Unfortunately, some misuse science. Some of their intentions, are far from benevolent. They see science as a mechanism for political power and control. There is great danger from those who would use science for political control over us.

How do they do this? They instill, and then continuously magnify, fear. Fear is the most effective instrument of totalitarian control.

Chet Richards, physicist,


Tuesday 4 March 2014

Pushing Climate Deception and Fear at Children - two US organisations carry on the despicable practice

EPA Video Contest Teaches Budding Child-Activists to Worry About 'Climate Change' 

This is the title of an article by Susan Solomon on the CNS News website (click the title to go there).

The article continues:

"(CNSNews.com) - The Environmental Protection Agency is co-sponsoring a "climate change video contest" that asks students, ages 11-14:" Why do you care about climate change?" And: "How are you reducing carbon pollution or preparing for the impacts of climate change?"

Students are advised to "be cool" and "be creative" in explaining "how climate change affects you, your family, friends, and community, now or in the future" -- and what they are doing to "prepare for a changing climate."
The Obama administration frequently uses video contests or "challenges" to advance its liberal viewpoint on a variety of issues, and this is no exception.
The climate-change videos may be up to two minutes long, and the top three winning entries will get prizes that can only be described as environmentally correct:
The first-place winner gets a solar-paneled backpack, which charges electronic devices; the second place prize is a "pulse jump rope" that generates enough energy to charge cell phones; and the third place prize is a "Soccket Soccer Ball," which turns kinetic energy from play into electrical energy that can be used to power small devices.
The prizes were selected and purchased by the National Environmental Education Foundation (NEEF), which is co-sponsoring the video contest with the EPA.
NEEF says students should read its "facts" on climate change before getting started on their videos.
Those "facts" include the following statements:
-- The signs of climate change are all around us (higher temperatures, wilder weather, rising sea level, more droughts, changing rain and snow patterns).
-- The climate you will inherit as adults will be different from your parents’ and grandparents’ climate.
-- Reducing carbon pollution, and preparing for the changes that are already underway, is key to solving climate change and reducing the risks we face in the future.
-- A major way carbon pollution gets into the atmosphere is when people burn coal, oil, and natural gas for energy."
See more at: http://cnsnews.com/news/article/susan-jones/epa-video-contest-teaches-budding-child-activists-worry-about-climate#sthash.ybnmpob4.dpuf

Let us take a look at the 'four facts' in turn.  For the multiple points in the first, we shall compare them with conclusions reached from an analysis of peer-reviewed scientific papers compiled in the 2013 NIPCC report, Global Warming Reconsidered II, and in other works published since.  The reader is directed to this report, free to download using the links provided, in order to see the detailed arguments, data, and references to the scientific literature which buttress the statements I will reproduce below.

(1) The signs of climate change are all around us (higher temperatures, wilder weather, rising sea level, more droughts, changing rain and snowfall patterns).    

higher temperatures: It is widely accepted that there has been no appreciable rise in global mean temperature for nearly two decades, more than the lifetimes of the children being targeted.  This was preceded by an overall gentle warming over some 150 years, and upon which the rising CO2 levels have made no clear impact. In the NIPCC Report Chapter 4 (Section 4.1) we read 'Hundreds of peer-reviewed papers have presented evidence indicating temperatures of the past several decades are not unusual, unnatural, or unprecedented on a hemispheric or global scale.'


  The children being targeted by this latest in a line of odious initiatives, are in the United States where 'all around' them, they have been enduring one of the coldest winters for 35 years as shown in the plot on the left.

Notice also from that plot that there is also no obvious rising trend, certainly not one that anyone could notice

wilder weather  The NIPCC REPORT reviews observations of extreme weather in Chapter 7 (section 7.7) and concludes 'There has been no significant increase in either the frequency or intensity of stormy weather in the modern era.'
A more recent paper in 2013  has in fact found evidence of a decrease in climate variability in modern times.  The rising financial costs of extreme weather events, on the other hand, is explained more by societal than by climate changes, as described in a new paper reported on here at WUWT.

rising sea level A general rise in sea level is reasonably well-established as a feature of the 20th century, but what is not remotely established is any link between sea-level rises in the 2nd half of that century and the rise of CO2 levels.  As the NIPCC report observes in Chapter 6, 'If the late 20th century global warming was as extreme as the IPCC claims it has been, why can it not be detected in sea-level data?'

