Logo

American Institute for Technology  

& Science Education Newsletter



July, 2012 

Like us on FacebookFollow me on Twitter DonatetoAITSEView my profile on LinkedInView our videos on YouTube
Greetings!

Crocker in LA Press Club Everybody is talking about it. The need for good science, integrity in science, and the problems caused by financially- or politically-driven science. The debates over climate change, evolution, stem cell research, and even the best way to provide our nation with healthcare continue to rage. Some unscientific and wrong ideas are uncritically accepted, while those who question other status quo science find that the scientific establishment joins ranks, tears holes in their theories, mocks their evidence, and maligns their character (Richard Conniff).

But, progress in science and medicine require both thinking outside the box and impartial evaluation of evidence. Therefore, it stands to reason that universities that do not allow their faculty and students academic freedom end up stifling "scientific innovation, leadership and growth." Peer-review is both a hazard and a benefit to the progress of science, as it weeds out the truly outlandish ideas, but also serves to enforce the existing paradigms. And those universities that bow to the political pressure to accept pseudoscience as science make things worse by sending the message that traditional science and medicine are not to be trusted. Conflict is inevitable. According to Conniff, this very conflict works for the benefit of scientific truth. Unfortunately, it also tends to shred the careers of those who advance the new theories or question the current consensus.

However, as Launcelot said in The Merchant of Venice, "truth will out." Especially now, in the days of the Internet. Our modern technological world gives a voice to those scientists whose ideas and results "rock the boat." And it allows a wider audience to critique or accept the alternative theories. AITSE is working to promote good science by providing the public with clear and credible information so that they can do just that--assess scientific claims. Our articles are written by highly qualified scientists and physicians, some of whom are rocking the boat and others who are promoting the status quo. That way you can decide.

We are so glad to be able to serve you by providing these monthly email updates on current issues in science and medicine. But, that is not all we do! We also have an informative website with over 150 articles pertaining to integrity in science and medicine. This website has been upgraded to better serve your needs--check it out! (More about this next month.) In addition, if you "like" us on Facebook, you will receive daily science updates on your Facebook page. Or, if you would rather,
you can get the same information on Twitter or Linked in.

Thanks to Casey Luskin for drawing our attention to some of the above-linked helpful articles.
Salt

Pass the Salt!          Benefits and Hazards  

   

Have you ever wondered why wild animals enjoy salt licks, but medical science tells us that salt (NaCl) is bad for us? So much so that salt substitutes, which exchange the Na (sodium) in NaCl for K (potassium), are found in many kitchens. Of course, use of these products can lead to other problems. People with diabetes, kidney failure, heart failure or using certain drugs may struggle with excreting the increased potassium and the resultant potential hyperkalemia can then end in--death. But that is not the topic of this article. Other salt substitutes focus on the Cl (chloride) part of salt as the problem, substituting salt with sodium citrate, sodium phosphate or sodium bicarbonate. Doesn't taste so great, but apparently it does reduce blood pressure. That is not our topic either.

 

So, why do the Centers for Disease Control and Prevention recommend restriction of salt intake? Simply because research shows that short-term reduction of salt intake results in immediate reduction of blood pressure. Moreover, some data suggest that long-term reduction of intake results in long-term reduction of blood pressure. There is even evidence that newborns put on a restricted sodium diet end up with lower blood pressure than those who are not and that the beneficial effects of low salt intake in children can last into their 30's and 40's.  Since reduced blood pressure is known to reduce cardiovascular disease and other problems, case closed. Right? Wrong.

 

The fact is that, "Unintended health consequences can result from seemingly reasonable expectations." (Cohen et al., 2006) And, according to the study, which was published in the American Journal of Medicine, with salt restriction they do. In fact, these authors studied 7154 patients over 13.7 years and found that a self-reported sodium intake of less than 2300 mg (the maximum recommended intake for most adults) resulted in increased cardiovascular and all-cause mortality. This was in contrast to other papers AITSE reviewed: one a review article that says reducing dietary salt intake has proven beneficial in reducing risk of stroke, kidney disease and heart failure and another a meta-analysis that finds that it is hard to know whether restricting salt increases, decreases or has no effect on heart disease. The authors of the papers speculate on reasons for their differing conclusions: variation in populations studied, length of study, how salt intake was monitored, and pre-existing conditions to name a few. But, the take-home message remains. Even though restricting salt intake probably will reduce your blood pressure (and is much safer than taking an antihypertensive), it may not improve your health.  

