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David R. Perkins IV, Teresa Myers, Zephi Francis, Raphael Mazzone, and Edward Maibach

1. Introduction a. Overview Global climate change is a multifaceted and complex issue that will require significant levels of cooperation among members of society. The IPCC Fifth Assessment Report ( IPCC 2014 ) emphasizes that climate change has characteristics of a collective action problem, and cooperative responses are required to effectively adapt to and mitigate future climate change. Because climate change is broad-reaching, a key component to garner social change is public education so

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What Does It Take to Get into Graduate School? A Survey of Atmospheric Science Programs

John W. Nielsen-Gammon, Lourdes B. Avilés, and Everette Joseph


The AMS's Board on Higher Education undertook a survey of atmospheric science graduate programs in the United States and Canada during the fall and winter of 2007–08. The survey involved admission data for the three previous years and was performed with assistance from AMS headquarters and in cooperation with the University Corporation for Atmospheric Research (UCAR). Usable responses were received from 29 programs, including most major atmospheric science programs.

The responding schools receive between 6 and 140 applications per year, and typical incoming class sizes range from 1 to 24. About 69% of applicants and 76% of enrollees are domestic students. At the majority of schools, all incoming students receive full financial support.

The average graduate program looks for undergraduate grade point averages of at least 3.3 to 3.5, higher for nonscience majors. Grade point averages in math and science courses, typically 3.5 or better, are particularly important. The typical midclass GRE of entering graduate students was a combined verbal and quantitative score of 1,300. Larger schools tend to place particular emphasis on math/ science grades and letters of recommendation, while smaller schools typically value a broader range of application characteristics.

Students considering graduate school should make a special effort to cultivate potential letter writers, working on research projects if possible. They should also become informed about the particular requirements and values of the programs to which they are applying by visiting them if possible or by contacting professors with active research programs in the student's area of interest.

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Ashley A. Anderson, Teresa A. Myers, Edward W. Maibach, Heidi Cullen, Jim Gandy, Joe Witte, Neil Stenhouse, and Anthony Leiserowitz

drought in the Midwest and the Great Plains, Superstorm Sandy, and Superstorm Nemo ( Leiserowitz et al. 2012a , 2013 ). Television (TV) weathercasts are a potential source of climate change education. Television weathercasters are important, but often overlooked, sources of scientific information ( Wilson 2008 ). Local TV is a valuable source of information about the weather, with the majority of Americans (58%) turning to local television—more than any other source—for their weather news

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Thomas A. Green Jr., Carl J. Schreck III, Nathan S. Johnson, and Sonya Stevens Heath

revolutionized again with the advent of online broadcast degrees and certificates from Mississippi State University (MSU). The meteorology programs at The Pennsylvania State University, Florida State University, and the University of Oklahoma are arguably the largest in our field. When it comes to broadcast meteorology, however, MSU’s role cannot be overlooked. According to the university’s Department of Geoscience’s website, more than 350 students have enrolled in its program through distance education

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Xiao Wang and Lin Lin

Stampone (2013) found that the independents (i.e., those without a party affiliation) were more likely to agree that global warming was happening when they were interviewed on a warm day than on a cool day, indicating that short-term temperature may influence beliefs about global warming. Belief certainty that global warming has already occurred can be particularly important for global warming mitigation and adaptation education. If the public does not believe that global warming has occurred or will

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Douglas Hayhoe, Shawn Bullock, and Katharine Hayhoe

.” We gradually realized, however, when working with multidisciplinary topics such as climate change, that binary-choice item questionnaires offer some advantages that multiple-choice ones do not. With regard to the topic we studied, the province of Ontario where we undertook our research is increasingly focusing on environmental education. Climate change, in particular, occupies an important place in the science curriculum. A good curriculum does not necessarily result in effective teaching

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Ayansina Ayanlade and Margaret Olusolape Jegede

benefits of the resulting environmental change on the local population (see Maddison 2006 ; Mustapha et al. 2012 ; Crona et al. 2013 ). Thus, knowledge of and education about climate change cannot be overemphasized. The knowledge of climate change could be acquired through formal and informal means but waiting solely for informal acquisition could be very costly, in the sense that preventable loss of lives and properties would have been experienced through extreme climatic events. The appropriate

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Paul J. Roebber and Lance F. Bosart

MARCH 1996 ROEBBER AND BOSART 21 The Contributions of Education and Experience to Forecast Skill PAUL J. ROEBBER Department of Geosciences, University of Wisconsin- Milwaukee, Milwaukee, Wisconsin LANCE F. BOSART Department of Atmospheric Science, State University of New York at Albany, Albany, New York (Manuscript received 31 January 1995, in final form 26 June 1995) ABSTRACT An analysis of nine semesters of temperature and precipitation forecasts at the State

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R. E. Pandya, D. R. Smith, M. K. Ramamurthy, P. J. Croft, M. J. Hayes, K. A. Murphy, J. D. McDonnell, R. M. Johnson, and H. A. Friedman

The 11th American Meteorological Society (AMS) Education Symposium was held from 13 to 15 January 2002 in Orlando, Florida, as part of the 82nd Annual Meeting of the AMS. The theme of the symposium was “creating opportunities in educational outreach in the atmospheric and related sciences.” Drawing from traditional strengths in meteorology and numerous national recommendations, the presentations and posters of the symposium highlighted three opportunities for reform. These opportunities build on partnerships between diverse educational stakeholders, efforts to make science education more like scientific practice, and strategies that place the atmospheric sciences within a larger, multidisciplinary context that includes oceanography, hydrology, and earth-system science.

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r1 )n ~i i u(e t Iio prt*par:ttioii a failnrr.Mag we not add that if education is good for the businessman i t iiiay also be goocl for the meteorological observer.Shall we not make better observers in proportion as we studynieteorology iiiore thoroughly and learii to appreciate a11 thefine points t⟩hat have been lJrouglit out by centuries of recordsand studies :? Shall we not make better climatologists by hav-ing regard to the rules that govern tlie legitimate methocls ofstudying statistics

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