TY - BOOK AU - National Research Council A2 - Alexandra Beatty TI - Climate Change Education in Formal Settings, K-14: A Workshop Summary SN - DO - 10.17226/13435 PY - 2012 UR - https://nap.nationalacademies.org/catalog/13435/climate-change-education-in-formal-settings-k-14-a-workshop PB - The National Academies Press CY - Washington, DC LA - English KW - Earth Sciences KW - Education AB - Climate change is occurring, is very likely caused by human activities, and poses significant risks for a broad range of human and natural systems. Each additional ton of greenhouse gases emitted commits us to further change and greater risks. In the judgment of the Committee on America's Climate Choices, the environmental, economic, and humanitarian risks of climate change indicate a pressing need for substantial action to limit the magnitude of climate change and to prepare to adapt to its impacts. A principal message from the recent National Research Council report, America's Climate Choices, this brief summary of how climate change will shape many aspects of life in the foreseeable future emphasizes the vital importance of preparation for these changes. The report points to the importance of formal and informal education in supporting the public's understanding of those challenges climate change will bring, and in preparing current and future generations to act to limit the magnitude of climate change and respond to those challenges. Recognizing both the urgency and the difficulty of climate change education, the National Research Council, with support from the National Science Foundation, formed the Climate Change Education Roundtable. The roundtable brings together federal agency representatives with diverse experts and practitioners in the physical and natural sciences, social sciences, learning sciences, environmental education, education policy, extension education and outreach, resource management, and public policy to engage in discussion and explore educational strategies for addressing climate change. Two workshops were held to survey the landscape of climate change education. The first explored the goals for climate change education for various target audiences. The second workshop, which is the focus of this summary, was held on August 31 and September 1, 2011, and focused on the teaching and learning of climate change and climate science in formal education settings, from kindergarten through the first two years of college (K-14). This workshop, based on an already articulated need to teach climate change education, provided a forum for discussion of the evidence from research and practice. The goal of this workshop was to raise and explore complex questions around climate change education, and to address the current status of climate change education in grade K-14 of the formal education system by facilitating discussion between expert researchers and practitioners in complementary fields, such as education policy, teacher professional development, learning and cognitive science, K-12 and higher education administration, instructional design, curriculum development, and climate science. Climate Change Education in Formal Settings, K-14: A Workshop Summary summarizes the two workshops. ER - TY - BOOK AU - National Research Council A2 - Alexandra S. Beatty A2 - Michael Feder A2 - Martin Storksdieck TI - Climate Change Education: Engaging Family Private Forest Owners on Issues Related to Climate Change: A Workshop Summary SN - DO - 10.17226/18807 PY - 2014 UR - https://nap.nationalacademies.org/catalog/18807/climate-change-education-engaging-family-private-forest-owners-on-issues PB - The National Academies Press CY - Washington, DC LA - English KW - Environment and Environmental Studies KW - Education KW - Earth Sciences AB - The forested land in the United States is an asset that is owned and managed not only by federal, state, and local governments, but also by families and other private groups, including timber investment management organizations and real estate investment trusts. The more than 10 million family forestland owners manage the largest percentage of forestland acreage (35 percent) and the majority of the privately owned forestland (62 percent). The Forest Service of the United States Department of Agriculture, which is responsible for the stewardship of all of the nation's forests, has long worked with private owners of forestland on forest management and preservation. At a time when all forestland is facing intensified threats because of the long-term effects of global climate change, the Forest Service recognizes that family forestland owners play a key role in protecting forestland. It is working to identify optimal ways to engage this diverse group and support them in mitigating threats to the biologically diverse land they own or manage. Climate Change Education: Engaging Family Private Forest Owners on Issues Related to Climate Change is the summary of a workshop, convened by the National Research Council's Board on Science Education and Board on Environmental Change and Society as part of its Climate Change Education Roundtable series, to explore approaches to the challenges that face state foresters, extension agents, private forestry consultants, and others involved with private family forestland owners on how to take climate change into consideration when making decisions about their forests. The workshop focused