A 28Gate Climate Crusader Coaching Children for The Cause.

One of the many somewhat curious choices of participant in the infamous climate-alarm lobbying seminar held by the BBC in January 2006 is 'Eleni Andreadis, Harvard University'.  She has since helped launch a programme aimed at turning children into political activists, driven presumably at least in part by her being seized with fear about the future thanks to rising CO2 levels. 

I had noticed that an executive from Children’s BBC was amongst those revealed by 28Gate  (Anne Gilchrist, Executive Editor Indies & Events, CBBC), and I wondered if she had been taken in by the crusaders.  I don’t know if she was or not – a study of the subsequent programmes would be required.  I hoped that someone might have the resources to do that one day soon, and gave the list no more thought.

But then my attention was drawn yesterday (hat-tip M) to some further research by Maurizio Morabito which led him to this extract from a Linked-In entry by Andreadis :

 “Experience

• Member of the Board SANI SA January 2008 – Present (4 years 11 months)
• Founder/Director Planet Agents January 2008 – Present (4 years 11 months)

Education

• Harvard University Masters in Public Policy, Environmental Policy, Government Strategy, Media 2004 – 2006
• University of Bath BSc in Management, Business 1996 – 2000”

SANI is a company which owns or at least runs a luxury hotel resort, and very impressive it looks to be.  Too expensive for me I suspect, but it sure looks like they are doing a grand job there, and that it would be a very pleasant place to visit.

PlanetAgents, however, is another kettle of fish altogether.

In a comment on Maurizio’s recent post linked to above, ‘geoffchambers’ (who has his own blog here) notes that:

“Planet Agents’ site is in Greek, but there’s a PDF in English with a Mission Statement:

• To empower children aged 7-12 to take action on environmental issues.
To revolutionize the role children play in the environmental movement, empowering
them to become a real force for change in their home, school and community.
To achieve this by…
• By enabling children to harness their power in bringing about positive environmental action.
• By making saving the planet a game and social activity, offering kids the chance to take on the role of Planet Agents and undertake fun “Top Secret Missions” to green their home, school and wider community.

• By getting kids to educate and motivate their parents to change their behavior on ten key planet environmental threats.”

[I have added the bold and italics]

Planet Agents http://www.planetagents.org/

I have looked at the Planet Agents site using machine translations by Google .

It is all wrapped up in the honey of protecting the planet, and doing congenial things like having a vegetable garden, with talk of ‘freshness and humor’ in their approach.  But it is all so politicised.  The children are to take on the adults via 'missions' and to organise themselves to ‘get changes in their immediate environment’, e.g.

'Each individual mission supported by appropriate educational material to propose practical solutions to environmental management issues, such as a vegetable garden at the school, eliminating plastic in the school canteen or composting at home, where children enrich and apply. Apart from its training, each mission encourages children to take their future into their own hands, to propose their own solutions, as well as to communicate what they have learned to the rest of the school.'

Please leave them alone, Elena.  They have a childhood to enjoy and do not need to share your fears of the future, nor your ambitions to manipulate their parents.  Adults have done a pretty impressive job of improving living standards, improving health, improving the environment, and making use of cost-effective ways of mass-producing electricity.  They will continue to do so, and looking out for the wellbeing of their own and other people’s children will be an important part of it.  Perhaps if people like Elena, no doubt as well-intentioned as anyone could be in wanting to 'protect the planet', would engage more with adults and try to persuade them directly of her concerns it would be better than trying to do so via their children.

Why do they do it?
A pyschotherapist speculated  last year about reasons why people might target children in this way:
'But the deeper question is – why are adults so keen to focus on children? Why concentrate on the weakest, least influential members of society and ask them to act? The answer I think lies in the process psychoanalysis calls projection where unwanted feelings or parts of the self are split off and attributed to somebody else. “I’m not angry/selfish/mean/neglectful – you are/he is/she is/they are.”

Climate change makes most adults working on it feel powerless. We compare the actions we are capable of with the scale of the problem and feel weak. We look at the extent of our influence and feel helpless. We struggle to combat our contrary desires to consume and feel shame. We feel like children. Children – who are actually socially and politically powerless – are an ideal receptacle for the projection of these uncomfortable and unacceptable feelings.

