen science overview particularly aimed at graduate students enrolled in a new course at Arizona State University, aptly titled "Citizen Science." The author of this presentation, and course instructor, Darlene Cavalier, will talk students through its nuances and intersections with science, technology, and society.
National Ecosystem Assessment Follow on special edition BSBEtalk
Built and natural Environment edition looking at applications of research in practice using ecosystem services but guided by the principles of the ecosystem approach.
6th International Disaster and Risk Conference IDRC 2016 Integrative Risk Management - Towards Resilient Cities. 28 August - 01 September 2016 in Davos, Switzerland
1) The document provides a summary of a class on sustainable design and the role of NGOs and activists in bringing about positive environmental change.
2) It discusses the history of the US environmental movement from Thoreau to Rachel Carson's Silent Spring to the establishment of the EPA.
3) It also covers concepts like deep ecology, inverted quarantine, leverage points, and how consumption and political action became separated in industrial societies.
4) The class discusses ways NGOs have used campaigns to change business practices and encourages students to research the environmental impacts of specific products.
This document discusses the challenges of communicating environmental geoscience to policymakers and the public. It outlines that while scientists identify hazards, their findings are often ignored in policy and planning decisions. It then discusses issues like uncertainty, risk communication, and engaging different audiences. The document advocates for geoscience training in communications, understanding policy processes, documenting success stories, and developing media relationships to better convey their research for decision making.
ESSAY INSTRUCTIONSI. TITLE & NUMBER OF THE COURSE ENGL 1301 .docxSALU18
ESSAY INSTRUCTIONS
I. TITLE & NUMBER OF THE COURSE: ENGL 1301
II. TITLE OF THE ASSIGNMENT: Examining an Issue
III. GENERAL EDUCATION CORE OBJECTIVES TO BE ASSESSED WITH THIS
ASSIGNMENT
A. Critical Thinking: Students will develop habits of mind, allowing them to appreciate the processes by which scholars in various disciplines organize and evaluate data and use the methodologies of each discipline to understand the human experience.
B. Communication Skills: Students will communicate ideas, express feelings and support conclusions effectively in written, oral and visual formats.
C. Personal Responsibility: Students will develop habits of intellectual exploration, personal responsibility and physical wellbeing.
IV. ASSIGNMENT AS GIVEN TO STUDENTS
Write an essay of 600 – 750 words (2.5 – 3 pages) that examines a topic from our class readings. The essay must do the following:
o Discuss the topic fully, using evidence from the reading
o Support a clear thesis statement
o Use other written sources as required by your instructor
o Attribute and document accurately all information from other sources
o Draw an informed conclusion based on the reading, sources (if required,) and if appropriate, your own experience
· Complete this essay in several stages (for example: pre-writing, drafting, revising/editing a draft,) and submit the work for each of those stages at posted deadlines
· Use Edited American English
· Address an audience of your classmates and instructor
· Follow MLA format and documentation standards
·
Guide for Social Issue Essay
Introduction
Start with an interesting question, a significant quote, a bold statement, or an interesting fact/statistic about your social issue (grab the reader’s attention). If you use words or ideas from a third source, be sure to add the appropriate documentation. Discuss the importance of the social issue. Why does it matter? Who is affected? Be general in your introduction. End the introduction with a thesis statement (implicit or explicit).
Body Paragraph Organization
1. Topic sentence that mentions the social issue and the subtopic (the connection between the sources). 2. Provide another sentence that continues with the idea within your topic sentence. 3. Introduce the source and provide your evidence and citation.
4. Analyze the evidence in relation to the topic sentence. (Asking how and why and other interviewer questions) 5. Provide a transition that suggests a similarity and introduce the other source (also provide your evidence and citation). 6. Synthesize the sources. Make the connection between the sources. State it. Don’t make the reader have to come up with the connection. This is your goal for the body paragraph.
Conclusion
Restate the thesis. Ask NOW WHAT? What can people do to help society overcome this social issue? Consider how the world would be a better place if the social issue did not exist.
Works Cited
Go to the article in the database ...
Communicating Climate Change - Session with Panos South Asia Media Fellows - ...Nalaka Gunawardene
Presentation made by science writer Nalaka Gunawardene to Panos South Asia Climate Change Media Fellows at a regional workshop in Kathmandu, Nepal, from 23 to 25 April 2013.
This is part of a Climate and Development Knowledge Network (CDKN) project for enhancing climate change awareness and understanding among journalists in South Asia. The project, which is currently in its second phase, has already produced several quality outputs across the region on Climate change–related issues.
Details at http://www.panossouthasia.org/Left_read.asp?leftStoryId=224&leftSectionId=3
The presentation provides overview and significance of the TERN long term ecological research network. The presentation was part of the Workshop on Approaches to Terrestrial Ecosystem Data Management : from collection to synthesis and beyond which was held on 9th of March 2016 in University of Queensland.
This document discusses using citizen science to study urban biodiversity. It evaluates the online platform iNaturalist and one of its projects, RASCals, which collects data on reptiles and amphibians in Southern California. The author finds that iNaturalist is useful for large-scale data collection but that data quality depends on location, taxon, and participation levels, which can vary based on population density, education, and other factors. A comparison of RASCals data to a professional database shows it records invasive and urban species less commonly documented elsewhere. RASCals data demonstrate the ability of one lizard species to adapt to urban areas while another has been extirpated. It also increased records of one invasive turtle species.
