DOES CLIMATE REALLY CHANGE?
IF YOU BURN YOU WARM
WATER AND CLIMATIC CHANGE
WASTE ALSO WARMS
HOW DO SHIFTS IN CLIMATE IMPACT ON SPECIES AND ECOSYSTEMS?
CLIMATE AND LANDSCAPE, LAND USE AND TOURISM
RURAL ENVIRONMENT AND CLIMATE
URBAN ENVIRONMENT AND CLIMATE

The e-book on climate change "Does climate really change?"

 


Does climate really change? It is a book which explains the climate change in 8 chapters. Chapter 1 discusses the concept ofclimate. Chapter 2 discusses the regulation of Earth's temperature. 3rd chapter estudies climate changes along the Earth. Chapter 4 explains the causes of these natural climate changes that have been generated in Earth's history. Chapter 5 estudies the climate change due to fossil fuel use. 6 deals about climate change on terrestrial ecosystems. Chapter 7 estudies climate change on ocean ecosystems. Finally, chapter 7 deals about the relationships of climate change with the economy and society.


Climántica has been recommended as an educational project by the UN’s Special Envoy for Climate Chan...

 


The UN’s Special Envoy for Climate Change, president of Democracy and Development Foundation and former President of Chile, Mr. Ricardo Lagos, having carefully analysed Climantica project, has officially acknowledged the relevance of Climantica as an educational project and has therefore recommended it for this purpose. The support of the UN’s Special Envoy for Climate Change has been officially communicated on the 14th April to the Director-General for Sustainability and Landscape of the Xunta de Galicia.

The first time the UN showed interest in Climantica was when the Geneva branch of this institution requested a report on this project. Having submitted this report, the Xunta the Galicia presented it at New York’s headquarters on the 2nd June 2008. Later on, it was presented as a ‘good practice’ project for Spain at the Spanish Office for Climate Change’s proposal during the European Seminar of United Nations that took place in Stockholm in May 2009.


Short cartoon “2101 Back to Climántica” from Climántica TV

 


Climántica published 2101 Back to Climántica on Climántica TV.  It is set at the beginning of the century XXII, where Palmira and Marcial explain about the Climántica project and look back at its origins.

Climantica wish you a merry christmas and a happy new year 2010

 


To all  users of this web site, the team Climántica wants to thanked his support with this congratulation. Also we expect can follow collaborating with you so that it goes in all can continue in the 2010 in the research of this quality of education that know that it needs to increase the care of the ours particular environment and to improve the situation of the humanity and of the planet in general.
 
During the year 2010 will follow being to his disposal in climantica@climantica.org

James Lovelock "Climate change on a living planet"

 


ClimanticaTV

James Lovelock

 


On the 6th of October, the British scientist James Lovelock traveled to Galicia to collect the 2009 Fonseca Prize. This prize was created by the Consortium of Santiago and the Santiago de Compostela University.

The meeting with the press and the conference of James Lovelock are shown in Climantica TV section.


The second documentary on the lecture by Dr. Francisco Anguita is already available on ClimanticaTV

 


The second documentary, that covers the lecture given by Dr. Francisco Anguita in the framework of the course given on 15 November 2008 on Climantica in the subject of Science for the Contemporary World from the point of view of sustainability and IT, contains the main environmental issues.

He starts by stating that oil will doubtless disappear in this century, probably not further than 2030-2040.


Then he talked about the increase of geological risks linked to overpopulation and associated with urban planning and territorial problems. He mentions the risk of North Teide’s landslide as an example of how economy intensifies natural risks.


Concerning the Earth’s overpopulation and the opposition Economy vs. Ecology, he opened the ethical debate on the possibility that some regulations should be established in order to bring the planet’s population under control.

In addition, he tackled the issue of ice melting emphasizing that Greenland’s ice sheet has experienced record ice melting during the summer of 2007, increasing the rate about 30% from 2006. The most outstanding example is the threat to the polar bear because of melting ice. According to him, this is again an example of how economy is confronted to ecology since at present it is perceived that the only emergency now is the recovery of economy and therefore, any other priority should wait, mainly those which are likely to create a shift of public opinion and therefore can slow down such recovery.


Another environmental concern is focused on the question that whether the present civilization will be able to stand a Cretaceous climate. If global temperature increases by 0,7ºC during the 20th century, over the next century it will rise at least three times as that. Temperature will probably rise by 3ºC to 6ºC during this century. This temperature scenario is similar to that existing in the Cretaceous period, when such temperature could allow people to swim in the Arctic. This is not possible for the biosphere at present, since the species are not adapted.