 

So, what is a person to do? To salt or not to salt? Perhaps the answer is in a throw-away line found in the article by Cohen et al. In elaborating on how the participants' salt intake was monitored, these authors specified that salt added at the table or during cooking was not measured. Rather, the participants recorded what was on the labels of their foods. This measurement was chosen because 80% of the average American's excess salt intake comes from processed foods. It could be that therein lies the problem--food with labels.  

 

AITSE does not presume to give medical advice and does not substitute for the care of a physician, but it would seem sensible, if a person wishes to avoid high blood pressure, heart disease, and other health problems, to avoid processed foods. Switch to consumption of fruits, vegetables, whole grains and sensible amounts of meat. Exercise regularly. And, enjoy a bit of salt on your food. It seems healthy living and moderation, as always, is key.

Donate to AITSE

 

planets

Scientific Integrity at the Borderlands of Inquiry

by Jonathan Bartlett

  

Science moves forward not by enshrining, but by doubting and improving on, the consensus opinion. It moves because a scientist says, "Hmm.... that's funny" or "I wonder if..." Whole avenues of knowledge have begun this way. Heliocentrism started because Copernicus wondered what it would look like to model the planets with the sun as the center. Throughout Copernicus' lifetime his model of the planets was inferior to the models given by the geocentrists. However, what would astronomy be like today if Copernicus had yielded to his critics and abandoned his model because it didn't work as well as the geocentrist view?

 

This question gets to the very heart of how scientific integrity works at the borderlands of scientific inquiry. New ideas should not be squelched, but neither should bad ones be perpetuated. Every offbeat idea should not be proclaimed as if it were the next Copernican revolution, nor should the fact that the greatest ideas in history often started by majorly rewriting what was thought to be scientifically true be ignored. It is a fact that scientific progress can start with data that appears to be at odds with the current understanding. Only later is it possible to reinterpret the old evidence to fit the new paradigm.

 

A good example is two major anomalies to do with Newton's theory of gravity: the motions of Uranus and Mercury. Neither planet's motions behaved exactly as they should under Newtonian mechanics. Was this a problem with Newton's theory? Or were there missing factors? Both were true. In the case of Uranus, a suggestion was made that there might be an undiscovered planet affecting Uranus' orbit. After careful calculations the planet Neptune was discovered. This led many to believe the same issue might affect Mercury's orbit and another planet, Vulcan, was hypothesized. But, in this case, no other planet was found. Correct calculation of Mercury's motion required Einstein's theory of relativity.

 

Interestingly, there is no way to predict if the problem with a theory is that there are extra variables that need to be considered or if the theory itself requires revising or even reconsidering. So what is the scientist to do? Here is where integrity is most important. It is fine to hold on to a theory in the face of disconfirming evidence. If this were not the case, instead of finding Neptune, the theory of gravity would have been abandoned! However, to operate in integrity, a scientist must be open and honest about criticisms of both their own theories and even the theories on which their funding is built. They must be willing to offer the list of evidences that are, at least presently, anomalous to their ideas, being willing to concede the limitations of current knowledge. After all, it is difficult to know if the understanding of reality is wrong or if the data is being misunderstood.

 

As such, the key to integrity in science is truth. Truth in telling what you think, why you think it, what evidence confirms it, and which evidence disconfirms it. It is also important to accurately distinguish between data, interpretation of the data, extrapolation beyond the data, and speculation. When all these are laid on the table, science can proceed with minimum hindrance. Unfortunately, this is sometimes difficult since scientists can be effectively blinded by their own insights and ideas, the desire for professional recognition, and the need for funding. They may become unwilling or unable to see the possible problems with their work. On the other hand, it is possible to be so overtaken with new ideas that are none are followed to their potential ends. Therefore, in as much as it is possible, it would be beneficial for scientists neither to be slaves to their ideas, nor to the evidence as understood at the present moment.