This document discusses several models of science communication and environmental communication. It summarizes research showing that in the 1950s, the public had low scientific literacy but was still generally supportive of science. It also discusses models including the deficit model, Bryan Wynne's model of how the public judges experts, and Kahneman's model of how judgments are context dependent. The document then discusses research testing different frames (environmental, national security, public health) for communicating about climate change in Maine.
Extreme Citizen Science - Public Participation in Scientific Research 2012Muki Haklay
Citizen science involves non-professional scientists volunteering to participate in scientific research projects, including data collection, analysis, and dissemination. The document discusses Extreme Citizen Science (ExCiteS), which aims to allow any community, regardless of literacy, to conduct bottom-up citizen science by collecting and analyzing data to address local issues. Examples are provided of ExCiteS projects involving air quality monitoring, community mapping, and enabling indigenous communities to report issues like poaching. Challenges addressed include ensuring data quality with low literacy, addressing cultural and ethical issues, and facilitating mutual learning between researchers and communities.
Tool : Opinion Space
Typical Actions : Opinion mapping software collect and visualise users opinions on important issues and polocies
(rate five proposition on the chosen topic and type initial response to a discussion question)
Show in a graphical "Map" where user's opinions of other participants.
Display patterns, trends, and insights employ the wisdom of crowds to identify the most insightful ideas.
Examples : Used by US state Depart to engage global online audiences on a variety of foreign policy issues.
Section 1: Tool Background
Who designed or developed the tool?
What is the purpose of the tool?
When was the tool designed or developed?
Where was the tool designed or developed?
Why was the tool designed or developed?
Section 2: Tool Specifications
Functional capabilities of the tool. (Key features of the tool)
Technical requirements for the tool.
How is/was the tool implemented?
Section 3: Tool Visualizations:
Find an illustration or work flow of the tool.
Describe the illustration or work flow of the tool.
Section 4: Tool Achievements/Limitations
Discuss the advantages of the tool.
Discuss the disadvantages of the tool.
Section 5: Based on research, does the tool achieve the original purpose of the creator/designer?
Discuss your findings
Your research paper should be at least 9 pages (2400 words), double-spaced, have at least 8 APA references, and typed in an easy-to-read font in MS Word (other word processors are fine to use but save it in a MS Word format). Your cover page should contain the following: Title, Team's name, University's name, Course name, Course number, Professor's name, and Date.
Tambouris, E., Liotas, N., & Tarabanis, K. (2007). A Framework for Assessing eParticipation Projects and Tools. 2007 40th Annual Hawaii International Conference on System Sciences (HICSS'07), Waikoloa, HI, 2007, pp. 90-90. doi: 10.1109/HICSS.2007.13
SURNAME 3
Climate Change
Student’s Name
Instructor’s Name
Institutional Affiliation
14th. September 2019
Academic Sources on Climate Change
Farrell, Justin. "Corporate funding and ideological polarization about climate change." Proceedings of the National Academy of Sciences 113.1 (2016): 92-97.
Nerem, R. S., Beckley, B. D., Fasullo, J. T., Hamlington, B. D., Masters, D., & Mitchum, G. T. (2018). Climate-change–driven accelerated sea-level rise detected in the altimeter era. Proceedings of the National Academy of Sciences, 115(9), 2022-2025.
Fuzzi, S., Baltensperger, U., Carslaw, K., Decesari, S., Denier van der Gon, H., Facchini, M. C., ... & Nemitz, E. (2015). Particulate matter, air quality and climate: lessons learned and future needs. Atmospheric chemistry and physics, 15(14), 8217-8299.
Urry, John. “Climate change and society”. In Why the social sciences matter (pp. 45-59). Palgrave Macmillan, London, 2015 45-59.
Holland, G., & Bruyère, C. L. (2014). Recent intense hurricane response to global climate change. Climate Dynamics ...
"Science Literacy" - American Library Association, New Orleans June 2006Tom Moritz
This document provides information from multiple sources over various dates on topics related to science literacy and biodiversity. It includes definitions of key terms like science literacy, civic science literacy, and knowledge resources. It also discusses elements needed for creativity, frameworks for assessing science literacy, and the importance of broad access to scientific information for sustainable development and conservation, especially in developing countries.
Shineha - Gaps in attitudes towards science and technology between scientists...innovationoecd
This document summarizes a study that examined gaps in attitudes toward stem cell research and regenerative medicine between scientists and the public in Japan. The study found that while scientists want to inform the public about scientific aspects of the topics, the public is more interested in how risks will be managed, how the technology will impact society, and issues of responsibility and regulation. The study also found that scientists have a relatively low awareness of social and policy aspects of regenerative medicine. It concludes that communication and policy need to consider these gaps and that education and support for scientists to discuss societal implications could help address some of the challenges around public engagement.
Climate Change and Media and Information Literacy.pdfYsabelleBesorio1
Media and information literacy is one of the determinants as to whether a pressing problem gets the action it needs. If there is one problem that defies all boundaries, it is climate change. A climate crisis knows nothing about our differences and goals, it only happens because something must have created it. Climate change is a global problem that we are all responsible for but what does Media and Information Literacy have to do with it?
