Why is there so much preoccupation with atmospheric CO2 concentrations and reducing anthropogenic CO2 emissions when it is well documented in the peer-reviewed scientific literature that the CO2 contribution to the overall greenhouse effect is so weak that it can be easily supplanted by small changes in clouds and water vapor, or natural climate-changing constituents?
Wednesday, 17 November 2010
New hope for climate sense in the classroom - speechless teachers?
It may not be on climate, but the lesson is clear enough. Children can ask good questions!
(and later seen here as well: http://tomnelson.blogspot.com/ )
As insight into the real science of climate, as opposed to computer models programmed to give CO2 a dramatic effect, and into the proper analysis and reporting of climate data (as opposed to cherry-picking for dramatic effect - be it from PCA, trees, weather stations, satellites, or media headlines), spreads wider and wider, there is surely hope that some children at least will be able to stir things up in the classroom.
Perhaps children will have the courage to do what teachers may be afraid of, or prevented from, doing: digging in behind the facade of CO2 scaremongering. Given the awful onslaught of climate-related-indoctrination for political purposes, this would indeed be an affirmation of the human spirit.