>> BRUCE: GOOD EVENING AND WELCOME TO THE FEBRUARY
PRESENTATION OF THE NOAA CLIMATE STEWARDS EDUCATION
PROJECT WEBINAR.
THIS EVENING, WE GOT DR. JOHN BALBUS WHO IS GOING TO BE
PRESENTING, "GETTING PERSONAL GETTING REAL,
HEALTH IN THE CLIMATE AND EARTH SCIENCE."
PLEASE KEEP NOTE OF INFORMATION THAT'S ON THIS
INITIAL SCREEN.
IF YOU DO LOSE A CONNECTION, THIS WILL BE A WAY THAT YOU CAN
CONNECT VIA AUDIO.
WE WILL BEGIN WITH A FEW ANNOUNCEMENTS.
FIRST, WE WOULD LIKE EVERYONE TO KNOW THAT OUR NOAA CLIMATE
STEWARDS EDUCATION PROJECT HAS GROWN FROM ABOUT 150 TO OVER
850 COMMUNITY MEMBERS ACROSS THE UNITED STATES OVER THE LAST
YEAR.
AND WE'VE HAD OVER 1200 EDUCATORS ATTEND WIDE MONTHLY
BROADCASTS AND OUR VIDEO ARCHIVES OF THESE BROADCASTS
WERE VIEWED OVER 600 TIMES.
WE SPONSORED OF SIX FACE TO FACE WORKSHOPS AT SITES ACROSS
THE COUNTRY THAT WERE ATTENDED BY OVER 400 EDUCATORS.
IF THAT WERE NOT ENOUGH, WE WERE EVEN ABLE TO GET NOAA
CLIMATE STEWARDS INVITED TO THE WHITE HOUSE FOR BACK TO SCHOOL
CLIMATE CHANGE EDUCTION EVENTS.
COOL.
WE ARE NOW ENGAGED IN LAGGING OUR PROFESSIONAL DEVELOP THE
FOR THE PAST YEAR, WEBINARS BOOK DISCUSSION GROUPS AND PACE
TO FACE WORKSHOP THAT IS WE'RE PLANNING IN CALIFORNIA,
MICHIGAN, UTAH, COLORADO, SOUTH CAROLINA, LOUISIANA,
AND OF COURSE, WE'LLBE IN NASHVILLE TENNESSEE FOR THIS
NATIONAL CONFERENCE.
SO LISTEN, LET US
GIVE YOU WHAT YOU WASH TO OR INFORMATION ABOUT PROFESSIONAL
DEVELOPMENT, EDUCATION RESOURCES,
OR NOR SPECIAL EVENT IN YOUR AREA THAT WE THINK YOU
MIGHT LIKE TO TAKE OF,
IT'S HELPFUL FOR LITTLE BIT MORE ABOUT YOU OR
YOUR INTEREST REGARDING CLIMATE CHANGE SCIENCE AND EDUCATION
AND HOW TO CONTACT YOU.
SO, THERE IS A LINK THAT WE HAVE TO OUR 2016 NEEDS
ASSESSMENT AND SURVEY.
IF YOU HAVE R TONIGHT'S WEBINAR,
WE WILL BE SENDING YOU A EMAIL.
SO IF YOU HAVE NOT ALREADY ANSWERED IT,
PLEASE GO ANSWER IT.
THANK YOU SO MUCH.
IT REALLY DOES HELP US A LOT.
IT WILL ONLY TAKE YOU FIVE MINUTES.
ALSO, FOR EVERYONE THAT WOULD LIKE TO KNOW,
TONIGHT'S WEBINAR RECORDED AND LINKS TO OUR VIDEO
ARCHIVE WILL BE EVERYONE WITHIN A WEEK OF THE
BROADCAST.
IF YOU DON'T RECEIVE A LINK WITHIN A WEEK, SEND ME A EMAIL,
BRUCE MORAVIK AND REQUEST PUBLIC AREA ONE 2016 WEBINAR.
NOW, LINKS TO T AND -- TO THIS VIDEO ARCHIVE
AND POWER POINT THE SLIDES,
YOU SEE TONIGHT AND PREVIOUSLY BROADCAST WEBINARS GOING BACK
SEVERAL YEARS ARE AVAILABLE ON OUR NOAA CLIMATE STEWARDS
GOOGLE EBSITE, OUR ARCHIVES ONE SITE, THE LINK YOU SEE HERE.
NOW, IF YOU CAN'T ACCESS THE WEBSITE,
YOU CAN EITHER SEND AN AUTOMATIC ARCHIVES REQUEST TO
GOOGLE OR SEND ME AN EMAIL AND WE WILL MAKE SURE YOU GET
HOOKED UP.
OF COURSE, EVERYONE WHO IS ATTENDING THE FULL LENGTH OF
TONIGHT'S BROADCAST WILL RECEIVE
A CERTIFICATE OF ATTENDANCE IN THE -- VIA EMAIL.
AND OF OOURSE, ALL ATTENDEES FOR TONIGHT'S BROADCAST ARE
GOING TO DURATION.
NOW, I'M SORRY, I GOT THE WRONG NAME HERE DR. BALBUS.
I GOT THE WRONG NAME HERE, ASK THE QUESTION,
TYPE IT INTO THE YOUR GOTOWEBINAR CONTROL PANE.
MY APOLOGY DR. BALBUS, I WILL FIX THAT.
AND DURING TONIGHT'S W YOU ARE ALSO GOING TO GET AN
EMAIL WITH A LINK TO A WEBINAR POLL.
IT WILL L THREE MINUTES OR LESS TO ANSWER
THIS AND YOUR RESPONSES DO PROVIDE US WITH IMPORTANT
INFORMATION.
AND PLEASE, SAVE THE DATES, MONDAY,
FEBRUARY 29TH OUR OUR OWN PEG STEFFAN WILL BE LEADING OUR
NEXT BOOK DISCUSSION CLUB ON SEA LEVEL RISE.
AND THE BOOK IS TH OCEAN, PAST,
PRESENT AND FUTURE OF A RISING OCEAN BY BRIAN FAGAN,
IF YOU INFORMATION ABOUT THAT,
PLEASE SEND ME AN CAN SEND PEG.STEFFEN@ NOAA.GOV
AN EMAIL AS WELL.
AND ON MONDAY, M GOING TO INTRODUCE YOU TO THE
NATION'S EXPEDITION ,
SPICE CORE OR SOUTH POLE, ICE CORE.
INVESTIGATOR SEEKING DATA FROM THE PAST FORTHY THOUSAND YEARS
ARE DRILLING A 1500 METER ICE CORE TO STUDY AREOSOLS,
CHEMICAL ICE CORE AND GASES TRAPPED IN THE EARTH GREAT
SOUTHERN ICE SHEET.
NOW THE GOAL IS TO I ENVIRONMENTAL CHANGE WITH THAT
FLASH INTERGLACIER TRANSITION.
DR. T.J FUDGE WHO I RESEARCHER ON THIS PROJECT IS
GOING TO EXPLAIN WHY THE POLE WAS TARGETED, WHAT
CRITERIA AFFECT THE SPECIFIC SITE SELECTION FOR DRILLING AND
THE KINDS OF TECHNOLOGY REQUIRED.
IN ADDITION, THE E RESOURCE PROSECUTION THE U.S.
ICE DRILLING PROGRAM TO BE SHOW CAVED BY THE
EDUCATION PRACTICE FRAME MANAGER., DISCUSS ME.
AND WITH THAT, I WOULD LIKE TO TURN THE CALM AND THE BROADCAST
OVER TO DR. JOHN BALBUS.
AND AS A L BACKGROUND,
DR. BALBUS IS THE SENIOR ADVISOR FOR PUBLIC HEALTH,
TO THE DIRECTOR OF THE NATIONAL INSTITUTE OF ENVIRONMENTAL
HEALTH SCENES WHERE HE DIRECTS THE NIEHS WORLD HEALTH
ORGANIZATION COLLABORATING CENTER FOR ENVIRONMENTAL
SCIENCES AND HE ALSO ALS ELSE AS THE PRINCIPAL TO THE U.S.
DPLOB PAL CLIMATE CHANGE RESEARCH PROGRAM AND HE CO
CHAIRS WORKING CHANGE AND HUMAN HEALTH FOR THE
CHANGE RESEARCH PROGRAM AS WELL AS THE NATIONAL INSTITUTES OF
HEALTH.
NOW, DR. BALBUS HAS SERVED AS A HEED AUTHOR AND REVIEW ARE FOR
RECENT NATIONAL AND AND NATIONAL CLIMATE CHANGE HEALTH
ASSESSMENT INCLUDING LEADING THE CHAPTER ON CLIMATE CHANGE
AND HUMAN HEALTH ISN'T CLOI MATE ASSESSMENT AND
CO-AUTHOR OF THE DOCUMENT,
PRIMARY PROTECTION ENHANCING HEALTHCARE RESILIENCE FOR A
CHANGE IN CLIMATE.
I'LL LEAVE YOU TO GO T TO READ MORE ABOUT DR. BALBUS'S
BACKGROUND , BUT WOULD LIKE TO GIVE THE DUEL
DR. BALBUS.
IT'S ON YOU, SIR.
>> BALBUS: OKAY, GREAT, CAN EVERYBODY HEAR ME?
OR CAN YOU HEAR ME BRUCE?
>> BRUCE: YES, YOU SOUND VERY
GOOD.
>> BALLBUS: WELL, THANK YOU VERY MUCH BRUCE AND NOAA
CLIMATE STEWARDS PROGRAM FOR LEAVING ME SPEAK TONIGHT AND A
VERY SPECIAL OF YOU TAKING TIME OUT OF YOUR
EVENING FOR THIS WEBINAR.
I'M VERY G PRESENCE,
MAKE IT'S BECAUSE THIS IS THE FIRST TIME I HAVE EVER DONE A
WEBINAR LIKE THIS IN THE EVENING.
I JUST NOTICED THAT T "WEBINAR" IS A ACRONYMN FOR THE
WORD WINE BAR.
SO I HOPE THAT SOME OF YOU MAY BE TAKING ADVANTAGE OF THAT
COINCIDENCE AND MAYBE HAVING A NICE EVENING AS YOU'RE
LISTENING TO THIS WESTBOUND TAR PUT FOR ALL OF US.
I APPRECIATE YOUR C HOPE THIS IS AN INTERESTING
PRESENTATION.
MY GOAL FOR THE NIGHT IS GOING TO BE TO COVER BOTH A LITTLE
BIT ABOUT THE TOPIC, A LITTLE BIT ABOUT WHAT ARE THE HEALTH
IMPLICATIONS OF CLIMATE CHANGE BUT,
TO FOCUS A LITTLE BIT MORE THE OPPORTUNITY I THINK THAT WE
ALL HAVE TO USE THE DATA, THE SCIENCE,
THE INFORMATION ABOUT HEALTH IMPLICATIONS OF CLIMATE
CHANGE TO FURTHER TEACHING OF THE EARTH SCIENCE,
THE ENVIRONMENTAL SOME OF SOCIAL SCIENCE OF
CLIMATE CHANGE IN THE CLASSROOM.
SO, WE WILL BE COVERING BOTH OPEN OF THE OPPORTUNITIES AND
TAKING A LOOK AT SOME OF THE OF THE WAYS WHERE THAT HEALTH
CONTENT WILL BE IN CORE RATED AND I'LL CLOSE BY TALKING ABOUT
SOME INITIAL SOME OF RESOURCES THAT WE HAVE FOR FUR CHRIS
STICK USING AND HELPFUL HE HAVE A DISCUSSION AND CONVERSATION
ABOUT NEXT STEPS.
SO I'M GOING
TO START WITH A LITTLE BIT OF THE CONCLUSION WHICH IS WHY
SHOULD ANYBODY IN THEIR RIGHT MIND WHO IS TRYING TO MASTER
AND DEAL WITH NEW STANDARDS AND ALL THE COMPLEXITIES AND
CHALLENGES OF OTHER TOPICS THAT SCHOOL SETTING WHY INCORPORATE
HEALTH AND HERE ARE SEVERAL REASONS THAT I HOPE TO BE ABLE
TO DEMONSTRATE AND TALK ABOUT TONIGHT.
THE FIRST IS HUMAN H THAT FINAL END POINT THAT FOR
MANY PEOPLE CAN HELP UNDER THE CONCEPTS,
THE CONCERNS ABOUT CLIMATE CHANGE TO SOMETHING THAT REALLY
AFFECTS THEIR PERSONAL LIVES.
