WEBVTT Kind: captions Language: en 00:00:00.030 --> 00:00:02.280 Schwarz webinar series. 00:00:02.280 --> 00:00:07.300 This series hosted by the NOAA Office of National Marine Sanctuaries 00:00:07.300 --> 00:00:10.139 and our goal is to provide relevant information about 00:00:10.139 --> 00:00:15.179 education and outreach programs, products, and curricular materials to bring 00:00:15.179 --> 00:00:19.320 the ocean into your classroom and connect you to America's underwater treasures 00:00:19.320 --> 00:00:24.300 which are also known as our national marine sanctuaries which you see here. 00:00:24.420 --> 00:00:29.900 This network of underwater parks actually encompasses more than 170,000 00:00:29.910 --> 00:00:33.020 square miles of marine and Great Lakes waters, 00:00:33.020 --> 00:00:35.400 goes from Washington State to the Florida Keys, 00:00:35.400 --> 00:00:38.120 and from Lake Huron to American Samoa. 00:00:38.120 --> 00:00:43.096 And this network includes a system of 13 national marine sanctuaries 00:00:43.100 --> 00:00:48.760 and the Papahanaumokuakea and Rose Atoll Marine National Monuments. 00:00:48.940 --> 00:00:55.500 National marine sanctuaries help protect the ocean and the Great Lakes. 00:00:55.500 --> 00:00:59.720 My name is Clare Fackler and I'm the National Education Liaison for 00:00:59.720 --> 00:01:02.480 the NOAA Office of National Marine Sanctuaries. 00:01:02.480 --> 00:01:06.000 I will be the voice facilitating today's webinar 00:01:06.000 --> 00:01:08.360 and I'm based in Santa Barbara, California. 00:01:08.360 --> 00:01:10.799 We also have Shannon Rickles who's 00:01:10.799 --> 00:01:15.000 the Education Coordinator for the Monitor National Marine Sanctuary. 00:01:15.000 --> 00:01:19.680 She's sitting in North Carolina and she'll be helping to answer questions from attendees 00:01:19.680 --> 00:01:24.300 as well as running our two poll questions. 00:01:24.380 --> 00:01:28.900 So this is the fifth presentation at our National Marine Sanctuary webinar series 00:01:28.900 --> 00:01:33.000 and we greatly appreciate any feedback that you may have following this presentation. 00:01:33.080 --> 00:01:38.600 Anything you can provide to us to help improve the experience would be appreciated. 00:01:38.600 --> 00:01:41.020 And just some administrative stuff. 00:01:41.020 --> 00:01:45.480 During the presentation all attendees will be in listen-only mode. 00:01:45.480 --> 00:01:49.220 You're welcome to type questions for the presenter into the questions box 00:01:49.220 --> 00:01:52.740 at the bottom of the control panel on the right-hand side of your screen. 00:01:52.740 --> 00:01:55.880 You can type questions in any time they come to you. 00:01:55.880 --> 00:02:00.659 We will be stopping at least once during Marlies' presentation to address any 00:02:00.659 --> 00:02:03.200 questions and then of course at the end. 00:02:03.200 --> 00:02:05.579 This is the same area- that question box- 00:02:05.579 --> 00:02:10.000 where you can let us know if you're having any technical difficulties or issues. 00:02:10.000 --> 00:02:13.160 So we'll be monitoring those incoming questions and technical issues 00:02:13.160 --> 00:02:16.600 and we'll respond to them as soon as possible. 00:02:16.600 --> 00:02:20.080 We are about to start recording the session 00:02:20.140 --> 00:02:27.880 and the registered participants will receive a link to this webinar archived page 00:02:27.880 --> 00:02:32.860 and the URL for this page will be provided at the end of today's presentation. 00:02:32.860 --> 00:02:36.360 So let's get right into what we're doing today 00:02:36.360 --> 00:02:39.390 and Shannon if I can just trigger you to hit record that would be great. 00:02:39.390 --> 00:02:40.940 -[Shannon] I already started it. 00:02:40.940 --> 00:02:42.640 -[Claire] Oh perfect, thank you, thank you! 00:02:42.640 --> 00:02:43.700 -[Shannon] You're welcome. 00:02:43.700 --> 00:02:45.400 -[Claire] So the title of today's presentation is 00:02:45.400 --> 00:02:50.020 Communicating Climate Change: Resources for Making it Stick. 00:02:50.020 --> 00:02:53.000 Ever wonder the best way to talk about climate change? 00:02:53.000 --> 00:02:55.820 Well, you probably have which is why you're on today's webinar. 00:02:55.820 --> 00:03:00.380 If you felt unsure about your message, if it's clear and if it connects to your audience, 00:03:00.380 --> 00:03:02.820 this is the webinar for you. 00:03:02.820 --> 00:03:05.000 Marlies is going to share with us how to 00:03:05.010 --> 00:03:09.460 effectively communicate complex issues involving sound science 00:03:09.460 --> 00:03:13.120 as well as an element of artistry. 00:03:13.120 --> 00:03:15.239 So I'm pleased to introduce our two speakers today. 00:03:15.239 --> 00:03:18.989 We have Marlies Tumolo who is the National Education Specialist for the 00:03:18.989 --> 00:03:22.740 NOAA Office of National Marine Sanctuaries and Bruce Moravchik who's 00:03:22.740 --> 00:03:26.200 an Education Specialist for the National Ocean Service. 00:03:26.200 --> 00:03:30.480 Marlies earned a B.A. in Child Development and a B.A. in Psychology 00:03:30.480 --> 00:03:32.700 from San Francisco State University 00:03:32.700 --> 00:03:37.580 and her Master's in Education in Curriculum and Instruction from George Mason University. 00:03:37.580 --> 00:03:42.300 After graduating, she spent five years teaching elementary school in Mexico and Thailand 00:03:42.460 --> 00:03:48.540 and she currently works in sanctuaries, as I mentioned, on informal and formal education programs 00:03:48.540 --> 00:03:51.400 and is a Certified Climate Interpreter 00:03:51.400 --> 00:03:54.500 through the National Network of Ocean and Climate Change Interpretation, 00:03:54.620 --> 00:03:58.980 which for some of you, may know it's affectionately called NNOCCI. 00:03:58.980 --> 00:04:02.780 Bruce coordinates the NOAA Climate Stewards Program. 00:04:02.780 --> 00:04:07.000 This is a national program which provides formal and informal educators 00:04:07.000 --> 00:04:10.800 sustained professional development and climate science and pedagogy 00:04:10.800 --> 00:04:13.290 so that they can build the climate-literate public 00:04:13.290 --> 00:04:16.360 actively engaged in climate stewardship. 00:04:16.360 --> 00:04:19.840 He develops original content and problem-based learning initiatives 00:04:19.840 --> 00:04:23.500 to convey NOAA's research, technology, and activities. 00:04:23.500 --> 00:04:27.900 Bruce himself has taught at the high school and university level in Rhode Island. 00:04:27.900 --> 00:04:30.860 He's taught on oceanography on tall ships in the Caribbean, 00:04:30.860 --> 00:04:34.720 and he's also researched coral reefs in the Red Sea. 00:04:34.720 --> 00:04:39.420 So with that brief introduction, we would like to do one poll question 00:04:39.420 --> 00:04:42.000 to get a little sense about our audience here. 00:04:42.000 --> 00:04:46.500 -[Shannon] Okay. Our first poll question for tonight is: 00:04:46.500 --> 00:04:54.000 Are you primarily in formal education; informal education; other; or I do not teach? 00:04:54.060 --> 00:05:01.600 So go ahead and click the one that best fits you. 00:05:01.600 --> 00:05:07.500 We'll wait another second or two; we have about 80% that have voted. 00:05:07.500 --> 00:05:14.500 About 90%, just another few seconds. 00:05:14.500 --> 00:05:20.400 Alright, we're at at 97% so I'm going to go ahead and close the poll 00:05:20.400 --> 00:05:22.200 and then I'm going to share it with you. 00:05:22.200 --> 00:05:26.140 So it looks like tonight, about 28% are formal educators, 00:05:26.140 --> 00:05:33.660 59% are informal, and 3% are other, and 10% of you do not teach. 00:05:33.660 --> 00:05:36.700 Okay. 00:05:36.700 --> 00:05:39.660 -[Claire] Alright, so let's go ahead and pass the control. 00:05:39.660 --> 00:05:45.000 Marlies, you should have it and we'll let you go ahead and kick off your presentation for NNOCCI. 00:05:45.000 --> 00:05:49.500 -[Marlies] Great, thank you, Claire. Um, let's see. (clicking) 00:05:49.500 --> 00:05:53.700 (speaking softly) Go ahead and share my screen. (clicking) 00:05:53.700 --> 00:05:55.600 Can you all see my screen okay? 00:05:55.600 --> 00:06:00.000 -[Shannon and Claire] Yes, yes we can. (clicking) 00:06:00.000 --> 00:06:03.000 -[Marlies] Thank you guys for the introduction. Welcome tonight everybody. 00:06:03.000 --> 00:06:08.300 We're so glad to have you here with us so thank you for coming. 00:06:08.300 --> 00:06:12.200 Tonight we're gonna be talking a little bit about communicating climate change 00:06:12.200 --> 00:06:15.600 and some resources that'll help make these concepts stick 00:06:15.600 --> 00:06:18.860 with your visitors and guests that you're working with as well 00:06:18.860 --> 00:06:22.700 as your students in your classroom or your uncle at Thanksgiving. 00:06:22.700 --> 00:06:27.080 So, um, we're going to share these resources with you all and I just want to mention that I 00:06:27.080 --> 00:06:31.370 know that you all bring a very wide variety of experience and expertise to 00:06:31.370 --> 00:06:34.800 the table when it comes to climate change education 00:06:34.800 --> 00:06:39.800 and what we're giving you today is just kind of another tool that you can put in your toolbox 00:06:39.800 --> 00:06:44.500 that we hope will help you in achieving your goals in this area. 00:06:44.500 --> 00:06:51.300 Um so with that, Shannon, would you please put up the the first, my first poll for us please? 00:06:51.300 --> 00:06:56.000 -[Shannon] Your first poll or your "what do Americans think is causing climate change?" 