more droughts   'Data presented in numerous peer-reviewed studies do not support the model-based claim [that] CO2-induced global warming is causing (or will cause) more frequent, more severe, and longer-lasting droughts.' Source: NIPCC Chapter 7, Section 7.4.1

changing rain and snow patterns 'General trends in precipitation are examined in Chapter 6 of this volume, where observational data indicate there is nothing unusual or unprecedented about recent precipitation events and trends in most regions.' Source: NIPCC Chapter 7, Section 7.6

(2) The climate you will inherit as adults will be different from your parents’ and grandparents’ climate.  This is a statement which has been true throughout our existence as a species.  It is a platitude.  It is of course being used here as a veiled threat to add to the sense of foreboding that the sponsoring organisations clearly wish to instil in the young.
(3) Reducing carbon pollution, and preparing for the changes that are already underway, is key to solving climate change and reducing the risks we face in the future. 
Well, it is of course not 'carbon pollution' they are mostly talking about here.  That term has been chosen because it makes for more effective propaganda that the correct term 'carbon dioxide'.  Would we refer to the release of water vapour to the air as 'hydrogen pollution'?  The water molecule is H2O.  The carbon dioxide molecule is CO2.  That piece of minor insidiousness aside, the idea that reducing CO2 levels is 'key to solving climate change' is nothing but fantasy.  The climate will change whether or not CO2 levels change.  Even if we had the ability to control CO2 levels - and it is far from obvious that we do - the idea that they provide a control-knob with which we select a climate of our choosing is absurd.  As for 'preparing for changes already underway'. it is also somewhat underhand.  Throughout our history we have sought to improve our ability to cope with climate variation, and we have actually become pretty good at it in the more industrialised countries.  
(4) A major way carbon pollution gets into the atmosphere is when people burn coal, oil, and natural gas for energy. 
When did 3 or 4 % of something become a 'major' part of it?  The general carbon cycle, which has CO2 as an important airborne carrier of carbon, is not particularly well-understood and measured.  The error bars on our estimates of various contributions and reservoirs in it are way larger than any plausible contribution from our industries.  That contribution is estimated as being about 3 or 4% of the total flux of carbon dioxide from all sources every year into the atmosphere.  In other words, a modest variation in emissions from the sea surface, or from tropical and subtropical vegetation could readily swamp our emissions in terms of magnitude. Once more, we see we are dealing with propagandists here.  The fact that our consumption of fossil fuels involves the release of CO2 to the atmosphere is not in doubt.  What is in doubt is how important that it compared with other contributions or sources of variation.  Some analysts argue that it is of negligible importance, attributing a more important role to sea-surface temperature variation.

This "climate change video contest" being sponsored in the USA by their EPA and NEEF organisations will serve no good purpose.  It is primarily a way for such organisations to judge the impact that their propaganda, and that of others intent on indoctrinating the young using climate scare materials, has had on this age group, 11-14 year olds.  What have the youngsters picked up on?  What has had most impact on them?  What new materials or spins would be most effective in increasing their fear and commitment, or rather those of the next waves of pupils?

It is not hard to refute or at least challenge the arrogant assurances of climate alarm campaigners.  Simple checks can do it, as shown above.  One day, perhaps it will be the pupils themselves who will do that in their own classrooms and homes, and thereby help put an end to the moral and intellectual abuse that they and their predecessors have been exposed to about climate and carbon dioxide.

Note added 07 Jan 2015.  In 2009: 'The Danish government in partnership with CNN just launched a new YouTube channel and a call for entries for individuals to "raise your voice" for climate change. The channel pulls together videos by celebrities, climate experts and concerned citizens. The best videos will be aired throughout the upcoming COP15 climate talks in Copenhagen this December.'
See: http://www.mnn.com/green-tech/computers/blogs/raise-your-voice-on-climate-change#ixzz3O80sjk8lHere is one such video shown in Copenhagen: https://www.youtube.com/watch?v=XkHfb2g7fMoDespicable or what? (hat-tip for reminding us of this piece of work: Climate Science )

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