Climate change is not entirely an environmental problem. It is too complex because various interests are involved in this discussion. Media and technologies now have profound effects on our environment and future aside from our digital carbon footprint. Lies and misleading content spread through the Internet, social, and traditional media worsens the problem in more ways than one. Climate misinformation and disinformation can prevent us from seeing our planet's situation and impending fate if we do not act now. Without knowing the intensity and urgency of the problem, nothing will drive us to change something. Climate change denial will hide the truth until there's nothing we can do. Delaying tactics are no better because they delay actions that could have made the difference only if they were done sooner.
Because of technology and digitalization, our fight against climate change is no longer bound to forests, seas, rivers, and mountains among others. The digital space is equally dangerous if it is filled with climate disinformation. This highlights the need for Media and Information Literacy and also discusses how a media and information-literate individual can become a climate warrior. Using my knowledge from the previous modules on how to assess information sources, I was able to compile data and information from reliable sources to present the importance of climate literacy.
The competencies and skills from the course can be used to assess information sources that discuss climate change and our roles in its occurrence. The presentation includes examples of content published by groups that deny climate change and our contribution to it to show how social media can be used to amplify lies and conspiracy theories. Most importantly, the presentation provides ways to fight climate misinformation and disinformation through media and information literacy. Without MIL, we cannot expect climate action because what we do comes from what we know to be true.
Published on Aug 22, 2014 by PMR
Open Data and Open Science presented in Rio for Open Science 2014-08-22. I argue that Open Notebook Science is the way forward and will lead to great benefits
Environmental Information: The Roles of Experts and the PublicMuki Haklay
Slides from a talk at Wilson Center, Washington DC, April 2014
Access to environmental information and use of it for environmental decision making are central pillars of environmental democracy. Yet, not much attention is paid to the question of who is producing it, and for whom? By examining the history of environmental information, since NEPA in 1969, three eras can be identified: information produced by experts, for experts (1969-1992); information produced by experts, to be shared by experts and the public (1992-2011); and finally, information produced by experts and the public to be shared by experts and the public.
Underlying these are changes in access to information, rise in levels of education and rapid change due to digital technologies. The three eras and their implication to environmental decision making will be explored, with special attention to the role of geographical information and geographical information systems and to citizen science.
Climate change communication – success or failure?bis_foresight
Presentation by Sir Mark Walport on climate change communication at the Walker Institute Annual Lecture on 5 June 2014.
Watch the video of the lecture: http://www.youtube.com/watch?v=b1hwzO_HmcA
#walkerlecture
What happens when instead of asking the crowd for help, the question of what is explored is handed over to the participants?
The potential of bottom-up citizen science has increased dramatically in the past decade. To understand this, we can look at the societal and technological changes that led to this proliferation, and then explore the challenges, risks and opportunities that this approach presents.
This seminar will also be live webcast here: https://www.youtube.com/watch?v=DqY8Jv5r4bs
Keynote Speaker 2 - Innovations in Environment Research, Monitoring and Gover...TERN Australia
The document discusses innovations in environmental synthesis, reporting, and governance. It provides examples of how synthesizing data into knowledge and using tools like environmental report cards and evidence-based decision making can help drive policy changes. Centers like the National Center for Ecological Analysis and Synthesis and Annapolis Synthesis Center help bring experts together to synthesize information across disciplines and communicate findings to diverse audiences.
6th International Disaster and Risk Conference IDRC 2016 Integrative Risk Management - Towards Resilient Cities. 28 August - 01 September 2016 in Davos, Switzerland
1) The document provides a summary of a class on sustainable design and the role of NGOs and activists in bringing about positive environmental change.
2) It discusses the history of the US environmental movement from Thoreau to Rachel Carson's Silent Spring to the establishment of the EPA.
3) It also covers concepts like deep ecology, inverted quarantine, leverage points, and how consumption and political action became separated in industrial societies.
4) The class discusses ways NGOs have used campaigns to change business practices and encourages students to research the environmental impacts of specific products.
This document discusses the challenges of communicating environmental geoscience to policymakers and the public. It outlines that while scientists identify hazards, their findings are often ignored in policy and planning decisions. It then discusses issues like uncertainty, risk communication, and engaging different audiences. The document advocates for geoscience training in communications, understanding policy processes, documenting success stories, and developing media relationships to better convey their research for decision making.
ESSAY INSTRUCTIONSI. TITLE & NUMBER OF THE COURSE ENGL 1301 .docxSALU18
ESSAY INSTRUCTIONS
I. TITLE & NUMBER OF THE COURSE: ENGL 1301
II. TITLE OF THE ASSIGNMENT: Examining an Issue
III. GENERAL EDUCATION CORE OBJECTIVES TO BE ASSESSED WITH THIS
ASSIGNMENT
A. Critical Thinking: Students will develop habits of mind, allowing them to appreciate the processes by which scholars in various disciplines organize and evaluate data and use the methodologies of each discipline to understand the human experience.
B. Communication Skills: Students will communicate ideas, express feelings and support conclusions effectively in written, oral and visual formats.
