Press Release – Pacific Garbage Press Conference

California DTSC to Announce Potential Solutions to Ocean Pollution

Contact: Charlotte Fadipe
(916) 956-2838

SAUSALITO, Calif. – The California Department of Toxic Substances
Control (DTSC) will hold a press conference, with Project Kaisei and
other partners on Tuesday, September 22nd to show and discuss results of
the toxic ocean debris brought back from Kaisei’s recent four week
journey to the North Pacific Gyre (Garbage patch).

Described as a Tsunami of trash, this garbage patch is threatening our
wildlife, damaging oceans, seafood industries and tourism. Journalists
will be able to hear about exciting solutions to prevent this type of
ocean debris from occurring in the future.

Media will also be able to sail and tour the 151-foot vessel
immediately after the press conference.

DTSC plays a key role in preventing ocean pollution and is working with
scientists and manufactures to find ways to reduce toxics going into the
marine environment. This is a core principle of the California Green
Chemistry Initiative that DTSC is spearheading.

DTSC is partnering with several non-profit organizations (see below) to
fight against ocean pollution and slow the accumulation of plastic waste
and toxic garbage in the ocean environment.

When: Tuesday, Sept 22, 11:00 am
Where: Bay Model Visitor Center and neighboring dock
2100 Bridgeway, Sausalito Ca 94965
Who: Maziar Movassaghi, Acting Director, DTSC
Mary Crowley, Founder, Project Kaisei,
John Fentis, Algalita Marine Research Foundation
Brian Baird , Ocean Protection Council
Linda Hunter, Executive Director, The Watershed Project-
Rob D’Arcy, California Product Stewardship Council

Visuals include:
● Sail and Tour of the Project Kaisei vessel
● Samples of ocean debris brought back from Project Kaisei expedition

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The Crux

My comment on the RealClimate thread on communicating science:

Of all the weeks to have limited internet access! (People who follow my writing will understand.)

I believe that the present topic is the keystone issue of the survival of civilization. I believe that the increased alienation between experts and the public during the past generation, notably in America but also elsewhere, is the single greatest threat humanity faces. It subsumes not just climate, but also food security, energy security, health, war and peace, and ultimately the preservation of any human accomplishment worth preserving. If we accept that humanity freely chooses its destiny, we had damned well better improve our competence.

From the point of view of the scientifically advanced reader likely to be found here, the crucial error is that made by Jim Bouldin in #58:

“I get fed up with people who think science is supposed to be delivered to them, by us, like a pizza at halftime of a football game. We can’t make people who don’t care and don’t want to learn, care and learn. And it ain’t in our job description anyway.”

While literally true, this is the key to the problem. It ain’t nobody’s job description, and that is a crucial gap in how we organize ourselves.

In areas where there is little risk of social controversy, science can perhaps proceed well enough with the traditional division of labor among faculty, postdoc and grad student apprentices, and lab assistants.

Traditionally in science, modest attention is paid to “outreach”, but this is mostly intended to increase the likelihood that suitably talented children will be inclined to pursue scientific endeavors. Most of the public is served by science in ways they don’t directly grasp, and concrete and relatively modest engineering achievements are offered as a proxy. (The bus driver who takes you on the tour of the Kennedy Space Center is likely to wax rhapsodic about dessicated orange juice and ball point pens which write upside down.) Perhaps this is good enough.

Where controversy arises, though, the problem of outreach is dramatically different. In those cases, there will inevitably be constituencies arrayed about the science wishing to emphasize certain facts, hypotheses, and patterns of thought (e.g., “it’s the sun, stupid”) at the expense of others. This essentially introduces noise into the feedback control system of democratic governance, making society ever harder to manage.

In the face of this behavior, essentially opposition to clear communication of facts, the traditional outreach mechanisms of science have proven utterly powerless, and this is the problem we need to solve. It’s by no means going to be everybody’s job, but it should not be nobody’s job. The traditional divided loyalties of the scientist, between advance of science, advance of self, and advance of institution, hardly needs stretching in yet another direction. RealClimate, for which I have the greatest respect and gratitude, is about the best one could conceivably expect under the circumstances. RealClimate is a remarkable and invaluable contribution, but it’s obviously not enough.

That there are amateurs like Craven and Sinclair is wonderful. They are starting to show up on the radar, and have been grossly underappreciated by the scientific community. I’ve been doing my best to call attention to their achievements, and I greatly welcome this burst of publicity from RC.

