The Skeptical Teacher

Musings of a science teacher & skeptic in an age of woo.

Archive for the ‘global warming denial’ Category

Global Warming Deniers Confuse Climate with Weather, AGAIN

Posted by mattusmaximus on January 7, 2014

If you live in North America, then no doubt you’re aware of the so-called polar vortex which has come down from the Arctic to freeze the hell out of the continent.  And, just as surely as the temperatures started to drop, global warming deniers began to shout about how this supposedly proves that global warming isn’t real.

Okay, so you see here’s the thing… it’s called *global* warming because the whole globe, on average, is getting warmer.  Saying that a cold snap disproves global warming is like saying that the IRS no longer exists because you got a tax refund once.

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See all that red?  Yeah, that’s where the climate is getting warmer.  And notice how there’s more red than blue? [image source]

I’ve blogged about this very topic before, namely that “climate” isn’t the same thing as “weather”, but seeing as how the deniers are once again spouting their nonsense, it bears repeating…

Winter is NOT “Proof” of Global Cooling

… The primary flaw in this argument is good ol’ fashioned cherry-picking of data: the “coolers” are choosing to focus only upon data which supports their claims, while ignoring the vast amount of data which points in exactly the opposite direction. By focusing on just the weather reports over the last couple of weeks, or for only a certain part of the planet, they leave out the fact that climate is a phenomenon which is global in nature and that climate science is concerned with long term trends.  Essentially, they are confusing weather with climate.  Climate experts recently made this point in an Associated Press article which has been widely circulated.

Bottom line: when taking all of the data into account, both concerning the timeline as well as the Earth as a whole, there is a clear warming trend. …

There are some other really good articles about this latest confusion regarding how the polar vortex fits into the broader picture of global warming.  For your reference, I’ll suggest two of them:

1. Can global warming be real if it’s cold in the U.S.? Um… yes!

This article is really good because it goes through some of the basics about global warming and climate change in general, and then it emphasizes the importance of temperature trends and statistical analysis of the data.  My favorite part is as follows:

Global warming isn’t expected to abolish winters in the U.S. anytime soon. Right now, climate experts are worried about a 2°C to 4°C rise in global average temperatures by the end of the century. That would create all sorts of disruptive changes. But those few degrees aren’t enough to completely undo the larger swings in temperature we see each year between summer and winter in many parts of the world.

Indeed, many climate models suggest that we’ll still see record cold snaps in the United States as the planet heats up. They’ll just become much less frequent over time — while record heat waves will become increasingly common. See this paper in Geophysical Research Letters from 2009: Over the past decade, it notes, the U.S. has experienced about two daily record high temperatures for every record low. If the planet keeps heating up, that ratio will shift to 20:1 by mid-century. There will still be record lows in many areas. They’ll just be rarer. …

2. Go home, Arctic, You’re Drunk.

This is a humorous and informative post from my skeptical colleague Greg Laden wherein he lays out just how it’s possible for global warming to actually account for the polar vortex phenomenon:

… The apparent contrast between extreme cold and global warming is actually an illusion. If we look at the local weather in many parts of the US we see a giant blob of cold “Arctic air” moving south to engulf our humble hamlets and cities, as though the Arctic Coldness that we know is sitting on the top of our planet, like a giant frosty hat, is growing in size. How can such a thing happen with global warming?

Actually, if you think about it, how can such a thing happen at all? Imagine a somewhat different scenario. Imagine the giant global hulu-hoop of warmth we know of as the tropics suddenly expanding in size to engulf the United States, Europe, Asia, and in the south, southern South America, southern Africa, Australia, etc. for a week or so, then contract back to where it came from. How could that happen? Where would all the heat necessary for that to happen come from? That seems to be a violation of some basic laws of physics. Now, cold is not a thing — it is the absence of heat — but the same problem emerges when we imagine the giant frosty hat of arctic air simply getting many hundreds of percent larger, enough to engulf the temperate regions of the planet. As easy as it might be to imagine such a thing given the images we see on regional weather maps, it is in fact not possible. The physics simply does not work that way.