AND IT ALLOWS A LENS INTO THE SCIENCE AND DATA ABOUT CLIMATE
CHANGE THAT FOR SOME CHILDREN AND FOR SOME TEACHERS MAY MAKE
IT THAT MUCH MORE REAL, THAT AFFECTING, EMOTIONAL,
IMMEDIATE AND OF INTEREST AND IN SOME CASES,
ARE OF GREATER CONCERN.
HEALTH IS A KIND OF AN END POINT OF CLIMATE CHANGE IS ALSO
VERY INTEGRATED , TIED TOGETHER TO A LOT OF DIFFERENT THINGS
THAT WE'RE TEACHING IN SCHOOL FROM AGAIN,
COMBINING SOCIAL SCIENCE PHYSICAL SCIENCE,
COMBINING ATMOSPHERIC SCIENCE AND OCEANOGRAPHY WITH
ECOSYSTEMS AND BIOLOGY.
IT AFFORDS OP LOOK AT THE DATA THAT MANY
PEOPLE MAYBE HAVE WAS CLIMATE DATA,
LOOKING AT HUMAN HEALTH DATA, FEE AND TO BE ABLE TO FIND
INTERESTING WAYS TO THANNAL HIDES THOSE AND TIE THEM TO THE
KIND OF DATA THAT YOU'RE TEACHING IN CLIMATE SCIENCE.
AND THEN, LASTLY, IT PROVIDE THIS OTHER SERVICE OF RAISING
AWARENESS IN OUR CHILDREN AND OUR POPULATION THAT NOT ONLY
THEMSELVES ARE A VULNERABLE
POPULATION AND THAT WAY EMPOWERING THEM TO TAKE ACTION
TO PROTECT THEMSELVES BUT OFFICE COURSE VERY IN NUMBERS A
POPULATION FOR EMPOWERING ACTION TO PROTECT THEIR PARENTS
AND GRANDPARENTS WHO MAY BE VUN VERY NERVE ABLE TO HEAT STRESS
AND OTHER ASPECTS OF CLIMATE CHANGE.
SO, IT'S BEEN BIG YEAR FOR CLIMATE CHANGE.
I'M NOT GOING T TIME TALKING ABOUT EVERYTHING
THAT HAPPENS PICTURE BECAUSE SOME OTHER
PEOPLE HAVE FOUND IT TALK ABOUT CLIMATE CHANGE FROM
THE HEALTH LENS.
THIS IS A PICTURE OF PRESIDENT OBAMA FROM A SUMMIT THAT WAS
HELD DURING PUBLIC HEALTH WEEK IN THE UNITED STATES.
AND THAT'S OF COURSE SURGEON GENERAL NEXT TO HIM AND THE
WHITE HOUSE HAS CHOSEN TO SPEAK ABOUT CLIMATE CHANGE NOT JUST
ABOUT SOMETHING THAT AFFECTS THE WATER RESOURCES IN
CALIFORNIA, BUT THE HAS FRAMED CLIMATE CHANGE AS AN
ISSUE OF GREAT RELEVANCE TO HIM BECAUSE OF THE
IMPACT ON ASTHMA CHILDREN HAVE ASTHMA AND FRAMED
IT AS REALLY A CHILDREN'S HEALTH ISSUE.
SO I JUST SHOW T NOT ONLY HAS THE INTEREST
PEAKED BUT ALSO A RESOURCE ASSESSMENTS,
INFORMATION THAT TO IN THE CLASSROOM HAVE REALLY
DEVELOPED OVER THE PAST YEAR, OVER THE FIVE YEARS CERTAINLY
SO THAT THIS ISSUE WHICH HAS BEEN ONE OF VERY LOW AWARENESS
AND REMAINS ONE IN THE GENERAL PUBLIC OF LOW AWARENESS,
THAT CLIMATE CHANGE PUBLIC HEALTH ISSUE HAS REALLY
GAINED AT LEAST AMONG A SENIOR LEADERS AND U.S.
GOVERNMENT AND AROUND THE WORLD,
A LOT MORE AWARENESS AS AN IMPORTANT LINK.
SO, I'M GOING T MINUTES TAKING A LOOK AT THIS
SLIDE.
IT'S A P COMPLICATED SLIDE BUILDING ON
YOUR SCREENS I HOPE AS I SPEAK.
TO MAKE A COUPLE OF POINTS: THE FIRST IS THAT THE LINKAGES
BETWEEN CLIMATE CHANGE IN HUMAN HEALTH ARE MANY.
THERE ARE MANY D IN WHICH CLIMATE CHANGE IMPACTS
HEALTH AND MANY PATHWAYS,
MANY DIFFERENT ROUTES THROUGH OUR BUILT AND NATURAL
ENVIRONMENT CLIMATE CHANGE AFFECTS THESE
CHANCES IN HUMAN HEALTH RISKS.
SO IF WE WERE TO S MAYBE AT THE UPPER LEFT,
WE SEE THAT BROWN SEGMENT OF COURSE,
CLIMATE CHANGE TEMPERATURES IS HAVING AN
IMPACT ON THE SETTING EXTREME HEAT RECORDS,
HEATWAVES TEND TO BE A LITTLE BIT HIGHER AND INTENSITY A
LITTLE MORE FREQUENT.
AND SOME PLACES LASTING LONGER AND THIS HAS IS THE MOST DIRECT
AND CLEAREST WAY IN WHICH CLIMATE CHANGE CAN AFFECT
PEOPLE'S HEALTH BECAUSE HEAT STRESS IS STILL A MAJOR -- ONE
OF THE BIGGEST WAYS IN WHICH PEOPLE DIE BECAUSE OF THE
WEATHER.
BUT WE'RE ALSO FINDING OUT THAT HEAT STRESS IMPACTS PEOPLE WITH
CARDIOVASCULAR DISEASE, DIABETES AND KIDNEY DISEASE AND
CAN PUT THEM IN THE HOSPITAL AND EXACERBATE THEIR CHRONIC
CONDITIONS AS WELL.
UP AT THE T CONSEQUENCES OF SEVERE WEATHER
WITH BOTH IMMEDIATE CONSEQUENCE FOR PEOPLE'S HEALTH IN TERMS OF
INJURY, CONTAMINATION OF THE ENVIRONMENT,
THE WATER BUT ALSO LEARNING MORE AND MORE,
VERY LONG-TERM CHRONIC HEALTH IMPACTS WITH POST-TRAUMATIC
STRESS AND MENIAL HEALTH IMPACTS.
OVER ON THE TOP RIGHT QUADRANT THERE WHERE YOU HAVE AIR
POLLUTION AND CHANGES IN VECTOR ECOLOGY,
WE HAVE MORE INDIRECT WHICH CLIMATE CHANGE AFFECTS
ATMOSPHERIC CHEMISTRY, TEMPERATURES,
CHANGES IN HUMIDITY, CHANGES IN CLOUD COVER ALL HAVE AN IMPACT
ON CHEMICAL ATMOSPHERE THAT LEAD TO THE
FORMATION OF POLLUTANTS LIKE SECONDARY
PARTICULAR MATTER MAJOR SOURCE OF HEALTH IMPACT
IN THE UNITED STATES AND AROUND THE WORLD.
AND THINGS LIKE OZONE WHICH FORM CHEMICAL REACTION THAT
TAKE PLACE IN THE AIR AROUND US.
THE CHANGES IN TEMPERATURES, ESPECIALLY THINGS HIKE WINTER
TEMPERATURES AND ALL THE CHANGES IN PATTERNS OF
PRECIPITATION AND COMPLICATED DEPENDING ON THE
SYSTEM YOU'RE TALKING THOSE TWO CHANGES HAVE A LOT OF
INFLUENCE ON THE VECTOR- BORNE DISEASES,
ESPECIALLY IN AREA OF OF WHERE THOSE VECTOR BORNE
DISEASES MAY BE ENDEMIC TO AREA WHERE SOMETIMES THE
WEATHER KEEPS THE TRANSMISSION FROM OCCURRING BUT AS
TEMPERATURES WARM, AS WINTERS WARM,
AS YOU GET CERTAIN KINDS PRECIPITATION PATTERNS YOU MAY
GET MORE OUTBREAKS OF VECTOR BORN DISEASES.
AND OF COURSE R ALL VERY CONCERNED ABOUT THE
ZIKA VIRUS WHICH IS TRANSMITTED IN THE SIMILAR WAY TO THE
DENGUE VIRUS INCREASING DRAMATICALLY
WORLDWIDE NOT OF RISING
TEMPERATURE AND CLIMATE CHANGE, BUT WE KNOW THAT AS YOU -- AS
PEOPLE TRAVEL AROUND MORE, WHICH IS A MAJOR SOURCE OF
SPREAD HAVING CONDITIONS FAVORABLE TO PUTTING THE FOOT
ON THE GAS, IF TRANSMISSION DYNAMIC OF SOME OF
THESE VECTOR-BORN DISEASES, IT MAKES IT MORE LIKELY THAT
EPIDEMICS MIGHT BE MORE SEVERE WHERE THEY ARE ALREADY
HAPPENING.
CLIMATE CHANGE IS AFFECTING OUR SEASONS THE PHENOLOGY OF
PLANTS, THE TIME IN WHICH THEY START BLOOMING,
THE LENGTH OF THE SEASON FOR BOTH FLOWERS LIKE
OUR CHERRY BLOSSOMS IN THE WASHINGTON D.C. AREA WHICH HAD
A LOVELY BLOOM.
I DON'T KNOW IF A NOTICED THAT IN THE BUT ALSO
POISON IVORY AND A PRODUCER OF TOXINS IS
AFFECTED BY CARBON TEMPERATURE AND AND THEN,
SOME OF THE POLLINATING ARE BLOOMING EARLIER,
LASTING LONGER INTO THE FALL.
AND THEN IN THE BOTTOM THERE ARE IMPACTS OF CLIMATE CHANGE
ON MORE FUNDAMENTAL ASPECTS OF HUMAN WELLBEING,
LIKE THE WATER AND FOOD SUPPLY AND JUST THE
ABILITY OF COMMUNITIES TO STAY IN PLACE,
WHETHER WE'RE TALKING ABOUT COMMUNITIES IN NORTHWEST ALASKA
THAT ARE STARTING TO HAVE TO BE RELOCATED BECAUSE THE LOSS OF
SEA ICE IS LEADING TO STORMS AND EROSION OF COASTAL
COMMUNITIES LITERALLY FALLING INTO THE SEA
HAVING TO BE AFTER 60 HUNDRED THOUSAND YEARS
OF LIVING IN ONE PLACE.
OR WHETHER WE'RE T THE TYPE OF THINGS THAT ARE
HAPPENING IN THE MIDDLE WHERE SCARCITY OF WATER IS
BEING FELT BY MANY TO BE
EXACERBATING SOME OF THE COMPLEX AND WORSENING REFUGEE
SITUATIONS THAT OF COURSE ALSO CONTRIBUTING TO THE POLITICAL
FORCES.
SO, MANY DIFFERENT TYPES OF HEALTH IMPACTS AND THIS
PRESENTS CHALLENGES IN TERMS OF TRYING TO IN A ONE MORE WEBINAR
CONVEY A COGENT AND CONCISE WAY BUT I THINK IT ALSO PRESENTS A
LOT OF IDEAS AND OPPORTUNITIES IN THE TEACHING OF CLIMATE
CHANGE TO DIFFERENT PATHWAYS,
EVERYTHING FROM PLANTS AND PHENOLOGY AND THE
IMPACT OF TEMPERATURE PRECIPITATION IN OUR PLANT
KINGDOM, AND HOW THAT IMPACTS THE ECOLOGY KNISH FOR INSECTS
AND MOSQUITO REPRODUCTION, ALL THE WAY AROUND TO LOOKING AT
OUR POWER GRIDS, OUR HOSPITALS, AND THE EFFECT OF HEAT STRESS
ON OUR ELECTRICAL GRID AND WHAT DOES THAT MEAN FOR PEOPLE'S
HEALTH AS WELL.
SO, I HOPE YOU APPRECIATE T BEAUTY OF THAT SLIDE AND I HOPE
THAT COMPLEXITY IS THAT ALLOWS US TO START HAVING
THIS DISCUSSION THINKING, PROBLEM SOLVING,
IMPORTANT SKILLS WE'RE TO DEVELOP IN OUR CHILDREN.