C. Personal Responsibility: Students will develop habits of intellectual exploration, personal responsibility and physical wellbeing.
IV. ASSIGNMENT AS GIVEN TO STUDENTS
Write an essay of 600 – 750 words (2.5 – 3 pages) that examines a topic from our class readings. The essay must do the following:
o Discuss the topic fully, using evidence from the reading
o Support a clear thesis statement
o Use other written sources as required by your instructor
o Attribute and document accurately all information from other sources
o Draw an informed conclusion based on the reading, sources (if required,) and if appropriate, your own experience
· Complete this essay in several stages (for example: pre-writing, drafting, revising/editing a draft,) and submit the work for each of those stages at posted deadlines
· Use Edited American English
· Address an audience of your classmates and instructor
· Follow MLA format and documentation standards
·
Guide for Social Issue Essay
Introduction
Start with an interesting question, a significant quote, a bold statement, or an interesting fact/statistic about your social issue (grab the reader’s attention). If you use words or ideas from a third source, be sure to add the appropriate documentation. Discuss the importance of the social issue. Why does it matter? Who is affected? Be general in your introduction. End the introduction with a thesis statement (implicit or explicit).
Body Paragraph Organization
1. Topic sentence that mentions the social issue and the subtopic (the connection between the sources). 2. Provide another sentence that continues with the idea within your topic sentence. 3. Introduce the source and provide your evidence and citation.
4. Analyze the evidence in relation to the topic sentence. (Asking how and why and other interviewer questions) 5. Provide a transition that suggests a similarity and introduce the other source (also provide your evidence and citation). 6. Synthesize the sources. Make the connection between the sources. State it. Don’t make the reader have to come up with the connection. This is your goal for the body paragraph.
Conclusion
Restate the thesis. Ask NOW WHAT? What can people do to help society overcome this social issue? Consider how the world would be a better place if the social issue did not exist.
Works Cited
Go to the article in the database ...
Communicating Climate Change - Session with Panos South Asia Media Fellows - ...Nalaka Gunawardene
Presentation made by science writer Nalaka Gunawardene to Panos South Asia Climate Change Media Fellows at a regional workshop in Kathmandu, Nepal, from 23 to 25 April 2013.
This is part of a Climate and Development Knowledge Network (CDKN) project for enhancing climate change awareness and understanding among journalists in South Asia. The project, which is currently in its second phase, has already produced several quality outputs across the region on Climate change–related issues.
Details at http://www.panossouthasia.org/Left_read.asp?leftStoryId=224&leftSectionId=3
The presentation provides overview and significance of the TERN long term ecological research network. The presentation was part of the Workshop on Approaches to Terrestrial Ecosystem Data Management : from collection to synthesis and beyond which was held on 9th of March 2016 in University of Queensland.
This document discusses using citizen science to study urban biodiversity. It evaluates the online platform iNaturalist and one of its projects, RASCals, which collects data on reptiles and amphibians in Southern California. The author finds that iNaturalist is useful for large-scale data collection but that data quality depends on location, taxon, and participation levels, which can vary based on population density, education, and other factors. A comparison of RASCals data to a professional database shows it records invasive and urban species less commonly documented elsewhere. RASCals data demonstrate the ability of one lizard species to adapt to urban areas while another has been extirpated. It also increased records of one invasive turtle species.
This document discusses several models of science communication and environmental communication. It summarizes research showing that in the 1950s, the public had low scientific literacy but was still generally supportive of science. It also discusses models including the deficit model, Bryan Wynne's model of how the public judges experts, and Kahneman's model of how judgments are context dependent. The document then discusses research testing different frames (environmental, national security, public health) for communicating about climate change in Maine.
Extreme Citizen Science - Public Participation in Scientific Research 2012Muki Haklay
Citizen science involves non-professional scientists volunteering to participate in scientific research projects, including data collection, analysis, and dissemination. The document discusses Extreme Citizen Science (ExCiteS), which aims to allow any community, regardless of literacy, to conduct bottom-up citizen science by collecting and analyzing data to address local issues. Examples are provided of ExCiteS projects involving air quality monitoring, community mapping, and enabling indigenous communities to report issues like poaching. Challenges addressed include ensuring data quality with low literacy, addressing cultural and ethical issues, and facilitating mutual learning between researchers and communities.
Tool : Opinion Space
Typical Actions : Opinion mapping software collect and visualise users opinions on important issues and polocies
(rate five proposition on the chosen topic and type initial response to a discussion question)
Show in a graphical "Map" where user's opinions of other participants.
Display patterns, trends, and insights employ the wisdom of crowds to identify the most insightful ideas.
Examples : Used by US state Depart to engage global online audiences on a variety of foreign policy issues.
Section 1: Tool Background
Who designed or developed the tool?
What is the purpose of the tool?
When was the tool designed or developed?
Where was the tool designed or developed?
Why was the tool designed or developed?
Section 2: Tool Specifications
Functional capabilities of the tool. (Key features of the tool)
Technical requirements for the tool.
How is/was the tool implemented?
Section 3: Tool Visualizations:
Find an illustration or work flow of the tool.
Describe the illustration or work flow of the tool.
Section 4: Tool Achievements/Limitations
Discuss the advantages of the tool.
Discuss the disadvantages of the tool.