on how findings from the behavioral, social, and educational sciences can be used to help prepare for the impacts of climate change. The workshop participants discussed the threats to forests posed by climate change and human actions; private forestland owners' values, knowledge, and dispositions about forest management, climate change, and related threats; and strategies for improving communication between forestland owners and service providers about forest management in the face of climate change. ER - TY - BOOK AU - National Research Council A2 - Martin Storksdieck TI - Climate Change Education: Preparing Future and Current Business Leaders: A Workshop Summary SN - DO - 10.17226/18813 PY - 2014 UR - https://nap.nationalacademies.org/catalog/18813/climate-change-education-preparing-future-and-current-business-leaders-a PB - The National Academies Press CY - Washington, DC LA - English KW - Environment and Environmental Studies KW - Education KW - Earth Sciences AB - Climate change poses challenges as well as opportunities for businesses and, broadly speaking for the entire economy. Businesses will be challenged to provide services or products with less harmful influence on the climate; respond to a changing policy, regulatory, and market environment; and provide new services and products to help address the challenges of a changing climate. Many businesses are beginning to see climate change as another context within which they need to consider their core functions of strategy, finance, operations, marketing, and their regulatory environments, a context that poses both risks and opportunities. Climate Change Education: Preparing Current and Future Business Leaders is the summary of a workshop hosted by the National Research Council's Board on Science Education in March 2013 to explore issues associated with teaching climate change-related topics in business schools. The workshop focused on major gaps in understanding of climate and sustainability education in postsecondary professional schools of business. The workshop also connected the topic of climate education for current and future business leaders with a broader discussion on climate change education and how they influence and can benefit each other. This report discusses the role that business schools could play in preparing future corporate leaders for the challenges and opportunities that climate change poses. ER - TY - BOOK AU - National Academies of Sciences, Engineering, and Medicine A2 - Catherine E. Snow A2 - Kenne A. Dibner TI - Science Literacy: Concepts, Contexts, and Consequences SN - DO - 10.17226/23595 PY - 2016 UR - https://nap.nationalacademies.org/catalog/23595/science-literacy-concepts-contexts-and-consequences PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - Science is a way of knowing about the world. At once a process, a product, and an institution, science enables people to both engage in the construction of new knowledge as well as use information to achieve desired ends. Access to science—whether using knowledge or creating it—necessitates some level of familiarity with the enterprise and practice of science: we refer to this as science literacy. Science literacy is desirable not only for individuals, but also for the health and well- being of communities and society. More than just basic knowledge of science facts, contemporary definitions of science literacy have expanded to include understandings of scientific processes and practices, familiarity with how science and scientists work, a capacity to weigh and evaluate the products of science, and an ability to engage in civic decisions about the value of science. Although science literacy has traditionally been seen as the responsibility of individuals, individuals are nested within communities that are nested within societies—and, as a result, individual science literacy is limited or enhanced by the circumstances of that nesting. Science Literacy studies the role of science literacy in public support of science. This report synthesizes the available research literature on science literacy, makes recommendations on the need to improve the understanding of science and scientific research in the United States, and considers the relationship between scientific literacy and support for and use of science and research. ER - TY - BOOK AU - National Research Council TI - Review of the Federal Ocean Acidification Research and Monitoring Plan SN - DO - 10.17226/17018 PY - 2013 UR - https://nap.nationalacademies.org/catalog/17018/review-of-the-federal-ocean-acidification-research-and-monitoring-plan PB - The National Academies Press CY - Washington, DC LA - English KW - Earth Sciences AB - The world's ocean has already experienced a 30% rise in acidity since the industrial revolution, with acidity expected to rise 100 to 150% over preindustrial levels by the end of this century. Potential consequences to marine life and also to economic activities that depend on a healthy marine ecosystem are difficult to assess and predict, but potentially devastating. To address this knowledge gap, Congress passed the Federal Ocean Acidification Research and Monitoring (FOARAM) Act in 2009, which, among other things, required that an interagency working group create a "Strategic Plan for Federal Research and Monitoring of Ocean Acidification." Review of the Federal Ocean Acidification Research and Monitoring Plan reviews