The climate mitigation gap: education and government recommendations miss the most effective individual actions

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Video in TIB AV-Portal: The climate mitigation gap: education and government recommendations miss the most effective individual actions

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The climate mitigation gap: education and government recommendations miss the most effective individual actions
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CC Attribution 3.0 Unported:
You are free to use, adapt and copy, distribute and transmit the work or content in adapted or unchanged form for any legal purpose as long as the work is attributed to the author in the manner specified by the author or licensor.
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2017
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English

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Abstract
Current anthropogenic climate change is the result of greenhouse gas accumulation in the atmosphere, which records the aggregation of billions of individual decisions. Here we consider a broad range of individual lifestyle choices and calculate their potential to reduce greenhouse gas emissions in developed countries, based on 148 scenarios from 39 sources. We recommend four widely applicable high-impact (i.e. low emissions) actions with the potential to contribute to systemic change and substantially reduce annual personal emissions: having one fewer child (an average for developed countries of 58.6 tonnes CO2-equivalent (tCO2e) emission reductions per year), living car-free (2.4 tCO2e saved per year), avoiding airplane travel (1.6 tCO2e saved per roundtrip transatlantic flight) and eating a plant-based diet (0.8 tCO2e saved per year). These actions have much greater potential to reduce emissions than commonly promoted strategies like comprehensive recycling (four times less effective than a plant-based diet) or changing household lightbulbs (eight times less). Though adolescents poised to establish lifelong patterns are an important target group for promoting high-impact actions, we find that ten high school science textbooks from Canada largely fail to mention these actions (they account for 4% of their recommended actions), instead focusing on incremental changes with much smaller potential emissions reductions. Government resources on climate change from the EU, USA, Canada, and Australia also focus recommendations on lower-impact actions. We conclude that there are opportunities to improve existing educational and communication structures to promote the most effective emission-reduction strategies and close this mitigation gap.
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Handwagen Vehicle Year Railroad car Source (album)
List of light sources Impact event Plant (control theory) Hybrid rocket Multiplizität Bulb
Textile Punt (boat) H-alpha Emissionsvermögen Year Flight List of light sources Cougar Plant (control theory) Hybrid rocket Moving walkway Atmosphere of Earth Bulb
Focus (optics) Climate change Impact event Noise reduction Winterreifen Roll forming Incandescent light bulb Tiefdruckgebiet Railroad car Electricity
Typesetting Noise reduction Pattern (sewing) Cooling tower Roman calendar Display device Book design
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Greenhouse effect Prozessleittechnik Plant (control theory) Impact event Dampfbügeleisen Ground (electricity)
I have no I idea was that once a PC seen at the university Breslow yeah users resin saying only individual in data prong changed so sad and you're on a side
so I was in high school science teacher and I had a lot of conversation students of and I've heard a lot of misconceptions from the but also seen a lot of of curiosity as to what students can do to contribute to solving this problem so what can an
individual to so to answer that
question we looked at 39 different sources mostly using a life cycle assessment of so what that means is we want the biggest possible picture for the consequences of this single action and then we try to make all those actions fit into the framework of what 1 individual does over the course of 1 year so we could compare sorted compare eating meat to drive a a car we find the average number of kilometers driven by vehicle in a certain country in the Union and also the average occupancy of the carts that everything could be looked at in the fairway and what did you find
so we found for actions that were high impact across multiple studies in multiple regions the 1st of
these was giving a plant-based diet the next
action was living car-free and then avoiding air travel and finally having 1 fewer a child these actions are
really important because we need to get the emissions per capita down to 2 tons per year by 23 and for some of these actions we don't have easy technological fixes so what are we
teaching high schools use them to answer that question
we looked at 10 high school science textbooks and of all the recommendations that were made in those textbooks only 4 per cent addressed those high-impact actions that we talked about now instead there is a lot of focus on low impact and moderate impact actions things like conserving electricity that might be turning off the light bulbs when you leave a room or unplugging devices when you're not using them and everything that we found were that suggestions might be phrased in the form of compromises so rather than saying live car-free textbook might say make sure that you're cars have properly inflated tires to reduce gasoline usage for us this represents a missed opportunity on engaging students in showing the seriousness of climate change so in addition
to text books we also looked at government documents that made recommendations citizens of what you can do and we found a very similar pattern as was seen in the text the supplements were from Canada the United States Australia and the European Union and those documents only Australia mentioned living car-free and none of the documents mentioned or promoted having these lifestyle and display a lot of cool benefits that go with some of those lifestyle changes for instance a plant-based diet is associated with reduced diabetes type reduce cancer preserving biodiversity these are important things
and so we created our own
resources to promote the exact we've tested
them in classrooms and their now available
publicly on 1
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