But none of this is enough. At best as individuals we can match each bit of nonsense with a comparably accessible bit of sense. Fairminded but busy people will continue to split the difference. In stead of realism, we get a public and a politics carrying a strange muddled average of confusions and misapprehensions. The idea of acting as a counter to organized disinformation too often devolves into counter-disinformation.

We need not just new communication techniques but new institutions. Organizing and presenting information credibly requires professionals whose primary responsibility is to convey existing information, and not to advance some point of view.

It is time to create a profession of advocating for truth, rather than advocating for policy.

“Not being such a scientist” is not by any means a job for all or even most scientists, but it isn’t a job for nonscientists either. Fundamentally Lou Grinzo’s comment early in this thread has it right. We need networks of collaboration between professional communicators and informed scientists.

In some ways this is a perverse turn of events. The decisions we need to make are not about climatology. They are about energy policy, infrastructure, international relations, and fiscal policy. And traditionally, the public hasn’t had much patience for these things either. The problems there are the same, even though the predictability of those disciplines is much weaker than in climate physics. What we know and how well we know it needs to be made clear and credible at whatever level of interest and effort an individual chooses to bring to bear.

It’s at root a problem in pedagogy. Pedagogy in turn is a problem in media. We have new ways of presenting information. Given new information technologies, the gap between what can be done and what is being done is huge. What can be done itself is an enormous project. This is not a problem for a few individuals writing blogs or making low budget videos, though that will have to serve in the short run. We need to create institutions that can make the difference in conveying the nature of the world we are facing.

==
Image: Cross atop Mount Royal, Montreal

NSF Money for Communicating Climate Science

I’m tired of proposing stuff to NSF. The fact that I have exactly the right background to achieve what they are asking for is likely to matter far less than the fact that I have no publications in the field. They always ask for the right stuff and then give the awards to people unlikely to achieve the goals. Anyway, maybe somebody else can make use of this. If you’d like to bring me on board, let me know.

This is from the current thread on RC.

Interested in securing a grant related to this thread?

The Education and Human Resources Directorate (EHR) is augmenting funding to support emerging areas of climate change education, with a focus on development of the climate science professional workforce, public understanding and engagement on climate change issues, and informed decision-making associated with adaptation to and mitigation of climate change impacts. These emerging priorities lie at the intersection of social/behavioral/economic, and global Earth system science, as well as educational, research.

Climate Change Education seeks to ensure that individuals and communities understand the essential principles of Earth’s climate system and the impacts of climate change, and are able to make informed and responsible decisions with regard to actions that may affect climate. (Climate Literacy: The Essential Principles of Climate Science, March 2009, available at http://www.globalchange.gov/ ). NSF supports substantial investment in basic research that informs what we know about Earth’s changing climate and can guide decisions about how best to respond to change. (Solving the Puzzle: Researching the Impacts of Climate Change Around the World, NSF report, 2009, available at http://www.nsf.gov/news/nsf09202/index.jsp ). It is critical that climate scientists play an active role in the dissemination of their findings and that students at all levels, and in formal and informal learning settings, and the general public have access to data in ways that facilitate climate literacy and informed decision making. What are the most effective ways to communicate to students and the general public about how the Earth is changing in response to human activities? How can they have meaningful access to data collected at large observatory networks, for example, the Long Term Ecological Research (LTER) networks, the National Ecological Network (NEON,) and the data bases to be coordinated under the Sustaining Arctic Observing Networks (SAON) initiative, see http://www.arcticobserving.org )? How can local high impact activities be scaled up and serve as national models? What are effective climate change literacy professional development opportunities for policy decision makers at all levels? How do we assess changes in individual’s understanding of the Earth’s climate system and the decisions they make about their actions?
Priority will be given to projects that address preparing innovators for the workforce, and fundamental topics in Climate Change Education (CCE) including: strategies for scaling up and widely disseminating effective curricula and instructional resources, assessment of student learning of complex climate issues as it translates into action, addressing local and national STEM educational standards and policy for teaching CCE, and professional development in climate change literacy for policy decision makers at all levels (local to national). We are especially interested in projects that would lead to the adoption of models that support synergistic activities among large-scale NSF research programs that support the integration of research into effective and high impact education and outreach efforts. Projects should fully incorporate current understandings of how people learn. Pilot efforts intended to track the longer-term impact of NSF investments in climate change education are encouraged.

We seek to foster transformative advances within and among programmatic areas that integrate concepts and observations across diverse fields of scholarship relevant to Climate Change Education. We are particularly interested in multi-disciplinary proposals that address the aforementioned topics and result in a variety of partnerships, including those among K-12 education, higher education, the private sector, and related non-profit organizations, in both formal and informal settings, as well as climate-related policymakers. The most competitive proposals will integrate questions and approaches across disciplines. We expect to support individual investigators as well as multidisciplinary teams of STEM researchers and educators in a range of activities, including those local, regional, and/or global in scope.