00:06:56.000 --> 00:06:58.482 -[Marleis] Yes -[Shannon] Okay -[Marleis] Thank you 00:06:58.482 --> 00:06:59.700 -[Shannon] Okay there we go! 00:06:59.700 --> 00:07:02.000 It's "What do Americans think is causing climate change?" 00:07:02.000 --> 00:07:09.600 Which do you think?: burning fossil fuels for energy, pollution, or holes in the ozone? 00:07:09.600 --> 00:07:11.600 -[Marleis] Okay so just gonna take a moment to think about this. 00:07:11.600 --> 00:07:13.500 I just want to get an idea, um, 00:07:13.500 --> 00:07:18.500 paint a picture of what Americans- the average American- thinks is happening here. 00:07:18.500 --> 00:07:22.500 So just go ahead and take a guess for that one. 00:07:22.500 --> 00:07:27.600 -[Shannon] Alright we're at about 66 percent, now 75 percent. 00:07:27.600 --> 00:07:32.000 Okay, another few seconds. 00:07:32.000 --> 00:07:41.270 Alright we're at 94 percent. A few more people might want to vote. 00:07:41.270 --> 00:07:44.420 Alright I think we're gonna hold at 94 percent, 00:07:44.420 --> 00:07:48.800 so I'm gonna go ahead and close this out, and let's see what everybody thinks. 00:07:48.800 --> 00:07:52.700 It looks like 57 percent believe that it's burning fossil fuels for energy; 00:07:52.700 --> 00:07:54.800 33 percent believe that it's pollution; 00:07:54.800 --> 00:07:59.600 and 10 percent think that everyone thinks it's holes in the ozone. 00:07:59.600 --> 00:08:08.600 -[Marlies] Great. So if you answered either b. pollution or c. holes in the ozone, you are correct 00:08:08.600 --> 00:08:14.570 Um, so there's an organization a non-profit organization called Frameworks Institute 00:08:14.570 --> 00:08:19.700 and they do research and focus on communications specifically. 00:08:19.700 --> 00:08:25.070 And they have done on-the-street surveys and lots of research with the American public 00:08:25.070 --> 00:08:28.940 to determine what the American public thinks is causing climate change 00:08:28.940 --> 00:08:31.940 and through their research they've discovered that most people think that 00:08:31.940 --> 00:08:37.500 it's being caused by either pollution or holes in the ozone. 00:08:37.520 --> 00:08:41.020 So as you can see there's a lot of confusion as to what's happening 00:08:41.020 --> 00:08:44.460 in our climate as to what's causing climate change 00:08:44.460 --> 00:08:48.920 and when people are asked how does climate change work, 00:08:48.920 --> 00:08:51.950 they typically start to describe impacts of climate change 00:08:51.950 --> 00:08:56.400 rather than really understanding the mechanism of what's happening. 00:08:56.400 --> 00:09:00.980 And as you all know, if people are unable to explain what's causing climate change, 00:09:00.980 --> 00:09:04.580 why it's really happening, then it becomes a little bit difficult 00:09:04.580 --> 00:09:07.360 to begin talking about solutions. 00:09:07.360 --> 00:09:11.500 So if we meet people where they are and we fill in gaps and understanding, 00:09:11.500 --> 00:09:17.580 then we begin to create space to move towards these solutions-focused discussions. 00:09:17.580 --> 00:09:20.920 So this is where NNOCCI enters, and NNOCCI is 00:09:20.930 --> 00:09:24.980 the National Network on Ocean and Climate Change Interpretation 00:09:24.980 --> 00:09:29.400 and it's a partnership between informal science educators, climate scientists, 00:09:29.400 --> 00:09:32.240 cognitive and social scientists, and evaluators, 00:09:32.240 --> 00:09:34.460 and their mission is to change the world 00:09:34.460 --> 00:09:38.180 through better communication techniques around climate change. 00:09:38.200 --> 00:09:45.000 So they've done a lot of research into what works the best with the public, the American public. 00:09:45.000 --> 00:09:50.300 And what they basically focus on is that if we use proven communication techniques 00:09:50.300 --> 00:09:54.480 to talk to people and communicate about climate change, 00:09:54.480 --> 00:10:00.760 then we can shift from this kind of really loaded, political conversation 00:10:00.760 --> 00:10:06.020 to a more productive, and creative, and solutions-focused discussion. 00:10:06.020 --> 00:10:10.500 So the NNOCCI has trained all of these informal and formal educators 00:10:10.500 --> 00:10:13.670 as well as postdocs from universities 00:10:13.680 --> 00:10:17.440 through something that they call Study Circles. 00:10:17.440 --> 00:10:21.640 And these are professional development opportunities for educators 00:10:21.640 --> 00:10:24.480 and NNOCCI actually is accepting applications 00:10:24.480 --> 00:10:29.200 for their most recent Study Circle now up until May 31st 00:10:29.200 --> 00:10:33.560 so I'll give you more information on that later but I do encourage you to take a look. 00:10:33.560 --> 00:10:37.000 And this is the Study Circle that I myself participated in. 00:10:37.000 --> 00:10:43.800 For those of you you if you can see my arrow this is me. (mumbling) 00:10:43.800 --> 00:10:48.680 Okay, so as I mentioned, Frameworks Institute 00:10:48.680 --> 00:10:52.730 is a non-profit and they've done research with over 9,000 Americans 00:10:52.730 --> 00:10:57.200 to determine the clearest and most effective way to communicate climate change. 00:10:57.200 --> 00:11:01.300 And they dubbed this method of communication strategic framing. 00:11:01.300 --> 00:11:04.820 And strategic framing is important because it's research-backed 00:11:04.820 --> 00:11:09.700 and because it has this research backing, it helps clear up misconceptions 00:11:09.700 --> 00:11:14.400 that people have about climate change and brings them towards this solution-focused thinking 00:11:14.400 --> 00:11:19.300 so that they can begin to become heroes of the climate change story. 00:11:19.300 --> 00:11:22.680 Because it's really simple and concise, 00:11:22.680 --> 00:11:31.060 it makes it ideal for us as educators to integrate into our work. 00:11:31.060 --> 00:11:36.040 So this evening we're going to briefly touch on each of the steps of strategic framing. 00:11:36.280 --> 00:11:42.200 So the first element of strategic framing that we need to consider is using a conversational tone. 00:11:42.200 --> 00:11:45.000 And this is just basically avoiding crisis. 00:11:45.000 --> 00:11:47.480 Research has shown that if we use 00:11:47.480 --> 00:11:52.160 a crisis tone or crisis imaging when we're talking about climate change, 00:11:52.160 --> 00:11:54.680 it tends to cause people to shut down 00:11:54.680 --> 00:11:56.960 because they feel like the problem is too big to solve. 00:11:56.960 --> 00:12:02.200 So if we maintain a reasonable tone while explaining the facts, 00:12:02.200 --> 00:12:09.000 it leaves people in a place where they're better able to process those and move forward. 00:12:09.000 --> 00:12:12.200 Next is to start our conversations off with a value. 00:12:12.200 --> 00:12:18.100 So we really want to start all of our communication efforts leading with a value. 00:12:18.100 --> 00:12:19.920 We want to put issues into context 00:12:19.920 --> 00:12:25.300 so people explain to people why it's important to understand. 00:12:25.300 --> 00:12:30.680 We want to use tested metaphors to communicate our ideas. 00:12:30.680 --> 00:12:33.960 We want to connect solutions 00:12:33.960 --> 00:12:37.070 and finally, we want to awaken social responsibility 00:12:37.070 --> 00:12:45.000 and that's really our ultimate goal with these conversations, is to cause change. 00:12:45.000 --> 00:12:52.400 So when we start our communications it's really important that we know our audience. 00:12:52.400 --> 00:12:56.960 What you're seeing in front of you is a chart of the cultural models 00:12:56.960 --> 00:13:01.760 that Framework Institute found that Americans were referencing 00:13:01.760 --> 00:13:04.240 in terms of ocean and climate change. 00:13:04.240 --> 00:13:08.120 So cultural models are widely shared ways of thinking 00:13:08.120 --> 00:13:12.500 that people use to organize their thoughts on a specific topic. 00:13:12.500 --> 00:13:16.819 So, essentially it's kind of a cognitive shortcut. 00:13:16.819 --> 00:13:21.799 If we understand how our audience, whether they be visitors at our aquariums, 00:13:21.799 --> 00:13:27.200 or science centers, or our students in our classroom, are thinking about a topic 00:13:27.200 --> 00:13:30.499 will help us to determine the best way to communicate with them 00:13:30.500 --> 00:13:35.340 by focusing on an area that is of interest to them. 00:13:35.460 --> 00:13:39.700 So you can see there's a lot of different ways that people are thinking about climate change 00:13:39.700 --> 00:13:43.970 and they may be thinking about it in reference to the ocean or to pollution 00:13:43.970 --> 00:13:48.919 or to public affairs and by zoning in on which way they're thinking about it, 00:13:48.920 --> 00:13:54.400 we can frame our communications under that category. 00:13:54.460 --> 00:13:59.400 So it's also important to notice on this chart that there's some phrases 00:13:59.400 --> 00:14:04.620 that are written in red, and some that are written in green. 00:14:04.620 --> 00:14:07.660 The phrases that are written in red were shown to be 00:14:07.660 --> 00:14:12.589 unproductive ways of thinking about climate change and they led towards 00:14:12.589 --> 00:14:16.700 either inaction or misunderstanding, 00:14:16.700 --> 00:14:20.860 whereas the green-- and I've also circled them on this slide-- 00:14:20.860 --> 00:14:23.820 but the green cultural models showed to lead 00:14:23.820 --> 00:14:28.220 towards solution-focused thinking in action. 00:14:28.220 --> 00:14:30.709 So when we're framing our conversations, 00:14:30.709 --> 00:14:37.940 we want to keep in mind this so-called swamp of ocean and climate change communication 00:14:37.940 --> 00:14:43.000 and try to avoid those cultural models that are going to cue unproductive thinking. 