'First, the non-climatic effects of carbon dioxide are dominant over the climatic effects and are overwhelmingly beneficial. Second, the climatic effects observed in the real world are much less damaging than the effects predicted by the climate models, and have also been frequently beneficial.'

Freeman Dyson,

in Foreword to http://www.thegwpf.org/content/uploads/2015/10/benefits1.pdf

Wednesday, 17 November 2010

New hope for climate sense in the classroom - speechless teachers?


It may not be on climate, but the lesson is clear enough.  Children can ask good questions!

(thanks, Anonymous)

(and later seen here as well: http://tomnelson.blogspot.com/ )

As insight into the real science of climate, as opposed to computer models programmed to give CO2 a dramatic effect, and into the proper analysis and reporting of climate data (as opposed to cherry-picking for dramatic effect - be it from PCA, trees, weather stations, satellites, or media headlines), spreads wider and wider, there is surely hope that some children at least will be able to stir things up in the classroom.

Perhaps children will have the courage to do what teachers may be afraid of, or prevented from, doing: digging in behind the facade of CO2 scaremongering.  Given the awful onslaught of climate-related-indoctrination for political purposes, this would indeed be an affirmation of the human spirit.