Guest post by Steve Goreham
Originally published in The Washington Times
Man-made global warming must be taught in our schools, according to the latest release of the Next Generation Science Standards (NGSS). The January draft release of the NGSS by the National Research Council is a recommendation for concepts to be used by states in kindergarten through high school. But the recommendations are filled with ideology and unproven assumptions about climate change.
The Next Generation Science Standards are based on the Framework for K-12 Science Education (Framework), established in 2011 by the National Research Council, which is a staff arm of the National Academy of Sciences. A look at the 401-page Framework reveals efforts to instruct students on man-made climate change ideology. The Framework mentions on page 43 that humans need to “address climate change” and on page 166 that humans can “stabilize” the climate. But there is little empirical evidence that humans can control weather or climate in any detectable way. For example, in 2009, the mayor of Moscow claimed that the Russian air force was able to “keep it from snowing.” Five months later, Moscow received 21 inches in a single storm, exceeding the February average by 50 percent.
The NGSS and Framework use the term “theory” many times. These documents refer to the Big Bang theory, Newton’s theory of gravity, the theory of plate tectonics, the atomic theory of matter, the germ theory of disease, Darwin’s theory of the evolution of the species, and the quantum theory of matter. But the recommendations never refer to man-made climate change as a theory. Man-made warming is to be taught as science fact.
The NGSS recommends that 5th graders be taught to “construct explanations for how humans and other organisms will be affected if Earth’s temperature continues to rise.” Much more serious would be a period of global cooling, as was wrongly predicted by the scientific journal Nature and other publications in the 1970s.
By Middle School, the NGSS recommends that students be taught that “Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth’s mean surface temperature (‘global warming’).” But the fact that global surface temperatures have been naturally rising for the last 350 years as Earth recovered from the Little Ice Age, long before any significant human greenhouse gas emissions, is not mentioned.
Indoctrination on energy is to be taught to even younger students. Fourth graders are to be taught “the differences between renewable and non-renewable energy.” By Middle School, they are to be taught that “renewable energy resources (e.g., hydroelectric, geothermal, biomass fuels)” and “inexhaustible energy sources (e.g., sunlight, wind, tides, ocean waves)” are good and that “non-renewable energy sources (e.g., coal, oil, natural gas, nuclear fission)” are frowned upon. This despite the fact that the world has centuries of proven reserves of hydrocarbon and nuclear fuels and that these fuels power more than 90 percent of our modern society.
Both the NGSS and the Framework recommend further injection of value judgments into the science curriculum. By the end of 12th grade, the students are meant to learn that “overpopulation” and “overexploitation” are being practiced by humanity. Further, students should be taught that Earth’s “natural capital” must be preserved.
Both documents praise the global climate models that have been used to create alarming forecasts of global surface temperature rise by the year 2100. The Framework states “Global climate models incorporate scientists’ best knowledge of physical and chemical processes and of the interactions of relevant systems.” These are the same climate models that have failed to predict the hiatus in global temperature rise over the last ten years and the 30-year expansion in Antarctic sea ice.
In a 2012 assessment of education systems by the Economist, the United States ranked 17th of 50 assessed nations. Suppose we return to instruction in empirically-based science, rather than climate change ideology?
Steve Goreham is Executive Director of the Climate Science Coalition of America and author of the new book The Mad, Mad, Mad World of Climatism: Mankind and Climate Change Mania.
Related articles
- Why America’s Kids Need New Standards for Science Education (blogs.scientificamerican.com)
This could have a silver lining. If they are going to teach this subject then surely the science and lesson content will be able to come under close scritiny
The Green Movement calls itself Progressive. Yep – about as progressive as the Creationists. Let’s all head back to the Garden of Eden. You know – the time before the Original Sin – when Man started despoiling Mother Nature
It is hard enough to teach science in schools with the fights over evolution/creation, now this?
Clearly the 1970s predictions of a mini-ice age were based on a complete lack of understanding of oceanic oscillations at the time.
If they had understood that, they would have seen that PDO was about to flip into warm mode and that the world would start warming up again.
If they had looked at solar activity, they would have seen high output in cycle 19 and 20 – no sign of cooling from that source.
What that wrong prediction tells us is that people didn’t understand climate in those days.
Where we are now is that people who DENY the known science are imposing their religion in a manner similar to Christianity in the Middle Ages.
There is still plenty of uncertainty in the science now.
But the understanding now as compared to the 1970s is orders of magnitude greater.
As a result, whilst you could be charitable about mistakes in the 1970s, there is no leeway now.
The people doing what they are doing know what they are doing, know they are in an endgame situation and that whoever loses will be out for good.
Decisions will be made on how the rich can get richer.
No other reason.
They won’t die and couldn’t care two hoots if 5 billion others did.
Brutal but true.
Holy F……………..It’s madness. Next thing you know, deniers noses will be shaped like the numeral “6” just like at another period in time when children were indoctrinated. These people are mad. Completely mad.
Who needs science when you are a religious zealot? In fact it gets in the way.
Intelligent design, CAGW, unsustainable population (according to Paul Ehrlich), what next?
Didn’t Mao and his buddies practice this kind of “education” in the 1940s and beyond??
I demand equal time for phrenology. I mean they had journals too…
Wow indoctrination perhaps? Whats the next step, have children turn in thier parents for using too much energy? For leaving a light on overnight?
I certainly hope our school teachers are smart enough to see through to the agenda being proposed and actually teach science. With our education system being controlled to a great extent by our Federal government, that may be wishfull thinking. Look what happened in Germany that led to WWII.
My nine year old is in 4th grade and I’m just waiting for the day they try to push this crap out on her class.
It won’t be pretty !!
Makes me sick…This is indoctrination, pure and simple. “Klimatejugen”..
pure and simple…
There is nothing particularly new here. When I was in grade school in the 1960s and 1970s, we were taught (indoctrinated) about Paul Ehrlich’s “population bomb” and the imperative of population control (“Zero Population Growth”) in order to prevent certain Malthusian collapse before the year 2000. The swill that activists pour into the “professional development” of public school teachers under the guise of “science” has not changed much since then.