00:14:43.000 --> 00:14:45.909 Shannon, I think we can go ahead and take a few questions 00:14:45.909 --> 00:14:51.500 at this point in the presentation and see if anyone has any questions so far. 00:14:51.500 --> 00:14:58.500 -[Shannon] Okay. Does anybody have any questions? 00:14:58.500 --> 00:15:03.400 -[Claire] Go ahead and type them into the question box, if you do. 00:15:03.440 --> 00:15:08.220 We don't have any quite yet, Marlies, but we'll give people another couple seconds here. 00:15:08.220 --> 00:15:16.700 -[Marlies] No problem. (indistinct bells ringing) 00:15:16.700 --> 00:15:20.600 -[Shannon] Someone has asked for you to define "red" again. 00:15:20.600 --> 00:15:24.500 -[Marlies] Absolutely. So, I'm sorry Shannon, was there something else? 00:15:24.500 --> 00:15:28.000 -[Shannon] Oh go ahead. There is another one, but do that one first. 00:15:28.000 --> 00:15:33.300 -[Marleis] Okay so the red cultural models that are listed here are unproductive. 00:15:33.300 --> 00:15:38.240 So what that means is that when these cultural models are cued, people tend to 00:15:38.240 --> 00:15:43.180 either say something to the tune of "well there's nothing we can really do" 00:15:43.180 --> 00:15:49.939 or "well, it's too big of a problem to solve" or so basically, they don't motivate people 00:15:49.939 --> 00:15:52.700 towards solutions thinking. 00:15:52.700 --> 00:15:57.000 So we want to try to avoid those to keep out of that trap. 00:15:57.020 --> 00:16:00.900 -[Shannon] Okay and someone else has asked if they will be getting a copies of these slides. 00:16:01.080 --> 00:16:04.280 And I believe the answer to that question is yes. 00:16:04.280 --> 00:16:09.079 -[Marlies] Absolutely. And I've also given you there's a worksheet that explains each of these cultural models 00:16:09.080 --> 00:16:12.240 a little more in-depth and we have provided that to you all 00:16:12.240 --> 00:16:15.620 as part of the resources so you will have those for reference. 00:16:15.620 --> 00:16:16.160 -[Shannon] Okay. 00:16:16.160 --> 00:16:20.300 -[Claire] Just for clarification those will all be on the webinar archive page 00:16:20.300 --> 00:16:23.440 and we'll email you when that has been posted live, in a couple of days. 00:16:23.440 --> 00:16:27.649 -[Shannon] Okay and another question, Marlies, is what is the difference between the light green 00:16:27.649 --> 00:16:30.340 and dark green phrases? 00:16:30.340 --> 00:16:33.400 -[Marlies] Ah, that's a good question so 'cause I didn't reference that. 00:16:33.400 --> 00:16:36.400 So the light green is actually, technically supposed to be yellow; 00:16:36.400 --> 00:16:37.700 doesn't look very yellow. 00:16:37.700 --> 00:16:42.000 Um, and those they found to be kind of in between so depending on the person, 00:16:42.000 --> 00:16:47.720 they may cue productive thinking, but they could also cue unproductive thinking. 00:16:47.720 --> 00:16:54.410 So, when, it's not to say that we can't talk about those or use those cultural 00:16:54.410 --> 00:16:57.078 models when framing our conversations, but if we do, 00:16:57.078 --> 00:17:00.200 we just really want to be aware 00:17:00.200 --> 00:17:04.240 and notice when people are kind of heading downhill towards unproductive 00:17:04.250 --> 00:17:08.000 thinking and try to switch up the way that we're framing our conversation 00:17:08.000 --> 00:17:09.840 to some more productive models. 00:17:09.840 --> 00:17:13.720 So they're usable but use proceed with caution essentially. 00:17:13.720 --> 00:17:17.940 -[Shannon] Okay and another question is: When connecting with the audience, 00:17:17.940 --> 00:17:24.500 can we motivate them with incentives? 00:17:24.540 --> 00:17:26.940 -[Marlies] So that's an interesting question 00:17:26.940 --> 00:17:30.800 and what the research that Frameworks Institute did showed 00:17:30.800 --> 00:17:36.140 is that things like monetary incentives tend to cue 00:17:36.140 --> 00:17:43.620 that consumerism types of thinking and that says, you see that cost-benefit 00:17:43.620 --> 00:17:51.450 which can lead towards solutions-focused thinking but it makes it tends to only lead 00:17:51.450 --> 00:17:55.620 towards that if it's still linked to that reward essentially. 00:17:55.620 --> 00:18:02.550 So yes it's usable but be aware that you're not leading someone towards a focus 00:18:02.550 --> 00:18:07.740 specifically on the money rather than on the solution. 00:18:07.740 --> 00:18:12.780 Okay, Shannon, I'm going to go ahead and move on for now so if there are more questions please keep typing 00:18:12.780 --> 00:18:15.620 them into the chat box and we'll get to them at the end of the. 00:18:15.620 --> 00:18:19.160 -[Shannon] okay thank you 00:18:19.280 --> 00:18:23.280 -[Marlies] Okay, so leading with the value-- I mentioned this at the beginning-- 00:18:23.280 --> 00:18:27.240 values help people to connect with the information that we're presenting 00:18:27.240 --> 00:18:31.800 so by leading with a value we're immediately cueing their interests. 00:18:31.800 --> 00:18:35.100 Frameworks Institute tested a variety of different values 00:18:35.100 --> 00:18:37.160 to determine which ones were most productive 00:18:37.160 --> 00:18:43.020 and which values triggered again this solution-focused thinking 00:18:43.020 --> 00:18:49.480 or allowed people to support things that would lead towards solutions. 00:18:49.480 --> 00:18:54.120 And the two values that they tested specifically for climate change communication 00:18:54.120 --> 00:18:57.380 were protection and responsible management. 00:18:57.380 --> 00:19:02.000 The value of protection focuses on protecting people and places from harm 00:19:02.000 --> 00:19:04.520 and the threats that are facing our environment. 00:19:04.520 --> 00:19:08.700 And I kind of think of this as the kind of warm, fuzzy value; 00:19:08.700 --> 00:19:11.310 and then there's the responsible management value 00:19:11.310 --> 00:19:14.700 and that's a much more practical step-by-step value. 00:19:14.700 --> 00:19:19.000 It focuses is on our responsibility to tomorrow and to future generations 00:19:19.000 --> 00:19:23.000 with an emphasis on the steps that we can take today. 00:19:23.000 --> 00:19:27.120 So it's a very kind of step-by-step process so leading, 00:19:27.120 --> 00:19:31.290 we want to try to really start all of our communications with a value which can be 00:19:31.290 --> 00:19:36.840 a little bit of a struggle sometimes but it brings people in right away. 00:19:36.840 --> 00:19:39.700 So after we started with that value, 00:19:39.700 --> 00:19:43.940 we're gonna go ahead and try to fill in gaps and understanding that exists 00:19:43.940 --> 00:19:49.500 so as you guys saw from the poll in the beginning of the presentation tonight, 00:19:49.500 --> 00:19:55.420 there's a lot of misunderstanding about what causes climate change. 00:19:55.420 --> 00:20:00.535 And the experts believe one thing whereas the American public is just not sure. 00:20:00.535 --> 00:20:05.819 So we can fill in these gaps and understanding with the correct information 00:20:05.819 --> 00:20:10.380 to again shift people towards these solutions. 00:20:10.380 --> 00:20:14.200 So, explanatory metaphors are not anything that's new, really. 00:20:14.200 --> 00:20:18.700 Metaphors are sticky; they're simple; they're concrete; and they're memorable. 00:20:18.720 --> 00:20:24.640 So people tend to be able to reference them back pretty quickly after they've heard them. 00:20:24.640 --> 00:20:30.020 Because they're so sticky, they're really useful for us when we're working in education 00:20:30.020 --> 00:20:34.900 because people can hear these metaphors once and repeat them. 00:20:34.940 --> 00:20:42.760 Frameworks Institute tested specific metaphors that were effective to explain climate change. 00:20:42.760 --> 00:20:47.675 So the first metaphor that they tested is called the Heat-Trapping Blanket metaphor. 00:20:47.675 --> 00:20:52.334 The Heat-Trapping Blanket metaphor is a very simple way to help people understand 00:20:52.334 --> 00:20:56.700 the basic mechanism of climate change. 00:20:56.720 --> 00:20:59.470 And what it basically says is when we burn fossil fuels 00:20:59.470 --> 00:21:07.900 for energy, such as coal, oil, and natural gas, we release excess carbon dioxide into the atmosphere. 00:21:07.920 --> 00:21:11.220 Carbon dioxide is a gas that traps heat. 00:21:11.220 --> 00:21:18.800 As the excess carbon dioxide builds up, it acts like a blanket, trapping in heat that would otherwise escape. 00:21:18.820 --> 00:21:22.750 This blanket effect is warming our planet's atmosphere 00:21:22.750 --> 00:21:27.140 and it's disrupting the balance that's keeping our climate stable. 00:21:27.140 --> 00:21:30.753 So you guys can see this paints a really clear picture for people; 00:21:30.753 --> 00:21:34.020 it's something tangible that they can think of, 00:21:34.020 --> 00:21:37.269 and when they did the research, they showed that people were 00:21:37.269 --> 00:21:46.060 able to hear this metaphor and immediately start using it so it was really effective for memory. 00:21:46.060 --> 00:21:50.760 Just to let you all know, in the references-- the materials-- that we're giving you, 00:21:50.769 --> 00:21:55.480 we're going to be giving you cards that explain each of these metaphors as well 00:21:55.480 --> 00:22:00.160 as our values so you guys will have that. 00:22:00.160 --> 00:22:05.900 Our next metaphor that we're talking about tonight is the Regular and Rampant CO2 metaphor. 