THIS IS A SLIDE THAT I USE TO EMPHASIZE THE FACT THAT TALKING
ABOUT HEALTH PUTS A HUMAN FACE ON CLIMATE CHANGE.
OFTEN WE HAVE GLACIERS HAVING BUT WE SEE A LOT OF LANDSCAPES
ON GLACIERS RETREATING ICEBERGS GLACIERS RETREATING BUT THESE
ARE SOME OF THE HEALING FACES OF CLIMATE CHANGE.
ON THE BOTTOM RIGHT, T JEANETTE POTTER.
JEANETTE WAS THE FIRST PERSON TO CONTRACT THE DISEASE DENGUE
WITHIN THE UNITED STATES.
SHE WAS FROM NORTHERN NEW YORK TRAVELING VISITING KEY WEST AND
WAS THE FIRST PERSON TO BE BITTEN BY A MOSQUITO CARRYING
THE DENGUE VIRUS AND GET SICK IN THE UNITED STATES.
AND HER DISEASE GOT RECOGNIZED UP THERE IN UPSTATE NEW YORK.
ON THE BOTTOM LEFT, THERE IS A YOUNG CHILD FROM THE TOWN OF
CHINGUE EXPERIENCING WHAT I WAS JUST
DESCRIBING ABOUT THE LITERALLY FALLING INTO THE SEA
AND SHE IS HOLDING A BOOK CONTAINS HER COMMUNITY'S
CULTURAL MEMORY, A PICTURE BOOK SHOWING LIFE AS IT HAS BEEN
JUST DEMONSTRATING SOME OF THE SEVERE MENTAL HEALTH IMPACTS OF
CHILDREN.
THAT MIDDLE PICTURE O BOY IN WESTERN TEXAS THAT WAS
IN THE SETTING OF SOME WILD FIRES A COUPLE OF YEARS
AGO WHERE THERE WAS DEVASTATION,
PEOPLE'S LIVELIHOOD SEE IN THIS PICTURE AND
LIVE-FIRES AFFECT RESPIRATORY HEALTH.
SO, JUST SOME OF THE H FACES.
I WILL NOT DWELL ON THAT MORE.
IF PEOPLE HAVE QUESTIONS.
I WILL BE HAPPY TO QUESTIONS WHEN WE TAKE A PAUSE.
SO THIS IS A SCHEMATIC THAT I HOPE ALSO INTRODUCES SOME OF
THE WAYS THAT CONSIDERING THE HEALTH IMPLICATIONS OF CLIMATE
CHANGE CAN HELP INTEGRATE LOTS OF DIFFERENT CONSIDERATIONS.
IN THIS CASE, NOT JUST ENVIRONMENT AND ECOSYSTEMS BUT
ALSO SOCIAL SYSTEMS AND SOCIAL VULNERABILITIES.
SO ON THE RIGHT FOUR BOXES ARE KIND OF THE
PATHWAYS THAT ARE A SLIDE AGAIN WAS DEMONSTRATING
AT THE TOP CORE OF THE MAIN CLIMATE DRIVERS THAT
INCREASE IN CHANGES IN SEVERITY OF EXTREME
WEATHER WHICH INFLUENCE WAYS IN WHICH HUMANS
EXPERIENCE RISK, THOSE EXPOSURE PATHWAYS WHETHER THAT'S AIR
POLLUTION OR PATHWAYS TO VECTOR-BORN DISEASES AND
TRANSMISSIONS.
OR EXPOSURE P CONTAMINATION OF DRINKING WATER
SUPPLIES WHICH IMPACTS.
THOSE COULD BE DISEASES LIKE DENGUE OR CHOLERA OR
EXACERBATIONS OF ASTHMA.
AND THEN OF COURSE, THE ULTIMATE HEALTH OUTCOME AND
BURDEN ON SOCIETY NOT TO MENTION THE SUFFERING OF THE
INDIVIDUAL IS SOMETHING THAT IS OFTEN RELATED TO SOCIAL
VULNERABILITY.
SO JEANETTE POTTER WAS ABLE TO VACATION DOWN IN KEY WEST AND
THEN, SEE A DOCTOR PRETTY EASILY I GUESS IN NEW YORK,
HAD A GOOD RECOGNIZE THE DISEASE AND WAS
ABLE TO GET GOOD CARE.
AND OF COURSE ESPECIALLY DISADVANTAGED
COMMUNITIES AND MAY NOT BE AS LUCKY AND WHEN
THEY GET THEIR HAVE SOME OTHER KIND OF CLIMATE
RELATED DISEASE THEIR VULNERABILITY AND POOR
ACCESS TO CARE, SUFFER A WORSE OUTCOME EVEN FOR THE SAME
AMOUNT OF EXPOSURE.
SO THIS KIND OF F YOU A CHANCE TO LOOK AT THE
VARIOUS ELEMENTS OF VULNERABILITY.
WE USUALLY THINK O COMPONENTS,
INCREASE IN EXPOSURE, INCREASE IN SENSITIVITY,
SO RESPONDING MORE AMOUNT OF TEMPERATURE,
STRESS OR EXPOSURE POLLUTION.
SO PEOPLE WITH ASTHMA ARE MORE VULNERABLE TO A GIVEN AMOUNT OF
AIR POLLUTION THAN PEOPLE WITHOUT ASTHMA IN MANY CASES.
AND THEN THE THIRD ELEMENT IS REDUCED TO ADAPTIVE CAPACITY
AND THAT COULD LACK OF EDUCATION,
LOW INCOME, THINGS AT THE INDIVIDUAL LEVEL OR THINGS AT
THE COMMUNITY LEVEL LIKE POOR GOVERNANCE OR CORE SOCIAL
STRUCTURE, ET CETERA.
SO AGAIN, THIS IS A WAY TO LOOK AT VARIOUS KINDS OF DATA
SOURCES ON ENVIRONMENTAL MEASUREMENTS,
ON ECONOMIC AND PROBLEMS AND EXERCISES IN
LOOKING AT HEALTH HELP CONVEY THE LINKAGES AND
THE WAY THOSE DATA CAN BE USED.
SO, I'M JUST GOING T LITTLE BIT OF TIME TALKING IN
MORE DEPTH ABOUT VULNERABILITY.
CHILDREN ARE A VULNERABLE POPULATION BECAUSE OF ALL THREE
OF THOSE ELEMENTS.
THEY CAN BE EXPOSED MORE.
THEY CAN BE MORE S A GIVEN AMOUNT OF EXPOSURE.
AND THEN THEY HAVE L ADAPTIVE CAPACITY AND SOME OF
EXPOSURES RELATE TO SIZE AND THE AMOUNT OF AIR AND
WATER AND FOOD THEY THE AMOUNT OF BODY WEIGHT.
SOME OF THAT EXPOSURE I BECAUSE KIDS GET INTO STUFF
THAT OTHER PEOPLE DON'T.
THAT LAKE OR POND OR RAILROAD TRACK OR BEING OUTDOORS IN THE
HEAT.
KIDS ARE EXPOSED DIFFERENTLY HAN ADULTS.
THEIR SIZE GIVES THEM M SENSITIVITY SO A CHILD WHO GETS
A SEVERE DIARRHEA DISEASE EXAMPLE FROM WATER IS MUCH MORE
VULNERABLE THAN AN ADULT BECAUSE THEY HAVE LESS
CIRCULATING VOLUME TO START WITH.
OR A CHILD WHO GETS AN A ATTACK IS MORE LIKELY TO HAVE A
SEVERE COURSE BECAUSE WAVES ARE SMALLER TO BEGIN
WITH.
SO THEY HAVE LESS R THAT.
AND THEN LASTLY, C A LACK OF CAPACITY BECAUSE OF
THEIR DEVELOPMENTAL VULNERABILITY OR IN SOME CASES
CHILDREN ARE ALWAYS DEPENDENT ON THE ADULTS AROUND THEM SO
THEY CAN BE VULNERABLE BECAUSE OF THE ADAPTIVE CAPACITY OF
THEIR ADULT CARETAKERS.
SOME OF THE ASPECTS BEING EXAMINED MORE WITH
RESPECT TO CHILDREN ARE THE RELATIONSHIP BETWEEN
EXPERIENCING SEVERE WEATHER EVENTS AND DISASTERS AND
LIFE-LONG OR CERTAINLY LONG-TERM POST-TRAUMATIC
STRESS, ANXIETY, DEPRESSION.
AND SO THERE IS S THAT THE PREVALENCE IS VERY
HIGH AS MANY CHILDREN EXPERIENCE SOME TYPE
OF DISASTER DURING LIFETIME AND IT HAS AN IMPACT
NOT JUST ON THEIR MENTAL BUT ALSO ON THEIR SCHOOL
PERFORMANCE.
THERE'S BEEN A LOT O IN RECENT YEARS TO THE IMPACT
OF HEATWAVES AND HEAT HIGH SCHOOL ATHLETES,
A LOT OF NOTORIOUS AND TRAGIC DEATHS OCCURRING BECAUSE OF --
ESPECIALLY IN FOOTBALL PLAYERS WEARING A LOT OF GEAR AND AS
WARMER TEMPERATURES LAST LONGER INTO THE FALL AND START EARLIER
IN THE SPRING, IT IS BREAKING MORE AND MORE INTO THE SCHOOL
YEAR AND PUTTING CHILDREN AT RISK IN THEIR ATHLETIC
ENDEAVORS AND MORE AND MORE ATTENTION BEING PAID TO THIS.
ANOTHER REASON TO RAISE AWARENESS ABOUT THESE LINKAGES
AND IMPORTANCE OF HEALTH AND HEAT EXPOSURE IN OUR STUDENTS.
AND THESE ARE SOME ADDITIONAL ISSUES THAT HAVE NOT BEEN AS
WELL STUDIED BUT CAME OUT OF A WORKSHOP WE DID A COUPLE OF
YEARS AGO LOOKING AT CHILDREN VULNERABILITIES.
ONE OF THE T EMERGING BEING A VERY SERIOUS
CONCERN FOR CLIMATE CERTAINLY ON A GLOBAL SCALE BUT
ALSO AMONG POOR AND
DISADVANTAGED INDIVIDUALS IN THE UNITED STATES,
IS THE IMPACT OF CARBON DIOXIDE AND INCREASING
TEMPERATURES AND SEVERE EVENTS,
NOT JUST ON THE PRODUCTIVITY OF OUR AGRICULTURE BUT ALSO ON THE
ACTUAL NUTRITION VALUE OF OUR STABLE CROPS.
THERE IS A LOT OF E FOR MANY STABLE CROPS,
PROTEIN CONTENT AND TRACE MINERAL CONTENT GOES DOWN
WITH INCREASING CARBON AND THAT MORE RAPID GROWTH.
SO SOME CONCERNS ABOUT NUTRITION, AGAIN,
ESPECIALLY GLOBALLY BUT TO SOME EXTENT IN THE UNITED STATES,
MORE INTEREST EFFECT OF INCREASED INDOOR
TEMPERATURES ON MOST SCHOOLS AROUND THE COUNTRY
OR MANY SCHOOLS AROUND THE COUNTRY GO WITHOUT AIR
CONDITIONING BECAUSE PLACES THAT DON'T GET HOT UNTIL
JUNE.
AND THEN, C RELATIONSHIP BETWEEN FLOODS AND
MORE SEVERE CHILDREN'S HEALTH.
SO, THOSE ARE THE HEALTH IMPACTS OF CLIMATE
CHANGE.
AND THERE ARE S WHERE SOME OF THE HEALTH
IMPACTS OF THE CLIMATE ITSELF MAY BE ON THE POSITIVE
SIDE IN THE NEAR TERM.
THERE WILL BE PLACES FOR EXAMPLE THAT SEE DECREASE
VECTOR-BORN DISEASES BECAUSE IT GETS TOO HOT OR TOO DRY FOR THE
MOSQUITOES.
PLACES WILL HAVE OTHER PROBLEMS WITH THE HEAT STRESS THERE BUT
IT MAY DECREASE TRANSITION OF SOME VECTOR-BORN DISEASES IN
SOME PLACES.
THERE MAY BE P THAT HAVE INCREASED THOSE KIND
OF THINGS BUT FOR THE IMPACT SIDE IS FELT TO BE MORE
NEGATIVE THAN POSITIVE.