Hmmm, Too funny. Half the comments show the influence of the Marxist propagandists of an earlier age who distorted their schooling, training them to hate Christianity. And they don’t even know that their views on the subject were designed for, and implanted in them using the very same techniques now being used to push CAGW.
I hesitate to mention Nazi and Soviet school indoctrination in ‘science’ courses.
One bright spot is that children who are taught that something is irrefutably true in school have a tendency to react later if they find it’s very well refutable. However, most won’t discover this from the MSM.
Dr. David E. Wojick was developing a K-12 climate education package with Heartland. I can’t provide a link as everything on Google seems to be a tirade against him. Sigh.
Who can stop this perversion of young minds?
I can’t see how this indoctrination is distinguishable from subversion, in that the end game is the usurping of national governments in favour of a one world government (UN Agenda 21).
Aren’t our security agencies meant to protect us from this sort of thing?
Aren’t current elected leaders who allow us to progress down this route without a mandate impeachable?
Our schoolkids get a lot of it. They just had an assembly celebrating the fractional reduction in electricity use by the school last month…meanwhile, in the last few years they’ve installed smart boards in all the classrooms, grown into a second building, and are part of an “environmental” study exchange program with a school in Australia which seeks to find ways to reduce energy consumption–a dozen of their kids come here once every three years, and a dozen of our kids go there once every three years. I’m sure we weren’t the first to point out that a great way to cut down energy use would be to stop flying kids and chaperones across the Pacific every couple of years.
The worst was the science fair assembly where the kids were forced to sing a bastardized version of John Lennon’s “Imagine”, which went: “Imagine no pollution, it’s easy if you try,” and then went downhill from there.
benfrommo says:
February 6, 2013 at 10:02 am
Wow indoctrination perhaps? Whats the next step, have children turn in thier parents for using too much energy? For leaving a light on overnight?
___________________
“If you see something, say something.”
When Robin shows up, pay attention. There is a quiz in the morning.
============
Hey Kids!
“According to NOAA scientists, the average temperature for the contiguous U.S. for 2012 was 55.3°F, which was 3.2°F above the 20th century average and 1.0°F above the previous record from 1998.! http://www.epa.gov/climatechange/
Hey teachers! Visit official US government guaranteed sites for well prepared, ready to heat and teach lesson modules. http://www.epa.gov/climatechange/kids/index.html
You can learn about CO2, the “colorless, odorless greenhouse gas..produced..when dead animals or plants decay… People are adding carbon dioxide into the atmosphere…the main cause of climate change”
“http://www.epa.gov/climatechange/kids/glossary.html#c
EPA, NOOA, NASA etc. etc. produce huge amounts of monotone materials in house but also outsource to sort-of non govs like PBS: http://www.pbs.org/teachers/stem/professionaldevelopment/
The school system has always followed the political view of those who pay. The dominant paradigm in UK is immigrant families should protect their culture, and it will enrich Britain. Muslim kids can dress as suits their parent’s roots. The dominant paradigm in France is that immigrant families should adopt « Republican» values –(laic French). Kids are not authorized to dress to show religious or cultural origins. In both cases kids grow up pretty normal.
The problems comes when exam grades depend free format “understanding” questions rather than facts. Imagine if the question is about home heating. In the UK wood burning is not permitted in most areas for air quality reasons. Outside of the Île-de-France, wood burning is eco. In France wood it is a renewal fuel which is carbon neutral, as the wood used is replaced with new trees. The gas is not renewable, is a net carbon source and so not at all eco.
who will pay for this indoctrination of children?
who will hire the intellectual assassins?
who will cry for sympathy and blame others?
hypocrisy – the new kind of love parents show their kids!
Cui Bono
The David Wojcik K-12 “Heartland” indoctrination protocol came out a year ago. It was the one part of Gleikgate that neither Peter Gliek nor Heartland claims. It was the document that upon further review was shown to most likely have been created by Gleik because the documents he procured/defrauded from Heartland lacked enough “umph” to make his subterfuge worthwhile.
Somebody will need to explain to me how what has been proposed in the article above differs from the faked article. Indoctrination is indoctrination. Is Gliek in charge of the ethics of this? I wonder.
The only upside I can see is rebellion. Once the current generation feels it’s been lied to, they will learn to investigate on their own. That is a side show I can’t wait see.
OMG. I hope the turn around happens soon enough to reject this stupidity. Kids will be taught that consensus is the right way to do science. They will be taught not to question. They will be taught not to pry, not to look, not to wonder. They will be taught that the scare is “fact” and that only the High Lords have the data (which no one must look at). “All bow down to the High Lords, and purge our societies of evil deniers.” These recommendations MUST be rejected!
This is one of many reasons why I’m going to homeschool my children.
School science is always about fifteen years behind real science. That’s how long it takes to get content approved and into textbooks. In 2028 students will be learning about ‘the recent failure’ of global warming theory.
Lord Monckton cited a couple schools in America who are on a green pitch already. One was basically saying the kids were not allowed to think. In other words being indoctrinated!
There is a huge push right now for local school districts to conform to current and forthcoming federal curriculum guides. (Google “common core.”) There was a time when this was not considered a healthy thing. Consider, for example, the following exchange from the first Kennedy-Nixon debate in 1960:
Nixon: We need higher teachers’ salaries. But we also want our education to be free of federal control. When the federal government gets the power to pay teachers, inevitably in my opinion, it will acquire the power to set standards and to tell the teachers what to teach. I think this would be bad for the country; I think it would be bad for the teaching profession…My objection here is not the cost in dollars. My objection here is the potential cost in controls and eventual freedom for the American people by giving the federal government power over education, and that is the greatest power a government can have.
Senator Kennedy did not dispute the premise of local control, but argued that funneling the money through the states would insulate the local educators from federal control:
Kennedy: I do not believe the federal government should pay directly teachers’ salaries…But if the money will go to the states and the states can then determine whether it shall go for school construction or for teachers’ salaries, in my opinion you protect the local authority over the school board and the school committee.
Fifty years later, it is clear that the concern of these two American icons was fully justified.