AITSE's goal is to provide the public with information so that they can assess scientific claims. We are grateful to our expert consortium of scientists who endeavor to do just this, being honest about the science: what it can say and what it cannot; what it does say and what it does not.

Like us on Facebook 
Calcium Tablets
CalciumGood for you or not?

Did you know that 60% of the people over 60 years of age take a daily calcium supplement, whether in combination with a multivitamin tablet or on its own? Why? Well, either for persistent reflux or, more likely, because the medical consensus was that calcium, in combination with vitamin D, would reduce the risk of developing osteoporosis. The verdict is out on whether they will also reduce the risk of fractures. Interestingly, calcium without vitamin D or vitamin D without calcium seems to provide no such benefit. But, recent evidence suggests that even the combination may be ineffective in preventing fractures and may indeed do more harm than good. Thus the US Preventative Services Task Force has issued a draft statement recommending against taking calcium and vitamin D supplements.

It seems that, although inadequate levels of dietary calcium and vitamin D may increase fracture risk, excess levels levels are also harmful. And, surprisingly, the source of these nutrients makes a difference, as well. Calcium supplementation can lead to the development of kidney stones because the excess calcium is not excreted quickly enough. It leads to gall stones possibly because calcium in the digestive tract binds to fat, out-competing the enzymes provided in bile, and causing build up in the gall bladder. And, worse, calcium supplements increase one's risk of myocardial infarction by about 30%.  
Knowing the physiological function of calcium, however, makes it unsurprising that disturbance of the body's delicate calcium balance does all this--and may cause other problems, too. After all, calcium is extremely important in muscle function. High levels cause constriction of smooth muscles, which are found in the digestive system, blood vessels, the bladder, and more. Infusion of calcium is known to trigger the heart's sinoatrial node, which would cause heart rhythm abnormalities.

In fact, calcium affects the function of every cell in the body, so much that cells carefully maintain their low intracellular levels with two energy-draining membrane pumps. But, when a person takes calcium supplements, blood levels spike and the resultant rise in extracellular calcium can make the "hill" the pumps need to overcome that much higher. Not surprisingly, one symptom of hypercalcemia is extreme lethargy.

With continued elevated extracellular calcium levels, it is conceivable that in some cells the pumps could be overwhelmed and intracellular calcium levels could rise. If this occurs in moderation, it will "activate" the cell, causing things like insulin secretion. High intracellular calcium levels are so serious that they can even lead to cellular "suicide" and tissue necrosis.  

Some scientists suggest that these problems would be overcome by also taking vitamin D. But, excess vitamin D is also known to be toxic, especially since it is not water-soluble and thus cannot easily be excreted--in fact vitamin D is a commonly used rat poison. But that is the topic of another article.

Interestingly, calcium and vitamin D obtained from food and sunlight do improve bone health, do not increase one's risk of having a heart attack (or other side effects) and do appear to ameliorate type II diabetes.

What is the answer? Same old same old. Obtain your nutrients from food--research shows that adequate levels of calcium and vitamin D are easily obtainable from a balanced diet. Add this to a regular exercise regime, which is shown to help prevent osteoporosis and you will gain all the benefits promised by the pills without the risks. How's that for a good deal?    
Follow us on Twitter

 

Cheating Ten Step to Reduce Cheating 
by Katrina Streza, MA and Ryan Schreiber (high school teachers) 

When the California Department of Education reported on April 27, 2012  that images of standardized tests had been posted on Facebook, Instagram, Pinterest, Twitter and Tumblr, many teachers did not bat an eye. When students copy and paste articles from Wikipedia or aggregate term paper websites - thoroughly ignoring  warnings of dire consequences - we sigh and begin the disciplinary process that we have, unfortunately, come to know very well.

Cheating is rife and we all know it. We need an increase in integrity. But, meanwhile, here are 10 great strategies for discouraging cheating in the classroom:

1.Academic Integrity Forms - Students and parents sign these forms indicating that they understand the classroom expectations regarding cheating and plagiarism, as well as the consequences.