By focusing on the weakest members of society and influencing them, the not-very-powerful adults make themselves feel better at the expense of the absolutely-not-powerful children. By making them act, we prove that we are not as powerless as we feel .’

Alternative explanations include 'noble cause corruption', or just the plain self-righteousness and arrogance of the zealot.  More research into this area of climate alarmism would be very welcome. 

Some other posts relevant to this:
(1) Creating 'little climate activists' in UK schools

http://climatelessons.blogspot.com/2011/02/classroom-climate-conditioning-at-work.html     

(2) Something similar in Canada

http://climatelessons.blogspot.com/2011/03/canadian-climate-campaigners-how-to.html 

(3) Why do they pick on children?  Some thoughts here:  

http://climatelessons.blogspot.com/2011/04/not-just-another-brick-in-wall-hey.html

Climate campaigning corruptions to exclude from the classroom: greenhouses and '97%'

Misleading ideas and interpretations of published results are well-suited to the promotion of CAGW (catastrophic anthropogenic global warming) in the classroom.

The very term 'greenhouse effect' is an example.  It has been established for more than 100 years that greenhouses do not heat up by 'trapping' infra-red, they heat up because their enclosed structure dramatically reduces mixing with cooler outside air.  But what a godsend the phrase is for alarming anyone who has ever been in a hot greenhouse.

Another example is the use of some variant of the phrase '97% of climate scientists believe in CAGW'.  This is a shoddy statistic.  It was derived from a poorly formulated, poorly conducted, and poorly analysed survey by an MSc student for her thesis, and, were it not for the obvious propaganda value, it would normally never have seen the light of day outside of her department.

The So-Called Greenhouse Effect

In 1909, a distingushed American physicist called R W Wood reported (Phil. Mag. vol 17, p319-320) on his experiments which showed that 'trapping' of infra-red by greenhouse glass was of no consequence as a cause of warming in the greenhouse.  He speculated that infra-red radiation was likely to be of little consequence in heating the atmosphere as well.

The work of Wood has been made widely known through a paper on the history of the greenhouse effect by Jones and Henderson-Sellers (1990).  From their abstract:

'One such misconception is that greenhouse research is a recent phenomenon; another is that glasshouses are warmed by the same mechanism as lies at the heart of the greenhouse effect.'

For a recent confirmation of Woods 1909 experiment see Nahle (2011).  He concludes:

'The greenhouse effect inside greenhouses is due to the blockage of convective heat transfer with the environment and it is not related, neither obeys, to any kind of “trapped” radiation. Therefore, the greenhouse effect does not exist as it is described in many didactic books and articles.

The experiment performed by Prof. Robert W. Wood in 1909 is absolutely valid and systematically repeatable.'

Nevertheless, as revealed for example by 'Tallbloke' very recently, experiments with shining lamps on to upturned glass jars containing thermometers are promoted for classroom demonstrations to convince pupils of the reality of an atmospheric 'greenhouse effect'.  The title of this blogpost by Dr Roy Spencer sums it up nicely:  http://www.drroyspencer.com/2012/10/hey-school-teachers-those-greenhouse-effect-experiments-are-junk/

The So-Called 97% 

The complete absence of convincing evidence of a suitably dramatic effect of man-made CO2 on the climate system has forced propagandists to look elsewhere.  Notably by 'appealing to authority'.  

One device is to pretend that the output of computer models provides that evidence.  They of course merely provide illustrations of the ideas and methods of the programmers, and they do not even model CO2 directly - including it instead by its presumed impact as a 'forcing'. 

Another is to declare that many thousands of scientists producing IPCC reports believe in it, when in fact almost all of them are focused on, and qualified to study, the effects of climate change rather than the causes.  Since climate always changes, such studies could be undertaken for any era in earth's history.  