the strategic plan on the basis of how well it fulfills program elements laid out in the FOARAM Act and follows the advice provided to the working group in the NRC's 2010 report, Ocean Acidification: A National Strategy to Meet the Challenges of a Changing Ocean. This report concludes that, overall, the plan is strong and provides a comprehensive framework for improving our understanding of ocean acidification. Potential improvements include a better defined strategy for implementing program goals, stronger integration of the seven broad scientific themes laid out in the FOARAM Act, and better mechanisms for coordination among federal agencies and with other U.S. and international efforts to address ocean acidification. ER - TY - BOOK AU - National Academies of Sciences, Engineering, and Medicine A2 - Jennifer Saunders TI - Perspectives on Climate and Environmental Justice on the U.S. Gulf Coast: Proceedings of a Webinar–in Brief DO - 10.17226/26348 PY - 2021 UR - https://nap.nationalacademies.org/catalog/26348/perspectives-on-climate-and-environmental-justice-on-the-us-gulf-coast PB - The National Academies Press CY - Washington, DC LA - English KW - Environment and Environmental Studies AB - Communities along the Gulf Coast routinely experience intense weather events. Acute and repetitive shocks - illustrated by the multiple Gulf regional hurricane landfalls during the 2020 hurricane season - have a disproportionate impact on communities in this region that are already burdened by chronic stressors such as systemic and structural racism, poverty, environmental degradation, and health disparities. Climate change threatens to exacerbate the severity of these impacts as disadvantaged and underserved communities fall further behind in their ability to prepare for, respond to, mitigate, or recover from disasters. On June 24, 2021, the Gulf Research Program of the National Academies of Sciences, Engineering, and Medicine convened a panel of three members of the White House Environmental Justice Advisory Council to discuss steps that are being taken or that need to occur to advance climate and environmental justice for those who call the Gulf of Mexico region home. The panelists discussed opportunities to equitably improve conditions in the Gulf of Mexico region, particularly within Black, Indigenous, and People of Color communities. This event provided important perspective, though much work remains to elevate and examine the climate and environmental justice priorities of diverse communities, particularly Indigenous people, and to identify the mechanisms necessary to implement the recommendations offered by the panel members. This publication summarizes the discussion. ER - TY - BOOK AU - National Research Council TI - Limiting the Magnitude of Future Climate Change SN - DO - 10.17226/12785 PY - 2010 UR - https://nap.nationalacademies.org/catalog/12785/limiting-the-magnitude-of-future-climate-change PB - The National Academies Press CY - Washington, DC LA - English KW - Environment and Environmental Studies KW - Earth Sciences AB - Climate change, driven by the increasing concentration of greenhouse gases in the atmosphere, poses serious, wide-ranging threats to human societies and natural ecosystems around the world. The largest overall source of greenhouse gas emissions is the burning of fossil fuels. The global atmospheric concentration of carbon dioxide, the dominant greenhouse gas of concern, is increasing by roughly two parts per million per year, and the United States is currently the second-largest contributor to global emissions behind China. Limiting the Magnitude of Future Climate Change, part of the congressionally requested America's Climate Choices suite of studies, focuses on the role of the United States in the global effort to reduce greenhouse gas emissions. The book concludes that in order to ensure that all levels of government, the private sector, and millions of households and individuals are contributing to shared national goals, the United States should establish a "budget" that sets a limit on total domestic greenhouse emissions from 2010-2050. Meeting such a budget would require a major departure from business as usual in the way the nation produces and uses energy-and that the nation act now to aggressively deploy all available energy efficiencies and less carbon-intensive technologies and to develop new ones. With no financial incentives or regulatory pressure, the nation will continue to rely upon and "lock in" carbon-intensive technologies and systems unless a carbon pricing system is established-either cap-and-trade, a system of taxing emissions, or a combination of the two. Complementary policies are also needed to accelerate progress in key areas: developing more efficient, less carbon-intense energy sources in electricity and transportation; advancing full-scale development of new-generation nuclear power, carbon capture, and storage systems; and amending emissions-intensive energy infrastructure. Research and development of new technologies that could help reduce emissions more cost effectively than current options is also strongly recommended. ER - TY - BOOK AU - National Research Council TI - Informing an Effective Response to Climate Change SN - DO - 10.17226/12784 PY - 2010 UR - https://nap.nationalacademies.org/catalog/12784/informing-an-effective-response-to-climate-change PB - The National Academies