What is happening instead is the cold air mass that usually sits up on the Arctic during the northern Winter has moved, drooped, shifted, gone off center, to engulf part of the temperate region. Here in the Twin Cities, it is about 8 below zero F as I write this. If I go north towards the famous locality of International Falls (famous for its cold temperature readings often mentioned on the national news) it will in fact be colder. If I go even farther north, at some point it will start to get warm again, as we leave the giant blob of cold air that has engulfed us. In fact, it is relatively warm up on the North Pole right now. Alaska and Europe are relatively warm as well.

The graphic above from the European Centre for Medium-Range Weather Forecasts shows what is happening. The Polar Vortex, a huge system of swirling air that normally contains the polar cold air has shifted so it is not sitting right on the pole as it usually does. We are not seeing an expansion of cold, an ice age, or an anti-global warming phenomenon. We are seeing the usual cold polar air taking an excursion. …

Of course, I don’t expect any of this to phase the hardcore global warming deniers, because they’re off in a fantasy world of their own.  No doubt that next time winter strikes the northern hemisphere, they’ll be back spouting this nonsense once again; it’s just plain sad and predictable.  I almost feel sorry for them.  I mean, how can you not feel sorry for them when this moron is one of their primary spokesmen?

trump daily show GW

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Trio of Good News in the Battle Against Creationism!

Posted by mattusmaximus on August 12, 2013

I am happy to report to you that there have been three really good developments in the scientific and skeptical battle against one of the worst bug-a-boos: creationism.  Rather than go into a huge amount of detail about each one, I’ll give a few of my own comments and link to the original sources on each.  Read on to the end – the best one is last :)

1.  Ball State University Takes a Stand for Science and Kicks “Intelligent Design” to the Curb

In this article from Inside Higher Ed, a very positive development is outlined wherein the university made a very strong statement against the inclusion of so-called “intelligent design” as science under the auspices of academic freedom.  I think this was so well done on the part of the university leadership that it should serve as a template for other institutions to follow.  In part, the article states:

In what First Amendment watchdogs called a victory, Ball State University’s president on Wednesday spoke out against intelligent design as a viable scientific theory. At the same time, the university announced that a professor accused of proselytizing remained part of the faculty but was working with administrators to ensure his courses aligned with Ball State’s view that science instruction should be about science and not religion.

“Intelligent design is overwhelmingly deemed by the scientific community as a religious belief and not a scientific theory,” President Jo Ann Gora said. “Therefore, intelligent design is not appropriate content for science courses. The gravity of this issue and the level of concern among scientists are demonstrated by more than 80 national and state scientific societies’ independent statements that intelligent design and creation science do not qualify as science.”

The question is not one of academic freedom, but one of academic integrity, she added. “Said simply, to allow intelligent design to be presented to science students as a valid scientific theory would violate the academic integrity of the course as it would fail to accurately represent the consensus of science scholars.” … [emphasis added]

Read the entire article here

2. Christian Publisher Removes Loch Ness Monster From Biology Textbook

You may recall that some time ago, I reported about how some creationists were going to such ludicrous lengths to undercut the teaching of evolution that they were actually selling textbooks which taught that the Loch Ness Monster was real and evidence against evolution.  Apparently, the publishers of those same textbooks are now omitting any mention of dear ol’ Nessie since it seems that would be a claim too outlandish even for reality-challenged creationists.  Here’s more:

A Christian education publisher based in Tennessee has removed references to the existence of the Loch Ness Monster from a biology textbook.

According to Scotland’s Sunday Herald, Accelerated Christian Education, Inc. has opted to remove a statement from a textbook used in Europe and will likely do the same for American textbooks.

“Are dinosaurs alive today? Scientists are becoming more convinced of their existence. Have you heard of the ‘Loch Ness Monster’ in Scotland?” reads the deleted passage.  “‘Nessie’ for short has been recorded on sonar from a small submarine, described by eyewitnesses, and photographed by others. Nessie appears to be a plesiosaur.”

Mark Looy, chief communications officer for the Young Earth Creationist organization Answers in Genesis, told The Christian Post that he approved of ACE’s decision.

There are just so many of these legends, like the dragon mentioned in Beowulf, the numerous accounts of St. George and the dragon, and so on, that they can’t be dismissed,” said Looy. … [emphasis added]

If the bolded statement above is any example of the shoddy standards of evidence adhered to by creationists, it is no wonder they don’t have a scientific leg to stand on.