Section 5: Based on research, does the tool achieve the original purpose of the creator/designer?
Discuss your findings
Your research paper should be at least 9 pages (2400 words), double-spaced, have at least 8 APA references, and typed in an easy-to-read font in MS Word (other word processors are fine to use but save it in a MS Word format). Your cover page should contain the following: Title, Team's name, University's name, Course name, Course number, Professor's name, and Date.
Tambouris, E., Liotas, N., & Tarabanis, K. (2007). A Framework for Assessing eParticipation Projects and Tools. 2007 40th Annual Hawaii International Conference on System Sciences (HICSS'07), Waikoloa, HI, 2007, pp. 90-90. doi: 10.1109/HICSS.2007.13
SURNAME 3
Climate Change
Student’s Name
Instructor’s Name
Institutional Affiliation
14th. September 2019
Academic Sources on Climate Change
Farrell, Justin. "Corporate funding and ideological polarization about climate change." Proceedings of the National Academy of Sciences 113.1 (2016): 92-97.
Nerem, R. S., Beckley, B. D., Fasullo, J. T., Hamlington, B. D., Masters, D., & Mitchum, G. T. (2018). Climate-change–driven accelerated sea-level rise detected in the altimeter era. Proceedings of the National Academy of Sciences, 115(9), 2022-2025.
Fuzzi, S., Baltensperger, U., Carslaw, K., Decesari, S., Denier van der Gon, H., Facchini, M. C., ... & Nemitz, E. (2015). Particulate matter, air quality and climate: lessons learned and future needs. Atmospheric chemistry and physics, 15(14), 8217-8299.
Urry, John. “Climate change and society”. In Why the social sciences matter (pp. 45-59). Palgrave Macmillan, London, 2015 45-59.
Holland, G., & Bruyère, C. L. (2014). Recent intense hurricane response to global climate change. Climate Dynamics ...
"Science Literacy" - American Library Association, New Orleans June 2006Tom Moritz
This document provides information from multiple sources over various dates on topics related to science literacy and biodiversity. It includes definitions of key terms like science literacy, civic science literacy, and knowledge resources. It also discusses elements needed for creativity, frameworks for assessing science literacy, and the importance of broad access to scientific information for sustainable development and conservation, especially in developing countries.
Shineha - Gaps in attitudes towards science and technology between scientists...innovationoecd
This document summarizes a study that examined gaps in attitudes toward stem cell research and regenerative medicine between scientists and the public in Japan. The study found that while scientists want to inform the public about scientific aspects of the topics, the public is more interested in how risks will be managed, how the technology will impact society, and issues of responsibility and regulation. The study also found that scientists have a relatively low awareness of social and policy aspects of regenerative medicine. It concludes that communication and policy need to consider these gaps and that education and support for scientists to discuss societal implications could help address some of the challenges around public engagement.
Climate Change and Media and Information Literacy.pdfYsabelleBesorio1
Media and information literacy is one of the determinants as to whether a pressing problem gets the action it needs. If there is one problem that defies all boundaries, it is climate change. A climate crisis knows nothing about our differences and goals, it only happens because something must have created it. Climate change is a global problem that we are all responsible for but what does Media and Information Literacy have to do with it?
Climate change is not entirely an environmental problem. It is too complex because various interests are involved in this discussion. Media and technologies now have profound effects on our environment and future aside from our digital carbon footprint. Lies and misleading content spread through the Internet, social, and traditional media worsens the problem in more ways than one. Climate misinformation and disinformation can prevent us from seeing our planet's situation and impending fate if we do not act now. Without knowing the intensity and urgency of the problem, nothing will drive us to change something. Climate change denial will hide the truth until there's nothing we can do. Delaying tactics are no better because they delay actions that could have made the difference only if they were done sooner.
Because of technology and digitalization, our fight against climate change is no longer bound to forests, seas, rivers, and mountains among others. The digital space is equally dangerous if it is filled with climate disinformation. This highlights the need for Media and Information Literacy and also discusses how a media and information-literate individual can become a climate warrior. Using my knowledge from the previous modules on how to assess information sources, I was able to compile data and information from reliable sources to present the importance of climate literacy.
The competencies and skills from the course can be used to assess information sources that discuss climate change and our roles in its occurrence. The presentation includes examples of content published by groups that deny climate change and our contribution to it to show how social media can be used to amplify lies and conspiracy theories. Most importantly, the presentation provides ways to fight climate misinformation and disinformation through media and information literacy. Without MIL, we cannot expect climate action because what we do comes from what we know to be true.
Published on Aug 22, 2014 by PMR
Open Data and Open Science presented in Rio for Open Science 2014-08-22. I argue that Open Notebook Science is the way forward and will lead to great benefits
Environmental Information: The Roles of Experts and the PublicMuki Haklay
Slides from a talk at Wilson Center, Washington DC, April 2014
Access to environmental information and use of it for environmental decision making are central pillars of environmental democracy. Yet, not much attention is paid to the question of who is producing it, and for whom? By examining the history of environmental information, since NEPA in 1969, three eras can be identified: information produced by experts, for experts (1969-1992); information produced by experts, to be shared by experts and the public (1992-2011); and finally, information produced by experts and the public to be shared by experts and the public.