00:22:05.900 --> 00:22:14.220 And this metaphor explains the anthropogenic cause of carbon dioxide. 00:22:14.220 --> 00:22:19.419 So plants grow by using the regular carbon dioxide that animals exhale. 00:22:19.419 --> 00:22:24.740 So some co2 is part of our normal life process, 00:22:24.740 --> 00:22:30.320 but we're adding additional co2 into the air when we burn fossil fuels 00:22:30.320 --> 00:22:33.800 like coal, oil, and natural gas for energy. 00:22:33.820 --> 00:22:38.300 We call the co2 rampant because there's too much of it 00:22:38.300 --> 00:22:42.240 and it's getting out of control. 00:22:42.240 --> 00:22:43.980 So that's regular and rampant co2. 00:22:43.980 --> 00:22:49.600 There are two other metaphors that have been tested and I will give those to you. 00:22:49.600 --> 00:22:52.300 We're not going to review them tonight due to time 00:22:52.300 --> 00:22:55.280 but they will be available to you in your resources. 00:22:55.280 --> 00:22:58.673 So lead with a value, explain with a metaphor, 00:22:58.673 --> 00:23:03.820 and now we're on to our solutions piece, and really this is where our focus is. 00:23:03.820 --> 00:23:09.879 Our goal of all of our communications in strategic framing is to lead people towards solutions 00:23:09.879 --> 00:23:13.180 because what we really want to do is motivate a change. 00:23:13.260 --> 00:23:19.460 So highlighting what can be done to make things better is a really essential part of framing social problems. 00:23:19.460 --> 00:23:23.100 If we don't give people a chance to talk about solutions, 00:23:23.100 --> 00:23:29.900 then it kind of ends up just being a downer to be honest, and you don't have any change. 00:23:29.920 --> 00:23:36.460 So it's really important to remember that the solutions we offer people need 00:23:36.460 --> 00:23:40.400 to match the scope and the scale of the problem. 00:23:40.420 --> 00:23:45.040 And with a problem like climate change the scope and scale is huge. 00:23:45.040 --> 00:23:52.760 So with this in mind, Frameworks really recommends that we focus on collective wide-scale solutions 00:23:52.760 --> 00:23:55.620 and not individual behaviors. 00:23:55.620 --> 00:23:58.210 This isn't to say that individual solutions aren't important 00:23:58.210 --> 00:24:04.520 because they absolutely are and we all have to do our own parts and we all are doing our own parts. 00:24:04.520 --> 00:24:08.480 But we really have to motivate some massive policy change, 00:24:08.480 --> 00:24:12.480 like policy-level changes and community-level changes 00:24:12.480 --> 00:24:16.020 to address a problem as large as climate change. 00:24:16.080 --> 00:24:18.370 By focusing on collective actions, 00:24:18.370 --> 00:24:21.240 we're helping to frame the public conversation 00:24:21.240 --> 00:24:23.620 from one that's about sacrifice, 00:24:23.620 --> 00:24:27.140 which is typically what we're asking when we talk about individual actions, 00:24:27.140 --> 00:24:31.540 to one that's about citizenship, which is what our focus is 00:24:31.540 --> 00:24:36.040 when we talk about working collectively in our communities. 00:24:36.040 --> 00:24:38.680 So to give you all a chance to practice this, 00:24:38.680 --> 00:24:45.310 I would like to take a moment to work together and practice changing 00:24:45.310 --> 00:24:48.700 an individual action to a collective action. 00:24:48.700 --> 00:24:50.500 So if you look at the slide in front of you, 00:24:50.500 --> 00:24:54.100 you'll see on the left of individual action of riding your bike. 00:24:54.100 --> 00:25:00.380 And if we reframe that to a collective action, we're saying support bike shares. 00:25:00.380 --> 00:25:04.920 Again on the left you see there were individual action of use reusable bags. 00:25:04.920 --> 00:25:10.720 But we can reframe that to a collective action by saying support plastic-bag bans. 00:25:10.720 --> 00:25:14.920 So I'd like to practice for a moment, so in your questions box, 00:25:14.920 --> 00:25:21.860 I'd like you to please practice changing an individual action to a more collective action 00:25:21.860 --> 00:25:25.140 and type your answer into the questions box. 00:25:25.140 --> 00:25:30.640 So think of an individual action, for example turn off your lights and try to change it to a collective action. 00:25:46.520 --> 00:25:49.460 -[Claire] Shannon, are we getting any responses? 00:25:49.460 --> 00:25:52.120 -[Shannon] We are! We are having: 00:25:52.120 --> 00:25:57.580 Recycling plastic bottles should be supporting local recycling programs. 00:25:57.580 --> 00:26:00.200 -[Marlies] Absolutely! Fantastic! 00:26:00.260 --> 00:26:03.140 -[Shannon] Support public transportation. 00:26:03.140 --> 00:26:09.860 Reduce my co2 footprint to lobby for carbon cap and trade in industries. 00:26:09.860 --> 00:26:11.460 -[Marlies] Absolutely 00:26:11.460 --> 00:26:16.800 -[Shannon] Drive your car less versus consider public transportation. 00:26:16.880 --> 00:26:19.840 -[Marlies] Absolutely so I'm going to pause on that one for a second, Shannon, 00:26:19.840 --> 00:26:23.880 the consider public transportation because um 00:26:23.880 --> 00:26:28.560 So a person riding in public transportation individually could still be considered 00:26:28.560 --> 00:26:31.940 an individual action so we really want to scale that up even a little bit more 00:26:31.940 --> 00:26:37.520 and say something like, um, support ride share programs 00:26:37.520 --> 00:26:41.060 or support public transportation initiatives. 00:26:41.060 --> 00:26:46.040 So we won't even want to take that step one larger in that community level. 00:26:46.040 --> 00:26:51.200 -[Shannon] Okay. We also have insulate your house to create tax incentives 00:26:51.200 --> 00:26:55.220 for increasing our values. 00:26:55.220 --> 00:26:57.730 -[Marlies] Yep. Absolutely. That's awesome. Perfect, thank you, Shannon. 00:26:57.730 --> 00:27:04.480 -[Shannon] Uh-huh we have others if you want them. Just tell me when. 00:27:04.480 --> 00:27:07.280 -[Marlies] Yeah let's pause for now, Shannon, due to time. 00:27:07.280 --> 00:27:11.380 But it sounds like people are really doing a great job of reframing, 00:27:11.380 --> 00:27:16.760 which is perfect so that's exactly what we're looking for. 00:27:16.760 --> 00:27:20.940 Okay so to give you all examples-- I know a lot of us work with youth-- 00:27:20.940 --> 00:27:26.680 and when I first started doing this NNOCCI framing, 00:27:26.680 --> 00:27:31.640 I thought a lot about how it could be, you know, used with a youth audience. 00:27:31.640 --> 00:27:37.440 And so I wanted to just provide a few examples of some student-led solutions. 00:27:37.440 --> 00:27:43.180 Students can participate in community-level solutions by acting in their school or their wider community. 00:27:43.180 --> 00:27:48.840 On the left, you'll see a photo that was done by a Climate Stewards Anti-Idling Campaign, 00:27:48.840 --> 00:27:53.280 that happened at the National Presbyterian School in Washington D.C. 00:27:53.280 --> 00:27:55.010 As part of this Climate Stewards project, 00:27:55.010 --> 00:27:59.240 fifth grade students brainstormed, researched, and developed a project 00:27:59.260 --> 00:28:03.000 to address idling in the carpool lane at their school. 00:28:03.080 --> 00:28:04.720 And after they did this project, 00:28:04.720 --> 00:28:08.496 their school started focusing on green initiatives, 00:28:08.496 --> 00:28:13.760 such as priority spaces in the pick-up line and parking lot for carpoolers, 00:28:13.760 --> 00:28:16.480 and a public transportation subsidy for staff. 00:28:16.480 --> 00:28:20.040 So they were able to make a larger impact in their community. 00:28:20.040 --> 00:28:23.620 Another wonderful example is the Students for Zero Waste Week, 00:28:23.620 --> 00:28:25.820 which is through the Ocean Guardian program 00:28:25.820 --> 00:28:29.040 at the Office of National Marine Sanctuaries. 00:28:29.040 --> 00:28:32.460 Zero Waste Week is a school-driven, week-long campaign 00:28:32.460 --> 00:28:37.100 to reduce waste on school campuses and within local communities 00:28:37.100 --> 00:28:40.720 with the intention of moving toward zero waste. 00:28:40.720 --> 00:28:44.140 In 2012, students at All Saints' Day School were working on 00:28:44.140 --> 00:28:46.900 a waste reduction effort at their school. 00:28:46.900 --> 00:28:48.740 As the students were working, 00:28:48.740 --> 00:28:51.980 they discovered there was no National Zero Waste Week. 00:28:51.980 --> 00:28:54.380 So as a part of their waste-reduction effort, 00:28:54.380 --> 00:28:55.860 they implemented the Zero Waste Week 00:28:55.860 --> 00:29:03.160 and now it's happening in schools around the country, and even internationally. 00:29:03.160 --> 00:29:10.080 So on that note, we're going to end this portion of our discussion on framing. 00:29:10.080 --> 00:29:13.618 So tonight we talked about using a conversational tone, 00:29:13.618 --> 00:29:19.660 leading with one of our values of either protection and/or responsible management, 00:29:19.660 --> 00:29:23.560 framing our issues in our context, 00:29:23.560 --> 00:29:25.780 using tested metaphors, 00:29:25.780 --> 00:29:29.860 connecting to these larger, community-level solutions, 00:29:29.860 --> 00:29:35.740 and through that, awakening social responsibility. 00:29:35.740 --> 00:29:38.340 As takeaways for this, what I really want everyone to remember-- 00:29:38.340 --> 00:29:40.900 and I realize this was a very quick introduction; 00:29:40.900 --> 00:29:45.760 I'm going to give you some tools to go dive more in-depth to this information, 00:29:45.760 --> 00:29:48.440 but what's important to remember is that there are 00:29:48.440 --> 00:29:54.440 simple, effective, tested tools that we can use to communicate about climate change 00:29:54.440 --> 00:29:56.040 and that the more that we practice, 00:29:56.040 --> 00:29:59.060 the more familiar we'll become with these tools. 