Press CY - Washington, DC LA - English KW - Environment and Environmental Studies KW - Earth Sciences AB - Global climate change is one of America's most significant long-term policy challenges. Human activity—especially the use of fossil fuels, industrial processes, livestock production, waste disposal, and land use change—is affecting global average temperatures, snow and ice cover, sea-level, ocean acidity, growing seasons and precipitation patterns, ecosystems, and human health. Climate-related decisions are being carried out by almost every agency of the federal government, as well as many state and local government leaders and agencies, businesses and individual citizens. Decision makers must contend with the availability and quality of information, the efficacy of proposed solutions, the unanticipated consequences resulting from decisions, the challenge of implementing chosen actions, and must consider how to sustain the action over time and respond to new information. Informing an Effective Response to Climate Change, a volume in the America's Climate Choices series, describes and assesses different activities, products, strategies, and tools for informing decision makers about climate change and helping them plan and execute effective, integrated responses. It discusses who is making decisions (on the local, state, and national levels), who should be providing information to make decisions, and how that information should be provided. It covers all levels of decision making, including international, state, and individual decision making. While most existing research has focused on the physical aspect of climate change, Informing an Effective Response to Climate Change employs theory and case study to describe the efforts undertaken so far, and to guide the development of future decision-making resources. Informing an Effective Response to Climate Change offers much-needed guidance to those creating public policy and assists in implementing that policy. The information presented in this book will be invaluable to the research community, especially social scientists studying climate change; practitioners of decision-making assistance, including advocacy organizations, non-profits, and government agencies; and college-level teachers and students. ER - TY - BOOK AU - National Research Council A2 - Kellyn Betts A2 - Keegan Sawyer TI - Modeling the Health Risks of Climate Change: Workshop Summary SN - DO - 10.17226/21705 PY - 2015 UR - https://nap.nationalacademies.org/catalog/21705/modeling-the-health-risks-of-climate-change-workshop-summary PB - The National Academies Press CY - Washington, DC LA - English KW - Environment and Environmental Studies AB - Climate change poses risks to human health and well-being through shifting weather patterns, increases in frequency and intensity of heat waves and other extreme weather events, rising sea levels, ocean acidification, and other environmental effects. Those risks occur against a backdrop of changing socioeconomic conditions, medical technology, population demographics, environmental conditions, and other factors that are important in determining health. Models of health risks that reflect how health determinants and climate changes vary in time and space are needed so that we can inform adaptation efforts and reduce or prevent adverse health effects. Robust health risk models could also help to inform national and international discussions about climate policies and the economic consequences of action and inaction. Interest in resolving some of the challenges facing health effects modelers and health scientists led the National Research Council's Standing Committee on Emerging Science for Environmental Health Decisions to hold a workshop on November 3-4, 2014, in Washington, DC, to explore new approaches to modeling the human health risks of climate change. Throughout the workshop, the discussions highlighted examples of current application of models, research gaps, lessons learned, and potential next steps to improve modeling of health risks associated with climate change. Modeling the Health Risks of Climate Change summarizes the presentation and discussion of the workshop. ER - TY - BOOK AU - National Academies of Sciences, Engineering, and Medicine A2 - Alexandra Beatty TI - Characterizing Risk in Climate Change Assessments: Proceedings of a Workshop SN - DO - 10.17226/23569 PY - 2016 UR - https://nap.nationalacademies.org/catalog/23569/characterizing-risk-in-climate-change-assessments-proceedings-of-a-workshop PB - The National Academies Press CY - Washington, DC LA - English KW - Environment and Environmental Studies AB - The U.S. Global Change Research Program (USGCRP) was established in 1990 to "assist the Nation and the world to understand, assess, predict, and respond to human-induced and natural processes of global change."1 A key responsibility for the program is to conduct National Climate Assessments (NCAs) every 4 years.2 These assessments are intended to inform the nation about "observed changes in climate, the current status of the climate, and anticipated trends for the future." The USGCRP hopes that government entities from federal agencies to small municipalities, citizens, communities, and businesses will rely on these assessments of climate- related risks for planning and decision-making. The third NCA (NCA3) was published in 2014 and work on the fourth is beginning. The