Then he pointed out the issue of sea level rising which is clearly connected to a possible

recurrence of the Cretaceous climate. He provided real data on temperature rise in 7ºC in the Mediterranean in only 18 days, and explained that a rise of 3º C in the temperature of the Mediterranean Sea could imply a risk of hurricanes due to the increase in convection linked to that temperature rise.

Taking this scenario into account, he criticized the concept of ‘Sustainable Development’ because from his point o view, it allows human beings to destroy the planet without feeling guilty. He argued that although this concept was born in the 80s, the present development is growing more and more unsustainable. In this sense, he compares the way of life led by someone who tries to protect the Planet with that of someone who intends to bring a better quality of life by using more resources. Instead, he opts for the idea of having a better quality of life by minimising the use of natural resources.


As a way out to the Planet’s crisis he mentions the possibility of life in Mars. He refers to the difficulty to industrialize that planet in order to generate a greenhouse effect that is capable of regulating the temperature so that plants can grow. In this way Mars could be inhabited, but he wonders if this could be licit or even appropriate at this stage. On the other hand, the Earth is gaining 200 000 new inhabitants a day and this involves the need to move one million people in five days so that the possibility for those people to go away is not fulfilled.

Another ethical debate was based on the fact that the Homo sapiens as the last species to inhabit the Earth has the right to make other species disappear. In answer to this, he came to the conclusion that we are responsible for the protection of our planet, and this is not only a claim from the ecologist movement because our consumption of natural resources is over what the ecological footprint can support. Taking this principle into account, he argues that the teachers’ role does not consist of making students distressed but establishing educational contexts that raise awareness.

Another interesting topic he tackled was food. He explained that it is possible that the food we eat every day has travelled about 133 000 km by plane or ship, that is, it could have travelled around the world before we buy it. He criticized the fact that this sort of trade helps the Third World’s economy but it causes the greenhouse effect, emphasizing again the opposition Economy vs. Ecology.

Summarizing all the above-mentioned approaches to this confrontation, he pointed out that there was the risk that the IPCC’s work was pushed back to the background by the economic crisis. Nowadays, the IPCC is the body that has made the most sensible and comprehensive scientific effort in view of the fact that whenever their proposals are objected for political reasons, they refuse these objections if there is not a sound evidence of them. This proves that the 2007 IPCC report is rigorous, comprehensive and it results from an agreement of all the parts. Therefore, Mr. Anguita wonders whether it is possible that climate change becomes natural following the conclusions of 2007 IPCC. According to him, the debate is now focused on what we should do to settle the problem but also considering the difficulty involved in the fact that we are the only species that does not work in cooperation with each other, and that it is the citizens, not the Earth, who vote for the politicians on the grounds of the economic situation. Finally, he pointed out that up to the present, human beings solved their problems thanks to technology, but this problem is so serious that, for the first time, technology could not be enough to solve climate change.


The first documentary on Francisco Anguita’s lecture is available on ClimanticaTV

 


On Saturday the 15th November, Dr. Francisco Anguita, lecturer in Geology in the Complutense University of Madrid, gave a lecture entitled “From the Big Bang to the ecological issue: the Cosmos approach to environmental matters”, which took place in the framework of the course on Climantica in the subject of “Science for the Contemporary World” from the point of view of sustainability and IT.

The content of this lecture has been included in three documentaries. The first one, which is already available on Climántica TV, is an introduction that summarizes all the issues dealt with in the seminar.

He argued that the cosmos could be taken as a starting point to approach the subject of “Science of the Contemporary World” as a focal point to tackle environmental issues such as climate change. In this sense, he follows this outline for teaching purposes:

Universe --> Galaxies --> Stars + Planets --> Earth --> Homo sapiens

As regards the Homo Sapiens’ capacity to change the environment, he proposed an opposite movement but he warned about the risk to have an anthropocentric vision of the approach:

Homo sapiens --> Earth (climate change caused by man)

Following the first outline, he started his argument from the Big Bang in order to explain the formation of planets. In this sense, he talked about the formation of atmospheres and oceanic hydrospheres in the Super-Earth, and he discussed whether water is necessary for life and whether a technological society can be developed in an oceanic Super-Earth planet. According to him, this question is the key issue in Astrobiology, but he recognised the controversy arisen by this area of science, since it neither proves nor gives evidence of the theory it suggests.