In the US, the indoctrination begins early and in all classes, not only science. Not all of it is the kids being hit over the head with it, but with little stories in their reading classes/language arts, social studies, and in science. For example, in a third grade reading work book for my daughter there was the story that we all heard about Paul Bunyun and then another PC one that tried to get the kids to understand that all that Paul did was wrong, cutting down all those trees, it was subtle, but that how they are doing it. That is what happens when schools follow the national or federally or state mandated curriculum. It even occurs in the private schools because they have to cover what the states require. There are also a limited option on text books. As they say the whole fraud of cagw has not been about the science but control by the govts over our lives. Elections have consequences at the local, state and national levels.
The shocking reality of the true cost of the financial crisis on middle-class Americans could sweep thousands of regular families into an ‘epidemic’ of homelessness.
http://news.sky.com/story/1048135/car-sleepers-us-middle-class-hit-by-crisis
How to survive poverty will be the problem for most of us. The US and Europe are bankrupt. Climate Change only is a problem in rich countries.
Well twhen parents cannot be coerced into the green diktat, kids become the target of the ecofanatics as shown in this Canadian example…
http://www.nsnews.com/news/Watt+watchers+look+save/7925284/story.html
Watt watchers… that should appeal to our host but it really exposes the desire for ecototalitarians to get in one’s home and dictate your lifestyle.
“Bayley will return to the school Feb. 18 to help the kids brainstorm energy-savings strategies, such as turning off unused lights or taking shorter showers. In early April, the students will report back on how much energy their families were able to save.
Awards will be presented to the biggest savers.
In the meantime, Bayley is seeking out North Shore business sponsors to make a cash contribution based on the kilowatts collectively saved. He is also proposing that parents donate their total utility savings back to the school.”
“If all goes well, Bayley hopes to expand the meter-reading program to other North Shore schools next winter.”
Were parents consulted? No.
UnfrozenCavemanMD says: February 6, 2013 at 10:18 am
There is nothing particularly new here. When I was in grade school in the 1960s and 1970s, we were taught (indoctrinated) about Paul Ehrlich’s “population bomb” and the imperative of population control (“Zero Population Growth”) in order to prevent certain Malthusian collapse before the year 2000. The swill that activists pour into the “professional development” of public school teachers under the guise of “science” has not changed much since then.
—————————————————————-
Stanford University is still paying a salary to Erlich.
http://stanford.edu/group/CCB/cgi-bin/ccb/content/paul-r-ehrlich
The company I work for had a job interviewee being evaluated last week and I have serious reservations about hiring an employee who has a degree from that school.
“Give me a child for the first seven years and you may do what you like with him afterwards.”
Previously I had only noticed the teaching of AGW at secondary level (UK) but at the moment my daughters class ages 9, 10 and 11in her primary school are being taught about it in literacy by a brainwashed student teacher.
Its a difficult sitation because there is a lot I would like to say but my daughter is very shy and gets upset at the thought that I would create a scene. So I’m just making notes, observing the situation and will be having quiet words.
I’m just hoping that they don’t do a presentation of sorts on friday at the end of term assembly as I might end up exploding!
The trouble is that all educational establishments push the agenda so all you can do is educate your child of the other side of the story to balance things out and teach them that a good scientist always asks questions and remains sceptical until something is proven to be true.
Although my daughter was told that AGW is fact she did tell the teacher it is unproven, probably the class’ only sceptic.
The students training to be teachers only know what is force fed to them by the books and government, very few actually are educated in the subject or even realise there is another side to the story and so they indoctrinate the next generation and so it goes on.
5th grade at the kids’ school also starts with a screening of “The Story of Stuff.” We deprogram at home.
Homeschool. Quod Erat Demonstratum. If the dozens of other examples of both danger and nonsense has not yet convinced you.
On one point they are clearly correct “man made global warming” is not a theory, it’s barely an hypothesis!
Kids grow up, question their indoctrination, and come to their own conclusions. For example, very few of my former Catholic school classmates are Catholic today. I think kids today will laugh about the global warming scare when they’re adults. Hopefully it will teach them critical thinking skills.
It would not be right to let any post pass without mentioning Feynman. 🙂 In the 60s, he was briefly involved in the selection of school science textbooks in California. Although his complaints were about content rather than ideology, all of his criticisms still seem valid, and it can only get worse when bad content combines with ideational (sic) inanity. http://www.textbookleague.org/103feyn.htm
And if my comment earlier about Nazi teaching seemed a bit extreme, or a violation of the rules, try this from a 30s textbook: “A mentally-handicapped person costs the public 4 Reichsmark per day, a cripple 5.50 Reichsmark and a convicted criminal 3.50 Reichsmark. Cautious estimates state that within the boundaries of the German Reich 300,000 persons are being cared for in public mental institutions. How many marriage loans at 1,000 Reichsmark per couple could annually be financed from the funds allocated to institutions?” (Koch, H. W. The Hitler Youth: Origins and Development 1922-1945. Stein and Day: New York, 1975, p174).
Or this: “A bomber aircraft on take-off carries 12 dozen bombs, each weighing 10 kilos. The aircraft takes off for Warsaw the international centre for Jewry. It bombs the town. On take-off with all bombs on board and a fuel tank containing 100 kilos of fuel, the aircraft weighed about 8 tons. When it returns from the crusade, there are still 230 kilos left. What is the weight of the aircraft when empty?”
Teaching children – at it’s best – is a high moral calling. At it’s worst it is an act of violence and vandalism against the next generation.
Sorry to rant a bit, but this stinks.
In reply to Ann in L.A.
Ann in L.A. says:
February 6, 2013 at 3:06 pm
5th grade at the kids’ school also starts with a screening of “The Story of Stuff.” We deprogram at home.
Showing the film the “the story of stuff” in kid’s school and “teaching” grade five kids the extreme AGW is promoting propaganda, promoting an ideology, not teaching science. Teaching is providing children with the tools to read, write, and analyze to understand the issues, not to parrot a paradigm.
It will be interesting to watch the extreme AGW fiasco play out.
