The Crisis (Crisis on Just one Earth Book 1)

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In seven Northeast states teamed up to create a market-based carbon reduction plan best known by the acronym RGGI, with three more states joining later. UMass Boston Dean and former state energy and environmental commissioner David Cash helped create the plan, and he talks about a new study that finds participating states have dramatically reduced their emissions while at the same time lowering electricity rates for consumers. Roughly 1. Paul Hebert, lead scientist at the International Barcode of Life Consortium, tells Steve Curwood more about the process and what it could mean for cataloging biodiversity.

Bison, which are native to the great plains of North America, have many ecological advantages over their cattle cousins, which were introduced by Europeans. Bobby Bascomb reports on ranchers in Mexico who are breeding bison to help the species rebound and manage their land more sustainably. Finally, the two check the history vaults to examine Saturday Night Live's bee characters, who appeared in a controversial skit about Africanized Bees.

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Many died not from the storm itself but from morbidity linked to such causes as treatable infections, unsafe water and accidental electrocution. LOE's show rundown and exclusive original content in your inbox, sent weekly. Ultimately, if we are going prevent large parts of this Earth from becoming not only inhospitable but uninhabitable in our lifetimes, we are going to have to keep some fossil fuels in the ground rather than burn them Donate to Living on Earth!

Living on Earth is an independent media program and relies entirely on contributions from listeners and institutions supporting public service. Please donate now to preserve an independent environmental voice. Newsletter Living on Earth offers a weekly delivery of the show's rundown to your mailbox. First we have to switch to percent renewable energy. By All over the world. You might be surprised. When I asked Dr. He continues as a member of the board, and Greenpeace energy eG now supplies , customers in Germany with clean energy.

The work is achievable. But some are. He notes that Germany has a law phasing out all 21 of its nuclear reactors by Last week they also reached an agreement to phase out coal by Stacked upon each other, these impacts and many more, could undermine the very fabric of life on our planet, greatly challenging the continuation of human civilization as we currently know it.

Edited by Bill Bigelow and Tim Swinehart. It may have been in when we looked at Modern World History , the new global studies textbook our school district, in Portland, Oregon, purchased. This was the best that Portland could offer its high school students?

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We came away from that weekend convinced of the enormity of the crisis, but we also understood how each supposedly distinct crisis linked to all the others, and then tied back to the fundamental problem of a global economy driven by the quest for profit. The decision to launch this book—and how we imagined it—was no doubt heavily influenced by the powerful and interconnected analyses offered by the speakers at this teach-in. But we were dismayed that there was no discussion about what this all meant for K education.

How should environmental justice movements partner with the educators who work daily with the millions of young people learning their ecological A, B, Cs—or, perhaps too often, not learning them?


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Implicitly, the conference suggested that this was knowledge to be shared among adults. This collective nurtured many of the activities included in this book, and also identified key themes that weave through the book. One of these is that our curriculum must confront the false dichotomy between the environment and people.

Jones points out that people were rightly concerned about the damage to living systems in the Gulf of Mexico caused by the BP Oil Spill. And this suggests another theme that emerged in our Earth in Crisis curriculum work in Portland: Everyone on Earth is affected by the environmental crisis, but we are affected unequally—based on race, class, nationality, or location.

This is maddeningly evident with the impact of climate change. This is not to say that people are not organizing in response to this toxic trespass, in the expression of ecologist Sandra Steingraber.

They are. And some of them are featured in these pages: the Milwaukee students who blew the whistle on oil contamination in their neighborhood p.

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Early in our work, we concluded that we need to help students recognize the inadequacy of responding to the environmental crisis solely as individuals. Students are urged to think about the frequency of their baths, their electricity use, the stuff they buy. Yes, of course, we want young people— and everyone—to be mindful of the Earth as we go through our daily lives. And we want students to recognize the power they have—collectively or individually—to make the world a better place. Consumer culture and the capitalist mindset have taught us to substitute acts of personal consumption or enlightenment for organized political resistance.

But did you notice that all of the solutions presented had to do with personal consumption—changing light bulbs, inflating tires, driving half as much—and had nothing to do with shifting power away from corporations, or stopping the growth economy that is destroying the planet? The energy industry would much prefer that our students change their light bulbs, recycle their soda cans, or even install solar panels than organize a demonstration at the state capitol to shut a coal-fired power plant, testify at a public hearing against fracking, or otherwise gum up their fossil fuel machinery.

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More and more, the headlines are filled with the answer to that question: superstorms, drought, heat waves, melting glaciers, ocean acidification, species extinction, floods, drowning islands. A curriculum on the climate, and the environmental crisis more broadly, needs to address patterns of ownership and decision making. Our curriculum needs to confront the myth that private property is, in fact, private. It seems an impossible question to answer unless we engage students in thinking about the nature of global capitalism.