Taking into account the emergence of life on Earth in its origins, based on the formation of lines rich in 12C and poor in 13C –linked to organic environments- on the oldest rocks on Earth -4 109 years old- formed in Greenland’s oceanic context, he argued that life could appear when the Earth was under a formation process. He also talked about the evidence of the fact that at this stage plate tectonics would already take place, linking this fact to the impact on life evolution, since it would make the change of ecological niche and habitats easier.
Regarding this fact, he pointed out that the same could happen with the neighbour planets, Venus and Mars. In this sense, he mentioned the existence of morphological traces in Mars that implied the presence of water. In addition, he said that in Venus the proportion of deuterium in the atmosphere presumably suggests the presence of water, so that there could have been life on both planets 4 000 million years ago. As far as plate tectonics is concerned, he observed that the traces found on the surface aimed at the model in Mars instead of in Venus. He also emphasized the relevance that water has on Jupiter’s satellite, the so-called Europe, since it has a 100-quilometer deep ice sheet, that is, the solar system’s largest water reserve. If volcanoes were placed on this sheet, heat could melt ice, so that life could exist here thanks to thermal energy. Therefore, he came to the conclusion that the satellite, which has already been visited once, is worth a second visit.

Following this argument, Dr. Anguita considered a planetary approach to tackle the environmental issue since, according to him, the two neighbour planets have undergone large climatic changes when life started on Earth. In this sense, he argued that it was extremely difficult to assume that a climatic stability on Earth that allows life sustainability could be maintained. Therefore, he emphasized the relevance that the use of fossil fuels could have on that stability.

In short, Mr. Anguita’s lecture was a brilliant contribution to understand the complexity, difficulty, extent and controversy posed by the research on the Cosmos and the formation of Earth from the Big Bang, which became very useful for teachers’ daily work. This approach does not only become more significant to understand the research on the Cosmos, but it provides with a trans-disciplinary added value that makes environmental awareness possible.


Climantica blog system

 
The new Climantica blog system is already available. From here the four blog platforms are accesible: Climaeucambio, Climántica CCMC, Thematic and International.

If you would like to participate with a blog in this system, please contact climantica@climantica.org.


New documentary on the unit “Materials and Sustainability: From the cosmos to nanotechnology”

 


On 8 November, Mr. Ramón Cid Manzano, graduate in Physics and Chemistry and head of the Department of Physics and Chemistry in a secondary school, gave a lecture entitled “Science for the Contemporary World from the point of view of sustainability and IT”.

He started his lecture by summarizing the main features of the scientific work, the role of the discourse and the use of science in solving everyday problems. In this sense, he claimed that scientific knowledge had reinforced the world’s understanding and citizens’ critical nature.

Then, he focused on the two thematic units into which the subject “Science for the Contemporary World” is divided. To this purpose, he showed teachers those resources that are available in the Internet, assessed their educational use, and proposed several activities to be implemented in Climantica’s blogs and lessons.

In the thematic units called “Sustainable Management” and “New Uses, New Materials”, and taking climate change as a focal point, he encouraged teachers to introduce in the syllabus some activities regarding the ITER Project (Nuclear Fusion) and Nanotechnology, as well as some activities related to the Universe’s origin and scales and the Earth’s formation taking into account the present cosmological facts showed in the NASA or the GTC websites.

Following the same educational approach, he argued different trends in the present scientific research: Nanotechnology as well as Hadrontherapy, the GRID or LHC accelerator (CERN) which are directly connected with the issues covered in CCMC blogs.

In conclusion, Mr. Cid, who has proved his wonderful communication skills, gave a brilliant lecture that became very useful for teachers’ daily work.

Resources in Science for the Contemporary World blogs

 


The schools’ guiding blog contains 4 websites of internet resources that can be useful to teach the subject “Science for the Contemporary World” related to sustainability within the framework of the climate change society.

Stephen Hawking: Climate change and Cosmos’ potentialities for the Humankind

 


A short video containing this scientist’s statement on the link between climate change and human life on the cosmos given in a press conference in Santiago on 24 September 2008 is available on Climántica TV.

Documentary on pilot educational experiences in Cuba

 


The documentary on the first pilot experiences conducted by the Climantica project in the educational system in Cuba is already available on Climántica TV On 26, 27 and 28 May 2008, Climantica started its pilot activities in the educational system in Cuba. The Chair of Energy Education hosted by the Pedagogical University, Havana City, Cuba asked Climantica project to be introduced as a part of a reform implemented in the syllabus of the subject “Energy Education” taught in Secondary Education in “Ciudad Escolar Libertad”. Two types of activities were organized with 14 to 16 year-old students in order to check out their background knowledge:

  • Small group activity. It consisted of two different stages: In the first, students worked in small groups in order to study a card exemplifying a particular issue. The work group entitled the card giving reasons for that title according to what the card suggested to them in relation to causes and/or impacts of climate change.  Finally, all the groups shared their points of view with the other groups.
  • Classroom activity. It was aimed at producing a diagram with pieces as if it were a dominoes game. This diagram summarized the group arguments on climate change and its relationship with its causes and impacts.