AND ON THE OTHER
HAND, THERE IS MORE AND MORE RESEARCH AND ANALYSIS SHOWING
THAT THE HEALTH CONSEQUENCES OF TAKING ACTION ON CLIMATE
CHANGES ESPECIALLY REDUCING GREENHOUSE GASES CAN BE VERY
POSITIVE.
WE'RE NOW ESTIMATING THAT ABOUT 7 MILLION PEOPLE DIE ANNUALLY
BECAUSE OF INDOOR AND OUTDOOR AIR POLLUTION PRIMARILY FROM
THE COMBUSTION OF FUELS, BIOMASS AND FOSSIL FUEL.
SO THINGS THAT R COMBUSTION GETTING AWAY FROM
FOSSIL FUEL, POOREST PEOPLE IN THE WORLD TO
OTHER CLEANER CAN HAVE HUGE POSITIVE BENEFITS
TO HEALTH.
WE ALSO KNOW THAT THINGS THAT GET DONE AT THE COMMUNITY LEVEL
CAN HAVE A LOT OF POSITIVE IMPACT.
THERE IS THAT HUGE MOVEMENT FROM THE SURGEON GENERAL.
THIS LAST S SURGEON GENERAL CALLED THE
ACTION ON PHYSICAL INCORPORATING PHYSICAL ACTIVITY
INTO OUR DAILY LIVES.
AS WE REPLACE PERSONAL V FOR COMMUTING AND USE MORE
ACTIVE FORMS OF WHETHER THAT'S PUBLIC
TRANSPORTATION.
THERE IS A LOT OF BENEFITS TO HEALTH FROM THAT PHYSICAL
ACTIVITY FROM DIABETES AND OBESITY RELATED
DISEASES TO MENTAL HEALTH AND CANCER.
AND THEN, THERE HAS BEEN SOME -- A LOT OF CONTROVERSY AROUND
THIS.
BUT THIS SUMMER, AN ADVISORY PANEL FOR THE USDA POINTED OUT
THAT DIETARY RECOMMENDATIONS THAT HAVE A LOT OF HEALTH
BENEFITS TO TURN IT AROUND, EATING A MEDITERRANEAN DIET,
REDUCING PROCESSED MEATS AND FATTY RED MEATS REDUCING
CONSUMPTION OF THOSE IF THEY WOULD LIKE TO REDUCE PRODUCTION
OF THOSE WOULD HAVE A LOT OF
GREENHOUSE GAS BENEFIT BECAUSE THERE IS A LOT OF GREENHOUSE
GAS AS WELL AS WATER, FERTILIZER AND OTHER KINDS OF
INPUT THAT GO PRODUCTION OF BEEF AROUND THE
WORLD AND OTHER LIVESTOCK.
AND SO THERE IS THIS L BETWEEN REDUCING CHANGING DIET,
CHANGING CONSUMPTION PATTERNS, PRESUMABLY CHANGING PRODUCTION
PATTERNS AND GETTING THOSE AIR BENEFITS OF IMPROVED HEALTH AND
GREENHOUSE GASSES.
AND I'M SORRY, JUST TO M POINT THAT IN AN EDUCATIONAL
SETTING, IT SOMETIMES GETS VERY GLOOMY AND DEPRESSING FOR
CHILDREN AND THIS THAT CONTEMPLATING A FUTURE OF
CLIMATE CHANGE AND OF THAT ON THEIR LIVES CAN BE
DENERVATING AND DISENFRANCHISING.
SO INCORPORATING HEALTH IN A POSITIVE WAY AND BEING ABLE TO
DEMONSTRATE THESE LINKS BETWEEN SOLUTION CLIMATE CHANGE AND
IMPROVE HEALTH IS I THINK A VERY IMPORTANT POINT TO BE
MAKING IN IMPORTANT TO BE RAISING
AWARENESS OF THIS AMONG CHILDREN WHO ARE GOING TO BE
MORE ACTIVE BY BOTH THE IMPACT AND THE SOLUTION SIDE.
SO THIS IS A SLIDE THAT I BORROWED FROM A COLLEAGUE FRO
THE INSTITUTE FOR ENVIRONMENT AND THESE ARE SOME OF THE
COORDINATES K THROUGH 12 EDUCATION FOR THEM.
THESE ARE SOME OF THESE IDEAS THAT I THINK I BEEN TRYING TO
TAP INTO ABOUT TALKING ABOUT HEALTH,
MAKING A CURRICULUM CONNECTION IN A LOT OF DIFFERENT AREAS.
SO I'M TEACHING BIOLOGY, A LOT OF ECOLOGICAL CONCEPT THERE,
AS WELL AS DIRECT CONCEPT PHYSIOLOGY IF YOU HAPPEN TO BE
TEACHING THAT.
ON THE RIGHT AND EARTH AND ENVIRONMENTAL SCIENCE,
ALL THOSE DIFFERENT PATHWAYS THE AIR WILL IMPACT THE WATER,
IMPACTS ON CHANGES IN PRECIPITATION,
ET CETERA ARE INTEGRATE THE PRIMARY EARTH
SCIENCE WITH THE SCIENCE WITH THE HEALTH SCIENCE
AND HEALTH IMPACTS.
NEAR THE BOTTOM LEFT, I SOCIAL SCIENCE.
I SUBMIT THIS IS ALSO A VERY FERTILE GROUND FOR LITERATURE,
ARTS, VISUAL ARTS, PERFORMING ARTS TO BE THINKING ABOUT THE
ETHICAL ISSUE, TO BE THINKING ABOUT SOCIAL ISSUES,
THE SOCIAL VULNERABILITY AFFECT TAKING ABOUT PEOPLE ALLOWING US
TO START HAVING THAT CONVERSATION THAT WAY THAT
PEOPLE IN THE STARTS THAT CONVERSATION THE
WAY THEY WILL GLACIERS BEARS AND POLAR BEARS
DOES IT.
SORRY TO BUSNESS OF THIS SLIGHT BUT I THOUGHT WAS IMPORTANT FOR
ME TO TRY TO BIND UP THIS IDEA OF NEXT GENERATION SCIENCE
STANDARDS.
I WAS VERY STRUCK IN LOOKING AT THIS.
OF COURSE THOSE CORE I RELATE TO SLIDE IS THAT I JUST
SHOWED YOU, THE CONTENT AREAS.
BUT AS WE LOOK U AND THE PRACTICES THAT WE'RE
TRYING TO ENGENDER IN GENERATION OF STANDARDS,
ALL OF THESE ISSUES PROBLEMS ASKING QUESTIONS,
USING MODELS, ALL OF PREDICTIVE HEALTH IMPACT WORK
IS USING MODELS, USING MATHEMATICS INSTRUCTING
EXPLANATIONS, DESIGNING SOLUTIONS ARGUING FROM
EVIDENCE, COMMUNICATING ALL OF THESE PRACTICES ARE VERY EASILY
ABLE TO BE TIED TO EXERCISES ON HEALTH IMPACTS.
AND THEN, OF
COURSE AT THE BOTTOM, THESE ISSUES OF TYING ENERGY TO
HEALTH, LOOKING AT SYSTEMS AND I'M HAPPY TO HAVE A DISCUSSION
ABOUT AT CAUSATION WHICH I'M HAPPY TO HAVE A DISCUSSION
ABOUT THE CAUSATION ISSUES.
ALL OF T INTEGRATIVE CONCEPTS ARE WELL
SERVED BY CONCEPTS THAT WE CAN BRING.
AND BEFORE I TAKE A P JUST THOUGHT I'D LET THE
CHILDREN SPEAK FOR THEMSELVES.
THIS IS A PICTURE I B FROM FRANK WHO LEADS SOME OF
THE EDUCATION EFFORTS NOAA ALONG WITH BRUCE AND THE
NOAA CLIMATE STEWARDS IS FROM A WHITE HOUSE SUMMIT ON
TEACHING CLIMATE SCHOOL.
AND I JUST THOUGHT IT WAS INTERESTING TO HEAR WHAT THESE
WHITE HOUSE CHAMPIONS OF CHANGE FROM THIS ROUND TABLE,
THE ISSUES THAT HOW THE KIND OF CONTENT THAT WE
BRING ADDRESSES MESSAGES.
SO THE IDEA TO APPEALING TO CULTURAL DIFFERENCES OPENS UP
THAT CONVERSATION ABOUT CULTURAL DIFFERENCES,
HOW THAT RELATES TO PERCEPTION,
HOW THAT VULNERABILITY,
HOW CULTURAL HERITAGE IS AFFECTED BY CLIMATE CHANGE AS
IN CHIZ ROOM.
I'M HOPING I'M M THAT CONNECTS YOU TO THE ISSUES
AND IMPACT SOLUTIONS.
VERY MUCH INTEGRATED, VERY MUCH CROSS CUTTING AND
INNER-DISCIPLINARY.
IT ALLOWS YOU TO CERTAINLY TO LOOK AT VISUALIZATION TOOLS.
I WILL TELL YOU ABOUT SOME OF THAT TOWARD THE END OF MY
PRESENTATION.
AND DEFINITELY W DEVELOP OUR INITIATIVES,
WE HAVE WAYS TO OPPORTUNITIES TO DO THIS
KIND O EXPERIENTIAL LEARNING.
SO IT TIES IN NICELY T KIND OF CONCEPTS.
SO WITH THAT, I THINK I'M GOING TO TAKE A PAUSE.
BRUCE, WE CAME UP W QUESTIONS AND I HAD MEANT TO
ASK ALL OF OUR TAKE A LOOK AT THE FIRST TWO
QUESTION AS WE WERE GOING BUT WE DIDN'T DO THAT.
SO, WHAT I'D LIKE TO DO N FIGURE OUT HOW TO DO THIS,
TO OPEN IT UP TO QUESTIONS THIS POINT ABOUT THE ARGUMENTS
I'M MAKING, THE HAVE GIVEN YOU AND ASK
EVERYBODY LISTENING TO TAKE LOOK AT THE QUESTION AND TAKE A
FEW MOMENTS TO THINK ABOUT AND START TO ANSWER THEM.
>> BRUCE: SURE.
WE WILL LAUNCH T QUESTION NOW.
SO FOLKS WE'RE LAUNCHING THE FIRST QUESTION: TO WHAT EXTENT
DO YOU CURRENTLY TEACH ABOUT THE HUMAN HEALTH IMPLICATIONS
OF CLIMATE CHANGE?
PLEASE GO AHEAD AND ANSWER AND WHEN WE ARE DONE TAKING THE
MAJORITY OF THE RESPONSES, WE WILL CLOSE THE POLL OUT AND
SHOW THE RESULTS.
>>BALBUS: AND BRUCE, IS THERE A WE CAN ALSO TAKE QUESTIONS
WHILE THIS IS GOING ON.
>> BRUCE: ABSOLUTELY.
ONCE YOU H POLL,
IF FOLKS WOULD LIKE TO TYPE SOME QUESTIONS INTO THEIR
QUESTION BAR ON THEIR CONTROL PANEL ALSO,
PLEASE GO RIGHT AHEAD AND WE WILL PRESENT THEM TO
DR. BALBUS.
LOOKS LIKE THE MAJORITY OF FOLKS HAVE ANSWERED THE POLL.
WE ARE JUST WAITING ANOTHER SECOND OR TWO.
OKAY.
LET'S CLOSE THAT O THE RESULTS.
SO DR. BALBUS, CAN YOU SEE THE RESULTS?
>> BALBUS: I CAN, YEAH.
AND
THOSE ARE -- I'M ACTUALLY ENCOURAGED TO SEE THAT WE HAVE
OVER HALF SAYING THAT THEY ARE INCORPORATING THIS ALREADY.
I'M DELIGHTED TO SEE THAT.
AND THIS IS ACTUALLY WHAT WE DID SEE AS WELL WHEN WE DID A
TEACHER'S COUPLE OF WEEKS AGO,
MAYBE IT'S THE SAME PEOPLE, DON'T KNOW.
BUT WE WERE DOWN I ORLEANS.
DANA AND I WERE D DOING A WORKSHOP FOR ABOUT 50
TEACHERS IN NEW ORLEANS WAS PLEASED TO SEE THAT THERE
WAS SOME AWARENESS AND HAVE BEEN FINDING WAYS TO PULL
THIS IN.
AND OF COURSE, WE H RESOURCES OUT THERE THROUGH THE
NOAA CLIMATE AND THE AMERICAN NEUROLOGIC
SOCIETY ALREADY.