This is not a special competition or new program. Relevant proposals submitted to one of the following programs within EHR will be supported:

• In the Division of Graduate Education – NSF Graduate STEM Fellows in K-12 (GK-12); and Integrative Graduate Education and Traineeship (IGERT)
• In the Division of Undergraduate Education – Course, Curriculum, and Laboratory Improvement (CCLI); Advanced Technological Education (ATE); and National STEM Distributed Learning (NSDL)
• In the Division of Research on Learning in Formal and Informal Settings – Discovery Research K-12 (DRK-12); Research and Evaluation on Education in Science and Engineering (REESE); and Informal Science Education (ISE)
• In the Division of Human Resource Development – Centers of Research Excellence in Science and Technology (CREST) and Tribal Colleges and Universities Program (TCUP)

Investigators who have appropriate proposals already submitted to one of the programs above that are still under review for FY09 funding should request that they be identified now as CCE, by notifying the cognizant program officer for the program by July 24, 2009. Some of the programs noted above also accept submissions outside their ordinary timelines, especially for support of meetings or other activities designed to build communities of scholars around common interests. Before submitting a proposal outside the regular program cycle, proposers should consult with a program officer. Titles of new proposals that respond to this call now or in subsequent submissions to the regular cycles of the programs above should be prefaced with “CCE:” For full proposals submitted via FastLane, standard Grant Proposal Guidelines apply.

This Dear Colleague Letter is in effect for FY 2009. It is expected that this letter will be replaced by a multi-directorate formal solicitation in FY 2010. We anticipate awarding at least $10 million for CCE in FY 2009. Investigators are strongly encouraged to contact the EHR Climate Change Education Working Group (EHR-CCE@nsf.gov) to determine if their proposed ideas respond to the CCE goals, and to discuss relevant topics of interest. We look forward to discussing your ideas.

Wanda E. Ward
Acting Assistant Director for Education and Human Resources

Keith’s Lament

On a recent article here, Keith (I am guessing Keith Kloor) laments:

I’m not defending my professional pride. I know well that journalism has its shortcomings. (See Iraq war for for obvious and tragic example.)

I just happen to believe that your expectations of journalists are unreasonable. You seem to think it falls on journalism’s collective shoulders to rescue humanity from imminent climate catastrophe. Or you at least hoped so at one time.

But now that you’ve apparently given up that hope, I’m asking you or any of your readers to demonstrate an alternative means of communication for the daily reporting of climate-related news.

Forget about long-form magazine stories or investigative pieces. Those are different beasts. Let’s stick to the guts of daily journalism–the reporting of events, meetings, research findings, et al. That’s the cog in the wheel.

I doubt your grassroots effort will supplant the reach and influence of the mainstream media on this front. Nonetheless I welcome whatever innovation you can bring to climate change journalism. In the meantime, if you’d like to help make us poor wretches part of the solution (as opposed to being “part of the problem), show us how it’s done.

I’d like to see a blog out there that actually stops bitching about journalism and starts showing us how to do a better job. Criticism is easy and lazy. I can find a story I don’t like everyday and carp about it.

Perhaps the best way to do this is to set up a parallel universe journalism web site, where someone like yourself writes up an alternative story to Pearce’s. (I had high hopes that Grist would do this back in the day…but that’s not going to happen now.)

At least then you and so many other climate advocates could constructively channel all that antipathy towards the press.

This is a thoughtful and constructive query. I’d be happy to have more discussion of it.

I’m not sure I have any advice for the individual journalist caught up in the day-to-day of conventional journalism. My beef is with the system.

There are at least two primary complaints that come to my mind.

Much has been made of the false balance problem. When there are two political parties, and the press implicitly is obligated to “split the difference”, that provides a huge polarizing mechanism, motivating the most extreme possible positions to drag the “middle” slightly in the desired direction. The consequence of this, a particularly American journalistic ethic, have obviously been disastrous, not only on the climate question.

The second issue, though, is the “timeliness” one. My wife went to see a talk to budding journalists by Jim Lehrer, who spoke of a report on the Ogalalla aquifer as one of his worst mistakes as a young journalist; after all, the effects were not anticipated to even begin for forty years. But in fact it was not a mistake! It was an issue that people should have in mind forty years in advance, because the planning and coping for such a thing takes a very long time!