2. Multiple Exam Versions - Although this can create minor delays when utilizing automatic grading systems, some teachers use the same exam questions in a different order, while others create multiple versions of exams.

3. Turnitin.com - To prevent plagiarism, teachers can require students to submit a digital copy of an essay to be compared to other submitted papers and web pages, ensuring students are turning in their own work.

4. Folders/Room Arrangement - Teachers rearrange their desks during tests to separate students from one another. Additionally, folders are placed in between students to block their view of one another's work.

5. Cell Phones Off - Because of web access, cameras, and texting, teachers can require all students to turn off all cell phones and then stash them away.  

6. High-Interest Assignments - Teachers can choose to create assignments that require interaction with the material rather than work that can be copied from another student. Because these assignments are individual and require personal insight, they force students to do their own work.

7. Curving/Peer Pressure - When students know that a test's curve will influence their grade, they are less likely to allow others to cheat.  

8. Supervision -  As tempting as it may be to use testing time to grade or prepare for lessons, a teacher roaming the room and closely watching creates an environment where students are aware that crib notes will likely be seen.  

9. Referrals/ Parent Contact - When students are reminded that their parents will be contacted and cheating will be listed on their permanent record once administrators get involved, they are faced with a choice.

10. Losing Trust -  Students must recognize that cheating creates a new dynamic in which the teacher cannot trust the student.

The teacher's role in addressing cheating is to ensure that students are assessed accurately by promoting a healthy learning environment.  
    
Like us on Facebook 
Bunk-free Come and Hear! 
Presentation on the Bunk Detecting Principles 

  

Dr. Caroline Crocker will be giving a presentation on the AITSE Bunk-Detecting Principles at McLean Bible Church in McLean, VA. If you are in the area, come on Sunday, August 12 at 12:30 pm and hone your bunk-detecting skills.

Then, if you are looking for even more fun, take the AITSE challenge listed on our new improved website. See how good you are at differentiating between real science and scientific scams!
        
Follow us on Twitter 
Climate Change Dr. Hayhoe
By Dr. Katharine Hayhoe


Climate change is simultaneously one of the most contentious and ubiquitous issues of our time. It seems like every time we turn on the TV or read the newspaper, there's something new being said about climate change. And depending on who's talking, it can be presented as anything from the end of the world as we know it to a hoax invented by venal scientists pushing a socialist agenda.

At its heart, however, climate change is about science. Our understanding of the earth's climate system is built on scientific knowledge derived from the fields of electromagnetic radiation, non-linear fluid dynamics, physical chemistry, ecology, and many more. If this is indeed the case, then it begs the question: can science help us distinguish fact from fiction?

I have a unique chance--even a mandate--to tackle this question as an atmospheric scientist and director of a climate science center at a public university. I also have a personal stake in this issue, and it's not the research dollars. Our friends, our neighbors, even our family members often ask about it as well. Accepting a consensus view just because "they" say it is so is not an option for me.

I have both the opportunity and the responsibility to analyze the data myself and make up my own mind. Is our climate really changing? If so, then what is causing this change? And, why should I care?

Here is what I've found.

Is our climate changing?

Temperature records from weather stations around the world are the most obvious place to look for information on whether climate is changing. Many of these individual records are available free of charge from the Global Historical Climatology Network.

What we really care about, however, is not what's happening in one day or at one location, or even over one decade or in one country. Climate is defined as the average weather conditions over 20-30 years or more, and the question here is whether the average temperature of the planet is changing or not. For this reason, four independent research teams around the world have undertaken the Herculean task of homogenizing and averaging all of these individual records into a global average: NASA, NOAA, the UK Met Office, and the Japanese Meteorological Agency.

A fifth independent global temperature analysis was published recently. Although it only includes land-based temperature records, this analysis also identified a long-term warming trend consistent with previous analyses. This record is particularly compelling as it was assembled by a team led by Dr. Richard Muller, a physicist from UC Berkeley who questions the scientific consensus on global warming.