We recently had ACE [Alliance for Climate Education] blast through our area schools with assemblies touting their agenda:
January 10, 2013
PHS hosts climate education assembly
By ASHLEIGH LIVINGSTON Press-Republican
PLATTSBURGH — With the help of Flash animations and hip-hop music, Plattsburgh High School students were encouraged Wednesday to take action against climate change.
During a presentation in the school’s auditorium, Brian Stilwell, an educator with the Alliance for Climate Education, told students how the future of the planet largely depends on their efforts to reduce carbon emissions caused by humans’ use of fossil fuels.
“It’s about you and the choices you make,” he told his audience.
A national nonprofit organization, the alliance strives to educate youth about climate change in hopes of inspiring them to be part of the solution.
“We really focus on solutions and what students can actually do ,” Stilwell told the Press-Republican in a separate interview.
After giving the alliance’s high-energy presentation on climate change at the Wild Center’s Adirondack Youth Climate Summit in Tupper Lake in November, Stilwell teamed up with Jen Kretser, director of programs at the Wild Center, to bring the program to area high schools.
“We really wanted to do more in the schools,” Kretser said.
In addition to PHS, Kretser and Stilwell will have visited 13 other area high schools by the end of the week, spreading climate-change awareness.
MET WITH GREEN TEAM
Using colorful animations and lighthearted sound effects, the alliance’s program strives to educate kids about the devastating effects of rising global temperatures in a way that captures students’ attention and motivates them.
“We tried really hard to make this really relevant and engaging for a high-school audience,” Stilwell said.
The presentation includes clips of youth across the nation who have made efforts to reduce the carbon footprints in their schools and communities.
At the end of the program, Stilwell asks students to make a pledge to do one thing over the course of the year to reduce emissions, such as unplugging gadgets, carpooling to school and carrying reusable water bottles.
Stilwell also highlights student environmental clubs at each school he visits and encourages students to join.
“Usually, we can get between 10 and 30 students to sign up after the assembly,” he said.
After watching the presentation, PHS student Keisha McCray said she was surprised to learn how much damage humans are doing to the planet through their use of fossil fuels.
“If we don’t stop this, we’re, like, all going to die, and I’m scared of that,” she said.
The ninth-grader vowed to do her part to help the environment by recycling and unplugging electronics when not using them.
”I would love to help the environment more,” she said.
Following the assembly, Stilwell and Kretser attended a meeting of the PHS Green Team, which formed four years ago after students from the school attended one of the Youth Climate Summits.
SOLAR-PANEL PLAN
In addition to spreading awareness about climate change, the alliance also provides schools with resources, including project ideas, leadership training and grants to support them in their efforts to implement green projects.
The Green Team at PHS has already made positive contributions to the planet by encouraging the district to replace the High School’s broken water fountains with ones that include a faucet for students to refill water bottles. The group also sells and gives away refillable bottles in an effort to deter people from buying bottled water and throwing the plastic vessels away.
The school now has several of the fountains throughout the building, one of which the Green Team raised money for and purchased itself, and others that the district agreed to invest in.
In addition, the group has begun composting at the school and encourages fellow students to recycle.
“Simple stuff just makes a difference,” said Connick Miller, a senior at PHS and president of the Green Team.
Miller added that the group is now focused on getting solar panels for their school.
“That’s one of our main goals this year,” he said.
Email Ashleigh Livingston: alivingston@pressrepublican.com
I dunno… Many kids these days seem to have a good B.S detector. This kind of indoctrination may well backfire.
No pressure. 😉
Guest post by Steve Goreham: “…But the fact that global surface temperatures have been naturally rising for the last 350 years as Earth recovered from the Little Ice Age, long before any significant human greenhouse gas emissions, is not mentioned.”
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Steve, please, tell me the global surface temperature for the year 1666 and how you know that. Thank you in advance.
I think ADULTS need new science curricula based on real science plus courses in ethics and logic.. We may need to send PhD;s from the last 20 years back for a year or two for science re-education to get asterisks removed from their degrees after this ideological science out break of CAGW if they want to publish in journals replacing Nature etc.
And the kids who learn this crap are going to be real ticked-off when they find out not only were they spoonfed roting manure but the same@$$e$ also crippled their changes for a decent life.
Time to start pushing homeschooling!
Here are the other reasons to keep your kid out of public school:
No teacher, but every textbook, left behind.
The War On Kids
DRUGGING:
How Public Schools Coerce Parents Into Giving Mind-Altering Drugs To Their Children
Gifted or ADD?
The Real Suicide Data from the TADS Study Comes to Light
ADHD: Ritalin – Brain damage, heart attacks, hallucinations & liver damage
Death from Ritalin: The Truth Behind ADHD
BRAINWASHING
Dumbing Down America
Has our education system failed America’s children?
Looks like the “S” in USA is beginning to read as Soviet. You guys need to stop this idiocy in its tracks.
Guest post by Steve Goreham: “The NGSS and Framework use the term “theory” many times. These documents refer to the Big Bang theory, Newton’s theory of gravity, the theory of plate tectonics, the atomic theory of matter, the germ theory of disease, Darwin’s theory of the evolution of the species, and the quantum theory of matter. But the recommendations never refer to man-made climate change as a theory. Man-made warming is to be taught as science fact.”
===========================================================
Steve, below your article there is a reference to you as Executive Director of the Climate Science Coalition of America. So, I visited you website and read your 10 Core Principles. Surprisingly, you do not dispute there that man-made warming is a science fact. You even do not dispute its “dangerous” character, surprisingly again. You could have easily inserted there a phrase like “we do not believe that man-made warming is a science fact”, but you did not. Instead, one can read this: “2. Science is rapidly evolving away from the view that humanity’s emissions of carbon dioxide and other ‘greenhouse gases’ are a cause of dangerous climate change” and this: “10. Since science and observation have failed to show that human-caused carbon dioxide emissions are causing dangerous global warming, it is premature…” [emphasis mine].
Could you comment on that, please? Thank you in advance.
Even worse. A young man going to skills training sponsored by a Federal Government grant had to sit through the Al Gore DVD. Obviously part of the deal. Propaganda! That happened this week!!
“…at the moment my daughters class ages 9, 10 and 11in her primary school are being taught about it in literacy by a brainwashed student teacher.