3. Creationists and Climate Change Deniers Lose in Kentucky

Some time ago, I wrote a post about how the Next Generation Science Standards (NGSS) are going to push back hard against anti-scientists like creationists and global warming deniers.  Well, our friends from the National Center for Science Education (NCSE) are reporting that a significant victory has been achieved in a state that you might not associate with strong science standards: Kentucky!  A few weeks back, creationists and global warming deniers attempted to derail the adoption of the NGSS by the Kentucky State Board of Education, and they were rebuffed :)

The Kentucky Board of Education declined to make any changes to a proposed regulation that would enact the Next Generation Science Standards as Kentucky’s state science standards, despite the protests of evolution deniers and climate change deniers. In a lengthy document dated August 1, 2013, the Kentucky Department of Education summarized the thoughts of all who submitted comments on the regulation, and provided detailed replies. On the topics of evolution and climate change in particular, the department wrote (PDF, p. 139):

“The agency also received statements of support related to the inclusion of particular science topics such as climate change and evolution, stating that meaningful scientific debate on the validity of evolution and climate science has ceased. Proponents of the continued inclusion of evolution pointed to the overwhelming acceptance of evolution in the biological science community. Proponents of the inclusion of climate change education contend that Kentucky students deserve the most up to date science education, which includes climate change. [The department agreed with these comments: see, e.g., pp. 104 and 105 on evolution, and pp. 115 on climate change.]

Over one hundred substantially identical emails were received stating an opposition to the continued inclusion of evolution in the proposed standards, characterizing evolution as a theory and not a fact. These commenters asked that intelligent design be added to the standards. Other commenters questioned the scientific validity of evolution. The agency also received several comments specific to the inclusion of climate change in the proposed standards, including concerns that climate change science was overemphasized to the neglect of other science concepts or that climate change is not a settled issue in the scientific community.”

The three important antievolution goals — banning the teaching of evolution; balancing the teaching of evolution with creationism, whether in the form of “creation science” or “intelligent design”; and belittling evolution as controversial — were in evidence. So were all three of the pillars of creationism — arguing that evolution is scientifically controversial; arguing that teaching evolution is linked with negative social consequences; arguing that it is only fair to teach “all sides” of the supposed controversy. The same themes were also reflected in the comments about climate change.

The Kentucky Board of Education approved the department’s report on August 8, 2013, so, as WPFL in Louisville, Kentucky, reports (August 8, 2013), “The regulation now heads to Kentucky’s Administrative Regulation Review Committee. If approved in the Kentucky General Assembly, the new standards would go into effect during the 2014-2015 school year.” Kentucky would join Rhode Island, Kansas, Maryland, and Vermont as the first five states to adopt the NGSS — unless the legislature, which includes vocal critics of evolution and climate change, refuses its approval. [emphasis added]

I want to jump on the bolded part above; the battle in KY still isn’t finished.  It will require people to lobby their state legislators in Kentucky in order to encourage them to accept the NGSS.  No doubt the anti-science lobby will pull out all the stops to derail this process, but we have to speak up and encourage the legislature to accept the NGSS as written.

And think of this: if the NGSS is accepted in Kentucky, then it will be a huge defeat for creationists and climate science deniers all over the nation.  That’s because if a religiously conservative state like Kentucky can do it, then any state can do it.

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Evolution and Climate Change Come to Kansas

Posted by mattusmaximus on June 14, 2013

 

The state of Kansas has been a high-profile hotbed of creationist activity for quite some time, with battles over state science standards including (or not including) even a mere mention of evolution and, in recent years, climate change.  The strategy on the part of creationists goes as follows: if we aren’t allowed to teach creationism, specifically one brand called young-earth creationism, then we’ll make it so that nobody can learn evolution, either.  Global warming deniers are also employing a similar strategy in many states.

Of course, in the budding 21st century, if enough states in the United States allow creationists and global warming deniers to drive the discussion, then this is a recipe for disaster in terms of our nation’s capability to generate well-educated young students who are ready to tackle the looming scientific and technological challenges of our age.

Enter the Next Generation Science Standards, which Kansas has recently adopted (mostly because they helped to actually write the standards), that mandate the teaching of both evolution and climate change in a manner which is broadly interwoven into the curricula of public school science classes…

Kansas science standards: Schools to teach evolution, climate change

TOPEKA, Kan. (AP) – The Kansas state school board Tuesday approved new,  multi-state science standards for public schools that treat both evolution and  climate change as key concepts to be taught from kindergarten through the 12th  grade.