USGCRP asked the Board on Environmental Change and Society of the National Academies of Sciences, Engineering, and Medicine to conduct a workshop to explore ways to frame the NCA4 and subsequent NCA reports in terms of risks to society. The workshop was intended to collect experienced views on how to characterize and communicate information about climate-related hazards, risks, and opportunities that will support decision makers in their efforts to reduce greenhouse gas emissions, reduce vulnerability to likely changes in climate, and increase resilience to those changes. Characterizing Risk in Climate Change Assessments summarizes the presentations and discussions from the workshop. ER - TY - BOOK AU - National Academies of Sciences, Engineering, and Medicine TI - Review of the U.S. Global Change Research Program's Draft Decadal Strategic Plan, 2022-2031 SN - DO - 10.17226/26608 PY - 2022 UR - https://nap.nationalacademies.org/catalog/26608/review-of-the-us-global-change-research-programs-draft-decadal-strategic-plan-2022-2031 PB - The National Academies Press CY - Washington, DC LA - English KW - Earth Sciences KW - Behavioral and Social Sciences AB - More intense heat waves, extended wildfire seasons and other escalating impacts of climate change have made it more important than ever to fill knowledge gaps that improve society's understanding, assessment, and response to global change. The US Global Change Research Program (USGCRP) - a collection of 13 Federal entities charged by law to help the United States and the world fill those knowledge gaps - laid out proposed mechanisms and priorities for global change research over the next decade in its draft Decadal Strategic Plan 2022-2031. The draft plan recognizes that priority knowledge gaps have shifted over the past decade as demand has grown for more useful and more inclusive data to inform decision-making, and as the focus on resilience and sustainability has increased. As part of its work in advising the USGCRP since 2011, the National Academies reviewed USGCRP's draft plan to determine how it might be enhanced. Advances in the draft plan include an increased emphasis on social sciences, community engagement with marginalized groups, and promotion of diversity, equity, inclusion, and justice in the production of science. Strengthening the interconnections between the plan's core pillars and expanding opportunities for coordination among federal agencies tasked with responding to global climate change would improve the plan. The draft plan could more strongly convey a sense of urgency throughout the plan and would benefit from additional examples of key research outputs that could advance policy and decision making on global change challenges. ER - TY - BOOK AU - National Academies of Sciences, Engineering, and Medicine A2 - Dominic Brose A2 - Yasmin Romitti A2 - Ryan Anderson A2 - Alison Macalady TI - Transitioning Toward Sustainability: Advancing the Scientific Foundation: Proceedings of a Workshop SN - DO - 10.17226/23533 PY - 2016 UR - https://nap.nationalacademies.org/catalog/23533/transitioning-toward-sustainability-advancing-the-scientific-foundation-proceedings-of-a PB - The National Academies Press CY - Washington, DC LA - English KW - Environment and Environmental Studies AB - In 1999 the National Academies of Sciences, Engineering, and Medicine released a landmark report, Our Common Journey: A Transition toward Sustainability, which attempted to “reinvigorate the essential strategic connections between scientific research, technological development, and societies’ efforts to achieve environmentally sustainable improvements in human well-being.”1 The report emphasized the need for place-based and systems approaches to sustainability, proposed a research strategy for using scientific and technical knowledge to better inform the field, and highlighted a number of priorities for actions that could contribute to a sustainable future. The past 15 years have brought significant advances in observational and predictive capabilities for a range of natural and social systems, as well as development of other tools and approaches useful for sustainability planning. In addition, other frameworks for environmental decision making, such as those that focus on climate adaptation or resilience, have become increasingly prominent. A careful consideration of how these other approaches might intersect with sustainability is warranted, particularly in that they may affect similar resources or rely on similar underlying scientific data and models. 
 To further the discussion on these outstanding issues, the National Academies of Sciences, Engineering, and Medicine convened a workshop on January 14–15, 2016. Participants discussed progress in sustainability science during the last 15 years, potential opportunities for advancing the research and use of scientific knowledge to support a transition toward sustainability, and challenges specifically related to establishing indicators and observations to support sustainability research and practice. This report summarizes the presentations and discussions from the workshop. ER - TY - BOOK AU - National Research Council TI - America's Climate Choices SN - DO - 10.17226/12781 PY - 2011 UR - https://nap.nationalacademies.org/catalog/12781/americas-climate-choices PB - The National Academies Press CY - Washington, DC LA - English KW - Environment