Its a difficult sitation because there is a lot I would like to say but my daughter is very shy and gets upset at the thought that I would create a scene. So I’m just making note’s…”
so it only hurts when you struggle?
how challenging is it to forecast the outcome, here?
Hi Greg.
Regarding the Little Ice Age and historical trends, please visit http://www.co2science.org. It lists hundreds of peer-reviewed studies from all over the world that show that the Medieval Warm Period (900-1300) was as warm or warmer than today and that the Little Ice Age (1300-1850) was cooler than both the MWP and today’s global temperatures.
Regarding global warming, if you break down Earth’s greenhouse effect, you find that 75%-90% of the greenhouse effect is due to water vapor and clouds (Schmidt et al, 2010). Of the last 25%, 96% of that is due to natural emissions of CO2 from oceans, biosphere, etc. (IPCC carbon cycle model). This means that the man-made portion of Earth’s greenhouse effect is less than 1% of the total.
Climatism assumes that increasing CO2 triggers increasing atmospheric water vapor to get to catastrophe, but there is no empirical data to show that atmospheric H2O has increased. This is a “flea wagging the dog” theory. The water cycle has several orders of magnitude more energy than the carbon cycle. So yes, mankind adds to global warming, but so does your cat. If we eliminated all emissions we probably could not measure the difference in global temperatures.
Gail – be a little more responsible about ADHD and treatments for same. Yeah, Ritalin is overprescribed and a few might even abuse it, but it changes lives for the better. Off topic, but as a 70+ year old who has watched his own and his grandkids’ lives undergo dramatic transformations for the better, I just had to speak up. On everything else, I’m with you entirely.
Steve Goreham says:
February 6, 2013 at 8:20 pm: “Hi Greg.
Regarding the Little Ice Age and historical trends, please visit http://www.co2science.org. It lists hundreds of peer-reviewed studies from all over the world that show that the Medieval Warm Period (900-1300) was as warm or warmer than today and that the Little Ice Age (1300-1850) was cooler than both the MWP and today’s global temperatures.
Regarding global warming, if you break down Earth’s greenhouse effect, …”
==========================================================
OK, Steve, it is clear that you will not tell me the global surface temperature for the year 1666 and how you know that, and that you are not going to question the AGW concept (yet?). But I have given you a starting point on your possible way to understanding what sort of crap that concept is, let us hope for the best.
Wait, you also need to get acquainted with the Wood experiment dealing with the underlying mechanism of the alleged “greenhouse effect”: http://www.wmconnolley.org.uk/sci/wood_rw.1909.html
We need a grassroots revolt against the @#$%&*!!’ filthbags purveying this evil in the schools. Education is supposed to teach you how to think and question, not blindly accept what obviously is self-serving pap from ideologues with a murderous agenda.
A hell of a lot more people will die needlessly if the AGW scaremongers have their way than would ever die even if the globe did warm by 1 degree C (which it won’t over the long term, as a matter of scientific fact, not theory). Starvation in poor countries? Freezing to death because of out-of-sight heating fuel costs (most of which is taxes, to begin with)? How does another Holocaust grab you? And just as racist as the Nazis’, because the people who will suffer the most are poor people of color in the Third World.
These people need to be stopped by any means necessary. If Germany can ban the Nazi Party, we can ban our present-day brand of Nazis – global warming alarmists – at least from our schools and colleges. It’s not a violation of free speech to silence those who undertake to end free speech as we know it. And that’s what the present-day Nazis, aka global warming alarmists, intend to do. Without free speech, no one could question their dogma
I would agree that climate studies should be taught provided that feedback theory and Fourier analysis are taught first to show the pupils the areas where the conventional wisdom of the climate fraternity is clearly at odds with other branches of science and engineering. Areas where faulty analysis is obvious in the short term and no excuses for failure of the computer models are acceptable unlike the dismal record of climate science for predictions such as the hundred months to the non existent runaway temperature rises we are now over half way to in theory.
Steve Goreham wrote:
Oh dear, the word “theory” misunderstood again.
What makes it possible for me, you and Steve Goreham to go online is a “theory” known as the Standard Model, which is the basis of all electronics.
Whoops–I shouldn’t have used the Standard Model as an example because many WUWT eyes roll whenever the word “model” comes up!
“Science fact” is a catch-phrase popular with unscientific journalists. Adding the word “science” doesn’t make a fact any more factual.
If this sounds like nit-picking, Steve, the value of your message depends on its credibility, and you’re not going to get a lot of that when you misuse common words.
cui bono;
Here’s a pretty good link for David Wojick: http://www.john-daly.com/guests/un_ipcc.htm
Brian H says (February 7, 2013 at 1:56 am)
——
Thanks Brian. Obviously the climate powers-that-be didn’t like this one little bit!
TomRude says:
February 6, 2013 at 1:41 pm
…Watt watchers… that should appeal to our host but it really exposes the desire for ecototalitarians to get in one’s home and dictate your lifestyle…..
>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>
It is already here in the USA and it is called the SMART GRID. Demand Response are the code words for the Smart Grid.
Anyone who has been at WUWT for a while should know Wind Power and Solar are intermittent power sources and unbalance the power grid. Since Congress came up with the 25X25 resolution: 10/25/07: H. Con. Res. 25, expresses the sense of Congress that it is the goal of the United States that, not later than January 1, 2025, the agricultural, forestry, and working land of the United States should provide from renewable resources not less that 25 percent of the total energy consumed in the United States and continue to produce safe, abundant, and affordable food, feed and fiber. (Any surprise that Soros and Rothschild are grabbing American farmland as fast s they can?)
Electric companies have to come up with a method for dealing with the unbalanced grid problem. The answer is SMART METERS. This allows residential electricity to be turned off so the system can be balanced.
This is the lie told to customers to get them to install smart meters
Note that the 25X25 Resolution and the Energy Act of 2007 happened under the Bush Administration and not Obummer’s.
There may not be a ‘mandate to force customers’ but that is not stopping the electric companies.