Thermometer-based records are clear: temperatures over the last 160 years have increased. Over climate timescales, in both rural and urban locations, over the land and the ocean, in the northern hemisphere and south, the planet is warming.

Of course, thermometer-based records are recorded by humans and are therefore subject to error. But a host of natural indicators tell the same story. When observed changes in over 29,500 natural indicators--including the width and density of tree rings, the date of plants flowering, the northward migration of cold-intolerant pests, and others, many of which can be observed in our own backyards--were compiled and analyzed, over 90% had trends consistent with increasing temperatures. These records provide a secondary and independent confirmation that the planet is indeed experiencing a warming trend.

What is causing this change?

We know that natural forces, like the sun, or natural cycles, have changed our climate in the past and are likely to change it again in the future. We also know that we can't control these forces. If we want to understand why the earth's average temperature might be changing, we need to start with these natural factors, not human ones. We need to determine if these "natural suspects," so to speak, are to blame for what is happening to our climate-just as they have been before.

Natural cycles like El Niño--and other lesser-known cycles, such as the Atlantic Multi-Decadal Oscillation--are all part of the internal variability of the earth system. Because these cycles are internal to the climate system, they cannot spontaneously generate or destroy heat: that would violate the fundamental physical principle of conservation of energy. Rather, these natural cycles affect the earth's temperature by redistributing heat around the world. During a La Niña episode, for example, more heat is transferred from the atmosphere into the ocean, so global average temperature is usually a little cooler than average. In contrast, during an El Niño event, more heat is being transferred from the ocean into the atmosphere, so global temperature is usually a little warmer than average.

If natural cycles were responsible for the current warming, they could only be accomplishing this by moving heat from the ocean into the atmosphere. The heat content of the atmosphere should have increased while the heat content of the ocean should have decreased (but only very slightly, because the ocean's heat capacity is so much greater than the atmosphere's).

Observations, however, paint a very different picture. Over the last 50 years, the heat content of the ocean, the atmosphere, and the land has increased. Not only that, but the increase in ocean heat content is twenty times greater than the increase in the heat content of the atmosphere, land surface, and cryosphere (ice) combined.

If the oceans, atmosphere, land and cryosphere are all warming, natural cycles internal to, or inside, the earth's climate system cannot be causing the current warming. No, the warming must be coming from an external force, and there are only two very important natural external forces left to suspect: geologic activity, including volcanoes (external in the sense that they are not part of the atmosphere, biosphere, or ocean) and the sun.

Volcanoes can affect climate in two ways. When they erupt, volcanoes spew enormous amounts of dust and ash into the atmosphere. If the volcano is powerful enough, like Pinatubo in 1992 or Krakatua in 1883, the dust and particles can reach all the way into the stratosphere where they can circle the globe for weeks and even years. Volcanic particles reflect the sun's energy back to space, cooling (but never warming) the earth.

In contrast, long-term geologic activity (including both volcanic eruptions and, more importantly, slow seepage from the ground in active geologic areas) releases carbon dioxide and methane from deep within the earth's crust. Both carbon dioxide and methane are powerful heat-trapping gases. Detailed measurements have showed that volcanic and other geologic activity produces an average of 0.13 to 0.44 gigatons of carbon dioxide and 53 teragrams of methane per year. However, those amounts only add up to around 1% of the carbon dioxide and less than 15% of the methane that humans are producing per year. So while long-term geologic activity is very likely contributing to a warming of the planet through releasing heat-trapping gases from the earth's crust into the atmosphere, this contribution is much smaller than the amounts of the same gases currently being produced by human activities.

The second potential external cause of warming is the sun. The sun is the most important natural control on climate. When the sun gives off more energy, the earth warms; when it gives off less, it cools. Over longer periods of time, periodic shifts in the earth's orbit (the same shifts that have gradually unaligned the pyramids from the stars they were originally designed to track) can also affect how sunlight falls on the earth, and through that, the earth's temperature. So could either of these be responsible for our current warming?