Underlying these are changes in access to information, rise in levels of education and rapid change due to digital technologies. The three eras and their implication to environmental decision making will be explored, with special attention to the role of geographical information and geographical information systems and to citizen science.
Climate change communication – success or failure?bis_foresight
Presentation by Sir Mark Walport on climate change communication at the Walker Institute Annual Lecture on 5 June 2014.
Watch the video of the lecture: http://www.youtube.com/watch?v=b1hwzO_HmcA
#walkerlecture
What happens when instead of asking the crowd for help, the question of what is explored is handed over to the participants?
The potential of bottom-up citizen science has increased dramatically in the past decade. To understand this, we can look at the societal and technological changes that led to this proliferation, and then explore the challenges, risks and opportunities that this approach presents.
This seminar will also be live webcast here: https://www.youtube.com/watch?v=DqY8Jv5r4bs
Keynote Speaker 2 - Innovations in Environment Research, Monitoring and Gover...TERN Australia
The document discusses innovations in environmental synthesis, reporting, and governance. It provides examples of how synthesizing data into knowledge and using tools like environmental report cards and evidence-based decision making can help drive policy changes. Centers like the National Center for Ecological Analysis and Synthesis and Annapolis Synthesis Center help bring experts together to synthesize information across disciplines and communicate findings to diverse audiences.
Keynote Speaker 2 - Innovations in Environment Research, Monitoring and Gover...
Ams climategov jan3-2013_v2
1. Climate.gov
A Brief Overview and Next Steps
Viviane Silva
NOAA Climate Services Division (NWS)
Frank Niepold
NOAA Climate Program Office (OAR)
First Symposium on the Weather and
Climate Enterprise
AMS Annual Meeting
January 9, 2013
2. Weather and climate influences almost every sector of society, & affects
up to 40 percent of the United States’ $10 trillion annual economy.
Marine Ecosystems Coastal Resilience Water Resources Extreme Events
Agriculture Energy Health Infrastructure
Source: NRC report (2003) “Satellite Observations of the Earth’s Environment: Accelerating the Transition of Research to Operations”)
2
3. Societal concern about the impacts of climate change is growing.
Societal concern about the impacts of climate change is growing.
People want easy and timely access to credible climate science data & information to
People want easy and timely access to credible climate science data & information to
help them make informed decisions affecting their lives and livelihoods.
help them make informed decisions affecting their lives and livelihoods.
4. Recent trends in public media use*
100
100
90
90
80
Percent of respondents using media
80
70
70
60
60 Network n
Local TV
50 CNN new
Cable new
Percent
50
40
40
Reads
Gets news
30
30
20
20
10
10
01992 1995 1996 1999 2002 2003 2006 20072010 2012
1993 1994 1997 2000
1993 1995 1998 20002001 2004 2005 2008
1998 20022004 2006
Year
*Miller, J.D. (2008): “Civic Scientific Literacy: The role of the media in the electronic era.”
White paper presented at AAAS Conference.
Pew Project for Excellence in Journalism (2011)
5. As the leading provider of climate, weather, & water information
to the nation and the world, NOAA is a logical source for citizens
to turn to for climate information.
5
6. NOAA Climate.gov Goals
• to promote public understanding of climate science and awareness of ongoing
changes in climate conditions—globally and regionally;
• to highlight climate data, decision support tools, and professional development
and training opportunities designed to help improve the nation’s resilience; and
• to provide formal and informal educators reviewed educational resources and
professional development opportunities to incorporate climate science into their
work.
6
8. NOAA’s Climate Portal
http://www.climate.gov
The Climate.gov project began as a rapid prototyping effort that was first
published in February 2010 so that NOAA could gather feedback to
develop and evolve Climate.gov in user-driven ways.
Plans are to transition the portal from a prototype to an operational status
in early 2013.
9. Jon Miller’s model*
U.S. President, Congressional members, OMB, &
Decision
Makers OSTP
Nobel laureates, people who testify before
Science & Congress, heads of major research labs, NAS &
Technology Policy NRC Committees
Leaders
Roughly 38 million American adults track
1 or more sci/tech topics; are quite
Science Attentive Publics knowledgeable; willing & able to engage
in policy-relevant discourse
67 million adults understand
Science Interested Publics “scientific study”; 115 million
understand the structure &
purpose of an “experiment”.
The Residual Public The remaining population
(unaware/uninterested) who is unaware &/or
uninterested in science &
technology.
*Miller, J.D. (2004): “Space Policy and Science Policy Leaders in the United States.” A white paper presented to
NASA Headquarters; on-line at http://esdepo.gsfc.nasa.gov/docs/files/NASA_Leadership_Report.doc
10. NOAA’s four initial target
audience groupings
Decision
Makers
Science Policy
Leaders
NOAA Internal
Scientists & Data
Users
Public Media
Educators & Students
Museums, Science Centers, and After School
& Community-based Programs
Public Science Attentive Public, Citizen Scientists
Continuum Science Interested Publics
Residual Public
10
12. Portal Sections provide information to a range of
audiences to enhance society's ability to understand
and plan and respond to climate variability and
change.