A third is to assert that '97% of climate scientists' believe in it.   Let me quote from an informative blog post on this published two days ago by Tom Harris, with my bolding and italicising:

' It’s a “fact” asserted by political leaders, media and activists worldwide. Important public policy and corporate decisions are based on it. Researchers and public opinion survey coordinators take it as a given. School children and college and university students are assured it is true.
It is the idea that scientists agree that we are causing climate catastrophe. It is perhaps best summed up by the following statement, one heard often over the past three years:

“97% of climate experts agree that humanity is causing dangerous global warming and other problematic climate change because of our greenhouse gas emissions.”

No poll of experts has actually shown this. There has never been a reputable worldwide survey of climate scientists that has even asked the question. In fact, it has never even been demonstrated that there is any “global scientific consensus about the climate crisis”, as Al Gore continually assures us that there is.'

The post goes on a little later to say:

'Two pieces of evidence are most often cited to support the 97%/consensus argument:

1. A 2010 paper in the Proceedings of the National Academy of Sciences of the United States (PNAS) by Anderegg et al.
2. A poll conducted in April 2008 by Professor Peter Doran and then-graduate student Margaret R. K. Zimmerman at University of Illinois at Chicago. The survey results were summarized in a paper published in January 2009 in the science journal EOS.

Contrary to popular belief, the Anderegg et al study did not poll any experts at all. Instead, the paper’s authors merely evaluated the publication record of scientists they chose to represent two sides in the global warming debate. This study has been roundly condemned as worse than useless by several authors and, because I was personally involved in assembling some of the lists of experts cited by the researchers and so understand the limitations of those lists, I will explain in a future FCPP blog posting why the Anderegg et al study is not a meaningful indicator of expert opinion about this topic.
The Doran/Zimmerman study, which did poll experts, has also been thoroughly debunked by many writers and so there is little point in repeating their criticisms in this blog posting. However, there are two problems with the study that have received little or no coverage to date. Both of these problems destroy the poll’s credibility as a reliable measure of the stance of climate scientists on the supposed climate crisis.'

Harris quotes some of the comments made by some of the scientists who were asked to complete the survey.  He points out how these raise so many problems with the questions deployed that it is obvious that the survey should have been re-designed.  It was not of course.  It was, after all, 'just' a student project.  One sadly destined to be shouted from the rooftops in support of alarmism.

Barry Woods also published more details of this shoddy piece of survey earlier this year.  He provides references to previously published criticisms:

'The Doran paper  has been criticised by many sceptics in the past, where a survey of 10,256 with 3146 respondents was whittled down to 75 out of 77 “expert” ’active climate researchers’ (ACR) to give the 97% figure, based on just two very simplistic (shallow) questions that even the majority of sceptics might agree with. Lawrence Soloman made one of many critiques of the Doran Paper here and offers a very good summary, some other reviews here, here and here.'

Woods also provides criticism and further references on deliberate deceptions using the  Anderegg et al. study. He relays this quote from Paul Matthews which sums that nicely in response to an egregious claim:

'Worse still, he misrepresents the claims of that paper (he implies the 97% believe CO2 will cause major climate change in the coming decades, while Anderegg et al say 97% agree that most of the warming of the 20th C was very likely due to man-made greenhouse gases – two very different statements).'

Let us hope these 'two very different statements' are not confounded in the minds of teachers across the world, nor may they contain the emotive notion that the earth is warming like a greenhouse.

Calming the Climate Curriculum - rejoinders and 'Did you know?'s

There is an organisation called the Committee for a Constructive Tomorrow - CFACT.  It is actually optimistic about the possibilities for further progress without buying into the 'climate catastrophe due to man' cult.  How radical is that?  Imagine if that became the dominant leitmotif of curricula in schools!  Imagine the financial crisis facing fear-based fundraisers if cheerfulness and rationality broke out!

CFACT has just published (hat-tip NoTricksZone) a set of brief counter-arguments to some of the kinds of remarks that can trip off the tongues of those still convinced by the case for alarm over CO2.  Some examples:

'CO2 is a greenhouse gas and it has been rising steadily. How can you deny global warming?'

'Haven’t the past few years shown global warming to be worse than we thought?'

'How can you ignore thousands of scientists who say manmade global warming is a serious threat?'

'97% of scientists say manmade climate change is real. How can you go against them?'