Any scientist (leaving aside economists, apparently) understands that phenomena have specific time scales associated with them. Science itself has a time scale of about a decade – it takes about five years between a paper being published and it being recognized as an important advance. This can vary, typically between, say, immediate and twenty years. An attempt to do a “This Week In Science” (and once say an awful eefort at this on TV) is therefore utterly ridiculous. News hooks in science simply don’t have that shape! Biasing toward obvious “hot stuff” completely skews what people understand.

I think it might be better to identify fifty scientific disciplines, and do a “This year in solid earth geophysics” once a year; even then most of the items should be expected to be a year or two out of date.

Finally, every single person who talks about “the scientific method” as if there were one and they know what it is needs to have their mouth washed out with soap. Especially schoolteachers. Some of what needs to be conveyed is what scientists actually do, where these results come from, and how understanding actually emerges from these efforts.

As Clifford Johnson once said to me, “We need to explain that we are not special people. We are people doing a special thing.” We try. But y’all journalists are supposed to be the professionals at explaining things.

In short, my advice is simple. Understand things. Explain them. Pay no attention to who wants which facts emphasized, and don’t ignore stories just because they have long time scales. Is that so difficult?

The Unsettled Science


NASA has an excellent page summarizing the key practical uncertainties about climate change. A fine place to rebut the idea that anyone is claiming “the science is settled”, and in aggregate showing how many of the uncertainties pull in the direction of greater impact and more dangerous outcomes.

They also lead in with a big and gorgeous image of the Sun, which I copy here ’cause it matches my color scheme and stuff. Here’s their caption:

Extreme Ultraviolet Imaging Telescope (EIT) image of the sun with a huge, handle-shaped prominence, taken in 1999. While there is no evidence of a change trend in solar output over the past half century, long-term changes in solar output are not well-understood.

Looming Global-Scale Failures and Missing Institutions

h/t Dano

Any coverage in the press?

Science 11 September 2009:
Vol. 325. no. 5946, pp. 1345 – 1346
DOI: 10.1126/science.1175325

Looming Global-Scale Failures and Missing Institutions

Brian Walker,1,2,* Scott Barrett,3 Stephen Polasky,4,5 Victor Galaz,2 Carl Folke,2,4 Gustav Engström,4,6 Frank Ackerman,7,8 Ken Arrow,9 Stephen Carpenter,10 Kanchan Chopra,11 Gretchen Daily,12 Paul Ehrlich,12 Terry Hughes,13 Nils Kautsky,14 Simon Levin,15 Karl-Göran Mäler,2,4 Jason Shogren,16 Jeff Vincent,17 Tasos Xepapadeas,18 Aart de Zeeuw4,19

Energy, food, and water crises; climate disruption; declining fisheries; increasing ocean acidification; emerging diseases; and increasing antibiotic resistance are examples of serious, intertwined global-scale challenges spawned by the accelerating scale of human activity. They are outpacing the development of institutions to deal with them and their many interactive effects. The core of the problem is inducing cooperation in situations where individuals and nations will collectively gain if all cooperate, but each faces the temptation to take a free ride on the cooperation of others. The nation-state achieves cooperation by the exercise of sovereign power within its boundaries. The difficulty to date is that transnational institutions provide, at best, only partial solutions, and implementation of even these solutions can be undermined by internation competition and recalcitrance.

Speaking of "Skeptic"

We are still searching for an appropriate name for the opposition. We’ve been painted into a Godwin’s law corner about “denier”, but we can’t tolerate “skeptic”, because that is certainly not what they are. They have no skeptical habits of mind, choosing to believe congenial evidence and dismiss evidence they dislike.

It strikes me that they are doing slight of hand by calling themselves “skeptics”. The definition of the opposition group is not their beliefs, which indeed are all over the map. The definition is their behavior, which is all about avoiding any policy whatsoever. It’s easy to come up with an adjective for this, “reckless”. Oddly, I can’t come up with a good sticky noun for a absurdly reckless risk-taker. Maybe there’s something in another language? Maybe there’s a character in literature? I think the point is that their “inaction” is intended to perpetuate extreme and dangerous action. Let’s face it, nobody knows for a fact how things will all turn out. But the longer we delay, the more severe the problems of our future selves and our descendants! “Skeptic” is hardly the name for this! “Denier” or “denialist” really isn’t bad, but in addition to rubbing some people wrong, it doesn’t capture the mindboggling recklessness of their activities.

As for ourselves, those who feel the discussion is usually a bit too leisurely and cool, I prefer “Cassandrites”.