1. Audience (the who)
The prototype features four audience-
focused sections:
• News & Features for the public
• Climate Conditions for the public
• Data for scientists and data users
• Teaching Climate for educators &
students
• Decision Support for policy leaders
http://environment.yale.edu/climate/files/Climate-Beliefs-September-2012.pdf
13. The who - start at the audience interface
and work backward into the agency
Public Continuum Educators Data-using Comms Policy Leaders
Target
Audiences
NOAA Virtual
Teams
NOAA Climate Science
NOAA Marine
NOAA Coastal Fisheries
National Weather
Service Climate
Science
Community
14. Recommended logical progression to lend focus
1. Audience (the who)
Why communicate with them? What’s
your desired outcome? Can be to:
2. Objective (the why)
• Inform — Raise awareness, increase
interest, change attitude (Passive
consumer)
• Engage — Dialogue, interact to
further raise awareness, increase
interest & change attitude (Active
consumer)
• Educate — Programs to increase
knowledge and skill, interpretation
(Student, Educator, Resource
developers, Leadership)
• Implement — Participation, R&D,
Decision support (Designers & Decision
14
Makers)
15. Recommended logical progression to lend focus
1. Audience (the who)
What impression or information or
2. Objective (the why) knowledge or skills do you want to
convey? Messages can be crafted to:
3. Message (the what) • inform &/or educate about the state of
the science and build capacity
• report new science results
• announce new data products &
services
• address societal implications and
concerns, etc.
15
16. Recommended logical progression to lend focus
1. Audience (the who)
Successful, effective message delivery
2. Objective (the why) hinges on its compatibility with:
3. Message (the what) • an audience’s interests in it;
4. Process & medium • their needs for it;
(the how)
• their capacity to understand it;
• where / how they typically seek it,
etc.
16
17. Climate.gov Survey Score = 3.63
(scale of 1 to 5, n=525) based on 5 core questions common to all target
audiences that measure functionality and quality of relationships
1) Satisfaction (based on reasons for visiting),
2) ease of navigation,
3) likelihood of recommending,
4) search engine, and
5) response confidence level
72.6
100 point scale
18. NOAA’s Climate Portal
http://www.climate.gov
The NCS Portal Prototype
provides a well-integrated,
online presentation of NOAA’s
climate data & services.
The prototype features four
audience-focused sections:
• ClimateWatch for the public
• Data & Services for scientists
and data users
• Understanding Climate for
policy leaders
• Education for educators &
students
The Dashboard is a data-
driven synoptic overview of the
state of the global climate
system.
Past Weather allows users to
easily retrieve weather data for
any given location & date.
19. NOAA’s New ClimateWatch Magazine (Soon to be “News &
Features”)
An online magazine written and designed
in a popular style. Goal is to grow an
attentive public to NOAA & climate.
Contains 3 types of content:
• Articles and stories
• Images with captions & annotations
• Videos with scientists’ commentaries
Features social media tools for
subscriptions & RSS feeds, content rating,
forward to a friend, and forms for facilitated
feedback.
20. NOAA’s Climate.gov Teaching Climate
Redesign and Expansion
http://www.climate.gov
The NOAA Climate Portal’s
Teaching Climate section
provides a syndication of the
CLEAN collection (cleanet.org)
with the other section content
The section features educator-
focused sections:
• Teaching Climate Literacy
provide educators detailed
discussions and strategies
• Curriculum Maps of Climate
Concepts for grades 3-5 to 9-
12
• Professional Development
Resources and Opportunities
• Reviewed Educational
Resources on Climate and
Energy topics from the CLEAN
Collection
21. Plans for new ‘Climate Conditions’ section
Public-friendly digest
of recent & near-future
climate conditions.
Initial emphasis on
‘mature’ products of
high public interest &
relevance
Will provide
extensible maps &
trends with links to
source providers.
Will give entré e to
subject experts to
provide value-added
interpretation.
22. Plans for new ‘Decision
Support’ section
Peer-reviewed resources for policy
leaders & decision makers to help them
manage their climate-related risks &
opportunities
Content sortable by these
categories:
- Society & Environment (i.e., sectors)
- Topics
- Regions
- Agencies & Organizations
Content types:
- Reports & Assessments
- Decision Support Tools
- Datasets
- Fact Sheets & Presentations
- Professional Development Opportunities
23. NOAA’s Climate.gov Data
Section Redesign and
Expansion
Content sortable by these
categories:
- Global Maps
- Regional Maps
- United States Maps
- Global Climate Dashboard
Search types:
- Integrated Maps Application
- Text Search for data sets and services
- Browse Library
24. NCS Portal Dashboard
http://www.climate.gov
Just as a dashboard gives
instant information on the
status of a vehicle’s
various systems, NOAA’s
Global Climate Dashboard
presents an overview of
the current state of Earth’s
climate system in historical
context.
The Dashboard is
designed for people
seeking a synoptic view
about what we know about
climate variability and
change, particularly policy
leaders.
Adjustable sliders up top allow users to focus on the time period of interest.
Hover cursor over graphs to produce brief “tool-tip” snippets stating what each parameter is showing.
Click on graphs to jump to more detailed landing pages with more details produced in a popular style.