and Environmental Studies KW - Earth Sciences AB - Climate change is occurring. It is very likely caused by the emission of greenhouse gases from human activities, and poses significant risks for a range of human and natural systems. And these emissions continue to increase, which will result in further change and greater risks. America's Climate Choices makes the case that the environmental, economic, and humanitarian risks posed by climate change indicate a pressing need for substantial action now to limit the magnitude of climate change and to prepare for adapting to its impacts. Although there is some uncertainty about future risk, acting now will reduce the risks posed by climate change and the pressure to make larger, more rapid, and potentially more expensive reductions later. Most actions taken to reduce vulnerability to climate change impacts are common sense investments that will offer protection against natural climate variations and extreme events. In addition, crucial investment decisions made now about equipment and infrastructure can "lock in" commitments to greenhouse gas emissions for decades to come. Finally, while it may be possible to scale back or reverse many responses to climate change, it is difficult or impossible to "undo" climate change, once manifested. Current efforts of local, state, and private-sector actors are important, but not likely to yield progress comparable to what could be achieved with the addition of strong federal policies that establish coherent national goals and incentives, and that promote strong U.S. engagement in international-level response efforts. The inherent complexities and uncertainties of climate change are best met by applying an iterative risk management framework and making efforts to significantly reduce greenhouse gas emissions; prepare for adapting to impacts; invest in scientific research, technology development, and information systems; and facilitate engagement between scientific and technical experts and the many types of stakeholders making America's climate choices. ER - TY - BOOK AU - National Academies of Sciences, Engineering, and Medicine A2 - Jordyn White A2 - Laurie Geller TI - Advancing Sustainability of U.S.-Mexico Transboundary Drylands: Proceedings of a Workshop SN - DO - 10.17226/25253 PY - 2018 UR - https://nap.nationalacademies.org/catalog/25253/advancing-sustainability-of-us-mexico-transboundary-drylands-proceedings-of-a PB - The National Academies Press CY - Washington, DC LA - English KW - Environment and Environmental Studies AB - The drylands region shared by the United States and Mexico currently faces multiple sustainability challenges at the intersection of the human and natural systems. Warming and drying conditions threaten surface water and groundwater availability, disrupt land- and marine-based livelihood systems, and challenge the sustainability of human settlements. These biophysical challenges are exacerbated by a highly mobile and dynamic population, volatile economic and policy conditions, increased exposure to extreme events, and urbanization on marginal, vulnerable lands. The U.S. National Academies of Sciences, Engineering, and Medicine collaborated with the Mexican Academy of Sciences, Academy of Engineering, and the National Academy of Medicine to plan a 2-day binational workshop, Advancing Sustainability of U.S.-Mexico Transboundary Drylands. The workshop goals were to highlight the challenges facing the region, assess the scientific and technical capacity that each nation can bring to bear in addressing these challenges, and identify new opportunities for binational research collaboration and coordinated management approaches in the advancement of sustainability science and development. This publication summarizes the presentations and discussions from the workshop. ER - TY - BOOK AU - National Research Council TI - A Review of the U.S. Global Change Research Program's Draft Strategic Plan SN - DO - 10.17226/13330 PY - 2012 UR - https://nap.nationalacademies.org/catalog/13330/a-review-of-the-us-global-change-research-programs-draft-strategic-plan PB - The National Academies Press CY - Washington, DC LA - English KW - Environment and Environmental Studies KW - Earth Sciences AB - The U.S. government supports a large, diverse suite of activities that can be broadly characterized as "global change research." Such research offers a wide array of benefits to the nation, in terms of protecting public health and safety, enhancing economic strength and competitiveness, and protecting the natural systems upon which life depends. The U.S. Global Change Research Program (USGCRP), which coordinates the efforts of numerous agencies and departments across the federal government, was officially established in 1990 through the U.S. Global Change Research Act (GCRA). In the subsequent years, the scope, structure, and priorities of the Program have evolved, (for example, it was referred to as the Climate Change Science Program [CCSP] for the years 2002-2008), but throughout, the Program has played an important role in shaping and coordinating our nation's global change research enterprise. This research enterprise, in turn, has played a crucial role in advancing understanding of our changing global environment and the countless ways in which human society affects and is affected by such changes. In mid-2011, a new NRC Committee to Advise the USGCRP was