The State Board of Education voted 8-2 on for standards developed by Kansas,  25 other states and the National Research Council. The new guidelines are  designed to shift the emphasis in science classes to doing hands-on projects and  experiments and blending material about engineering and technology into  lessons.

WEIGH IN: Discuss this story on Facebook  http://on.fb.me/14wfFtA

“I can concentrate on teaching processes — teaching kids how to think like  scientists,” said Cheryl Shepherd-Adams, who teaches physics at Hays High School  and traveled to Topeka to publicly endorse the new standards as vice president  of Kansas Citizens for Science. “I’m more concerned whether they can design and  analyze an experiment. That’s what science is all about.”

Past work on science standards in Kansas have been overshadowed by debates  about how evolution should be taught. The latest standards were adopted in 2007  and treat evolution as a well-established, core scientific concept, but Kansas  law requires the academic standards to be updated at least once every seven  years.

Though the new standards drew some criticism over their treatment of  evolution, it wasn’t anywhere as vocal or public as in the past. Together,  Democrats and moderate Republicans control the board, and social conservatives  wanting to inject skepticism of evolution into the standards were likely to have  found little support.

The same political factors blunted criticism of the standards’ proposed  treatment of climate change as an important concept that should be part to  lessons in all grades, rather than treated separately in upper-level high school  classes…

There has been some pushback from certain political quarters, which tend to be ideologically aligned with creationists and climate change deniers, that these standards are taking away states’ rights.  Nothing could be further from the truth, seeing as how the NGSS are NOT a federal mandate because they were written by states who volunteered to put them together.  So, if anything, the NGSS is actually strongly in favor of states rights!

Looks like public science education in the United States might just finally be evolving :)

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Climate Change Science Coming to U.S. Classrooms

Posted by mattusmaximus on April 7, 2013

Recently I made a blog post about the Next Generation Science Standards (NGSS) which will likely be adopted by most states in the United States over the next few years, and how these standards placed heavy emphasis on both evolution and climate change.  To drive this point home further, the National Center for Science Education’s Mark McCaffrey was recently on NPR discussing just how widespread and sweeping will be these changes…

Climate change education on NPR 

NPR

National Public Radio highlighted climate change education in a segment of its Morning Edition show broadcast on March 27, 2013, featuring NCSE’s Mark McCaffrey. “By the time today’s K-12 students grow up, the challenges posed by climate change are expected to be severe and sweeping,” the segment began. “Now, for the first time, new nationwide science standards due out this month [i.e., the Next Generation Science Standards, now expected in April 2013] will recommend that U.S. public school students learn about this climatic shift taking place.”

McCaffrey told NPR, “the state of climate change education in the U.S. is abysmal,” citing survey data indicating that only one in five students “feel like they’ve got a good handle on climate change from what they’ve learned in school” and that two in three students feel that they’re not learning much about it at all in their schools.  NCSE’s recent report “Toward a Climate & Energy Literate Society” (PDF) was cited as offering recommendations for improving climate and energy literacy in the United States over the course of the next decade.

The politicization of climate change education is a barrier, however. Besides the spate of legislation, such as the bills considered in Arizona, Colorado, and Kansas in 2013, NPR observed, “educators say the politicization of climate change has led many teachers to avoid the topic altogether. Or, they say some do teach it as a controversy … The end result for students? Confusion.” And the NGSS may provoke a backlash from climate change deniers: a representative of the Heartland Institute indicated that his organization was prepared to be critical of their treatment of climate science.

Heidi Schweingruber of the National Research Council, which developed the framework on which the NGSS are based, said, “There was never a debate about whether climate change would be in there,” adding, “It is a fundamental part of science, and so that’s what our work is based on, the scientific consensus.” She emphasized that climate change presents pedagogical challenges: teachers need to avoid (in NPR’s words) “freaking kids out”. McCaffrey concurred, adding that teachers will need not only training on the science but also preparation to deal with the pressure that comes with teaching it.

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Next Generation Science Standards Fight Back Against Creationism & Global Warming Denial

Posted by mattusmaximus on March 27, 2013

Some time ago I posted about the Next Generation Science Standards (in the United States) and how important it is for teachers and those who support science and education to speak up about the NGSS.  Since then I have been fortunate enough to get more involved with this process, learn more about NGSS, and think ahead about its implementation.