25. A three-pronged strategy for
communicating with and educating our
target audiences
Dialog & Direct
Engagement
NOAA Science NOAA Web &
Communication & Social Media Target
Education Audience
Personnel
Partners &
trusted sources
25
26. Gathering Feedback and Enhancing
Collaborations
If you have feedback &/or would like to be a contributor to any section of
If you have feedback &/or would like to be a contributor to any section of
Climate.gov, please contact the sections team leaders:
Climate.gov, please contact the sections team leaders:
Climate Conditions: Decision Support
david.herring@noaa.gov
luann.dahlman@noaa.gov
Climate Dashboard:
News & Features: viviane.silva@noaa.gov
rebecca.lindsey@noaa.gov
Climate.gov in general:
Teaching Climate david.herring@noaa.gov
frank.niepold@noaa.gov
Data
sam.mccown@noaa.gov
john.keck@noaa.gov 26
28. Quality of Relationships
Awareness
To what extent do the various target audiences know that NOAA exists &/or
what NOAA does
Trust
Perceptions of accuracy, credibility, and authority
Satisfaction
Perceptions of relevance, reliability, & completeness
Usability & Use
How easy is it to use climate.gov? How useful are the resources? Are the
resources being used? And, if so, how often / widely?
Control Mutuality
Can users ask questions, offer recommendations or criticisms,
& get timely responses? Is there opportunity for 2-way influence?
29. Easy Access to
Data Products
Short explanatory
Short explanatory
www.climate.gov article
article
Interactive
Interactive
MultiGraph
MultiGraph
References
References
cited
cited
Links to data &
Links to data &
source
source
provider
provider
Editor's Notes
Wednesday, 9 January 2013: 9:30 AM Climate.gov Room 8ABC (Austin Convention Center) Viviane Silva, NOAA/NWS/CSD, Silver Spring, MD; and F. Nielpold The NOAA Climate.gov web portal provides science and services for a climate-smart nation. We offer a public-friendly point of entry to NOAA's and partners' diverse portfolios of climate data and information. Our goals are to promote public understanding of climate science, to make our data products and services easy to access and use for decision-making, to provide climate-related support to the private sector and the Nation's economy, and to provide quick access to data and information for individuals with very specific questions. Each of the tabs on Climate.gov's main page is designed to meet the needs and interests of four groups: 1. News & Features is a popular-style magazine for the science-interested public covering topics in climate science, adaptation, and mitigation. 2. Data is a gateway for scientists, resource managers, businesses and other interested members of the public who want to find and use climate data. 3. Decision Support is designed for policy leaders, decision makers, and resource managers who want authoritative, peer-reviewed climate science information to help them understand and manage climate-related risks and opportunities. 4. Teaching Climate offers learning activities and curriculum materials, multi-media resources, and professional development opportunities for formal and informal educators who want to incorporate climate science into their work. The Climate.gov project began as a rapid prototyping effort that was first published in February 2010 so we could gather feedback to help us develop and evolve Climate.gov in user-driven ways. We completely redesigned the site based on user feedback and transitioned to an operational status in late 2012. Here's a brief summary of some of what's new: • a complete redesign of the user interface to improve our page designs and to simplify navigation throughout Climate.gov; • renamed sections for easier audience recognition: ClimateWatch Magazine became “News & Features”; Data & Services will became “Data”; Understanding Climate became “Decision Support”; and Education became “Teaching Climate.” • an expanded scope and enhanced functionality. For example, we added a new “Climate Conditions” section to provide routinely updated maps and data trends that give a public-friendly digest of recent, current, and near-future climate conditions. • a new host server and content management system was built to improve and expedite our ability to publish and manage Climate.gov's contents. Particular emphasis through 2013 and beyond will be on evolving the design and functionality of the “Data” section and the Climate Conditions section to expand and improve users' ability to locate, preview, interact with, analyze, and access climate data from all across NOAA's and its partners' data centers. At the AMS, we will present the new version of Climate.gov, which features an entirely new look and feel, additional capabilities, and better integration of services. True color MODIS composite image of Earth by Reto Stockli (under subcontract to SSAI working for NASA). City lights image on night side of terminator from DMSP OLS data, courtesy Chris Elvidge, NOAA.
(NRC report, 2003 entitled “Satellite Observations of the Earth’s Environment: Accelerating the Transition of Research to Operations”).
In surveys conducted by the Pew Project for Excellence in Journalism, 34% of respondents said they read news online within the past 24 hours (as opposed to 31% who favored newspapers); and a full 41% said they get most of their news online, 10% more than those who said they got most of their news from a newspaper. http://mashable.com/2011/03/15/online-versus-newspaper-news/
I co-opted Jon Miller’s model and added more strata to reflect more of the diversity of audiences and objectives pursued by government agencies today. This version is color coded to reflect the four broad publics targeted by the NOAA Climate Services Portal. Red = policy leaders and decision makers; yellow = data and services users; green = educators; and blue = the public continuum and public media.
Two new sections: Climate Conditions and Decision Support Renaming ClimateWatch Magazine to “ News & Features” Combining Education and Understanding Climate into “ Teaching Climate ”
The survey was available on climate.gov from August 17 through October 31, 2011. 737 people started the survey and 525 finished, for a 71% completion rate. The survey was conducted and analyzed by Margaret Mooney and Jean Phillips at the University of Wisconsin-Madison.