00:29:59.060 --> 00:30:01.000 You all have support out there, 00:30:01.000 --> 00:30:02.160 so the Climate Stewards Network, 00:30:02.160 --> 00:30:04.400 which my colleague, Bruce, is going to talk about in a moment, 00:30:04.400 --> 00:30:08.380 is a wonderful, wonderful community support 00:30:08.380 --> 00:30:10.380 to start implementing some of these ideas 00:30:10.380 --> 00:30:12.620 and to ask other people how they're doing 00:30:12.620 --> 00:30:14.100 and what's working for them. 00:30:14.100 --> 00:30:18.200 Another wonderful network is Climate Interpreter. 00:30:18.200 --> 00:30:19.960 And really, the most important thing 00:30:19.960 --> 00:30:22.500 is that when we strategically frame our conversations, 00:30:22.500 --> 00:30:27.320 we start focusing on solutions and we have people have 00:30:27.320 --> 00:30:30.460 an understanding of the problem and begin to move beyond that 00:30:30.460 --> 00:30:34.460 and think about what we can do, 00:30:34.460 --> 00:30:40.700 which allows us the power to inspire change. 00:30:40.700 --> 00:30:41.720 So learning more-- 00:30:41.720 --> 00:30:44.155 and we will share these slides with you and also the links, 00:30:44.155 --> 00:30:47.880 so don't worry about frantically writing these down right now-- 00:30:47.880 --> 00:30:48.651 but the first thing: 00:30:48.651 --> 00:30:51.260 the Frameworks Academy free online course. 00:30:51.260 --> 00:30:54.560 This is a completely free, online course that goes 00:30:54.560 --> 00:30:56.780 into this information in depth. 00:30:56.780 --> 00:30:59.400 So if you're interested I really do encourage you to go on; 00:30:59.400 --> 00:31:01.780 you have to create an account and sign up. 00:31:01.780 --> 00:31:05.800 You actually have to put the course in your cart and check-out, 00:31:05.800 --> 00:31:07.400 but the course is free. 00:31:07.460 --> 00:31:11.720 And this goes much more in-depth than I did tonight on each of these topics, 00:31:11.720 --> 00:31:16.040 and there's videos and additional resources for you, so please take a look. 00:31:16.040 --> 00:31:23.500 The research that I referenced tonight is also all available-- all the research reports are online. 00:31:23.500 --> 00:31:26.300 The Yale Project on Climate Change Communication 00:31:26.300 --> 00:31:29.780 is also a wonderful resource for everyone 00:31:29.780 --> 00:31:33.320 and it explains a little bit more about how the American public thinks. 00:31:33.320 --> 00:31:34.670 And then finally, please feel free to 00:31:34.670 --> 00:31:40.700 contact me if you have any questions. 00:31:40.700 --> 00:31:42.420 Thank you, Shannon. I think... 00:31:42.420 --> 00:31:47.160 -[Shannon] Okay with Marlies, we have a couple more questions if you have time for them. 00:31:47.160 --> 00:31:49.130 -[Marlies] Yeah, let's take a minute and then we'll let Bruce go 00:31:49.130 --> 00:31:52.680 and then we can um finish up at the end. 00:31:52.680 --> 00:31:54.600 -[Shannon] Okay. [People mumbling] 00:31:54.620 --> 00:32:00.120 We had one question on the slides that had all the red words and the green words. 00:32:00.120 --> 00:32:04.980 It said could you explain the "science is innovation" one a little more 00:32:04.980 --> 00:32:09.440 as opposed to scientists say and observe? 00:32:09.440 --> 00:32:09.940 I believe. 00:32:09.980 --> 00:32:10.760 -[Marlies] Yeah, absolutely. 00:32:10.760 --> 00:32:11.520 -[Shannon] Okay. 00:32:11.520 --> 00:32:17.000 -[Marlies] So the scientists say tends to create an us and them atmosphere so this, 00:32:17.000 --> 00:32:17.980 and a lot of the, 00:32:17.980 --> 00:32:23.380 especially with a lot of the news coverage, you'll see competing scientific ideas 00:32:23.380 --> 00:32:28.130 and so that scientists say in the American public's mind just isn't very 00:32:28.130 --> 00:32:32.340 sound because scientists say all kinds of things. 00:32:32.340 --> 00:32:36.260 Sciences innovation allows us 00:32:36.260 --> 00:32:40.540 to tell the story of our history and all of the things that we as Americans have 00:32:40.540 --> 00:32:47.300 created and done and harness that kind of positive feeling and capacity that 00:32:47.300 --> 00:32:54.860 people get when they're talking about that to then move towards that solution conversation. 00:32:54.860 --> 00:32:58.070 -[Shannon] Okay, we also have one from one that says how do you start 00:32:58.070 --> 00:33:02.660 the conversation with value and could you give examples of phrases you've used 00:33:02.660 --> 00:33:06.480 to lead with value? 00:33:06.480 --> 00:33:09.160 -[Marlies] Yeah absolutely um. 00:33:09.160 --> 00:33:10.940 So starting with a value, so, and on 00:33:10.940 --> 00:33:13.760 the resources they give you they give you conversation starters as well, so really 00:33:13.760 --> 00:33:19.610 when if I were doing an interpretive presentation at one of our sites 00:33:19.610 --> 00:33:26.320 and they came up and I was talking to them about sanctuaries, I would say something like: 00:33:26.320 --> 00:33:30.980 it's important for us to protect national marine sanctuaries against 00:33:30.980 --> 00:33:35.720 the threat and harm in our environment so that we have these places in the future. 00:33:35.720 --> 00:33:38.340 So I would just go ahead and right off the bat start with that 00:33:38.340 --> 00:33:41.200 and it does feel a little bit strange at first; 00:33:41.200 --> 00:33:45.020 it feels weird to start with the value because 00:33:45.020 --> 00:33:48.530 a lot of us usually start with a fun fact or start with, so, it feels a little 00:33:48.530 --> 00:33:52.490 strange but the research really has shown that it pulls people in so 00:33:52.490 --> 00:33:55.880 and there, as I mentioned, in the resources we're giving you they do have some kind 00:33:55.880 --> 00:34:02.200 of free starters that you can use for each of the values so those are helpful to test out. 00:34:02.200 --> 00:34:03.072 -[Shannon] Okay 00:34:03.080 --> 00:34:03.980 -[Marlies] And Shannon 00:34:03.980 --> 00:34:04.960 -[Shannon] One more question. 00:34:04.960 --> 00:34:05.520 -[Marlies] And if we could... 00:34:05.520 --> 00:34:07.840 -[Shannon] I'm just, it's just the last question. If you want to just... 00:34:07.840 --> 00:34:08.900 -[Marlies] Oh, absolutely. 00:34:08.900 --> 00:34:13.400 -[Shannon] Sure. They're just asking is this based on a certain age range? 00:34:13.420 --> 00:34:16.120 -[Marlies] Yes, so the research was conducted-- that's a really good question. 00:34:16.120 --> 00:34:18.700 The research was conducted with adults. 00:34:18.700 --> 00:34:24.520 They're currently creating some communications focused specifically on youth, 00:34:24.520 --> 00:34:28.280 but the research was conducted with American adults. 00:34:28.280 --> 00:34:31.909 So keeping that in mind, I think there are still some elements, 00:34:31.909 --> 00:34:36.980 for example the heat-trapping blanket metaphor works wonderfully with younger students 00:34:36.980 --> 00:34:40.260 because they really can understand that idea of a blanket keeping them warm. 00:34:40.260 --> 00:34:47.180 So, but yes, it is important to understand that it was done with adults. 00:34:47.180 --> 00:34:51.160 Thank you, Shannon. Thank you everybody. 00:34:51.160 --> 00:34:55.700 -[Claire] Alright, we're going to pass the controls over to Bruce so he can talk a little bit about 00:34:55.840 --> 00:34:59.800 the Climate Stewards Program, which is an opportunity for those of you that are 00:34:59.810 --> 00:35:03.280 interested to learn more about,and possibly even get involved with. 00:35:03.280 --> 00:35:06.060 So Bruce, take it away. 00:35:06.060 --> 00:35:06.980 -[Bruce] Great. Thanks so much. 00:35:06.980 --> 00:35:12.380 I really appreciate um Claire and Shannon and Marlies 00:35:12.380 --> 00:35:18.120 welcoming me to join you at this National Marine Sanctuaries webinar. 00:35:18.120 --> 00:35:24.920 Um, really admire all of the terrific work that you guys do across the country. 00:35:24.920 --> 00:35:27.460 Well, as you've heard earlier my name is Bruce Moravchik 00:35:27.460 --> 00:35:30.140 and as part of my role as an educator 00:35:30.140 --> 00:35:33.481 within NOAA's National Ocean Service, I coordinate 00:35:33.481 --> 00:35:39.920 the NOAA Climate Stewards Education Project with my colleagues Molly Harrison and Peg Stefan, 00:35:39.920 --> 00:35:42.460 and you know, I'd like to introduce you a little bit to the project today 00:35:42.460 --> 00:35:47.089 a little bit the rationale behind that and you know, the benefits for participants 00:35:47.089 --> 00:35:53.020 and how to apply, and you know, this project actually began as an idea to fulfill a need 00:35:53.020 --> 00:35:57.900 that was expressed by educators after speaking with many science educators 00:35:57.900 --> 00:36:01.240 at a lot of conferences over a number of years. 00:36:01.240 --> 00:36:05.140 And we began this project as an experiment in 2009 00:36:05.140 --> 00:36:09.240 and we had 10 local teachers that were sort of sitting around one of our conference tables 00:36:09.240 --> 00:36:14.840 in Silver Spring, Maryland where we're based and --sorry about that-- 00:36:14.840 --> 00:36:20.020 and now we've got over 900 educators that we reach directly across the country 00:36:20.020 --> 00:36:24.120 from Maine to Florida, California to Washington State; 00:36:24.120 --> 00:36:30.600 we even are involved with educators in Hawaii, Puerto Rico and the US Virgin Islands. 