'Don’t graphs show that current temperatures are the highest in 1,000 years?'
There are 8 pages in a pdf file of these questions and answers here: http://www.cfact.org/pdf/Climate-Change-Q&A-Truth-File-2012.pdf

When the exams are over, or if the mark schemes are tolerant of dissent, or if the pupils are otherwise not to be judged on their conformance to climate cult dogma, then this document could provide material for many displays for the classroom wall.  These could be used to encourage fact-checking and further investigations by pupils into these or any other remarks or assertions they may have encountered from those who want to scare them, and the rest of us, into thinking and doing what they want us to.

A promising initiative is also underway led by Anthony Watts at WUWT.  He has invited suggestions for 'Did you know X' tidbits that he could use in a forthcming presentations, as he explains:


'The concept is simple and revolves around the question “Did you know?” and climate science.
Here’s how it works.  
Every one of us has some little tidbit of information they learned about climate science that isn’t being told by the MSM and doesn’t fit the narrative. I’m looking for a series of “Did you know?” tidbits to use in an upcoming presentation.  For example:
==============================================================
Did you know?
The infrared response of Carbon Dioxide in Earth’s atmosphere is curved (logarithmic) rather than straight (linear) as is often portrayed in science stories?'

Several hundred suggestions have been made in the comments, and not all of them of course are sensible or plausible.  But presumably in due course, Watts will winnow the wheat from the chaff and may produce something of interest for use in the classroom.

Supplement added shortly after posting 
 A Cambridgeshire councillor has attracted a great deal of very informed support for his sceptical position on CO2 alarmism.  One commenter provided him with a very interesting list of quotes, comments, and apercus from scientists who share that view.  The details are on Nick Clarke's blog here: http://nickclarkeconservative.wordpress.com/2012/10/22/climate-some-comments-from-scientists/

(hat-tip: Climate Science)

These also look like a very rich resource for classroom use. 

Tracking sources of climate alarmism in school curricula - Tallbloke on the trail of the lonesome pine

'Tallbloke' has recently published extracts from a document 'from a UK 'science based' agency' obviously intended to provide guidance for school teachers in the UK. In a series of 3 posts, he has highlighted the existence of this document, promised to critically review it, and published several sections.  Here are parts of one of them from his first post:

'Scientific experts from around the world agree that, whatever we do now, significant climate change is now unavoidable.

It will take decades to reduce the concentrations of greenhouse gases in the atmosphere. Even then, because natural systems take time to readjust, global warming is a phenomenon that will figure prominently throughout the lives of children presently at school. This assumes that a concerted international effort will help reduce the effects of climate change. Early signs are not encouraging! If we do nothing, timescales will be reduced and the detrimental effects will be magnified. Sea levels may continue rising for centuries.

 ...

Consequences – general
Climate change will seriously disrupt our lives. While, on average, the globe will get warmer and receive more precipitation, individual regions will experience different climatic changes, with different consequences for the local environment. Among the most severe are:

• a faster rise in sea level;
• more heat-waves and droughts, resulting in more and more conflicts over water resources;
• more extreme weather events, producing floods and property destruction;
• a greater potential for heat-related illnesses and deaths, as well as the wider spread of infectious diseases carried by insects and rodents into areas previously free from them.

If climatic trends continue unabated, global warming will threaten our health, cities, farms and forests, beaches and wetlands, and other natural habitats.'

Here is another extract, clearly revealing activism and alarmism in a few sentences:

'Be part of the solution
Clearly, global warming is a grave problem. It will take everyone – governments, industry, communities, and individuals – working together to make a real difference. These are solutions that will help reduce global warming, and you can be a part of them.

But
• ‘Americans are driving more in less-efficient vehicles. Sales of sports utility vehicles and pick-up trucks have been amazingly strong considering the recession, and low pump prices are keeping people on the roads’ – Mike Lucky, analyst for John S Herold Inc, December 2001
• ‘One person flying in an airplane for one hour is responsible for the same greenhouse gas emissions as a typical Bangladeshi in a whole year.’ – Beatrice Schell, European Federation for Transport and Environment, November 2001
• ‘The Greenland ice sheet is likely to be eliminated [within 50 years] unless much more substantial reductions in emissions are made than those envisaged’ – Jonathan Gregory, climatologist at the University of Reading, April 2004, commenting on the fact that, upon melting, the world’s second largest icecap could raise sea levels by seven metres, flooding most coastal regions. Plot this on an OS Map of your nearest coastal area.'