First of all, let me note that I got all this information first-hand from Dr. Carol Baker, who is a member of the writing team for the NGSS and who also gave me and my colleagues an excellent presentation on the topic.  Some facts I think are important for everyone to know about the NGSS:

*It is not a federal mandate.  The NGSS is funded by private organizations – most especially by the Carnegie Foundation for the Advancement of Teaching - and it is a collaborative effort between these private sources and a number of states in the U.S.  States may choose to accept the NGSS or not, but it should be noted that if they do accept them it will cost the states nothing.  Essentially, they get the standards for free!

*Right from the outset, the people organizing and drafting the NGSS wanted to get “buy in” from the states, so they invited every state in the country to send representatives to serve on the writing team for the standards.  26 states (called Lead States) sent representatives and have been directly involved in drafting thse standards as a result.  Here is some more information about these states (highlighted in blue below)

NGSS Lead States

So you can see that these states have a broad demographic representation, are bipartisan in breadth, and they also account for over 58% of public school students, and most require three years of science for high school graduation.

*As the NGSS were drafted, the writing team sought feedback from educators in the Lead States, and after the second round of such revisions almost 95% of the original draft has been reworked based upon this feedback.  So this is definitely a bottom-up process!

Now, I’d like to mention something very interesting about that last point: it ends up that one of the states which gave the most feedback was Kentucky (which was actually 3rd – beat out only by California and New York).  And it appears the vast majority of the feedback from Kentucky educators was in support of emphasizing evolution within the NGSS.

In fact, Dr. Baker (and I agree) seems to think that this is, in effect, a reaction to the Creation Museum residing in Kentucky and the subsequent trouble it makes for science teachers in that state.  It also appears that many teachers from many other states are likewise fed up with the political tactics employed by creationists and global warming deniers in their attempts to dumb down the teaching of evolution, climate science, etc.

Bottom line: Teachers are getting tired of this nonsense, and the NGSS is giving them a way to fight back in a very broad manner.  The NGSS emphasizes, unflinchingly and unapologetically, evolutionary and climate change science; the states that choose to adopt the NGSS will have the most up-to-date science standards that show creationism and global warming denial to be the pseudosciences that they are.  And they will be held to those standards.  Good, it’s about damn time!

I would like to close by sharing Dr. Baker’s response when questioned on this topic about the fight this could create.  She said, “Bring it on!” :)

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California Takes on Climate Science Deniers

Posted by mattusmaximus on August 19, 2012

In a welcome development, the state of California has taken climate science deniers head on.  At the website of the Governor’s Office of Planning and Research, there is a link titled “Climate Change: Just the Facts”.  The thing which makes this such a welcome development isn’t that the California governor, Jerry Brown, is promoting the science of climate change and global warming, but this website also takes on the climate science deniers and their claims directly.  Take a look and encourage your state government to act in a like manner:

Climate change poses an immediate and growing threat to California’s  economy, environment, and to public health. California’s groundbreaking efforts  are helping reduce greenhouse gases emissions, which are warming the planet.  The state is also taking action to prepare for the unavoidable impacts of  climate change, including the increased likelihood of both flooding and  drought.

While California is taking action, some of those who oppose the move to  renewable energy and cleaner transportation have mischaracterized the science  of climate change in an effort to create artificial uncertainty about the  existence and causes of climate change.

The fact is that on the key  issues, the science is clear: climate change is real and happening now;  human-made greenhouse gas emissions are affecting our planet; and we need to  take action. Just as we reached a point where we stopped debating whether  cigarette smoke causes cancer, we need to end the climate change debate and  focus on how to solve the problem.

We have compiled the key facts about climate science, the expert  consensus, and some of the common arguments from and responses to those who  spread doubt and confusion to prevent action:

The Climate Science

The Scientific  Consensus

The Deniers

Common Denier Arguments

 

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“How to Save the Polar Bears” Global Warming Panel from SkepchickCon 2012

Posted by mattusmaximus on July 17, 2012

Now that I’m back from TAM 2012, I am finally catching up on some blogging.  In this post, I wanted to share a rough transcript I made of another panel I saw the weekend before TAM at Convergence/SkepchickCon 2012 titled “How to Save the Polar Bears” – as the name implies, the subject was on how to address questions of the effects of global warming as well as climate change denialism.  Read on…

How to Save the Polar Bears

with Greg Laden, Shawn Otto, Maggie Koerth-Baker, John Abraham, and Desiree Schell (moderator)

Introductions

Desiree: Let’s all commit now that climate change is indeed a real thing that is occurring. Greg, can you start with telling us the effects of climate change?