00:36:30.600 --> 00:36:34.280 And you know, something to know about NOAA Climate Stewards 00:36:34.280 --> 00:36:39.200 is that our focus is to give both formal and informal educators 00:36:39.200 --> 00:36:43.580 that work with elementary through college-age students, student audiences, 00:36:43.580 --> 00:36:46.820 access to all of NOAA's expertise and climate. 00:36:46.820 --> 00:36:50.280 You know, what you see here are just some of the offices and programs 00:36:50.280 --> 00:36:56.880 which have been so gracious in providing support through their scientists' online resources 00:36:56.880 --> 00:37:00.380 and especially their funding. 00:37:00.380 --> 00:37:06.640 Now, a primary goal of the program is to help educators better understand climate science 00:37:06.640 --> 00:37:11.460 as well as discern and locate credible science information. 00:37:11.460 --> 00:37:16.160 Now ultimately, we're hoping this is going to enable educators and their audiences 00:37:16.160 --> 00:37:24.140 to make informed decisions and to take, is to mitigate or adapt to the consequences 00:37:24.140 --> 00:37:27.560 of increasing levels of carbon dioxide in our atmosphere. 00:37:27.560 --> 00:37:33.280 Now you can see here, this is the essential principles of Climate Literacy. 00:37:33.280 --> 00:37:37.340 Now this is one example of a foundation resource that we recommend 00:37:37.340 --> 00:37:41.660 that all educators use, as it provides a framework to communicate important 00:37:41.660 --> 00:37:45.300 information about Earth's climate, the impacts of climate change, 00:37:45.300 --> 00:37:51.020 and approaches to adaptation or mitigation. 00:37:51.020 --> 00:37:53.480 Now I want to just sort of tell you just some of 00:37:53.480 --> 00:37:56.700 the general benefits of the program for participants: 00:37:56.700 --> 00:38:00.000 we hold monthly webinars and discussion groups; 00:38:00.000 --> 00:38:01.660 we have regional workshops; 00:38:01.660 --> 00:38:06.240 we fund educators in their execution of climate stewardship projects; 00:38:06.240 --> 00:38:10.850 and we offer travel reimbursement opportunities for educators who have completed projects 00:38:10.850 --> 00:38:16.256 and we also have opportunities to win education resources. 00:38:16.256 --> 00:38:22.003 Now one thing that we want to make really clear is that all aspects of our project 00:38:22.003 --> 00:38:26.240 are continuously and externally evaluated. 00:38:26.240 --> 00:38:28.220 And since our project's inception, 00:38:28.220 --> 00:38:32.690 NOAA Climate Stewards has consistently helped educators become more confident 00:38:32.690 --> 00:38:37.200 in teaching climate science and topics related to it. 00:38:37.200 --> 00:38:40.120 Gosh, I'm really sorry about this. 00:38:40.120 --> 00:38:44.660 Um, participating educators have made changes to their teaching based on 00:38:44.660 --> 00:38:48.020 what they've learned and a large percentage have chosen to engage their 00:38:48.020 --> 00:38:50.940 audiences in climate stewardship projects. 00:38:50.940 --> 00:38:54.540 And, you know, one of the things that's most important to us 00:38:54.540 --> 00:38:57.420 is that educators keep coming back for more. 00:38:57.420 --> 00:39:01.240 More experiences through webinars, conferences, and discussions, 00:39:01.240 --> 00:39:06.020 and not just with our program, but with many other NOAA programs 00:39:06.020 --> 00:39:10.060 as well as many other external programs like NNOCCI 00:39:10.060 --> 00:39:15.700 that they've now found the confidence that they feel they can participate in this. 00:39:15.700 --> 00:39:17.479 Now there are two ways to be involved. 00:39:17.479 --> 00:39:20.660 There's the education community and the stewardship community. 00:39:20.660 --> 00:39:23.320 And I'll talk about those in a little bit more depth. 00:39:23.320 --> 00:39:27.060 Now, the education community is open to anyone 00:39:27.060 --> 00:39:30.280 and participants can really choose their own level of involvement. 00:39:30.280 --> 00:39:34.600 Now communication across, you know, this project 00:39:34.600 --> 00:39:38.600 is facilitated by a listserv that's really easy to join 00:39:38.600 --> 00:39:42.280 and through this process, folks receive announcements 00:39:42.280 --> 00:39:47.800 and have access to our webinars with nationally-recognized scientists, educators, communicators; 00:39:47.800 --> 00:39:52.340 as I mentioned, our monthly discussion group focused on videos, articles, or books 00:39:52.340 --> 00:40:00.100 as well as our regional education workshops. 00:40:00.100 --> 00:40:02.299 Now our professional development opportunities 00:40:02.299 --> 00:40:05.260 really cover a wide range of topics. 00:40:05.260 --> 00:40:07.520 These have included sea-level rise, 00:40:07.520 --> 00:40:12.109 using ice cores to determine past climate, climate change and human health impacts, 00:40:12.109 --> 00:40:19.020 climate change impacts on fisheries, using simple models in climate communication, 00:40:19.020 --> 00:40:24.680 and in classrooms helping students become smart information-consumers, 00:40:24.680 --> 00:40:27.820 climate and ecological forecasting. 00:40:27.820 --> 00:40:31.780 And one thing that we want all of our educators to be aware of 00:40:31.780 --> 00:40:36.360 that our formal classroom teachers is that all of our participants 00:40:36.360 --> 00:40:40.130 do receive certificates of attendance, if they want, 00:40:40.130 --> 00:40:44.700 or if they need C.E. credits. 00:40:44.700 --> 00:40:47.400 And when we have our discussion groups, 00:40:47.400 --> 00:40:50.809 participants do have the opportunity to receive free books 00:40:50.809 --> 00:40:53.160 on a first-come first-served basis. 00:40:53.160 --> 00:40:56.920 And, you know, just to know we've had six workshops 00:40:56.920 --> 00:41:01.640 that have been free this year in Long Beach, California; Detroit, Michigan. 00:41:01.640 --> 00:41:05.940 We're having ones coming up in Salt Lake City; Charleston, South Carolina; 00:41:05.940 --> 00:41:08.460 New Orleans, Louisiana; Boulder, Colorado. 00:41:08.460 --> 00:41:15.380 We really try and make our programs available across the country 00:41:15.380 --> 00:41:19.640 And the thing about the education community is that folks can engage 00:41:19.640 --> 00:41:24.799 in all of these opportunities as they like, you know, or not, 00:41:24.799 --> 00:41:27.260 depending on what their availability is. 00:41:27.260 --> 00:41:29.860 And one of the only things that we ask for folks 00:41:29.860 --> 00:41:33.080 is just that if they do participate in an activity, 00:41:33.080 --> 00:41:37.620 that they also engage in some of our evaluation efforts which are really minor, 00:41:37.620 --> 00:41:40.420 just some online questionnaires. 00:41:40.420 --> 00:41:45.320 Now the stewardship community involves a larger commitment. 00:41:45.320 --> 00:41:49.580 Now in the stewardship community, we provide support 00:41:49.580 --> 00:41:54.160 for behavioral, action-based projects in the classroom or the community. 00:41:54.160 --> 00:42:01.560 Now to participate, you have to apply by proposing a stewardship action project. 00:42:01.560 --> 00:42:07.880 Now if your project's accepted, then you'll be assigned to a peer group 00:42:07.880 --> 00:42:10.160 to discuss and refine your project 00:42:10.160 --> 00:42:13.600 and these occur, these meetings occur once a month 00:42:13.600 --> 00:42:18.800 And they're all done remotely via teleconference or videoconference. 00:42:18.800 --> 00:42:25.460 And all participants in the stewardship project, they receive support 00:42:25.460 --> 00:42:30.460 to measure their results and evaluate their projects as well. 00:42:30.460 --> 00:42:34.380 Now after someone completes the peer review process, 00:42:34.380 --> 00:42:37.540 a participant can submit their project for funding. 00:42:37.540 --> 00:42:40.760 And if a participant's completed their project, 00:42:40.760 --> 00:42:43.400 they can then apply for travel reimbursements 00:42:43.400 --> 00:42:46.619 to give presentations at selected conferences, 00:42:46.619 --> 00:42:48.900 to attend regional climate workshops, 00:42:48.900 --> 00:42:53.420 and can also receive invitations to special events and professional development opportunities. 00:42:53.420 --> 00:42:56.720 In fact, this past year there were two occasions 00:42:56.720 --> 00:43:02.160 where we were requested by the White House to see if NOAA Climate Stewards 00:43:02.160 --> 00:43:08.800 would like to attend the President's Climate Literacy and Education Initiative 00:43:08.800 --> 00:43:10.799 and to participate in panel discussions. 00:43:10.799 --> 00:43:12.800 And fortunately, we were able to put the word out 00:43:12.800 --> 00:43:15.060 and to help some folks come and attend that. 00:43:15.060 --> 00:43:18.380 So there are lots of opportunities that come up. 00:43:18.380 --> 00:43:22.360 And also, everyone who completes a climate search project, 00:43:22.360 --> 00:43:28.060 can have their completed project highlighted on the NOAA website. 00:43:28.060 --> 00:43:32.380 And this is sort of like the process in terms of applying. 00:43:32.380 --> 00:43:35.980 So you apply online with a draft stewardship project. 00:43:35.980 --> 00:43:38.800 And it doesn't have to be a final proposal-- we're not looking for that-- 00:43:38.800 --> 00:43:40.280 but it should be thought out. 00:43:40.280 --> 00:43:44.980 A link to the application and supporting documents are on the NOAA Climate Stewards website, 00:43:44.980 --> 00:43:47.320 which I'll show you a little bit later. 00:43:47.320 --> 00:43:51.340 And you know what, we'll welcome individuals' applications 00:43:51.340 --> 00:43:54.940 even if their projects don't require funding to be implemented. 