SO I'M VERY HAPPY TO S THE NUMBERS ARE AS HIGH AS THEY
ARE BECAUSE AS I SAID, AN AREA WITH LOW AWARENESS.
SHALL WE GO ON TO THE NEXT QUESTION?
>> BRUCE: ABSOLUTELY.
AND HERE'S OUR NEXT QUESTION.
PLEASE SELECT ALL OF THESE CHOICES THAT APPLY.
IF YOU CURRENTLY TEACH ABOUT THE HUMAN HEALTH IMPLICATION OF
CLIMATE CHANGE, WHAT COURSES DO YOU INCLUDE AS CONTENT?
AND WHILE FOLKS ARE ANSWERING, WE DO HAVE A FEW QUESTIONS FROM
FOLKS THAT ARE COMING IN.
ONE IS ACTUALLY F LONG-TIME NOAA CLIMATE
STEWARDS.
AND TERRY A VERY BRIEFLY TELL US A LITTLE
BIT ABOUT THE INSTITUTES OF ENVIRONMENTAL
HEALTH AND ITS HISTORY?"
SHE IS NOT AS F AS IN THE FRAMEWORK OF NIH?
>> BALBUS: GREAT.
THANK YOU.
I'M A BAD FEDERAL BUREAUCRAT FOR
NOT STARTING OUT WITH A LONG SLIDE ABOUT MY INSTITUTE.
SO I THINK SHE'S ASKING ABOUT OR HE IS ASKING ABOUT THE
NATIONAL ENVIRONMENTAL HEALTH SCIENCE
WHICH IS MY HOME OF 27 DIFFERENT INSTITUTES AND
CENTERS OF THE NIH.
AND WE'RE VERY UNIQUE.
WE'RE UNIQUE BECAUSE WE'RE THE ONLY PART OF NIH THAT IS NOT
LOCATED IN MARYLAND ON THE MAIN CAMPUS.
OF COURSE WE'RE IN B WE'RE GOT A LOT OF CHANCES TO
VISIT MONTGOMERY MARYLAND HERE.
BUT MY INSTITUTE IS LOCATED IN RESEARCH TRIANGLE PAR NORTH
CAROLINA WHERE IT SHARES A VERY LOVELY CAMPUS WITH PART OF THE
RESEARCH ENVIRONMENTAL PROTECTION
AGENCY.
WE'RE ALSO DIFFERENT IN THAT WE ARE OF ALL THE INSTITUTES AT
THE NIH, THE MOST FOCUSED ON PRIMARY PREVENTION ON REDUCING
EXPOSURES AND RISK FACTORS AS OUR WHOLE GOAL WHEREAS MOST OF
THE NIH IS DOING THE ONLY WORK OF DEVELOPING DIAGNOSTIC TESTS
AND VACCINES AND PHARMACEUTICAL INTERVENTION AND SURGICAL
INTERVENTIONS, ET CETERA.
SO WE ARE PERHAPS THE MOST PRIMARY PREVENTION AND PRIMARY
PUBLIC HEALTH-ORIENTED.
AND WE ALSO H UNIQUE PARTS OF OUR INSTITUTE,
VERY DIFFERENT OF THE NIH.
SO LIKE THE NIH, WE HAVE A BUNCH OF RESEARCHERS ON OUR
CAMPUS WHO DO EPIDEMIOLOGY AND A LOT OF
TOXICOLOGY AND MOLECULAR BIOLOGY IN MECHANISMS BY WHICH
ENVIRONMENTAL CONTAMINANTS CAUSE HARMFUL EFFECTS.
THE TOXICOLOGY P A BIG EXTRAMURAL PROGRAM WHERE
WE GIVE GRANTS TO ACADEMIC RESEARCHERS.
BUT WE ALSO HAVE FOR EXAMPLE, A
SUPER FUND RESEARCH PROGRAM WHICH IS DEDICATED TO
INTEGRATIVE SOLUTIONS TO ENVIRONMENTAL RISKS.
AND SO IT BRINGS TOGETHER THE ENGINEERS AND THE PUBLIC HEALTH
PEOPLE IN A WAY THAT YOU DON'T SEE LOTS OF OTHER PARTS OF NIH.
WE ALSO HAVE A WORKER TRAINING PROGRAM WHICH HAS TRAINED -- I
SHOULD KNOW THE NUMBER.
IT IS OVER A M BELIEVE.
NOW, W DISASTER RESPONSE WORKERS,
AND ENVIRONMENTAL REMEDIATION WORKERS IS THE PRIMARY MANDATE.
AND SO, THIS NETWORK OF GRANTEES AND TRAINERS HAS
TRAINED MOST OF RESPOND TO THE MAJOR
CATASTROPHES OF THE LAST 15 YEARS STARTING WITH THE WORLD
TRADE CENTER DISASTER, HURRICANE KATRINA, YOU KNOW,
THE GULF OIL SPILL.
WE HAVE THIS UNIQUE N LABOR UNIONS AND UNIVERSITIES
WORKING ON OCCUPATIONAL HEALTH THAT DOES ALL OF THIS STUFF.
THAT IS NIEHS IN A NUTSHELL.
I AM AN UNUSUAL STAFF MEMBER OF NIH BECAUSE I DON'T WORK IN
NORTH CAROLINA.
I ACTUALLY WORK IN B PART OF MY JOB IS TO BE A
LIAISON AND SUBJECT EXPERT FOR OUR ENVIRONMENTAL
HEALTH INSTITUTE WITHIN HEALTH AND HUMAN
SERVICES AND WITHIN THE CHANGE RESEARCH PROGRAM AND
INNER AGENCY.
SO THANKS FOR THAT QUESTION.
I HOPE THAT IS COGENT.
>> BRUCE: THANKS SO MUCH.
DO YOU WANT TO TAKE SOME MORE QUESTION NOW OR DO YOU -- >>
BALBUS: YES, I WILL TAKE A COUPLE OF QUESTIONS.
>> BRUCE: SURE.
SO ONE POINT T WANTED TO TAKE UP IS THAT WE
HAVE A NUMBER OF
FOLKS WHO ARE NOT NECESSARILY FORMAL EDUCATORS IN THIS GROUP
THOUGH EVERYONE HERE IS CERTAINLY INTERESTED AND
CONCERNED ABOUT CLIMATE CHANGE.
SO SOME FOLKS HAD MENTIONED THAT THEY WOULD HAVE PREFERRED
AN MA POSSIBILITY FOR INFORMAL EDUCATORS OR FOR NON-EDUCATORS.
AND ALSO, JUST LOOKING FOR -- YES,
AND ONE IS ACTUALLY FROM AN INDIVIDUAL PLAN,
AN ENVIRONMENTAL SCIENTIST WORKING IN THE ANALYSIS AND
ASSESSMENT HOPING TO DO MORE TO SUPPORT
LOCAL TEACHERS AND IN IMPLEMENTING CLIMATE SCIENCE IN
THEIR CLASSROOMS, DO YOU HAVE ANY RECOMMENDATIONS ON HOW TO
MAKE THOSE CONNECTIONS?
>> BALBUS: GREAT.
WELL, FIRST O APOLOGIZE TO ALL OF THE
INFORMAL EDUCATORS ON THE WEBINAR.
I DID NOT MEAN TO E BECAUSE OF INFORMAL EDUCATION
OF OUR CHILDREN THE CAMPS AND IN OUR NATIONAL
PARKS AND OUR ET CETERA IS INCREDIBLY
INFLUENTIAL AND IMPORTANT.
MY APOLOGY AND ALL O CHECKING OTHERS.
I WAS CONSTRAINED BY BRUCE IN TERMS OF HOW MANY ANSWERS I CAN
GIVE AND HOW MANY CHARACTERS PER ANSWER AND I WILL SHARE A
LITTLE.
I WISH I HAD BEEN ABLE TO HAVE MORE SETTINGS FOR THE TEACHING.
>> BRUCE: OUR APOLOGIES WE WERE LIMITED BUT I NOW THERE IS AN
EVALUATION AND IF THERE ARE ARE PLACES TO PECK COMMENTS ABOUT
SOME OF THAT TO HELP INFORM ME, I WOULD BE VERY, VERY GRATEFUL.
IN TERMS OF WAYS AS AN ENVIRONMENTAL SCIENCE TEST TO
HEM TEACHERS, I THINK I'M GOING TO STUMBLE A LITTLE BIT ON THIS
ONE AND I'LL EXPLAIN WHY.
CERTAINLY WITHIN NIH IN GENERAL
AND WITHIN MY INSTITUTE, THE EDUCATIONAL OUTREACH IS NOT AS
WELL DEVELOPED AS IT IS IN A PLACE LIKE NSF OR NOAA OR OF
COURSE THE DEPARTMENT OF EDUCATION.
SO WE DON'T HAVE T PROGRAMS LOTS OF MONEY GOING
OUT AND PROVIDING TEACHERS ON ENVIRONMENTAL
HEALTH AS I WOULD MIGHT BE HELPFUL.
SO, IN SPEAKING ON THIS WEBINAR AND WITH WHAT I'M TRYING TO DO
IS REALLY TRYING TO LEVERAGE THE EXISTING PROGRAMS THAT ARE
OUT THERE FORCE THEM, EDUCATION FOR EARTH AND ENVIRONMENTAL
SCIENCE EDUCATION.
SO, I THINK THE C STEWARDS IS THE KIND OF PLACE
WHERE SOMEBODY CAN COME IN GET IDEAS ON HOW TO DO THESE
NETWORKS.
AND I'M BECOMING I AWARE OF A NUMBER OF NETWORK
THAT ARE OUT THERE THE AMERICAN METEOROLOGICAL
SOCIETY, DATA LOCAL IMPLEMENTATION CLEANING
NETWORK LOOKING AT ENERGY.
THERE IS A S NETWORK, MULTIPLE NETWORKS,
EXPERT TEACHERS OUT ARE DOING THIS.
I MAY BE MISINTERPRETING THE QUESTION BUT,
IF THE QUESTION OF NETWORKS AND CHANNELS DOES
THE NIEHS HAVE, AND NETWORKS ARE FAIRLY LIMITED
TO THE IMMEDIATE OUR INSTITUTE IN NORTH CAROLINA
WHERE WE HAVE SOME REALLY GREAT OUTREACH PROGRAMS,
ESPECIALLY TO SOME OF COLOR AND DISADVANTAGED
SCHOOL DISTRICTS SCHOOL DISTRICTS.
SO, I'LL STOP BABBLING WITH THAT.
>> BRUCE: THAT'S FINE DR. BALBUS.
AND I WOULD SAY J NOTE THAT THE NOAA
CLIMATE STEWARDS DOES PROVIDE VERY GOOD OUTLETS FOR PROVIDING
INFORMATION ON TEACHING CLIMATE CHANGE SCIENCE AND PEDAGOGUERY
I CERTAINLY RECOMMEND FOLKS THAT SIGN UP TO THE LIST SERVE
ON OUR MAIN WEBSITE.
IF YOU'RE NOT F THAT,
JUST GO ONTO STEWARDS AND GET RIGHT TO IT.
AS DR. BALBUS S NETWORK HAS ORGANIZED SOME
EXCELLENT RESOURCES.
IF ANYONE GOES TO T CLIMATE.GOV AND SELECTS THE
TEACHING TAB, YOU EXCELLENT SERIES OF RESOURCES
FOCUSED ON MANY FORMAL EDUCATION.
AND THERE ARE MANY, MANY OTHERS.
IF ANYONE WANTS TO CONTACT ME LATER ON,
I'LL BE HAPPY TO FURTHER.
>> BRUCE: MORE QUESTIONS DR. BALBUS OR SHOULD WE MOVE
ON?
>> BALBUS: WHY DON'T WE MARCH ON AT THIS POINT AND I'LL
FINISH UP AND WE CAN OPEN IT UP AT THE END.
>> BRUCE: GREAT.
>> BALBUS: AND I'D JUST REPEA THE PLEA TO THE FORMAL
EDUCATORS THAT WE ARE LOOKING AT SOME OPPORTUNITIES.
MY INSTITUTE WAS A THE YMCA AND THEIR CAMPS SO IF
YOU HAVE IDEAS ON IS TO AS WE DEVELOP EXERCISES
AND LESSON PLANS AND KIND OF HELP IDENTIFY PROBLEMS AND DATA
AND WAYS STUDENTS CAN ENGAGE IN THEIR ENVIRONMENTS IN A FORMAL
CLASSROOM, I AM DEFINITELY INTERESTED IN HAVING VERSIONS
OF THOSE KIND OF MATERIALS ALSO AVAILABLE TO INFORMAL SETTINGS
TO PARKS AND MUSEUMS ET CETERA.