Greg: I’ll first talk about the effects of all the CO2 being released. The first effect is that it is warmer. For example, we are now experiencing the warmest year on record (so far). There are also likely to be drastic shifts in the weather patterns due to the amount of heat the atmosphere can hold. It probably means in more areas more rain in short bursts – so more droughts interrupted by heavy rains.

Also, the oceans will become more acidic, so organisms which are affected by high acid water will be hurt.

Finally, see level rise… glaciers melt, water expands, so the ocean level goes up. It could be a big factor in the short term.

Desiree: there are other more tangible effects like on agriculture.

Greg: yes, for example, many trees are getting killed by parasites because those parasites valve moved into regions (due to climate change) they never were before. Also, plants are drying out due to drought and this is leading to a lot of nasty wildfires.

People think that climate change effects is a future thing, but since the 1970s we have seen agricultural failures and desertification which are likely already linked to climate change. It is currently occurring.

Desiree: one thing that might change is disease patterns.

Greg: yes, many disease patterns have changed. Most epidemic diseases we as humans experience are due to things we have changed about our environment.

We have become a bit complacent about diseases, because in the 1930s we developed antibiotics. The problem is with the changes we are making now due to climate change, these disease effects are not so easily fought.

Desiree: Maggie, can you speak to power usage?

Maggie: the biggest energy usage we have now is buildings, more than transportation, and we use most of that energy to perfect our indoor climate (AC) which affects the outdoor climate, and so on. This also affects our power grids, because there is an increase in demand for electricity due to the higher temperatures. And the grid is much more sensitive than people think, and in these extremes you can get blackouts.

Desiree: Shawn, what was the political response to these issues?

Shawn: Nothing. An attempt was made in 2010 to address these issues, but about 500 million dollars was poured into Congress by the energy lobbyists to defeat any kind of climate bill. And the Obama administration had to make a calculated decision to go with healthcare reform instead.

There have been many on the right who have attempted to downplay climate change mitigation. Many people are pushing a “teach the controversy” argument against the teaching of climate change science. They wish to replace political opinion with actual science. There have been political attempts to make sea level rise “illegal” – North Carolina almost passed a bill making it illegal for communities to consider the effect of sea level rise unless the legislation gives prior permission, and if they do the community cannot go with the science
(about 1 meter in a century) but instead about 8 inches.

Virginia recently followed suit, saying we cannot talk about “sea level rise” but “frequent flooding” instead. This kind of throwing up political smokescreens is what is going on now.

In a way, you cannot blame the (public) corporations for this so much because they are required by law to pursue profits for shareholders on quarterly basis. So money drives a lot of it.

Read the rest of this entry »

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“Skeptical About Climate Skeptics” from NCSE

Posted by mattusmaximus on June 17, 2012

As many of you know, one of the best pro-science groups out there is the National Center for Science Education; they specialize in defending the teaching of evolutionary science while simultaneously battling attempts by creationists to push their non-scientific ideas into the public schools.  However, in recent months the NCSE has brought its expertise into a new fight: the climate science wars.  Many climate science deniers employ the same kinds of tactics in their denial of global warming as creationists apply in their denial of evolution, and the NCSE decided it was time to start exposing these pseudo-scientific tactics.  So, to help facilitate this process, I wanted to share with you a talk by NCSE’s climate expert Mark McCaffrey wherein he dissects climate change denial; the use of doubt, delay, and denial; myths and misperceptions deniers push, and more…

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NCSE Now Taking on Climate Change Denial

Posted by mattusmaximus on January 19, 2012

There was some very welcome news this week on the science education front: the National Center for Science Education, long associated with the strong defense of evolutionary science curricula in public schools, is now joining the cause of defending climate science from the deniers.  This statement from the NCSE illustrates why they’ve taken this important step…

Why is NCSE Now Concerned with Climate Change?

NCSE has long focused upon defending and promoting the teaching of evolution and the nature of science. Why are we now adding climate change to this list?