Climantica activities carried out in Cuba finished on 28 May with a lecture on the basics of this project in the 2nd conference of the Energy Education Group.

Documentary on pilot educational experiences in Argentina

 


The documentary on the first pilot experiences conducted by the Climantica project in the educational system in Cuba is already available on Climántica TV. On 29 and 30 May 2008, Climantica started its pilot activities in the educational system in Argentina. These activities were aimed at the secondary education students of “Santiago Apostol" school in Buenos Aires, where more than 80 per cent of the students have Galician ancestors. The activities with the students were carried out on 29 May and were aimed at checking out the students’ background knowledge on causes, impacts and possible solutions to climate change. Two types of activities were organized:

  • A debate on causes, impacts and solutions to climate change in which all the students took part.
  • Activity with 15-16-year-old students. It consisted of two different stages: In the first, students worked in small groups in order to study a card exemplifying a particular issue. The work group entitled the card giving reasons for that title according to what the card suggested to them in relation to causes and/or impacts of climate change.  Finally, all the groups shared their points of view with the other groups.

On 30 May there was a lecture aimed at the school community interested in the project.

Conclusions of the First Climantica Conference for students

 



The First Climantica Conference for Students, organised by the Galician Regional Ministry for the Environment, was held at Santiago de Compostela on the 21st of June 2008. During this event about 300 students from all over Galician schools met there to discuss issues such as measures to fight against climate change, sustainable development or respect for the environment.

Secondary School Students coming from the four Galician provinces took part in this activity and exhibited the pieces of work submitted to the second edition of the Climantica Awards. These awards were set up in the framework of the educational programme that aims at raising students’ awareness on climate change and how to tackle it.

During this session that was held at the Conference Centre in Santiago, students exhibited the pieces of work they had submitted to these awards in three categories: Literature –narrative, poetry and comic-, Multimedia –shorts, Power Point presentations, interviews, theatre and singing performances-, and Visual Arts –Photography, painting and posters-. This public exhibition also helped participants to understand young people’s view on Climate Change and their proposals to protect the environment and to promote sustainable development.

In addition, the Climantica Conference has given students from different areas in Galicia the opportunity to exchange the students’ viewpoints by exhibiting their work. Winners’ projects, among which there are quite significant tittles such as “Climate Change and its impacts”, “If we change, climate changes”, “It is foolish not to protect it”, “Why cannot man manage to sustain the Earth?” or “A day in a tree’s life”, show a very high standard and good quality. All these essays were published in the magazine CLMTK, which was given to the participants during the Conference and it is going to be available on this website soon.

This meeting was also aimed at parents and teachers who came with students. They took part in activities such as a discussion board on “Environment and Diet”, dealing with issues such as Ecological Agriculture and Diet, Ecological Medicine or Sport.

Awards
In the course of the Conference, 60 students -30 from Secondary schools and 30 from Sixth Form schools- received the prize certificates from the Director General for Educational Planning and Innovation and the Director General for Sustainable Development. The prizes consisted of a five-day stage in an Environmental Education facility in Galicia. This year the Secondary school students stayed from 23 to 27 June in a facility in San Xoan de Río, Ourense, and the Sixth-Form students stayed from 8 to 12 September in an facility in Fragas do Eume Natural Park. See programme.



I Climantica Conference for students

 



The First Climantica Conference for students will be held on Saturday, the 21st June at the Conference Centre of Santiago de Compostela. The official programme can be downloaded below.

World Environmental Day Celebration: Closing of the First Climantica Conference

 

In order to celebrate the World Environmental Day, the first Climantica Conference was held on the 5th of June at Fernando Blanco’s Secondary School in Cee.

In this Conference, the Director General for Sustainable Development and Climantica’s Director  gave a lecture in the assembly hall. Following the lecture, students could get some information on causes and effects of climate change in the thematic stands set up for this purpose. Some students, who were trained during three days by the Climantica expert responsible for school activities, were in charge of explaining all those issues to their schoolmates by means of experiments.

During the break, students could enjoy the performances of magicians, acrobats and jugglers. The World Environmental Day celebration was closed with the Climantopia show in which music, magic and multimedia reinforced the Environmental education messages delivered by some tales and songs. The purpose of this activity was to test this scheme so that it can be exported to other pilot schools involved and interested in the Climantica project.