This is the actual reason smart meters are being shoved down the throat of consumers
This is the Federal Government’s position and why indoctrination is starting now
Indoctrination is absolutely necessary to carry out the government’s plans to get the Smart Grid installed and accepted and to get people to volunteer to buy and retrofit their appliances so the government can shut them down at will.
The Financiers of course are jumping for joy because a whole new industry has been manufactured out of thin air. ( Broken Window Fallacy anyone?)
Mark Bofill says:
February 6, 2013 at 2:28 pm
“Give me a child for the first seven years and you may do what you like with him afterwards.”
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The actual quote is from the Jesuits on religious indoctrination: ‘Give me the child for his first seven years, and I’ll give you the man,’ It is no less accurate for being hackneyed. It is why I mentioned the use of the Day Care Child Abuse Cases as a means for the government to get their hands on children from day one. It is also one of the reasons the Rockefeller’s supported ‘feminism’ Get the women to hand the kids over to the state and put them to work creating wealth for the government and bankers to steal. It was a real win-win situation.
Why do I think it is accurate? Because of experience. If you want a good riding horse you halter break him and handle him all over within the first 24 hours. Same with a sheep or cow or goat or puppy or kitten you want to show. The earlier the training the better it sticks. If you halter break early you can turn the animal out to pasture after weaning and not handle the colt until you train him several years later. That halter is now around his mind and he will not fight you despite the fact he now weighs ten times what you do.
Mark Fraser says:
February 6, 2013 at 9:10 pm
Gail – be a little more responsible about ADHD and treatments for same. …
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Mark, I have a nephew with Autism and a grand niece with Aspers. I work with the local Autism societies. So Yes I agree drugs certainly have their place but tranking kids just to get them to behave in school is not one of them.
Ritalin is a Class II substance in the same category that includes cocaine. Schedule-II controlled substances are under continual surveillance by the U.S. Drug Enforcement Administration and are overseen by the UN International Narcotics Control Board. This is the drug that teachers are handing out like candy.
Read the articles I quoted. The peer reviewed paper ADHD among American Schoolchildren States point blank: “Evidence of Overdiagnosis and Overuse of Medication” This is what I am complaining about, not the use of drugs but the OVERUSE.
Read the article Gifted or ADD?
states:
In other words get a second opinion and make sure it is not an incompetent teacher who is drugging your kid to make up for her lack of teaching ability. Unfortunately you may have a real fight on your hands to keep the school from drugging your kid anyway or even removing the child from your care.
The article The Drugging of Our Children states
There are several more cases documented.
My problem with the government schools is the TEACHERS are making the diagnosis. If the kid is bored silly and won’t sit still the teachers say DRUG HIM and the school’s tame doctor says OK. That is not good medical care especially with a drug that has major side effects. Teachers are drugging little boys as young as 7 years of age because they squirm and won’t sit still and in general act like typical little boys.
In many cases, I discovered, diagnoses hinge on the teachers’ responses. This is not the parents taking the kid in for evaluation it is the SCHOOL. “It was not to be taken at home, or on weekends, or vacations. He didn’t need to be medicated for regular life. It struck us as strange, wrong, to dose our son for school.”
In other words the teacher couldn’t do her job so she wanted the kid tranked so she could handle him.
As one person put it “My nephews teacher diagnosed him with ADHD and suggested in a note to the doctor that he needed ritalin, so the doctor, without any further diagnosis, wrote the perscription! In other words, the teachers are making the diagnosis and perscriptions now.”
Would you have the teacher prescribe penicillin for your kid because he sneezed? Well that is what is happening in government schools. Our brightest kids are being singled out for drugging into a stupor because they are bored silly and also on sugar highs from the candy and soda machines now installed in our schools.
Promoting a balanced view is seen as “denial”
http://www.desmogblog.com/2013/01/31/three-states-pushing-alec-bill-climate-change-denial-schools
Gail Combs says:
February 7, 2013 at 3:25 am
…
The actual quote is from the Jesuits on religious indoctrination: ‘Give me the child for his first seven years, and I’ll give you the man,’ …
—————–
Thanks Gail. I thought I was misremembering slightly but I couldn’t dredge the exact phrase out of my liquor sodden memory.
Perfect. This is good. They have built the prototype for their own monument to folly. I’ve been to textbook repositories. Teacher colleges often keep libraries stocked with sets of curriculum published through the ages. The age of “whole language” instruction and the “Neurologic Impress Method” of reading instruction are such riots to read! And completely fly in the face of modern brain imaging, otherwise known as “observation” from field research. Climatism science textbook chapters will walk the same path into the curriculum room and be laughed at by the next generation spending an afternoon walking through education history. Let them print it I say.
If a child is referred for a special education evaluation related to a health impairment (in this case ADD/ADHD), it is NOT the teacher who makes a diagnosis. And if they do, it would be a violation of federal and state law. Please get your facts straight on current law.
RHS says:
February 6, 2013 at 11:37 am
“The only upside I can see is rebellion. Once the current generation feels its been lied to, they will learn to investigate on their own. That is a side show I cant wait see.”
Don’t worry – as I can attest (being a parent), rebellion is built right into our teenagers! And they realize that their futures are being ripped off by self-centered and greedy climate advocates like Al Gore and Jim Hansen. All we need to do is to point out the idiocy and fallacious reasoning of the CAGW arguments, and explain to them how the eco-left and their political allies are hijacking their futures by running up the debt and are forcing them to believe in CAGW “climate change” as an excuse for their actions…
Pamela Gray says:
February 7, 2013 at 6:44 am
If a child is referred for a special education evaluation related to a health impairment (in this case ADD/ADHD), it is NOT the teacher who makes a diagnosis. And if they do, it would be a violation of federal and state law. Please get your facts straight on current law.
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Pam, since when does a law have anything to do with what actually happens? If you have a school system with a doctor that just goes along with the teacher’s evaluation and recommendation you get the situations I am talking of. There is enough ‘misdiagnosis’ going on that it is the subject of peer-reviewed papers, news articles and parent protest groups. Just search “over prescribing adhd medication” if you do not believe the situation is real.
Heck I had the idiot school doctor back in the 1960’s wanting to put me on tranks when the actual problem was a very itchy rash from an allergy!