formed and charged to provide a centralized source of ongoing whole-program advice to the USGCRP. The first major task of this committee was to provide a review of the USGCRP draft Strategic Plan 2012-2021 (referred to herein as "the Plan"), which was made available for public comment on September 30, 2011. A Review of the U.S. Global Change Research Program's Strategic Plan addresses an array of suggestions for improving the Plan, ranging from relatively small edits to large questions about the Program's scope, goals, and capacity to meet those goals. The draft Plan proposes a significant broadening of the Program's scope from the form it took as the CCSP. Outlined in this report, issues of key importance are the need to identify initial steps the Program will take to actually achieve the proposed broadening of its scope, to develop critical science capacity that is now lacking, and to link the production of knowledge to its use; and the need to establish an overall governance structure that will allow the Program to move in the planned new directions. ER - TY - BOOK AU - National Academies of Sciences, Engineering, and Medicine TI - Next Generation Earth System Prediction: Strategies for Subseasonal to Seasonal Forecasts SN - DO - 10.17226/21873 PY - 2016 UR - https://nap.nationalacademies.org/catalog/21873/next-generation-earth-system-prediction-strategies-for-subseasonal-to-seasonal PB - The National Academies Press CY - Washington, DC LA - English KW - Earth Sciences AB - As the nation's economic activities, security concerns, and stewardship of natural resources become increasingly complex and globally interrelated, they become ever more sensitive to adverse impacts from weather, climate, and other natural phenomena. For several decades, forecasts with lead times of a few days for weather and other environmental phenomena have yielded valuable information to improve decision-making across all sectors of society. Developing the capability to forecast environmental conditions and disruptive events several weeks and months in advance could dramatically increase the value and benefit of environmental predictions, saving lives, protecting property, increasing economic vitality, protecting the environment, and informing policy choices. Over the past decade, the ability to forecast weather and climate conditions on subseasonal to seasonal (S2S) timescales, i.e., two to fifty-two weeks in advance, has improved substantially. Although significant progress has been made, much work remains to make S2S predictions skillful enough, as well as optimally tailored and communicated, to enable widespread use. Next Generation Earth System Predictions presents a ten-year U.S. research agenda that increases the nation's S2S research and modeling capability, advances S2S forecasting, and aids in decision making at medium and extended lead times. ER - TY - BOOK AU - National Academies of Sciences, Engineering, and Medicine TI - Next Generation Earth Systems Science at the National Science Foundation SN - DO - 10.17226/26042 PY - 2022 UR - https://nap.nationalacademies.org/catalog/26042/next-generation-earth-systems-science-at-the-national-science-foundation PB - The National Academies Press CY - Washington, DC LA - English KW - Earth Sciences AB - The National Science Foundation (NSF) has played a key role over the past several decades in advancing understanding of Earth's systems by funding research on atmospheric, ocean, hydrologic, geologic, polar, ecosystem, social, and engineering-related processes. Today, however, those systems are being driven like never before by human technologies and activities. Our understanding has struggled to keep pace with the rapidity and magnitude of human-driven changes, their impacts on human and ecosystem sustainability and resilience, and the effectiveness of different pathways to address those challenges. Given the urgency of understanding human-driven changes, NSF will need to sustain and expand its efforts to achieve greater impact. The time is ripe to create a next-generation Earth systems science initiative that emphasizes research on complex interconnections and feedbacks between natural and social processes. This will require NSF to place an increased emphasis on research inspired by real-world problems while maintaining their strong legacy of curiosity driven research across many disciplines – as well as enhance the participation of social, engineering, and data scientists, and strengthen efforts to include diverse perspectives in research. ER - TY - BOOK AU - National Academies of Sciences, Engineering, and Medicine TI - Review of the Draft Fourth National Climate Assessment SN - DO - 10.17226/25013 PY - 2018 UR - https://nap.nationalacademies.org/catalog/25013/review-of-the-draft-fourth-national-climate-assessment PB - The National Academies Press CY - Washington, DC LA - English KW - Earth Sciences KW - Environment and Environmental Studies AB - Climate change poses many challenges that affect society and the natural world. With these challenges, however, come opportunities to respond. By taking steps to adapt to and mitigate climate change, the risks to society and the impacts of continued climate change can be lessened. The National Climate Assessment, coordinated by the U.S. Global Change Research Program, is a mandated report intended to inform response decisions. Required to be developed every four