Records of the sun's energy show an 11-year repeating cycle, correlated with sunspots and solar activity. They also show a long-term upward (warming) trend until the mid-1970s, followed by a slow downward (cooling) trend since then.

Correlation doesn't necessarily imply causation: but lack of correlation does eliminate the possibility of causation. Over the first part of the century, increasing energy from the sun had a positive but likely relatively small effect on temperature. But in the last 30 years or more, if our earth's temperature were responding to changes in the sun's energy, it should have been cooling, not warming.

In terms of the periodic shifts in the earth's orbit, it turns out that the predictions of global cooling back in the 1970s were not that far off base. In the natural course of things, the next item on the earth's agenda is a return to a glacial maximum, or what we often call an ice age. Careful analysis suggests this would happen sometime in the next 1500 years (which may seem long to us, but in geologic terms is no more than the blink of an eye). So the sun and the earth's orbit both have a perfect alibi: neither can be blamed for our current warming.

If natural cycles, volcanoes, and the sun can't be causing the warming, then and only then do we have a reason to start to look for a new factor that might affect climate. And it turns out that scientists have been aware of such a factor for quite some time.

In 1824, Joseph Fourier established the importance of natural levels of heat-trapping gases in the atmosphere, including water vapor, carbon dioxide, and methane, to maintaining the earth's temperature. A few decades later, John Tyndall showed how these gases are nearly transparent to incoming short-wave energy from the sun, but opaque to outgoing long wave, or heat energy, from the earth. The gases absorb the earth's heat that would otherwise escape to space, keeping the earth's temperature nearly 60oF warmer than it would be otherwise. This is the basis of the natural greenhouse effect.

By the late 1800s, scientists had also realized that wide-spread burning of coal, oil, and natural gas was increasing levels of carbon dioxide in the atmosphere by releasing carbon that would otherwise remain trapped deep below ground. An unexpected side effect of the Industrial Revolution was an enhancement of the natural greenhouse effect. What was not yet clear was the degree to which this would affect the temperature of the planet.

In 1890 Svante Arrhenius became the first to calculate the effect of burning coal, oil, and natural gas on global temperature. The results of this first "climate model," based on fundamental physics and chemistry and computed entirely by hand, confirmed that human emissions of carbon dioxide and other heat-trapping gases could be enough to significantly alter the energy balance of the earth. Thousands of studies since then have continued to estimate and document the effect of rising carbon dioxide levels on the earth's temperature.

To summarize: for natural cycles, the sun, or volcanoes to be driving the recent warming of the earth's climate would violate the fundamental laws of physics and no one, to date, has explained how this could be the case. Other plausible explanations, such as cosmic rays, have proven inadequate to explain both the magnitude of the warming as well as to explain how increasing levels of heat-trapping gases in the atmosphere are not warming the planet.

On the other hand, an artificial enhancement of the natural greenhouse effect as a result of increasing emissions of heat-trapping gases from human activities is entirely compatible with the fundamental laws of physics, and can explain the recent warming requiring no more than basic physics and chemistry that are entirely compatible with the fundamental laws of physics. The majority of science to date supports the theory of a human-induced change in global climate.

Why should we care?

Even if climate is changing, and humans are contributing to this change, why worry? Won't a warmer climate have many beneficial effects for northern countries? Or won't it be cheaper to just adapt to future change than revolutionize our energy industry now?

Being from Canada, I know that a longer growing season is a good thing. Warmer weather is, too. Less frequent and less severe cold spells can save lives. And increasing levels of carbon dioxide can be beneficial to some types of plants (not all). There's no question that a warmer climate could bring benefits, particularly for northern countries.