And it is not just kids.
Also you say “referred for a special education evaluation “ so where the heck are the parents in all this? Does the child now belong to the school and the parents are nonentities? That is what I get from the situation as it now stands. Warning people that such a situation exists in the government schools so they can do what is best for their child is not out of line. Warning parents so they can jump in immediately when a problem starts to show and seek out the most competent doctor instead of taking pot-luck with a government appointed hack is my method of making sure kids get the best care possible.
You point of view seems to be protecting the status of teachers.
…and here is 1 of the primary ways “they” are going to pay to make it happen:
Environmental Literacy Grants for Building Capacity of Informal and Formal Educators
Document Type: Grants Notice
Funding Opportunity Number: NOAA-SEC-OED-2013-2003614
Opportunity Category: Discretionary
Posted Date: Jan 18, 2013
Creation Date: Jan 18, 2013
Original Closing Date for Applications: Mar 12, 2013
Current Closing Date for Applications: Mar 12, 2013
Archive Date: Apr 11, 2013
Funding Instrument Type: Grant
Category of Funding Activity: Education
Expected Number of Awards:
Estimated Total Program Funding: $3,000,000
Award Ceiling: $1,000,000
Award Floor: $0
CFDA Number(s): 11.008 — NOAA Mission-Related Education Awards
Cost Sharing or Matching Requirement: No
Agency Name: Department of Commerce (??)
Description
The goal of this NOAA Environmental Literacy Grants (ELG) Federal Funding Opportunity (FFO) is to build the capacity of informal educators (including interpreters and docents) and/or formal educators (pre- or in-service) to use NOAA data and data access tools to help K-12 students and/or the public understand and respond to global change. Successful projects will enhance educators’ ability to use the wealth of scientific data, data visualizations, data access technologies, information products, and other assets available through NOAA (plus additional sources, if desired) to engage K-12 students and/or other members of the public in a minimum of two U.S. states or territories. Partnerships with NOAA entities and/or involvement of NOAA scientists to facilitate the use of such assets by educators are strongly encouraged.
As an ultimate outcome, successful projects should aim to increase educators’ effectiveness in promoting stewardship and increasing informed decision making by a diverse pool of K-12 students and/or other members of the public. The impact of the proposed project on the target educators must be measurable during the award period. Projects are also encouraged to track outcomes among the public and/or K-12 audiences served by these educators. Yes, they are going to “track” our and our children’s level of indoctrination! Project topics must relate to NOAA’s mission in the areas of ocean, coastal, Great Lakes, weather, and climate sciences and stewardship and should focus on one or more of the goals of NOAA’s Next Generation Strategic Plan (http://www.ppi.noaa.gov/goals/) healthy oceans; weather-ready nation; climate adaptation and mitigation; and resilient coastal communities and economies.
Projects must specifically emphasize the theme of global environmental change, including (but not limited to) such topics as drought, severe weather, ocean acidification, sea level rise, and climate change.
Where applicable, project design should be informed by projects previously funded by NOAA’s Environmental Literacy Grants Program (See “Awards” tab under http://www.oesd.noaa.gov/grants/elg.html). Projects that specifically build capacity of educators to engage teens are of interest. Similarly, NOAA has an interest in projects that reach groups traditionally underserved and/or underrepresented in Earth System science.
This funding opportunity identifies two priority categories of eligible applicants, both of equal importance. Both priorities have the same goal: to build the capacity of informal and/or formal educators to use NOAA data and data access tools to help K-12 students and/or the public understand and respond to global change. Eligible applicants for Priority 1 are collaborative teams of two or more U.S. institutions. Eligible applicants for Priority 2 are collaborative teams of two or more non-profit U.S. aquariums, of which at least one must be accredited by the Association of Zoos and Aquariums (AZA). Collaborative applicant teams in both Priority 1 and Priority 2 are strongly encouraged to include at least one applicant that has not previously received a grant from NOAA’s Environmental Literacy Grants program. Proposed projects in each priority must be between two and five years in duration and have combined federal requests of $500,000 – $1,000,000 for all years of the project. It is anticipated that awards under this announcement will be made by September 30, 2013 and that the projects funded under this announcement will have a start date no earlier than October 1, 2013.
Additional Information on Eligibility:
Eligible applicants for Priority 1 are collaborative teams of two or more institutions in the United States. The following types of institutions may serve as applicants on a collaborative team for Priority 1: institutions of higher education; other nonprofits, including informal science-education institutions such as museums, zoos, and aquariums; K-12 public and independent schools and school systems; and state, local and Indian tribal governments in the United States. For-profit organizations, foreign institutions, and individuals are not eligible to apply. Each individual applicant must submit an application to NOAA as part of the collaborative team. Applications to Priority 1 that do not meet these eligibility criteria will not be merit reviewed. Eligible applicants for Priority 2 are collaborative teams that are exclusively composed of two or more 501(c)(3) non-profit aquariums in the United States. At least one applicant in each collaborative team must be accredited by the Association of Zoos and Aquariums (AZA). Each individual applicant must submit an application to NOAA as part of the collaborative team. Applications to Priority 2 that do not meet these eligibility criteria will not be merit reviewed. For both Priority 1 and Priority 2, there are no eligibility restrictions on institutions that are serving as project partners but are not submitting an application. These partners can receive a portion of the funding through sub-awards or, for NOAA partners, through direct support from the Office of Education (see Section II.A. and Section IV.B.1(f)). Note: Although NOAA programs and offices can receive a small amount of support from the Office of Education to facilitate their involvement with the project, the principal benefit of the project cannot be to support NOAA. An individual may apply only once as a Principal Investigator (PI) through this funding opportunity, and the same application may not be submitted to more than one priority. However, institutions may submit more than one distinct application and individuals may serve as co-PIs or key personnel on more than one application. Federal employees may not serve as PIs or co-PIs on any application, although they may be included as key personnel.
Note: Links to this announcement and other helpful information for applying are available at http://www.oesd.noaa.gov/grants/elg.html under the “Funding” tab.
PROSELYTIZING anyone? And here we thought there was a separation between religion and the state….