SO, THANK YOU FOR RAISING THAT IN THIS QUESTION SESSION.
> SO, LET ME GO BACK THEN AND FOR THE REMAINDER OF THE TIME,
I'M GOING TO DO A LITTLE BIT OF A FORCE MARK.
I APOLOGIZE.
THROUGH SOME OF THE RESOURCES THAT ARE AVAILABLE,
BOTH IN TERMS OF DATA AND DATA DRIVEN DECISION TOOLS THAT CAN
BE USEFUL IN A EDUCATIONAL SETTING AS WELL AS SOME FLAT
OUT EDUCATIONAL RESOURCES THAT ARE AVAILABLE FOR TEACHERS IN
THE SCHOOLS.
SO, LET'S SEE: I'LL J THAT.
OKAY.
SO I WANTED TO MAKE FOLKS AWARE OF SOME OF THESE EDUCATIONAL
RESOURCES.
THIS IS A LINK A PS LEARNING MEDIA PAGE BUT
THERE ARE LINKS FROM OUR WEBSITE,
FROM THE NOAA -- I THINK THE NOAA CLIMATE STEWARDS
EDUCATIONAL RESOURCES AS WELL.
THIS IS AN EXERCISE THAT WAS DEVELOPED ABOUT FIVE YEARS AGO
BY MY COLLEAGUES AT NIEHS, WITH AN OVERVIEW OF CLIMATE CHANGE
AND THERE ARE OTHER MATERIALS ASSOCIATED WITH THAT.
WE ARE LOOKING TO UPDATE AND I'LL JUST SHARE SOME SCREEN
SHOTS.
THIS IS MOSTLY SOMETHING THAT FOR OLDER STUDENTS OR FOR
TEACHERS THEMSELVES.
IT BREAKS UP THE I DIFFERENT CATEGORIES OF HUMAN
DISEASES.
SO THIS IS T AIRWAY DISEASES,
GIVES A LITTLE BIT OF FACTS.
AT THE BOTTOM, YOU CAN BOX WHAT CAN GO WRONG,
WHAT CAN WE DO, LOOKING AT FUTURE IMPACTS AND STEPS THAT
CAN BE TAKEN.
AND THESE ARE S TALKING AGAIN ABOUT WHAT CAN GO
WRONG, TALKING TEMPERATURES AND CARBON DIOXIDE
AND THE EFFECT ON WE HAD MENTIONED BEFORE,
ON DUST AND WILDFIRES.
AND THEN, WHAT CAN BE DONE, LOOKING AT INCREASING GREEN
SPACE AND URBAN VEGETATION WHICH
HAS SOME BENEFICIAL EFFECTS FOR SCRUBBING AIR POLLUTANTS,
OF COURSE YOU HAVE TO BE CAREFUL WHAT TREES YOU PLANT,
THAT YOU DON'T HAVE A LOT OF BIRCH TREES WHICH WILL INCREASE
URBAN POLLEN.
SO IT'S SOMETHING THAT H BE DONE WITH A LITTLE BIT OF
THE PUBLIC HEALTH RISK REDUCTION IN MIND AS WELL.
AND OTHER WAYS THAT CLIMATE ACTIONS CAN REDUCE AIR
POLLUTIONS LIKE ABOUT.
THESE ARE A L HAVE THIS SLIDE OF SOME OF THE
THINGS THAT HAVE BEEN DEVELOPED JUST IN THE LAST YEAR OR TWO
THAT PROVIDE A FOR STUDENTS DOING PROJECTS FOR
EDUCATORS, THEMSELVES.
FIRST IS T CLIMATE RESILIENCE TOOL KIT
WHICH HAS A NUMBER OF DIFFERENT SECTIONS.
IT HAS GREAT VIDEO ON IT OF EXAMPLES OF SOLUTIONS AND
ADAPTATION.
WE HAVE A WHOLE HUMAN HEALTH THAT'S BROKEN UP
BY SOME OF THESE HEALTH IMPACTS AND ALSO
CONTAINS OUR HEALTHCARE FACILITY RESILIENCE TOOL KIT
WHICH FOR OLDER STUDENTS LOOKING AT ENGINEERING OR
LOOKING AT ARCHITECTURAL KINDS OF ISSUES,
MAY BE SOME INTERESTING INFORMATION THERE.
THE SECOND SITE IS THE CLIMATE DATA INITIATIVE WHICH HAS A
WHOLE SECTION ON HEALTH.
IT HAS OVER A HUNDRED DATA SETS THAT CAN PROVIDE SOME PRIMARY
ANALYTIC INFORMATION, PRIMARY DATA SOURCES FOR STUDENTS TO BE
ABLE TO DO THEIR OWN ANALYSIS WITH.
THE C D.C. HAS DEVELOPED GUIDANCE DOCUMENTS ON HOW TO
USE THIS DATA AT A FAIRLY HIGH LEVEL.
THIS IS PROBABLY MORE FOR UNDERGRADUATE EDUCATION OR
GRADUATE EDUCATION, BUT ANOTHER
RESOURCE ON HOW DO YOU THINK ABOUT VULNERABILITY,
HOW DO YOU DO THE ANALYSIS TO PROVIDE SOME EVIDENCE FOR
HEALTH IMPACTS.
THE THIRD NATIONAL CLIMATE ASSESSMENT WHICH CAME OUT IN
MAY OF 2014 IS A VERY USER FRIENDLY SITE TO INTRODUCE
STUDENTS TO DO RESEARCH.
AND THEN, LASTLY, WE ARE IN THE FINAL STAGES OF PRODUCING A
MUCH MORE DOCUMENT ON THE CURRENT STATE
OF KNOWLEDGE OF OF CLIMATE CHANGE.
AS WE DO THIS, WE WILL B THIS INFORMATION TO UPDATE SOME
OF OUR EDUCATIONAL WE PLAN TO PRODUCE A WHOLE
SUITE OF MATERIALS OUT OF ASSESSMENT SOME OF WHICH WILL
BE ORIENTED TOWARD CHILDREN EDUCATORS.
WE'RE STILL IN T DETERMINING A LOT OF THAT NOW.
AND THESE ARE JUST S ADDITIONAL SLIDES.
THIS IS INITIATIVES AT CLIMATE
DATA.GOV.
I THINK I HAD S WHAT'S ON THIS SLIDE.
AND SIMILARLY, HERE IS C RESILIENCE TOOL KIT.
AND I JUST WANTED TO HIGHLIGHT ONE OF THE RELEVANT TOOL KIT
PLAN CLASSROOMS THIS IS SPECIFICALLY RELATED TO THE
ISSUE OF HEAT RELATED ILLNESS IN STUDENTS AT LEAST,
A C D.C. TOOL SHEETS AND STEPS THAT CAN BE
TAKEN.
THIS IS WHAT IT LOOKS LIKE.
IT HAS A COURSE AND YOU CAN SEE IT HAS A COACH'S CORNER,
A TEACHER'S CORNER AND STUDENT AND THIS IS READY MADE MATERIAL
FOR BRINGING ESPECIALLY PROUDLY FOR PHYSICAL EDUCATION OR
HEALTH CLASS, THIS REALLY USEFUL FOR BRINGING
AWARENESS OF THE BETWEEN WEATHER AND CLIMATE IN
BEEN AND CLIMATE SPECIFICALLY AND HEAT.
AND THERE IS THE STUDENT'S CORNER,
JUST GIVING STEPS THAT CAN TAKE.
I JUST WANTED TO MENTION TODAY AS WE'RE SPEAKING,
WE'RE CLOSING OUT A CHALLENGE THAT WE HAVE DONE AT
OUR INSTITUTE ON CLIMATE AND HEALTH.
THE ONE THAT C SPECIFICALLY AT CLIMATE CHANGE
AND ENVIRONMENTAL EXPOSURES AND CHALLENGE THE COMMUNITY TO COME
UP WITH VISUALIZATION TOOLS TO BE ABLE TO HOOK AT THINGS LIKE
HOW SEA LEVEL RISE MIGHT AFFECT EXPOSURES TO HAZARDOUS WASTE
SITES OR LEAKING UNDERGROUND TANKS ARE OR OTHER KINDS OF
ENVIRONMENTAL HEALTH RISKS AND HOW THE STRESS OR EXPOSURE WITH
CLIMATE CHANGE, TEMPERATURE OR AIR POLLUTION OR RISING SEA
LEVEL MIGHT INTERACT WITH SOME OF THOSE OTHER ENVIRONMENTAL
EXPOSURES.
I JUST CLOSED TODAY, W 1 LOOKS LIKE REALLY GOOD ENTRY
AND WILL BE ANNOUNCING WINNERS IN ABOUT THREE WEEKS.
SO THESE ARE THE K THAT STUDENTS CAN DO.
USE AN EXERCISE LIKE THIS.
IT CAN EVEN BE DONE IN A CLASSROOM, AGAIN,
WITH OLDER STUDENTS LOOKING AT COMPUTER-BASED GRAPHICS,
THOSE KINDS OF THINGS TO THE EXTENT THAT IT IS TAUGHT AT
THAT LEVEL.
SO LET ME START WRAPPING UP BY DISCUSSING SOME OF THE NEXT
STEP S THAT WE'RE TRYING TO DO.
AGAIN, MY INSTITUTE DOES NOT HAVE A HUGE PROGRAM.
THIS IS O TRYING TO DO IN MY ROLE AS THE
LEAD ON CLIMATE CHANGE BUT WE'RE LOOKING TO HELP DEVELOP
MATERIALS TO DEVELOP A TOOL KIT THAT WOULD HAVE COMPONENTS THAT
WERE SUITABLE FOR ELEMENTARY SCHOOL AND UPPER SCHOOL,
HIGH SCHOOL,
WITH SPECIFIC EXERCISES POINTING TEACHERS TO DATA AND
ENABLING THEM TO INCORPORATE SOME OF THIS INTO THEIR
EXISTING COURSES.
WE WILL BE DOING SOME PILOT TESTING AND EVALUATING THEM
THROUGH THE HAVE THROUGH NORTH CAROLINA AND
THE AMERICAN SOCIETY ET CETERA.
AND THEN WE WILL ARE B TO WORK ON DISTRIBUTING THEM
THROUGH THEM NETWORKS AND CONDUCTING
TRAINING WORKSHOPS AT LIKE THE AMERICAN PHYSICAL
UNION, THE NATIONAL TEACHER'S ASSOCIATION,
AND SOME OF THE OTHER LOCAL AND REGIONAL TEACHERS WORKSHOPS ONE
OF THE THINGS THAT WE'RE ALSO LOOKING TO MAKE HAPPEN AND
WE'RE IN THE EARLY PHASES OF THIS,
IS TO TRY TO DEVELOP A NETWORK OF PUBLIC HEALTH EXPERTS WHO
WOULD VOLUNTEER TO GO INTO THE CLASSROOMS SO MANY TEACHERS ARE
TRAINED IN EARTH SCIENCES AND THAT'S WHAT THEY TEACH AND SO
THE IDEA OF HAVING TO ALSO TEACH ABOUT HEALTH CAN BE
DAUNTING IF SOMETHING THAT THEY ARE TRAINED
IN.
SO THIS WOULD B THAT BARRIER AND GET SOME
CONNECTIONS TO THE CONNECTIONS TO PUBLIC HEALTH IN
THEIR AREA OR HEALTH PROFESSIONALS.
SO WE'RE WORKING W AMERICAN PUBLIC HEALTH
ASSOCIATION TO TRAIN UP THEIR MEMBERS AND OUR MEMBERS,
TO MAKE THEM SOURCES AVAILABLE AND TO LINK UP WITH SOME OF
THESE OTHER TEACHING NETWORKS.
