‘Pundits like Al Gore, Neil deGrasse Tyson, and Bill Nye “the Science Guy” then further exaggerate what is reported. Next, public school teachers repeat all of the misinformation to their students, relying on textbooks written by poorly informed authors, many with only a superficial knowledge of science. Alarmist theories are presented as fact. Is it any wonder our young people grow up believing humans are destroying the Earth?’
Roy Spencer, ‘Global Warming Scepticism for Busy People’, 2018.
Wednesday, 30 March 2011
Classroom Conundrums of Contradictory Climate Confusions: what are you going to tell them about the effects of climate change?
Steve Goddard has just published an updated list, thanks to a poster called Jimbo, of apparently contradictory conclusions. Also published by Pierre Gosselin. For example:
Amazon dry season greener
Amazon dry season browner
Avalanches may increase
Avalanches may decrease – wet snow more though
Bird migrations longer
Bird migrations shorter
Bird migrations out of fashion
Boreal forest fires may increase
Boreal forest fires may continue decreasing
Chinese locusts swarm when warmer
Chinese locusts swarm when cooler
Columbia spotted frogs decline
Columbia spotted frogs thrive in warming world
Coral island atolls to sink
Coral island atolls to rise
These, and the other links provided, are all to peer-reviewed literature ('but is it peer-reviewed?' was one of the spin options used by crisis-CO2 campaigners when challenged, but it is heard less often now that the IPCC has been exposed as relying very heavily on distinctly non-peer-reviewed literature).
It might be easier to tell your class that not only has climate science been degraded and poisoned by the IPCC activists, but much of the rest of the IPCC, the stuff on consequences, is in a bit of a mess too.
An earlier verion of the list was noted here in February: http://climatelessons.blogspot.com/2011_02_10_archive.html