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At the end of every school semester our teachers ask us to fill in a teacher/course evaluation. I was so inclined to write more than what was optional and will be handing the following in anonymously sometime this week. I thought it would be a good idea to share it here to at least gain some criticism. And to give you a better idea of it all, the course is called "Environmental Policy," and I am an Environmental Science and Geography major.
——
Dr. Rodrigues, overall I enjoyed your class. The topics discussed were, for the most part, relevant and interesting. I also underestimated the value of the student lead discussions, which I thoroughly enjoyed. They clearly contributed to everyone's knowledge and played an important step in a young adult's career.
But there was something that was missing from class all semester long, something so incredibly relevant, and, by far, one of the most significant, global and all-encompassing topics in the scientific, political and economic world: CLIMATE CHANGE. This topic, most frequently if not always, was referred to as "global warming". The idea of anthropomorphic climate change is not proven and therefore should not be taught as so. This is a problem also prevalent in other departmental courses. In doing so, teachers are not only undermining themselves but the students they teach and the very reason why they became teachers: to educate and help young minds learn to develop on their own.
The "evidence" for global warming is hardly sufficient to institute worldwide regulations on people and their lives, not to mention the billions of taxpayers' dollars needed to support such a fantastical delusion. It is downright irresponsible. For billions of years the Earth and the rest of our solar system has been shaped by the Sun. It took nearly 1.5 billion years for our atmosphere to be filled with oxygen. To think that humans in a matter of 200 years changed atmospheric chemical composition, reversing the global climate patterns, of such an unfathomable length of time is arrogant and disrespectful to the very Nature we strive to protect. It is out of this respect and human potential that we should help the environment (that includes us humans!) by promoting cheaper, cleaner, alternative resources and high efficiency.
There are over 31,000 scientists, about 9,000 of whom have PhDs in related science fields, that do not support the idea of global warming; many more are coming out as they are sick and tired of the fear imposed on them. More importantly, the recent scandal at the University of East Anglia has completely compromised any "effort to combat global warming". The fact that the original data no longer exists, and in the end was even possibly manipulated and suppressed, completely compromises everything, for that's what the IPCC based much of their conclusions off of. NASA, as well, is to blame for their refusal to release climate data and their repeated alterations of past data.
Man-made global warming is not a fact and therefore only a general consensus. Science is based on facts, not opinions. Consensuses are for politicians who should play NO part in the scientific community. Those that do, do so out of lust for power and money, unfortunately recruiting many scientists for their cause along the way. It's also unfortunate for the biases within the media community, which is largely driven by money and self-interested bureaucrats.
I implore all teachers to make an informed decision about what they tell students, solely for the sake of the students of today because we are the ones that are going to be changing the world tomorrow.
The greatest scientists in history are the ones that broke the consensus... I look forward to being one of them someday.
http://www.ecoworld.com/fuels/how-much-solar-energy-hits-earth.html
http://www.washingtontimes.com/news/2009/dec/03/researcher-says-nasa-hiding-climate-data/
http://blogs.telegraph.co.uk/news/jamesdelingpole/100017393/climategate-the-final-nail-in-the-coffin-of-anthropogenic-global-warming/
http://www.petitionproject.org/
This in no way expresses my personal feelings about you or anyone else. It is what it is: me showing a great concern for the future of humanity, freedom and the world.
——
Dr. Rodrigues, overall I enjoyed your class. The topics discussed were, for the most part, relevant and interesting. I also underestimated the value of the student lead discussions, which I thoroughly enjoyed. They clearly contributed to everyone's knowledge and played an important step in a young adult's career.
But there was something that was missing from class all semester long, something so incredibly relevant, and, by far, one of the most significant, global and all-encompassing topics in the scientific, political and economic world: CLIMATE CHANGE. This topic, most frequently if not always, was referred to as "global warming". The idea of anthropomorphic climate change is not proven and therefore should not be taught as so. This is a problem also prevalent in other departmental courses. In doing so, teachers are not only undermining themselves but the students they teach and the very reason why they became teachers: to educate and help young minds learn to develop on their own.
The "evidence" for global warming is hardly sufficient to institute worldwide regulations on people and their lives, not to mention the billions of taxpayers' dollars needed to support such a fantastical delusion. It is downright irresponsible. For billions of years the Earth and the rest of our solar system has been shaped by the Sun. It took nearly 1.5 billion years for our atmosphere to be filled with oxygen. To think that humans in a matter of 200 years changed atmospheric chemical composition, reversing the global climate patterns, of such an unfathomable length of time is arrogant and disrespectful to the very Nature we strive to protect. It is out of this respect and human potential that we should help the environment (that includes us humans!) by promoting cheaper, cleaner, alternative resources and high efficiency.
There are over 31,000 scientists, about 9,000 of whom have PhDs in related science fields, that do not support the idea of global warming; many more are coming out as they are sick and tired of the fear imposed on them. More importantly, the recent scandal at the University of East Anglia has completely compromised any "effort to combat global warming". The fact that the original data no longer exists, and in the end was even possibly manipulated and suppressed, completely compromises everything, for that's what the IPCC based much of their conclusions off of. NASA, as well, is to blame for their refusal to release climate data and their repeated alterations of past data.
Man-made global warming is not a fact and therefore only a general consensus. Science is based on facts, not opinions. Consensuses are for politicians who should play NO part in the scientific community. Those that do, do so out of lust for power and money, unfortunately recruiting many scientists for their cause along the way. It's also unfortunate for the biases within the media community, which is largely driven by money and self-interested bureaucrats.
I implore all teachers to make an informed decision about what they tell students, solely for the sake of the students of today because we are the ones that are going to be changing the world tomorrow.
The greatest scientists in history are the ones that broke the consensus... I look forward to being one of them someday.
http://www.ecoworld.com/fuels/how-much-solar-energy-hits-earth.html
http://www.washingtontimes.com/news/2009/dec/03/researcher-says-nasa-hiding-climate-data/
http://blogs.telegraph.co.uk/news/jamesdelingpole/100017393/climategate-the-final-nail-in-the-coffin-of-anthropogenic-global-warming/
http://www.petitionproject.org/
This in no way expresses my personal feelings about you or anyone else. It is what it is: me showing a great concern for the future of humanity, freedom and the world.
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