00:43:54.940 --> 00:43:57.840 A lot of folks just enjoy the process of going through 00:43:57.840 --> 00:44:01.180 the community's interactive peer-review process 00:44:01.180 --> 00:44:05.120 and learning how to better develop a grant proposal. 00:44:05.120 --> 00:44:10.000 And, you know, also, projects don't have to be original in scope. 00:44:10.000 --> 00:44:13.200 Proposals can duplicate previously-completed work 00:44:13.200 --> 00:44:19.740 as long as they meet the definition for an acceptable NOAA Climate Stewards action project. 00:44:19.740 --> 00:44:25.060 And if a project isn't accepted, if it's totally off the mark, 00:44:25.060 --> 00:44:27.300 then we welcome folks to still participate 00:44:27.300 --> 00:44:30.740 in the education community and to re-apply. 00:44:35.500 --> 00:44:39.640 So let's talk about what a stewardship project is. 00:44:39.640 --> 00:44:45.240 Well, the project actually has to involve an action-based behavioral activity 00:44:45.240 --> 00:44:50.820 that focuses on the mitigation or adaptation to climate change impacts. 00:44:50.820 --> 00:44:55.140 And our project defines an acceptable stewardship project 00:44:55.140 --> 00:45:00.160 based on the Intergovernmental Panel on Climate Change definition 00:45:00.160 --> 00:45:02.920 of the terms mitigation and adaptation. 00:45:02.920 --> 00:45:06.500 So climate change mitigation might involve activities 00:45:06.500 --> 00:45:10.540 that reduce the production of human-generated greenhouse gases 00:45:10.540 --> 00:45:16.220 like energy reduction, conservation in homes and transportation, recycling. 00:45:16.220 --> 00:45:18.500 Or increasing sinks of carbon dioxide 00:45:18.500 --> 00:45:22.971 like reforestation, planting regionally appropriate gardens. 00:45:22.971 --> 00:45:27.800 And for climate change adaptation, we focus on individuals making changes 00:45:27.800 --> 00:45:30.420 in their environments or the way that they do things 00:45:30.420 --> 00:45:34.280 to respond to changes in climate. 00:45:34.280 --> 00:45:36.780 So for example, habitat restoration. 00:45:36.780 --> 00:45:38.760 Planting regionally appropriate gardens 00:45:38.760 --> 00:45:42.920 or establishing regionally appropriate pollinator habitats or birdhouses 00:45:42.920 --> 00:45:48.660 Now something to note is that both definitions here focus on taking action. 00:45:48.660 --> 00:45:52.459 So it has to involve an audience like 00:45:52.459 --> 00:45:54.520 students or members of the community 00:45:54.520 --> 00:45:58.480 engaging in action to actually physically reduce carbon dioxide 00:45:58.480 --> 00:46:02.240 in the atmosphere or adapt to the impacts of climate change. 00:46:02.240 --> 00:46:06.820 Now projects can't solely engage in learning activities. 00:46:06.820 --> 00:46:09.440 Now they should do something with participants' knowledge, 00:46:09.440 --> 00:46:13.920 but it has to actually engage with with a particular action. 00:46:16.420 --> 00:46:18.100 Now something that's been great is 00:46:18.100 --> 00:46:23.933 because NOAA Climate Stewards are spread across the United States 00:46:23.933 --> 00:46:28.080 and interact with elementary through college-age students 00:46:28.080 --> 00:46:30.039 as well as members of the community, 00:46:30.920 --> 00:46:34.780 members of the public for people who do informal education and outreach, 00:46:34.780 --> 00:46:39.240 there have been an unbelievably wide range of activities 00:46:39.240 --> 00:46:41.980 that folks have done some of which you can see here. 00:46:41.980 --> 00:46:45.219 Habitat restoration, carbon sequestration, 00:46:45.219 --> 00:46:50.480 conserving energy, school-wide anti-idling programs, 00:46:50.480 --> 00:46:53.660 looking at impacts on wetlands, 00:46:53.660 --> 00:46:58.380 engaging in schoolyard gardens and biochar for sequestering carbons, 00:46:58.380 --> 00:47:03.220 and really, that's sort of the beauty of the NOAA Climate Stewards Project 00:47:03.220 --> 00:47:06.986 that there's such a wide range of members of the community, 00:47:06.986 --> 00:47:09.920 a wide range of things that can be done, 00:47:09.920 --> 00:47:13.700 and folks who participate can communicate with everyone in it. 00:47:16.180 --> 00:47:19.380 And one of the things that's terrific is that individuals 00:47:19.380 --> 00:47:22.360 who have participated in stewardship projects, 00:47:22.360 --> 00:47:25.620 the students or the educator audiences, 00:47:25.620 --> 00:47:30.580 they really feel that after participating, that they could make a difference, 00:47:30.580 --> 00:47:33.160 they increase their knowledge of climate science, 00:47:33.160 --> 00:47:38.220 they can apply what they learn, they increase their awareness of climate science careers, 00:47:38.220 --> 00:47:41.040 and they met other climate-interested people. 00:47:44.060 --> 00:47:47.286 Now this is the NOAA Climate Stewards education website. 00:47:47.286 --> 00:47:50.700 It's got a lot more information about the project. 00:47:50.700 --> 00:47:53.780 It's got links here so you can sign up to the listserv, 00:47:53.780 --> 00:47:57.520 and you can really become part of the education community today. 00:47:57.520 --> 00:48:01.600 There's a video that you see that's down over here 00:48:01.600 --> 00:48:05.000 where you can see in more depth about the project 00:48:05.000 --> 00:48:08.300 and you know you can really learn more about applying 00:48:08.300 --> 00:48:11.740 to the stewardship community and see a template 00:48:11.740 --> 00:48:15.080 of the online proposal application. 00:48:15.080 --> 00:48:17.720 And you know, for those of you who are you know, 00:48:17.720 --> 00:48:20.540 thinking of just going in and signing up for the listserv and joining, 00:48:20.540 --> 00:48:25.200 our next activity is actually going to be a discussion group 00:48:25.200 --> 00:48:30.260 on Monday, May 27th in the evening, 8 p.m. Eastern Time 00:48:30.260 --> 00:48:33.260 and the focus is going to be on drought and rural America 00:48:33.260 --> 00:48:39.080 and we're going to be sending out some focus questions for that about a week beforehand. 00:48:39.080 --> 00:48:41.980 And, oh, actually less than a week beforehand. 00:48:41.980 --> 00:48:46.940 And on Monday, June 6th at 7:30 p.m., 00:48:46.940 --> 00:48:51.220 we're gonna have Jason Davis, the Director of the Climate Story's Project, 00:48:51.220 --> 00:48:54.400 who is going to be talking about sharing stories about climate change. 00:48:54.400 --> 00:48:57.740 And Jason's gonna talk about the climate stories project 00:48:57.740 --> 00:49:02.660 and that he directs and how through workshops that this project runs 00:49:02.660 --> 00:49:07.370 students can learn how to engage in climate change through people's stories 00:49:07.370 --> 00:49:11.420 rather than just through the lens of science. 00:49:11.420 --> 00:49:15.440 And through this project, students prepare, carry out, and record interviews 00:49:15.440 --> 00:49:18.900 with local and remotely located individuals 00:49:18.900 --> 00:49:22.240 about, you know, their diverse responses to climate change. 00:49:22.240 --> 00:49:26.320 And you know with that I think I've gone a few minutes over time 00:49:26.320 --> 00:49:32.500 but I am more than happy to take any questions from folks. 00:49:33.920 --> 00:49:36.580 [-Claire] Thank you, Bruce. Are there any questions here, Shannon? 00:49:36.580 --> 00:49:39.980 [-Shannon] Um, we don't have any right now. 00:49:39.980 --> 00:49:42.320 Wait a few seconds and see if anybody's got a question. 00:49:43.820 --> 00:49:47.560 [-Bruce] Sure and you know, if folks are interested in reading 00:49:47.560 --> 00:49:55.080 in depth a little bit more about what is available through Climate Stewards, 00:49:55.080 --> 00:50:00.640 this is an example of a recent publication, The Earth Scientist, 00:50:00.640 --> 00:50:06.410 which actually published it's entire issue focused on NOAA Climate Stewards' activities. 00:50:06.410 --> 00:50:09.540 And these were all written by the educators themselves 00:50:09.540 --> 00:50:14.160 and to find this you can just go to NOAA's National Ocean Service 00:50:14.160 --> 00:50:17.240 and scroll down and you will see a link to this very page. 00:50:18.940 --> 00:50:22.500 [-Claire] Oh that's great, yeah, what a good read that'll be. 00:50:22.500 --> 00:50:26.180 And I like, Bruce, how you emphasize that folks don't have to come up 00:50:26.180 --> 00:50:28.240 with the totally unique and original proposal; 00:50:28.240 --> 00:50:30.340 they can, like, read a journal like this 00:50:30.340 --> 00:50:33.040 and see what other teachers and educators 00:50:33.040 --> 00:50:35.660 around the country have proposed to do 00:50:35.660 --> 00:50:37.680 and have successfully accomplished 00:50:37.680 --> 00:50:40.860 and use that as a starting point for what they want to do. 00:50:41.840 --> 00:50:43.360 [-Bruce] Absolutely. 00:50:43.360 --> 00:50:45.940 [-Shannon] Okay, Bruce, we do have a couple of questions now. 00:50:45.940 --> 00:50:48.820 Is there an application to become a Steward? 00:50:50.260 --> 00:50:51.680 [-Bruce] Yes, actually 00:50:51.680 --> 00:50:54.740 Go to um, give me one second. 00:50:54.740 --> 00:50:58.500 [clicking] 00:50:58.500 --> 00:51:01.660 If you go to our website, 00:51:01.660 --> 00:51:04.040 which should hopefully come up in just a minute, 00:51:04.040 --> 00:51:07.600 [mumbling] 00:51:07.660 --> 00:51:11.720 we can see there is actually an application period 00:51:11.720 --> 00:51:14.940 and the application period occurs in the fall. 00:51:14.940 --> 00:51:19.680 So we are looking at, that's if you want to join the Stewardship Community. 