SO IN SUMMARY, I HOPE I HAVE MADE A CASE THAT HELPS HEALTH
CONTENT IS ONE WAY, IT IS OBVIOUSLY A LOT OF WAYS BUT
IT'S ONE USEFUL WAY TO PROMOTE INTEGRATIVE THINKING AND TO BE
ABLE TO PERSONALIZE SOME OF
THESE STEM CONCEPTS AND GET STUDENTS TO THINK ABOUT
APPLICATIONS, THINK ABOUT WAYS TO USE DATA TO ANSWER QUESTIONS
AND GET THEM THINKING ABOUT THE SOLUTION BASE AND EMPOWERING
STUDENTS TO THINK ABOUT WHAT THEY MIGHT DO AS STUDENTS AND
IN THEIR FUTURE CAREERS TO HELP BE PART OF THE SOLUTION TO
THESE CHALLENGES AND TO BE PART OF THE RECOGNIZERS OF THE
OPPORTUNITIES TO DO,
GOOD THINGS FOR HEALTH AND FOR THE SUSTAINABILITY OF OUR
COMMUNITIES.
AND I POINTED TO S INITIATIVES AND DATA RESOURCES
AND LOOK FORWARD TO WHATEVER INPUT ANYBODY MIGHT
HAVE ON WHAT WOULD BE AND TO WORK IN PARTNERSHIP TO
HELP DEVELOP THESE.
SO, THERE IS A PICTURE O CAMPUS,
LATE DISCOVERY IN BUILDING DOWN THERE IN NORTH
CAROLINA AND THERE IS CONTACT INFORMATION.
SO WITH THAT, I'LL CLOSE AND WE CAN FINISH UP THE QUESTIONS
THAT I HAVE POSED AND TAKE QUESTIONS IF YOU STILL HAVE
THEM.
>> BRUCE: THANKS SO MUCH DR. BALBUS.
WE WILL DO THAT AND O THAT I WOULD LIKE TO LET
EVERYONE KNOW IS THAT THERE SOME ADDITIONAL EDUCATIONAL
RESOURCES THAT I WILL BE SHOWING ON SOME SLIDES
AFTERWARD AS WELL CLOSING NOTES.
FOR OUR NEXT QUESTION, WE ASK WHICH HERE,
WHICH HEALTH IMPLICATIONS CLIMATE CHANGE ARE NEW TO YOU
BASED ON THIS WEBINAR.
PLEASE CHECK ALL THAT APPLY.
AND DR. BALBUS WHILE FOLKS ARE SIGNING THIS IN,
THERE WAS A SOMEBODY WHO HAS SAID THEY
THANK YOU FOR YOUR THIS EVENING AND THEY WORK AS
AN ENVIRONMENTAL
EDUCATOR IN TEXAS AND IN TERMS OF WRITING CURRICULUM,
WHAT ASPECT OF CLIMATE CHANGE AND HEALTH EFFECT DO YOU THINK
IS THE MOST IMPORTANT IN ADDRESSING AT THE MOMENT IF YOU
HAD TO PICK ONE?
>> BALBUS: THAT'S A CHALLENGING QUESTION AND I GUESS IF THE
QUESTION -- IF THE FRAME OF THE QUESTION IS WHAT ASPECT OF
HELPING CLIMATE CHANGE HAS THE MOST URGENCY AS EITHER A
PROBLEM OPPORTUNITY,
I REALLY TO THE EXTENT AND I HAVE TO CONFESS,
I'M NOT AS FAMILIAR OPPORTUNITIES FOR TEACHING
ABOUT SUSTAINABLE AND THE ENGINEERING SOLUTION,
THE URBAN DESIGN SOLUTIONS.
BUT IF ALREADY O FOR RAISING AWARENESS ABOUT
THIS INTERSECTION BETWEEN PHYSICAL ACTIVITY,
PERSONAL COMMUTING AIR QUALITY, HEALTH,
AND CLIMATE CHANGE AVOIDANCE, I THINK THAT IS A GREAT EXAMPLE
OF A KIND OF A WIN/WIN SITUATION WHERE EVEN IF ONE
WERE TO NOT FEEL THAT CLIMATE CHANGE WAS A PRESSING PROBLEM
OR THAT HUMANS OF THE CLIMATE CHANGE THAT
WE'RE OBSERVING, HARD TO GET AWAY FROM THE
BURDEN OF ILLNESS IN ESPECIALLY AND SOME OF OUR
RURAL AREAS FROM AIR ASSOCIATED WITH BURNING FOSSIL
FUEL.
SO THAT IS A POINT OUT.
ASIDE FROM THE OPPORTUNITIES STAGE,
I THINK THAT -- I THINK RAISING AWARENESS ABOUT HEAT
STRESS, AND THE BETWEEN ALL OF THE THINGS THAT
GO INTO VULNERABILITY TO HEAT, STRESS,
URBAN FORM AND THE URBAN HEAT ISLAND,
PERSONAL -- THERE'S SO
MANY DIFFERENT WAYS INTO THAT, LOOKING AT SOCIAL JUSTICE AND
ZONING AND WHERE PEOPLE LIVE.
LOOKING AT SOCIAL PROGRAMS LIKE WE'RE STARTING TO TALK TO LOW
INCOME HOUSING AND ENERGY ASSISTANCE PROGRAM AND PROVIDE
FINANCIAL SUPPORT FOR AIR CONDITIONING.
WHO GETS THAT AND H VALIDATE IT.
AND THEN THE TIE-IN TO HUMAN PHYSIOLOGY,
WHO GETS THAT AND HOW DOES IT GET ALLOCATED AND THE TIE-IN TO
LEARNING ABOUT HUM MAN PHYSIOLOGY.
I THINK THAT THERE I COMPELLING MATERIAL THERE AND
EMPOWERING MATERIAL TO STUDENTS TO PROTECT THEMSELVES
BECAUSE THEY ARE ATHLETES AND KIDS RUNNING OUT
AND PLAYING.
AND OF COURSE, THEIR ELDERLY PARENTS AND GRANDPARENTS,
THEY CAN DO A EMPOWER THEM IN THAT WAY.
SO THAT'S A QUICK ANSWER.
IT IS AN INTERESTING QUESTION.
>> BRUCE: AND THIS IS SORT O RELATED.
ANOTHER QUESTION S ASKED,
WHICH IS THAT: ROLE AND HOW?
WHAT HEALTH VALUE AND HOW TO TEACH TREE VALUE TO URBAN
ENVIRONMENTAL HEALTH OR ARE TREES JUST A WASTE OF TIME?
>> BALBUS: THAT IS A GREAT QUESTION AND I THINK THAT THERE
ARE A NUMBER OF WAYS IN WHICH TREES ARE HELPFUL.
CLEARLY, S PROVIDES SOME REFUGE FROM
SURFACE WARMING FROM SUNLIGHT ON CONCRETE AND HIGH
HEAT.
I'M GETTING -- MY B SHUTTING DOWN BUT HEAT
ABSORBENT MATERIALS SO AS A DIRECT COOLING EFFECT,
THERE ARE IMPACTS THAT TREES CAN PLAY BOTH POSITIVE AND
NEGATIVE IN TERMS AND URBAN QUARTERS LIKE A
LITTLE BIT COMPLEX AND
VERY INTERESTING.
BUT ONE OF THE MOST INTERESTING THINGS THAT AND THIS IS A
LITTLE BIT INTERESTING ISSUE, IS AGAIN,
ANECDOTE THAT ELIZABETH,
THE EXECUTIVE DIRECTOR OF AN ORGANIZATION CALLED UPROADS IN
BROOKLYN WHICH DOES A LOT OF ENVIRONMENTAL JUSTICE WORK.
AND SHE ENGAGED HIGH SCHOOL AGE STUDENTS IN A TREE PLANTING
PROJECT IN THEIR NEIGHBORHOODS AND THEY HAVE OBSERVED ALL KIND
OF SOCIAL BENEFITS INCLUDING A DECREASE IN CRIME IN THAT
NEIGHBORHOOD BECAUSE THE -- WHO KNOWS EXACTLY WHAT IT
WAS, WAS IT CONNECTING PEOPLE MORE TO THEIR OUTDOOR
ENVIRONMENT AND RAISING SOCIAL CAPITAL?
WAS IT -- IT'S HARD TO SAY.
SO MULTIPLE WAYS THE TREES C PROVIDE BENEFITS,
THERE IS SOME DIRECT UPTAKE OF CERTAIN KINDS OF POLLUTANTS BY
TREES THAT MAY HELP "CLEANSE THE AIR." SOME OF THAT SCIENCE
IS STRONGER THAN OTHERS.
AND THEN OF C THE POTENTIAL HARM THAT COMES
FROM TREES IN ENVIRONMENT WHETHER THAT IS
FALLEN LIMBS OR POLLEN.
SO YOU HAVE TO BE SURE TO MITIGATE RISK.
>> BRUCE: GREAT.
DO YOU WANT TO A RESULTS OF THIS POLL RIGHT NOW
OR WOULD YOU LIKE TO MOVE ON?
>> BALBUS WELL, WE'RE RUNNING OUT OF TIME.
I THINK THIS IS I MENTAL HEALTH ASPECTS OF
CLIMATE CHANGE ARE RECENTLY BEING LOOKED AT AND
MORE ANALOGIES, USE OF TO GET UNDERSTANDING IS
GROWING.
MENTAL HEALTH WAS B MENTIONED IN THE THIRD NATIONAL
CLIMATE ASSESSMENT BUT SAY KEEP YOUR EYES OUT
FOR TH ASSESSMENT.
THERE'S A CHAPTER D THE MENTAL ASPECT TO A LOT OF
TERRITORY.
SO THANK YOU FOR THE ANSWERS TO THAT.
WE CAN G QUESTION,
NEXT FULL QUESTION IF THERE IS ANOTHER GROUP QUESTION.
P>> BRUCE: WELL, THERE WAS ON INDIVIDUAL WHO WANTED TO KNOW
AND PLEASE ANSWER THIS QUICK POLL WHILE WE'RE ASKING
DR. BALBUS'S QUESTION HERE, THERE WAS ONE INDIVIDUAL WHO
WANTED TO KNOW WHETHER OR NOT THERE WERE ANY GRANTS AVAILABLE
THAT NIEHS HAS ASSIGNED FOR HEALTH RELATED CLIMATE CHANGE
OR IF THAT IS SOMETHING YOU'RE LOOKING INTO?
>> BALBUS: AND I DON'T KNOW I IT'S CLEAR THE PERSON'S
QUESTION OR IF THE PERSON CAN CLARIFY.
ARE WE TALKING ABOUT RESEARCH GRANTS TO ACADEMIA OR TALKING
ABOUT EDUCATIONAL GRANTS TO EDUCATORS TO TEACH EITHER HIGH
SCHOOL SETTING OR ELSEWHERE?
>> BRUCE: WELL, I BELIEVE THIS INDIVIDUAL HAS LEFT THE
BUILDING SO-TO-SPEAK BUT FOR THE SAKE OF OUR CROWD HERE THIS
EVENING, WHO PRIMARILY FORMAL AS WELL AS
INFORMAL EDUCATORS.
MAYBE YOU MIGHT ADDRESS IT FROM THAT PERSPECTIVE.
>> BALBUS: WELL, SO UNFORTUNATELY THE SENATE IN MY
OPINION AND SAD ANSWER TO BOTH QUESTIONS, THERE IS NOT MUCH.
AND SO, UNFORTUNATELY, AS I SAID,
WE AND NIEHS DOES FUND K THROUGH 12 EDUCATION IN
PARTICULAR THROUGH OUR CENTERS.
SO NIEHS FUNDS OVER 20 CENTERS AROUND THE COUNTRY.
SOME OF T ENVIRONMENTAL CENTERS
ADDRESSING A LOT OF ISSUES.
SOME OF THEM D BREAST CANCER,
ASTHMA.
SOME OF THEY ARE -- S SPECIFIC EXPOSURES OR SPECIFIC
DISEASES THAT THEY ALL OF OUR CENTERS HAVE A
COMMUNITY OUTREACH AND EDUCATION CENTER.
AND MANY OF T THE CENTER AT THE UNIVERSITY OF
NORTH CAROLINA DEVELOP CURRICULUM FOR K
THROUGH 12 TO SCHOOLS AND TEACH THAT.
BUT ASIDE FROM THAT, YOU K WE DON'T HAVE MECHANISMS TO
FUND INDIVIDUAL TEACHERS AND THROUGH 12 FOR EXAMPLE TO
DEVELOP AND YOU KNOW, IF PEOPLE WANT TO SEND IN THE KINDS --
THERE IS NOT A LOT OF FUNDS FOR THIS BUT IF SMALL GRANTS TO
ATTEND WORKSHOPS, THOSE KIND OF THINGS,
I WOULD LOVE TO SEE WAYS MAKE IT EASIER TO DO THIS.