Climantica Awards, second edition

 

CLIMANTICA AWARDS FOR PROJECTS SUBMITTED TO THE FIRST CLIMANTICA CONFERENCE FOR STUDENTS

concurso

The Regional Ministry for the Environment and Sustainable Development announces the second edition of the Climantica Awards whose aim is to raise awareness of climate change among students. The prize consists of a five-day stage in an environmental education facility in Galicia, in which participants can also join on sports and leisure activities. This activity will be developed at the end of the school period in two different programmes: Secondary Education programme will take place from 23 to 27 June 2008, and Sixth Form programme will be held from 8 to 12 September 2008. Unlike the first edition of Climantica Awards held in November 2007, in this edition those projects that were submitted to the First Climantica Conference for students will be awarded the prizes and they will be published in the first issue of the magazine CLMNTK.

These Awards comprise the following categories:

1.-Literature: Essays, real or fiction stories, or poetry focused on an issue covered in the Climantica project..

1.1 Narrative

1.2 Poetry

1.3 Comics

2.-Multimedia: Formats submitted should have the following features: minimum resolution: 320 x 240, Video Format: mov, mp4, vob, dv, flv, avi, 3gp.

2.1 Short films telling a story based on a script. Short videos (see how to film with the mobile phone).

2.2 Presentations

2.3 Interviews, theatre performances or song recordings

3.-Visual Arts:

3.1 Photography: Each picture should include a reference to what the author intends to communicate with it.

3.2 Paintings

3.3 Pósters. The originals should be posted to Climantica’s contact address.

All projects submitted must be accompanied by the application form in which the author or authors (máximum 3 members in each team) describe what they wish to communicate with the project..

The projects should be sent to the following e-mail address: concursos@climantica.org. The deadline to submit projects is on 15 May 2008.

All those projects that meet the requirements will be uploaded in the website, in the Schools section and published in the students’ magazine CLMNTK. The students will be rewarded with a T-shirt or a jersey. For this purpose they should indicate the item they choose and the size.

YOU CAN ALSO TAKE PART IN CLIMANTICA AUTHORS CONFERENCE

Those projects selected to be published in the students’magazine CLMNTK will be presented in the First Climantica Conference for Students. The awards will be announced in the course of this conference that will be held on the 21 June at the Conference Centre, in Santiago de Compostela.

There will be 10 prizes in each category for both Secondary education and Sixth-Form students, so that 30 students will enjoy the stage in June and 30 students in September. If the projects submitted to any particular category do not meet the minimum quality requirements to award the 10 prizes, the number of prizes for the other categories could be increased, provided that their quality is good enough. Prizes could not be awarded if the jury considers that there are not enough quality projects to award 30 prizes for secondary education students and 30 prizes for Sixth-Form students.

To be eligible, projects will be assessed according to the following criteria:

- They must be original.
- They must be produced in a rigorous way.
- They must be able to raise awareness to public.
- They must show a high standard in its technical production.
- Their content must establish links to different issues and their understanding.

In order to be able to be awarded prizes, students should submit a certificate issued by the school where they have been enrolled in the school year 2007-2008, specifying the level they have reached. In addition, they must also deliver a registered copy of the Identity Card and if the student is a minor, he or she should present their parents’ consent, to attend the stage, signed either by their father, mother or guardian.

TECHNICAL ASSISTANCE

If you come across difficulties in producing your project, please do not hesitate to contact us by e-mail:  concursos@climantica.org


Climántica at the Orienta Forum 2008

 

CLIMANTICA CAREERS


Climántica presented the project called Climántica Careers at the Orienta Forum 08 which was held at IFEVI in Vigo from the 8th to the 13th April 2008. A group of four Climantica academic counselor who had been previously trained by R&D and occupational training experts took part in this initiative in order to guide students on research and professionalization scenarios opened in mitigation and adaptation to fight against climate change. A brochure containing information on the main vocational training areas was produced. In addition some workshops on “building a solar oven” and “Climate Change” were developed.

New: Yo can watch a video in Climántica TV.


Documentary on the first Climantica prizes

 

The students awarded the first Cimantica prizes enjoyed an Enviromental Education stage from 31 October to 4 November 2007, in which they performed several environamental education activities: routes into a native forest ("fraga"), orientation games, theatre centred on climate change, a visit to Sotavento in order to study clean energies, workshops on solar ovens, waste management, tree identification and so on. In addition, they played some games and sports such as canoeing along the Ares estuary.


You can download the first issue of the comic "Palmira and Marcial, Environmental Action is Vital"

 

Comic

This comic allows young students to become aware of the problem of climate change at a global level and the need to get everybody involved in its solution. At the same time, it focuses on the the possibility that this problem does not only affect the survival of many species, but also on the fact that it can jeopardise the human survival.


Evolution of temperature in A Coruña, Spain

 

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