00:51:19.680 --> 00:51:23.660 And what you would do is you would go 00:51:23.660 --> 00:51:27.200 scroll down on the page a little bit 00:51:27.200 --> 00:51:30.280 and it says 'How do I apply to the Stewardship Community?' 00:51:30.280 --> 00:51:32.980 and then you would download this document, 00:51:32.980 --> 00:51:36.120 the application template, and then you can apply. 00:51:36.120 --> 00:51:39.820 And what we'll do is that we will put out a broad notice 00:51:39.820 --> 00:51:42.420 for when we're accepting applications. 00:51:42.420 --> 00:51:47.940 The best way to find out about it is to just sign up for the listserv 00:51:47.940 --> 00:51:51.018 and you'll find out about it directly. 00:51:51.020 --> 00:51:55.820 [-Shannon] Okay another question is does the website provide past project info? 00:51:58.260 --> 00:52:04.340 [-Bruce] Yeah actually, um, we're working on some of that in detail right now. 00:52:04.340 --> 00:52:07.760 We do have some examples here of what we do. 00:52:07.760 --> 00:52:11.170 We're looking at expanding that with a story map 00:52:11.170 --> 00:52:15.320 this summer to come out in hopefully early fall 00:52:15.320 --> 00:52:19.420 and also, another way that you can find out about other types of projects 00:52:19.420 --> 00:52:24.640 is to go to the latest issue of The Earth Scientist 00:52:24.640 --> 00:52:28.540 and to read some of the projects that others have done. 00:52:28.540 --> 00:52:33.800 [-Shannon] Okay I think that answers the next question which was, or which is 00:52:33.800 --> 00:52:38.880 could you give a couple best project examples? 00:52:38.880 --> 00:52:41.380 [-Bruce] Oh yeah sure, um. 00:52:41.380 --> 00:52:44.900 Some of them that we've had and actually a lot of them, 00:52:44.900 --> 00:52:47.080 we, some of them we put here. 00:52:47.080 --> 00:52:51.340 One of them you can see this biochar for carbon sequestration; 00:52:51.340 --> 00:52:55.540 we actually had a woman who sort of worked with her class 00:52:55.540 --> 00:52:59.800 to sort of create biochar which actually when planted in soil, 00:52:59.800 --> 00:53:02.640 acts to do an excellent job of sequestering 00:53:02.650 --> 00:53:05.160 even more carbon into the soil. 00:53:05.160 --> 00:53:07.340 From that, they raised a school garden 00:53:07.340 --> 00:53:11.600 and they sort of did an estimate of the amount of carbon they sequestered. 00:53:11.600 --> 00:53:13.980 They then took those vegetables that they grew, 00:53:13.980 --> 00:53:16.700 they harvested them and they, you know, 00:53:16.700 --> 00:53:22.080 provided them to a homeless shelter to help, you know, 00:53:22.080 --> 00:53:24.080 feed some of the local folks in need. 00:53:24.080 --> 00:53:28.520 There's this great one called the Biggest Reducer: A Lesson in Waste Reduction 00:53:28.520 --> 00:53:31.440 where we had an individual who was down in Florida 00:53:31.440 --> 00:53:35.160 who worked with a couple of local schools 00:53:35.160 --> 00:53:39.360 to have them focus on reducing of their lunchtime waste, 00:53:39.360 --> 00:53:43.100 had this project to give them sort of recyclable lunch bags 00:53:43.100 --> 00:53:47.560 and actually took a lot of the waste that was bruised- the food waste- 00:53:47.560 --> 00:53:50.800 and was able to compost it. 00:53:50.800 --> 00:53:52.200 I mean there were just lots of different programs 00:53:52.200 --> 00:53:54.580 and this student idling campaign, 00:53:54.580 --> 00:53:57.140 which was part of a service-learning project, 00:53:57.140 --> 00:54:03.260 which was really terrific, where the students actually came up with this themselves 00:54:03.260 --> 00:54:06.340 they decided that there were a lot of cars and buses 00:54:06.340 --> 00:54:09.680 that were idling there outside of the school 00:54:09.680 --> 00:54:13.200 and they decided they were going to figure out 00:54:13.200 --> 00:54:15.040 how much carbon dioxide is produced, 00:54:15.040 --> 00:54:18.060 they were going to write it up in a scientific study, 00:54:18.060 --> 00:54:22.240 present it to the school board and lo and behold they did 00:54:22.240 --> 00:54:27.640 and the school board created and enforced a no idling zone 00:54:27.640 --> 00:54:33.200 around the school when folks would, you know, 00:54:33.200 --> 00:54:36.040 pick up their kids or buses would come. 00:54:36.040 --> 00:54:38.780 there were terrific terrific things. 00:54:38.780 --> 00:54:41.549 And there's lots more. 00:54:41.549 --> 00:54:43.400 [-Claire] Thanks for those great examples 00:54:43.400 --> 00:54:45.380 and I think if people have more interest, 00:54:45.380 --> 00:54:47.269 there's certainly that Earth Scientist publication 00:54:47.269 --> 00:54:50.140 that you're showing and then there's several examples 00:54:50.140 --> 00:54:51.860 that are available on your website 00:54:51.860 --> 00:54:54.760 and we look forward to the future story map that you'll have. 00:54:54.760 --> 00:54:56.960 It'll provide even more details. 00:54:56.960 --> 00:54:58.860 So thank you for that. 00:54:58.860 --> 00:55:01.990 I'm gonna go ahead and take back the control here 00:55:01.990 --> 00:55:05.970 to kind of wrap up our presentation. 00:55:08.280 --> 00:55:10.840 Greatly appreciate all of your time here. 00:55:10.840 --> 00:55:12.340 For some of you it's in the evening now 00:55:12.340 --> 00:55:14.500 at about 8:30 p.m. Eastern 00:55:14.500 --> 00:55:18.640 and late afternoon on the California coast so thank you. 00:55:18.640 --> 00:55:20.900 As I've mentioned earlier on the webinar, 00:55:20.900 --> 00:55:24.420 we welcome any feedback or further questions for our presenters 00:55:24.420 --> 00:55:27.340 or for the webinar administrators. 00:55:27.340 --> 00:55:31.280 Also if you have any suggestions for topics of this series, 00:55:31.280 --> 00:55:34.800 there will be a follow-up evaluation 00:55:34.800 --> 00:55:37.680 then immediately, when you close this GoToWebinar, 00:55:38.400 --> 00:55:40.660 you will have about five questions 00:55:40.660 --> 00:55:43.620 that we greatly appreciate if you would answer those 00:55:43.620 --> 00:55:46.560 so that we can continue to improve the program. 00:55:46.560 --> 00:55:49.780 And as a reminder, we'll share the recording of this webinar 00:55:49.780 --> 00:55:52.090 and all the associated educational materials. 00:55:52.090 --> 00:55:56.160 Those documents and handouts that Marlies was referencing. 00:55:56.160 --> 00:55:58.380 They'll all be on our webinar archive page 00:55:58.380 --> 00:56:01.840 which is listed here and it'll come to you via email as well 00:56:01.840 --> 00:56:04.140 because that might be a little daunting to see that long URL. 00:56:05.130 --> 00:56:07.040 And following this webinar, 00:56:07.040 --> 00:56:10.600 all attendees will be receiving a PDF copy 00:56:10.760 --> 00:56:12.560 of a certificate of attendance. 00:56:12.560 --> 00:56:15.180 So similar to what Bruce was saying for Climate Stewards, 00:56:15.180 --> 00:56:19.780 that people can get continuing education credit for their participation, 00:56:19.780 --> 00:56:24.040 we provide the same opportunity through our webinar series here. 00:56:24.040 --> 00:56:26.160 This is an example of a certificate 00:56:26.160 --> 00:56:28.760 for one hour of professional development 00:56:28.760 --> 00:56:32.140 for a webinar we did several months ago. 00:56:32.140 --> 00:56:35.900 And this was based on feedback from webinar participants 00:56:35.900 --> 00:56:39.440 who said hey a lot of other programs are giving credit for webinars, 00:56:39.440 --> 00:56:41.140 this professional development, can you? 00:56:41.180 --> 00:56:44.920 And so we were able to address that need and move forward. 00:56:44.920 --> 00:56:46.957 So I also, before we sign off today, 00:56:46.957 --> 00:56:49.960 I wanted to highlight our next webinar. 00:56:49.960 --> 00:56:53.020 We are taking a two-month hiatus during the summer. 00:56:53.020 --> 00:56:55.680 So June and July we don't have any webinar scheduled 00:56:55.680 --> 00:56:57.360 but our next one's gonna be really exciting 00:56:57.360 --> 00:57:00.180 because we're talking about sharks of the Channel Islands. 00:57:00.180 --> 00:57:03.340 So this will be held at late August on the 23rd. 00:57:03.340 --> 00:57:08.580 And we have Dr. Chris Lowe of the California State University's Long Beach Shark Lab, 00:57:08.580 --> 00:57:10.470 who's going to be also co-presenting 00:57:10.470 --> 00:57:14.190 with Ryan Feldman of NOAA's Channel Islands National Marine Sanctuary. 00:57:14.190 --> 00:57:16.420 And they're going to cover how management actions 00:57:16.420 --> 00:57:20.080 have led to a conservation success for white sharks. 00:57:20.080 --> 00:57:23.800 So if that has any interest to you then you want to mark your calendar. 00:57:23.800 --> 00:57:27.300 I'll be starting to send out emails advertising this 00:57:27.300 --> 00:57:30.180 probably in a month or so. 00:57:30.180 --> 00:57:34.800 Or you can just follow that link at the bottom and start to register now. 00:57:34.800 --> 00:57:38.780 So in the meantime, I just want to thank Marlies and Bruce again 00:57:38.780 --> 00:57:43.200 for the great presentations and also for Shannon for helping run 00:57:43.200 --> 00:57:46.780 the webinar on the backend and running the poll questions 00:57:46.780 --> 00:57:49.980 and thanks to all of you for taking the time to join us. 00:57:49.980 --> 00:57:52.200 and so this is the end of today's 00:57:52.200 --> 00:57:54.740 National Marine Sanctuary webinar series. 00:57:54.740 --> 00:57:55.860 Thank you. Take care. 00:57:56.180 --> 00:57:57.680 [clicking]