Corbet & Durfee (2004) underwent research to further understand the medias portrayal of its (un)certainty, in relation to the discourse of global warming. There main exploratory research defined that of the certainty of scientific findings and their dependence of news stories. This is a very interesting point. The Media's portrayal of the environment plays a huge roll on many if not all of our lives. Within news casts, radio, newspapers and all other outlets of our daily news the prevalence of the media is hard to ignore, especially when it comes to climate change.
Media Representations of Climate Change
The Communication of Weather - Climate Change
Hello World!
This week in 4P18 we are talking about how the weather is communicated. We were asked to bring in an artifact that illustrates this. To me the first thing that comes to mind is how the weather was communicated to me growing up and ultimately this is how I thought about it... (See picture Below)
In Highschool, public school and younger this is how we were communicated to about climate change. In science classes it was explained as more of a 'greenhouse effect' rather than a global issue that needed to be addressed.
In relation to this course, this week we looked at an article by Gavin who explained climate change and its relation to flooding and many dangers of rainfall. The conclusions of this article speak to the idea that the media contribution of climate change is much up to debate. This meaning that between the 'repportage' from news casters and our actual knowledge of climate change is quite different.
Things that make you go 'hmm' I would have to agree...how about the Educational School Boards decisions to keep children uninformed about any issues, other than the Greenhouse Effect? I will have to take a beat to think about that one...until next week :)
This week in 4P18 we are talking about how the weather is communicated. We were asked to bring in an artifact that illustrates this. To me the first thing that comes to mind is how the weather was communicated to me growing up and ultimately this is how I thought about it... (See picture Below)
In Highschool, public school and younger this is how we were communicated to about climate change. In science classes it was explained as more of a 'greenhouse effect' rather than a global issue that needed to be addressed.
In relation to this course, this week we looked at an article by Gavin who explained climate change and its relation to flooding and many dangers of rainfall. The conclusions of this article speak to the idea that the media contribution of climate change is much up to debate. This meaning that between the 'repportage' from news casters and our actual knowledge of climate change is quite different.
Things that make you go 'hmm' I would have to agree...how about the Educational School Boards decisions to keep children uninformed about any issues, other than the Greenhouse Effect? I will have to take a beat to think about that one...until next week :)
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| Grade 8 Science Class |
Weather & Silent Spring
This week after we handed in our Environmental Autobiographies...we looked at 'weather.' How this weather is communicated to us and what weather is currently happening within our society. One main point that came to mind after doing the readings was that of Rachel Carson's Silent Spring. Her book expressed a warning against the environmental dangers posed by DDT. For you followers out there that might not know...DDT is a pesticide one in which this book expressed was quite a bad one. Carson wrote, "a spring without chirping birds would remain spring in name only" (Carson, 1962). Carson's book was meant as a reminder, somewhat gentle to not only the demise of the bird populations but for our environment. Carson had great knowledge of the future generation of the environment and she was trying to communicate this to us, even with many negative reviews.
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| Rachel Carson (1962) Silent Spring |
Environmental Autobiography
This week we were asked to speak about our relationship with the natural environment. The more I reflected on this topic, the more I came to realize how closely knit my relationship really was. I never realized how my life incorporated the environment year round. I grew up travelling around on our boat the entire summer with my family, and during the winter I became apart of the Girl Guides of Canada.
This then lead into the artifact that we had to bring in...and although I couldn't find my actual 'sash' from Girl Guides, I was able to make one. All of the badges on the sash were ones that you had to earn and most all of them had to do with the natural environment.
Anyways...heres a picture of the sash I was able to make and bring into class. I made it out of a sleeve of a sweater..pretty nifty huh!
This then lead into the artifact that we had to bring in...and although I couldn't find my actual 'sash' from Girl Guides, I was able to make one. All of the badges on the sash were ones that you had to earn and most all of them had to do with the natural environment.
Anyways...heres a picture of the sash I was able to make and bring into class. I made it out of a sleeve of a sweater..pretty nifty huh!
Joining COMM 4P18
I Decided to join COMM 4P18 in this past summer, thinking it would be an ideal class. I love the correlation between Media and how it constantly relates into each of our own perceptions of the Natural Environment.
I had quite the interesting start to lecture...with a direct impact from the 'natural environment' ...i was bit by one of these little guys...
Who knew something this small could make you hurt so bad..... at least it was an eventful start to the class :)
I had quite the interesting start to lecture...with a direct impact from the 'natural environment' ...i was bit by one of these little guys...
Who knew something this small could make you hurt so bad..... at least it was an eventful start to the class :)
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