years, these reports provide the most comprehensive and up-to-date evaluation of climate change impacts available for the United States, making them a unique and important climate change document. The draft Fourth National Climate Assessment (NCA4) report reviewed here addresses a wide range of topics of high importance to the United States and society more broadly, extending from human health and community well-being, to the built environment, to businesses and economies, to ecosystems and natural resources. This report evaluates the draft NCA4 to determine if it meets the requirements of the federal mandate, whether it provides accurate information grounded in the scientific literature, and whether it effectively communicates climate science, impacts, and responses for general audiences including the public, decision makers, and other stakeholders. ER - TY - BOOK AU - National Research Council A2 - Maureen Mellody TI - Can Earth's and Society's Systems Meet the Needs of 10 Billion People?: Summary of a Workshop SN - DO - 10.17226/18817 PY - 2014 UR - https://nap.nationalacademies.org/catalog/18817/can-earths-and-societys-systems-meet-the-needs-of-10-billion-people PB - The National Academies Press CY - Washington, DC LA - English KW - Behavioral and Social Sciences KW - Environment and Environmental Studies AB - The Earth's population, currently 7.2 billion, is expected to rise at a rapid rate over the next 40 years. Current projections state that the Earth will need to support 9.6 billion people by the year 2050, a figure that climbs to nearly 11 billion by the year 2100. At the same time, most people envision a future Earth with a greater average standard of living than we currently have - and, as a result, greater consumption of our planetary resources. How do we prepare our planet for a future population of 10 billion? How can this population growth be achieved in a manner that is sustainable from an economic, social, and environmental perspective? Can Earth's and Society's Systems Meet the Needs of 10 Billion People? is the summary of a multi-disciplinary workshop convened by the National Academies in October 2013 to explore how to increase the world's population to 10 billion in a sustainable way while simultaneously increasing the well-being and standard of living for that population. This report examines key issues in the science of sustainability that are related to overall human population size, population growth, aging populations, migration toward cities, differential consumption, and land use change, by different subpopulations, as viewed through the lenses of both social and natural science. ER - TY - BOOK TI - Disaster Resilience: A National Imperative SN - DO - 10.17226/13457 PY - 2012 UR - https://nap.nationalacademies.org/catalog/13457/disaster-resilience-a-national-imperative PB - The National Academies Press CY - Washington, DC LA - English KW - Earth Sciences KW - Policy for Science and Technology KW - Conflict and Security Issues AB - No person or place is immune from disasters or disaster-related losses. Infectious disease outbreaks, acts of terrorism, social unrest, or financial disasters in addition to natural hazards can all lead to large-scale consequences for the nation and its communities. Communities and the nation thus face difficult fiscal, social, cultural, and environmental choices about the best ways to ensure basic security and quality of life against hazards, deliberate attacks, and disasters. Beyond the unquantifiable costs of injury and loss of life from disasters, statistics for 2011 alone indicate economic damages from natural disasters in the United States exceeded $55 billion, with 14 events costing more than a billion dollars in damages each. One way to reduce the impacts of disasters on the nation and its communities is to invest in enhancing resilience—the ability to prepare and plan for, absorb, recover from and more successfully adapt to adverse events. Disaster Resilience: A National Imperative addresses the broad issue of increasing the nation's resilience to disasters. This book defines "national resilience", describes the state of knowledge about resilience to hazards and disasters, and frames the main issues related to increasing resilience in the United States. It also provide goals, baseline conditions, or performance metrics for national resilience and outlines additional information, data, gaps, and/or obstacles that need to be addressed to increase the nation's resilience to disasters. Additionally, the book's authoring committee makes recommendations about the necessary approaches to elevate national resilience to disasters in the United States. Enhanced resilience allows better anticipation of disasters and better planning to reduce disaster losses-rather than waiting for an event to occur and paying for it afterward. Disaster Resilience confronts the topic of how to increase the nation's resilience to disasters through a vision of the characteristics of a resilient nation in the year 2030. Increasing disaster resilience is an imperative that requires the collective will of the nation and its communities. Although disasters will continue to occur, actions that move the nation from reactive approaches to disasters to a proactive stance where communities actively engage in enhancing resilience will reduce many of the broad societal and economic burdens that disasters can cause. ER -