Here is part of another extract from his second post:

' We are learning to …
Understand what climate change is and how it can be prevented.

Phase 1 Overview
Assess the children’s prior knowledge by asking the following questions:
• What is climate change?
• Why is it sometimes called ‘The Greenhouse Effect’/‘Global warming’?
• How can we prevent it?'

 And part of one from his third post:

' Place the two thermometers beneath a sun lamp or in the sun. Wait three minutes for the temperature to adjust, then record it on the paper. Turn the jar upside down and place one of the thermometers inside. Use the stopwatch to measure the temperature on each thermometer every minute for ten minutes. Record the measurements on the paper.
The air around the exposed thermometer is constantly changing, being replaced with cooler air throughout the experiment. The air surrounding the other thermometer, however, is trapped and becomes warmer and warmer. This is similar to what happens on the earth’s surface. The sunlight passes through the atmosphere and warms the earth’s surface. The heat radiating from the surface is trapped by greenhouse gases.'

Tallbloke has suggested readers contribute comments on these posts, and notes that  'the whole thing needs a thorough debunking, which we’ll undertake over a series of posts. When we’ve completed it, with references to scientific papers and the on the record statements of scientists, we’ll deliver this to the agency involved and report their response.'

Good.  If this shoddy material can be stopped in its tracks, that would be something very worthwhile.

Note added 8 November 2012.  A commenter at the Tallbloke site gives a link to the document on an educational site run by the Royal Meteorological Society (http://www.metlink.org/pdf/science_weather/climatechange.pdf).  The document is suspiciously anonymous - no dates, no names of authors on it for example.  I'm hoping it got planted there unofficially and that it will be removed in due course.  Josh has some informative cartoons from a conference held jointly by the RMS yesterday (http://www.bishop-hill.net/blog/2012/11/8/rmets-communicating-climate-science-cartoon-notes-by-josh.html).

Note added 20 November 2012.  Even alarmists are embarassed by some of the 'science experiments' used in schools to explain the so-called greenhouse effect: http://climatechangeeducation.org/hands-on/difficulties/heating_greenhouse_gases/ 


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An Intellectually-Corrupt Climate-Curriculum for Children Would Produce Results Like This

Bishop Hill draws attention to a newspaper article by the seasoned journalist Christopher Booker.  He published this in the Daily Telegraph on 6th October (scroll down in the article to reach it):

"Debunking climate propaganda earns you a 'fail’
Two weeks ago I described one of this year’s A-level General Studies papers which asked candidates to discuss various “source materials” on climate change. Drawn from propaganda documents wholly biased in favour of climate alarmism, these contained a plethora of scientific errors. I suggested that, if any clued-up students tore these “sources” apart as they deserved, they might have been given a “fail”.
Sure enough, an email from the mother of just such a student confirmed my fears. Her son is “an excellent scientist” who got “straight As” on his other science papers, but he is also “very knowledgeable about climate change and very sceptical about man-made global warming”. His questioning of the sources earned an “E”, the lowest possible score. His mother then paid £60 for his paper to be re-marked. It was judged to be “articulate, well-structured” and clearly well-informed, but again he was marked down with “E” for fail.
This young man’s experience speaks volumes about the way the official global-warming religion has so corrupted our education system that it has parted company with proper scientific principles. In his efforts to reform our dysfunctional exam system, Michael Gove should ask for this bizarre episode to be investigated."

The earlier article to which he refers is reproduced in my Climate Curricula page on this website, and it can also be directly reached here - again with a requirement to scroll down to find the relevant paragraphs.

Let us hope that this is investigated further by the relevant minister, Michael Gove, and by any others who could provide chapter and verse on this and possibly other examples of intellectual corruption in our climate curriculum in the UK.  The possibility of moral and political corruption is also present here, since it is clear that fear and anxiety can be generated by alarming tales involving CO2, and furthermore that particular political perspectives and actions are often tagged on.