CLIMATE CHANGE AND EXTERNALITY

Climate change is an externality phenomenon. The DICE/RICE models are IAMs that treat climate change as an externality explicitly. Such a feature of DICE/RICE is recognized by the Nobel Committee and is one of the primary reasons for its influence. This paper argues the essentiality of incorporating external effects of climate change in our understanding of climate change from a socio-economic perspective; points out the biases of missing the externality elements in climate change economics; outlining the crucial role of externality in IAM modeling.

People with Different Educational Attainment in Washington, DC, USA have Differential Knowledge and Perceptions about Environmental Issues

We predicted that people’s knowledge and perceptions about the interconnectedness of natural resources, climate change, economics, and socio-cultural well-being would differ among demographic groups in Washington, DC, USA, so we conducted surveys to test that prediction. We collected demographic data from 455 participants and asked them 26 questions/statements related to natural resources, climate change, economics, and health. We selected education as the focal demographic category and participants were categorized based on their level of educational attainment: (1) completion of high school or less (hereafter “high school”); (2) some trade school or university education beyond high school up to and including completion of a trade school, two-, or four-year degree (hereafter “post-high school”); and (3) completion of a Master’s, professional, or doctoral degree (hereafter “advanced education”). Participants with advanced education reported the highest connection with nature and were more likely to report that their personal welfare depended on the natural community. Participants with the least education were more likely to believe that humans do not have much influence on natural resources and placed more trust in technology and human achievements to control nature and ensure that earth will not become unlivable. Participants with the least education were also more likely to express an interest in local environmental concerns over global, jobs over natural resources, and effects of degraded local natural resources on income, health, and the environment instead of on cultural/social practices, neighborhood aesthetics, and recreation.

Education influences knowledge about environmental issues in Washington, DC, USA

ABSTRACTWe predicted that demographic differences in Washington, DC’s population would influence people’s knowledge and perceptions about the interconnectedness of natural resources, climate change, economics, and socio-cultural well-being, so we conducted surveys over three years to test that prediction. We collected demographic data from 455 participants and asked them 26 questions/statements related to natural resources, climate change, economics, and health. We selected education as the focal demographic category and participants were categorized based on their level of educational attainment: 1) completion of high school or less (hereafter “high school”); 2) some trade school or university education beyond high school up to and including completion of a trade school, two-, or four-year degree (hereafter “post-high school”); and 3) completion of a Master’s, professional, or doctoral degree (hereafter “advanced education”). Answers to 14 of the 26 survey questions were dissimilar across educational groups. People with advanced education reported the highest connection with the natural community and were more likely to report that their personal welfare depended on the natural community. Participants in the high school group were more likely to believe that humans do not have much influence on natural resources and placed more trust in technology and human achievements to control nature and ensure that earth will not become unlivable. Compared to those with education beyond high school, those with a high school education were more likely to express an interest in local environmental concerns over global, jobs over natural resources, and effects of degraded local natural resources on income, health, and the environment instead of on cultural/social practices, neighborhood aesthetics, and recreation. The results suggest ways in which educational information and engagement in environmental issues should be targeted for stakeholders of different educational background in order to increase knowledge and build effective partnerships that find solutions for environmental problems.