Gail Combs said:
” Does the child now belong to the school and the parents are nonentities?”
by jove, i think you’ve got it. how else can one explain what is?
it’s the well established premise of this thread that (excepting home schoolers) parents abdicate responsibility for raising their children and blame the abuse of unformed minds on those they pay to serve in loco parentis.
it’s been confessed on this thread that even complaint is too frightfully upsetting – forget about any meaningful action!
somehow, it’s believed that these children will recognize they’ve been crippled by indoctrination, once the damage is done, and then, somehow, they will not hold their parents liable in any way.
how much more of a non-entity could a parent aspire to be?
I have never experienced what you describe Gail. And if I did, I would put my license on the line to stop it. Anecdotal evidence is not the basis of scientific inquiry (something you of all people should know with regard to climate warming) yet you seemingly are basing your comments on anecdotal evidence. As a result, you are far off the mark (as are AGW believers) and your comments boarder on insults. I will say no more other than to repeat, the picture you paint is not one of true colors but is one of your own rose colored glasses and stereotypes. It is not becoming. Not at all.
By the way, the law requires that parent input be recorded throughout the process of special education assessments and decisions. Indeed, it is only by parent written permission that special education services be provided. If parents are excluded from participation, which is easily proven by lack of records of such participation, they have every right to free recourse. Take the glasses off and base your comments on facts, not your own emotional beliefs.
Gosh, maybe half of North Central Arkansas and South Central Missouri is asking me to ask Pamela to come be a beautiful, smart, classy, fine and friendly teacher down here. You have a Pamela Gray fan club. 😉 Lots of people know me, err know my hot guitar anyway.
Don’t know wuwt, but every time I flirt my company buries me with work and my stocks do pretty well. You’re making me rich… sooooo hey, hey honey let me take you home, sweet muscadine wines all alone! There’s a perfect, cozy little restaurant at Branson, overlooking beautiful Table Rock Lake. Another overlooking Taneycomo but the water is cold for swimming, it’s a trout lake below the dam. You would certainly add to the beauty, bet you even make gold look good. 😉
3 Hatteras Red, Scuppernong Blush, Scuppernong, Cool Muscadine and some Christmas Wine from Duplin. I was at Greensboro, NC recently and picked some. Also have some from http://www.wiederkehrwines.com/fest.html haven’t tried yet. Anything from Duplin http://www.duplinwinery.com/ so good.
Goode’nuff, my grandfather came from Missouri. After a stage and vaudeville tour as a singer, he came out west with his bride to help her run the family ranch. He caught the eye of that 5 ft 2″ redheaded dancer who was really just a simple country girl from a little ranch in the far NE corner of Oregon. I have learned that southern gentlemen are easily swayed by such women. I was once offered a diamond ring and marriage by a quite elderly man from MIssissippi who was visiting the ranch a few years back. He owned several jewelry stores in the south. What did I do that caught his eye? It wasn’t his eye I caught. It was his stomach. I fixed a meal of venison stew and fried beer soda bread.
As for the fan club. You must jest. I can’t be that well known. Heck. Didn’t step foot out of Oregon till I was in college and have flown on a jet (actually, wouldn’t really call one of them a jet) exactly three times in my 5 plus decades life.
But back to your need. I would imagine there are several areas in this country trying to figure out how to get all students, including those with learning problems and other special needs, to benchmark. With the rigor of the new education standards (which I agree with) and the assessment system that goes along with it (which I agree with), we are all in for a rough ride. When the going gets tough, the tough get going, usually in the face of great opposition, something I am familiar with. I happen to believe great things can be done by the public school system. Many, many people would disagree with me. To which I say, “nuts”.
But back to the science content of which this thread explores. Each state and district gets to adopt the curriculum it desires. As it should be. What worries me would be whether or not the common core smarter balanced assessment system (which most states are adopting) would eventually include loaded questions related to AGW. If it does, then you will see me on the opposite side of the common core and the companion assessment system.
Finally, I must come full circle. Gracious you are a charmer!
cui bono says:
> I hesitate to mention Nazi and Soviet school indoctrination in ‘science’ courses.
There has never been a general science course in Soviet schools. There were Biology, Physics, Chemistry, and Maths courses. None of them involved any special form of indoctrination that wouldn’t be present to the same degree in other countries. These curricula were broadly adopted from the University of Chicago Lab Schools where they were first developed. They were not bad; Biology and Chemistry courses were excellent. Physics was indeed badly indoctrinated; Newton, Lagrange, Bohr and other big wigs were infallible (were aren’t they?) but it was not a totally bad course from the practical-engineering standpoint.
Instead of indoctrination, there were omissions. For example, Genetics could not be mentioned for a long time; even after the ban had been lifted, nobody rushed to fill the void.
DesertYote says:
> Hmmm, Too funny. Half the comments show the influence of the Marxist propagandists of an earlier age who distorted their schooling, training them to hate Christianity.
I find the Christians’ belief that one needs to be trained to hate Christianity way too presumptuous. If anything, one had to be trained (threatened) to love Christianity. In the Marxist-dominated countries, they simply killed off the priests and the question of hate for Christianity never rose to prominence. Instead, there was a vicious love/hate conflict around Marxism and related ideologies, and I can tell you with confidence that at least three generations of people in Russia didn’t give a rat’s ass about Christianity. Most still don’t, although it has again been adopted as an official cult of the ruling elite.
Sorry Pamela, I am so busy. Am a chicken too. Couldn’t bear to look, suspense was killing me. Would have been totally crushed… had you tole me ta buzz off.
Sounds like we’re near the same age. Love many of the same things. How can I not be charming? Pulls straight out of me… like you’re a magnetic personality.
So now all we have to figure out is how to say hi. I have not kept it a secret that I live in Pendleton in NE Oregon and work as a teacher. And I post under my real name.
Certainly, my email addy is riggymert@gmail.com then we can talk about any topic you want and be on topic. 😉
Know Pendleton a little bit. Not quite as well as Hermiston, wading for smallmouth in the summer and spring steelhead. Have dropped off Cabbage hill many a time. Sometimes it was a snowy, white knuckle experience.
Never get past Ogden, Utah now and it upsets me.