Although both evolution and climate change are accepted by the scientific community, both topics remain controversial among the public. As a result, teachers trying to teach evolution and/or climate change too often face opposition in their communities. Such opposition is based on ideology, not science, although the ideologies differ: religious ideologies in the case of evolution, economic and political ideologies in the case of climate change. In both cases, the result is that teachers are pressured to downplay these topics, misrepresent them as scientifically controversial, and air supposedly scientifically credible alternatives to them.

There are parallels, then, in the ways these two scientific topics are viewed by the general public, in the reasons for the widespread rejection of them by a substantial portion of the public, and in what happens when teachers try, responsibly, to teach them. So we decided to do what we can to help. …

In true NCSE fashion, they provide a page of resources for teachers, scientists, parents, and concerned citizens to help with the promotion of good climate science education while also battling back against the climate science deniers.  Check it out and pass it along…

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Study by “Independent Climate Skeptics” Actually Confirms Global Warming

Posted by mattusmaximus on October 24, 2011

[**Update (10-30-11): It seems the deniers have already started to respond to this news.  One interesting response is apparently to accuse Prof Richard Muller, the skeptical physicist behind the Berkeley Earth Project, of a Climategate-like scandal (I guess the deniers now view him as a "traitor"): http://news.yahoo.com/skeptic-finds-now-agrees-global-warming-real-142616605.html ]

In a bit of news which kind of goes into the “truth is stranger than fiction” category, I wanted to share with you all the latest in the ongoing drama that is the “Climategate” fiasco.  (If you need to get up to speed on the whole “Climategate” thing, just see some of my earlier blog posts here, here, and here)

To date, there have been multiple investigations into the allegations that the worldwide community of climate scientists is somehow conspiring to cover up “the truth” that global warming is really just a hoax, and all of these investigations have shown the exact opposite.  However, in true conspiracy theorist fashion, many ideologically-driven climate change deniers (I refuse to call them “skeptics”, because they are not skeptical in the positive sense of that word) have clung to the idea that somehow there is a vast plan on the part of scientists all over the planet to deceive the rest of us into believing that the Earth is warming and that humans are contributing significantly to it.

As such, it seems that there was an effort by many of these deniers to prop up their conspiracy theory by performing their own independent analysis of the climate data.  However, in an interesting twist, it seems that upon completing their analysis, the researchers tapped by the deniers actually concluded the opposite of what they had hoped: global warming is indeed real!  It’s all outlined in this recent BBC article…

Global warming ‘confirmed’ by independent study

The Earth’s surface really is getting warmer, a new analysis by a US scientific group set up in the wake of the “Climategate” affair has concluded.

The Berkeley Earth Project has used new methods and some new data, but finds the same warming trend seen by groups such as the UK Met Office and Nasa.

The project received funds from sources that back organisations lobbying against action on climate change. …

That’s kind of interesting, isn’t it?  The climate change deniers decide that all the science on the topic isn’t trustworthy, so they hire a group of their own investigators to look at the data, and they end up getting exactly the same conclusions as has been stated for years by the international climate science community.  It gets better…

… The project was established by University of California physics professor Richard Muller, who was concerned by claims that established teams of climate researchers had not been entirely open with their data.

He gathered a team of 10 scientists, mostly physicists, including such luminaries as Saul Perlmutter, winner of this year’s Nobel Physics Prize for research showing the Universe’s expansion is accelerating.

Funding came from a number of sources, including charitable foundations maintained by the Koch brothers, the billionaire US industrialists, who have also donated large sums to organisations lobbying against acceptance of man-made global warming.

“I was deeply concerned that the group [at UEA] had concealed discordant data,” Prof Muller told BBC News.

“Science is best done when the problems with the analysis are candidly shared.”

The group’s work also examined claims from “sceptical” bloggers that temperature data from weather stations did not show a true global warming trend.

The claim was that many stations have registered warming because they are located in or near cities, and those cities have been growing – the urban heat island effect.

The Berkeley group found about 40,000 weather stations around the world whose output has been recorded and stored in digital form.

It developed a new way of analysing the data to plot the global temperature trend over land since 1800.

What came out was a graph remarkably similar to those produced by the world’s three most important and established groups, whose work had been decried as unreliable and shoddy in climate sceptic circles. [emphasis added]

In fact, below is a copy of that graph: Read the rest of this entry »

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