At the same time, however, warmer weather means more frequent and extreme heat waves that also take a toll on human health. Many of the world's largest cities lie within a few feet of sea level. As the oceans heat up and expand, the risk of coastal flooding increases. Warmer air means faster evaporation, higher humidity levels, and greater risk of heavy precipitation and flooding across many mid-latitude regions, including the Midwest and Northeast U.S. Areas already water-short could face increasing pressure, as more water would be required to provide the same amount of irrigation under warmer temperatures. Regions like the U.S. West, where much of the water comes from snowmelt, would have to invest in large dams and other infrastructure to store the winter rains that previously fell and were naturally stored as snow.Climate change graph

These types of pluses and minuses are exactly what we found in two of our recent studies. Our first recent study showed that while climate change is likely to increase risk of fire in mid-latitudes (due to warmer temperatures and shifting precipitation patterns), it could decrease risk in some parts of the tropics (due to increasing precipitation). The second study showed that while climate change could increase risk of dengue outbreaks in a northern U.S. city (as the weather becomes warm enough for the disease to incubate in the mosquito), it could actually slightly decrease the risk in southern cities (because it would be too hot, the mosquito wouldn't live long enough to incubate the disease).

At the same time, however, these two studies and a host of others clearly show how the risks of a changing climate generally outweigh the benefits. This is because human society-our buildings and infrastructure, our energy, even our health--is perfectly adapted to our current climate. Any change, whether a cooling or a warming, will have a negative effect because we will need to adapt in response, and adaption (for any reason) is usually more expensive than maintaining the status quo.

Taking action to reduce the impact humans are having on climate does not require a draconian response, however, or a lifestyle of deprivation and hardship. The most important thing we can do to address climate change is to transition in a sensible way from the limited resources of fossil fuels to the infinite abundance of renewable energy. And by doing that, even if we were wrong about climate change, we would end up with a society powered by energy that does not pollute our air and our water; that is sourced and maintained by our local communities; that does not rely on foreign resources; and that will never run out.

In that sense,

what we think about climate change may actually be irrelevant. The issue becomes instead, can we develop a prudent and secure long-range energy plan for the planet?

And that is a very different question.

There are many other interesting questions on climate change that I could not address here: from claims that global warming has slowed or stopped to challenges to the "hockey stick" analysis of temperature over the last 2,000 years. These and many more are thoroughly discussed at the websites RealClimate.org and SkepticalScience.com, which provide links to original datasets and journal articles. I highly recommend these resources to anyone interested in further investigation of the data and evidence for climate change.

Katharine Hayhoe is an atmospheric scientist and director of the Climate Science Center at Texas Tech University. With her husband Andrew Farley, she wrote A Climate for Change: Global Warming Facts for Faith-Based Decisions, a book that untangles the complex science and confronts many of the most common questions on climate change.

  Donate to AITSE  
Quote of the Month  
Patricia Adair Gowaty,  Distinguished Professor of Ecology and Evolution
aFruit flyry Biology, UCLA 

  

"Our worldviews constrain our imaginations,"..."For some people, Bateman's result was so comforting that it wasn't worth challenging. I think people just accepted it."

"Paradigms are like glue, they constrain what you can see,"..."It's like being stuck in sludge - it's hard to lift your foot out and take a step in a new direction."

Here Dr. Gowaty was speaking about the idea published by Bateman in 1948 that it is evolutionarily advantageous for male fruit flies to be promiscuous and females to be discriminating in their sexual behavior. This study has been cited in over 2000 other peer-reviewed papers and is mentioned in most textbooks on genetics. But, it suffers from problems that, Dr. Gowarty points out, any graduate student in biology should notice. So, why didn't they?

Because graduate students, and the scientists they become, are constrained by their worldviews. Unfortunately, our current educational climate, where students are taught to memorize instead of think and the use of multiple-choice exams ensures that those "who accept current facts as gospel" are rewarded, is not helping. According to Fred Southwick, we need the mavericks who think outside the box. We need to "teach students to think critically" and encourage innovative science. Seems that Dr. Gowarty would agree.  
            
Visit our blog 
In closing, as always, thank you for your past gifts and support. It is a fact that AITSE cannot function in its efforts to educate to increase scientific understanding and integrity without contributions. Please consider helping us with a special donation or a commitment to give on a monthly basis. Please make checks payable to AITSE and send them to PO Box 15938, Newport Beach, CA 92659. Alternatively, you can donate on line through PayPal or credit card.

Sincerely,DonatetoAITSE
Signature
Caroline Crocker
American Institute for Technology and Science Education