IN TERMS OF THE RESEARCH PROGRAMS,
AND NIH CURRENTLY MILLION-DOLLARS OF EXTRAMURAL
RESEARCH ON CLIMATE HEALTH.
I'M NOT AWARE OF ANY INTERMURAL RESEARCH BUT THERE MAY BE SOME
THAT 6 MILLION-DOLLARS OUT OF I THINK OUT OF 13 BILLION-DOLLARS
OF TEACHING RESEARCH SO IT IS A VERY, VERY SMALL PERCENTAGE.
AND WE HAVE RUN A DEDICATED FUNDING PROGRAM.
IT LASTED THREE YEARS OF PILOT GRANTS NIEHS FUNDING ABOUT IS
GRANTS AND SEVERAL OTHER INSTITUTES FUNDED ABOUT ANOTHER
THREE OR FOUR MORE.
WE ARE CURRENTLY E THAT PROGRAM AND FIGURES OUT
OUR NEXT STEPS AND THE INNER AGENCY SPACE FOR WAYS
TO INCREASE THE CLIMATE CHANGE AND HEALTH BOTH
AT NIH AND OTHER EPA AND NSA TO SOME EXTENT.
>> BRUCE: THANKS DR. BALBUS AND HERE ARE THE RESULTS OF THAT
RAFFLE QUESTION.
YOU CAN SEE IT L PRETTY EVEN SPREAD?
>> BALBUS: YES.
NOT SURE YOU K HELPFUL TO SEE THIS.
NOTHING GROUP OUT OF C NOT BE USEFUL.
THIS IS HELPFUL TO HAVE US DEVELOP A VARIETY OF MATERIALS
AS I'M HOPING TO DO THAT ADDRESSES A LOT OF THESE
DIFFERENT SKILLS CONTACTS.
SHALL WE GO ON TO THE FINAL QUESTION?
>> BRUCE: YES.
THERE IS A FINAL Q EVERYONE AND AS I SAID BEFORE,
PLEASE STICK AROUND VERY BRIEFLY,
WE WILL JUST HAVE SOME MORE EDUCATIONAL RESOURCES THAT WE
WILL SHARE WITH YOU AND ONE OR TWO ANNOUNCEMENTS AND THEN,
WE WILL LET EVERYBODY GO.
SO WHAT RESOURCES WILL BE MOST HELPFUL TO YOU TO INCORPORATE
HEALTH CONTENT INTO YOUR STEM OR OTHER TOPIC CLASSES.
AND BY THE WAY, W TOPICS,
THIS IS NOT NECESSARILY FOR FORMAL CLASSES,
IT COULD ALSO BE FOR INFORMAL AUDIENCES FOR
PROFESSIONAL DEVELOPMENT.
>> BALBUS: THANK YOU, YES.
DO WE HAVE ANOTHER QUESTION FOR ME BRUCE: AT THIS POINT,
I DO NOT QUESTIONS THAT ARE IN HERE.
WE HAVE A NUMBER O HERE ABOUT MENTIONING THAT --
ONE FROM AN EDUCATOR SAYS THAT NIEHS COULD DEVELOP ONLINE
TUTORIALS IN DEMONSTRATE HOW GIS AND I
BELIEVE PYTHONS CAN BE KIDS TO LEARN ABOUT LOCAL
HEALTH IMPACT AND TO HEALTH QUALITY BALBUS: THAT
SOUNDS LIKE AN IDEA.
>> BRUCE: WE WILL BE SENDING SO PLEASE,
IF YOU HAVE QUESTIONS MAY NOT HAVE GOTTEN TO
THIS EVENING, I PROMISE WE WILL BE SENDING ALL OF THESE
QUESTIONS TO DR. BALBUS TO LOOK AT AFTER THE BROADCAST IS OVER.
THEN, WE HAVE SOME THANKS FOR YOU FOR MENTIONING A LITTLE BIT
FOR ELIZABETH.
AND HERE WE HAVE T THE FINAL QUESTION.
>> BALBUS: THAT IS A GOOD THING SINCE THE FIRST THING I'M
WORKING TO DO IS CREATE THOSE LESSON PLANS AND CURRICULA
MATERIALS IN THE NEXT SIX MONTHS SO THAT IS VERY
AFFIRMING.
AND YOU KNOW, I THINK OF COURSE ALL THE OTHER THINGS HAVE
SUPPORT SO, I FEEL AFFIRMED IN THOSE BEING OF IMPORTANCE AS
WELL.
SO, THAT'S VERY VALUABLE AND WE WILL START WITH THE WEB PAGES,
THE EDUCATOR WEB PAGES, CONTINUE TO DEVELOP THOSE ON
THESE WHITE AND ALSO,
LOOK FOR A WAY TO WHEN WE GO LIVE AND LAUNCH THE CLIMATE
HEALTH ASSESSMENT IN APRIL, TO HAVE SOME PAGES DEDICATED TO
EDUCATORS TO HELP SUGGEST SOME POTENTIAL APPROACHES TO
INCORPORATING IT INTO THE CLASSROOM AND INTO THE INFORMAL
EDUCATION SPACE.
>> BRUCE: AND CERTAINLY IF THERE ARE ANY EDUCATORS WHO
WOULD LIKE TO DROP A LINE TO LET US KNOW OR TO LET
DR. BALBUS KNOW IF YOU WOULD BE INTERESTED IN PROVIDING
QUESTIONS, WE WILL THROUGH CHANNELS.
>> BALBUS: GREAT.
WELL, THANK YOU ALL VERY MUCH.
THANK YOU FOR STICKING AROUND THIS LONG AND IT'S BEEN VERY
VERY HELPFUL FOR ME.
I APPRECIATE ALL OF THE QUESTIONS AND SUGGESTIONS AND
HOPE THAT THE DISCUSSION HAS BEEN INTERESTING FOR YOU AS
WELL.
>> BRUCE: YES, THANK YOU SO
MUCH DR. BALBUS.
AND WE WILL K THE LINE JUST IN CASE ANYTHING
SPECIAL COMES UP.
BUT WE HAVE A FEW EDUCATION RESOURCES THAT WE WANTED JUST
TO NOTE FOR FOLKS THAT HERE ARE SOME LINKS TO THE NATIONAL
CLIMATE ASSESSMENT SPECIFICALLY THE SECTION ON CLIMATE CHANGES
IN HUMAN HEALTH.
ALSO AS WAS M IF YOU GO TO CLIMATE.GOV,
AND CLICK ON THE LITERACY AND ENERGY NETWORK,
THERE ARE A NUMBER OF SPECIFICALLY EDUCATION
RESOURCES FOCUSED FOR THE MIDDLE SCHOOL,
MIDDLE AND HIGH SCHOOL AS HIGH SCHOOL AND THEN,
HIGH SCHOOL, COLLEGE THAT ARE FOCUSED ON IMPACT OF CLIMATE
CHANGE, CLIMATE CHANGE AND DISEASE AND SPECIFICALLY HIGH
SCHOOL/COLLEGE CHANGING A DISTRIBUTION OF MALARIA WITH
GLOBAL CLIMATE WARMING.
AND I WOULD ALSO LIKE TO LET PEOPLE KNOW THAT -- THAT AND I
KNOW YOU CAN'T NECESSARY SEE THIS.
THESE SLIDES WILL BE A ON THE CLIMATE STEWARDS GOOGLE
ARCHIVES SITE, ACTUALLY A NUMBER OF EDUCATION
RESOURCES FOCUSED VECTOR-BORN DISEASES AND NOW
CLIMATE CHANGE IMPACT THEIR TRANSMITTANCE.
OF COURSE P MOSQUITO WHICH IS WHY THE TITLE
OF THE THESE RESOURCES CALLED,
"WHAT'S THE BUZZ ABOUT.
AND NOT ONLY DO THEY COME WITH THE ACTUAL EDUCATOR
PRESENTATION AND READINGS, BUT,
BRUCE OTHER HANDOUTS AND ACTIVITIES AND THEY ARE REALLY,
REALLY TERRIFIC.
I ADVICE YOU CHECK THEM OUT.
AND THESE ARE A NUMBER OF YEARS AGO ON THE NOAA
NATIONAL OCEAN EDUCATION WEBSITE IN THE
TEACHE DEVELOPMENT SECTION.
SO YOU CAN ACTUALLY PLAY AROUND WITH THE URL AND SEE SOME OTHER
THINGS.
>> BRUCE, CAN I DO SOMETHING TO GET THE SCREEN BACK TO YOUR
COMPUTER IT LOOKS LIKE I'M STILL SEEING MINE?
>> BRUCE: LET'S SEE.
CAN SOMEBODY SEND ME A QUICK NOTE TO MY SCREEN .
>> PEG: BRUCE, THIS IS PEG.
I'M STILL SEEING THE POLL.
BRUCE: I APOLOGIZE.
I THOUGHT I WAS SHOWING MY -- LET'S SEE OVER HERE.
>> BRUCE: I APOLOGIZE.
ONE MOMENT.
CAN YOU SEE MY SCREEN N PEG?
PEG: I SEE THE INTERNAL SLIDE.
>>> BRUCE: NOW, YOU SEE IT.
>> PEG: THERE WE GO.
>> BRUCE: I APOLOGIZED FOLKS.
SO THESE ARE THE EDUCATION RESOURCES OF WHICH I SPOKE JUST
A MOMENT AGO.
AND THEN, IF WE G MORE SLIDE,
YOU CAN SEE THESE WERE THE ADDITIONAL EDUCATION RESOURCES.
SO MY APOLOGIES FOLKS.
BUT THEY ARE H SLIDE SET FOR FOLKS TO SEE AND
I REALLY RECOMMEND CHECKING OUT CLIMATE.GOV AND CLEAN.GOV
REALLY TERRIFIC COMMUNITIES.
AND ALSO, CHECK YOUR EMAIL.
YOU HAVE RECEIVED A LINK TO OUR POST-WEBINAR POLL.
I PROMISE Y SINGLE ONE OF THE COMMENTS THAT
COME HERE AND ALONG.
SO PLEASE, IF YOU CAN GIVE US GOOD INFORMATION ABOUT WHAT YOU
HAVE EXPERIENCED TONIGHT, AS WELL AS A LITTLE BIT MORE ABOUT
YOURSELF, THAT WOULD BE REALLY HELPFUL.
IF YOU'RE A MEMBER OF N CLIMATE STEWARDS EDUCATION
PROJECT, PLEASE LET US KNOW YOUR NEED.
AS I SAID BEFORE, WE
REALLY WANT TO HELP YOU AND OF COURSE,
SAVE THE DATES FOR THE BOOK DISCUSSION CLUB, MONDAY,
FEBRUARY, 9TH ON SEA RISE.
AND AS I SAID ON M 7TH,
OUR NEXT CORES, AND OUT POLAR ICE CORE.
AND WITH THAT, I LEAVE YOU WITH OUR SORT OF NOOA
CLIMATE STEWARDS.
AND WHAT A GREAT SHOT TAKEN FROM THE SPACE STATION OF THE
LAST OF OUR WINTER STORM WHICH WE EXPERIENCED A GREAT DEAL OF
HERE ON THE EAST COAST.
AS YOU CAN S RIGHT OVER HERE, UNITED STATES.
QUITE REMARKABLE.
AND WITH THAT, I'D L THANK EVERYONE FOR ATTENDING
THIS EVENING AND I TO JOIN US NEXT MONTH AND
PLEASE IF YOU HAVE NOT PLEASE JOIN OUR NOAA CLIMATE
STEWARDS EDUCATION SERVE.
GET IN ON T SHARE YOUR THOUGHTS.
HAVE A VERY GOOD EVENING.
>> BALBUS: THANKS BRUCE AND THANKS EVERYONE.
>> BRUCE: AND THANK YOU DR. BALBUS.
I'M SORRY, IT'S G FOR ME TOO,
I APPRECIATE YOUR PRESENCE HERE THIS EVENING AND YOUR
EXPERTISE.
THIS IS CLEARLY A VERY, VERY IMPORTANT AND DIRE SUBJECT THAT
REALLY MORE PEOPLE SHOULD BE MADE AWARE OF.
AND I'M GLAD T MAKING THE EFFORTS THAT YOU
ARE.
>> BALBUS: THANK YOU SO MUCH, GOODNIGHT.
>>BRUCE: GOOD NIGHT.