A recent YouGov article, Is anyone ever “asking for it?” Americans seem to think so, provides the pie chart to the left. According to the data, 40% of adults believe that a women wearing revealing clothing is fully or somewhat responsible for unwanted sexual advances. Along with that, another 17% prefer not to say and 6% don’t know. Maybe a better way of reporting the results is that only 36% of adults say that the person is not at all or not very responsible. There is other data in the article as well as a link to the full survey results. This data that is sure to generate a conversation in stats or QL course.
Are you interested in historical temperature trends for your state? NOAA’s State Annual and Seasonal Time Series page has it for you. You can create graphs of annual average min and max temperatures as well as the annual mean temperature, for almost all states (Alaska and Hawaii aren’t listed) . This can be done for annual data or for each of the four seasons. The graphs are from 1805 to 2015. The graph hear is the annual mean temperature for New York State.
These charts present three color-coded time series. The gray line represents the annual (or seasonal) temperature value. The blue line shows the overall trend in a fashion that smoothes out the year-to-year variability in temperature. The light blue shaded area represents the 95% confidence interval for the trend. The smoothed temperature is constructed using a locally estimated scatterplot methodology known as LOESS.
There does not appear to be easy access to the data, but if you contact them (Contact link on the top bar) they may send it to you. Either way, the graphs include confident intervals, useful in stats, and can be used in QL courses. There is also an interactive U.S. temperature map.
The headline from NASA’s Goddard Institute for Space Studies says almost all you need to know, July 2017 equaled record July 2016.
July 2017 was statistically tied with July 2016 as the warmest July in the 137 years of modern record-keeping, according to a monthly analysis of global temperatures by scientists at NASA’s Goddard Institute for Space Studies (GISS) in New York.
Last month (July) was about 0.83 degrees Celsius warmer than the mean July temperature of the 1951-1980 period. Only July 2016 showed a similarly high temperature (0.82 °C), all previous months of July were more than a tenth of a degree cooler.
But, the subtitle of NASA shocker: Last month was hottest July, and hottest month, on record says more
It’s the first time we’ve seen such a record month in the absence of an El Niño boost.
In other words, we are setting records without the help of El Niño. The map here, which you can create here, is interesting because the distribution of temperature anomalies is rather uniform (use in a stats class). You can get the data for the graph below from NOAA’s Climate at a Glance.
GlobalChange.gov has a helpful resource page for educators, although it is useful for anyone who wants to learn more about global change. In particular, their 18 page (really only about 9 pages of text given the pictures) climate literacy guide will be valuable in helping educators understand key climate ideas so they are comfortable incorporating climate assignment into the classroom.
Climate Literacy: The Essential Principles of Climate Science is an interagency guide that provides a framework and essential principles for formal and informal education about climate change. It presents important information for individuals and communities to understand Earth’s climate, impacts of climate change, and approaches for adapting and mitigating change. Principles in the guide can serve as discussion starters or launching points for scientific inquiry. The guide can also serve educators who teach climate science as part of their science curricula.
The page contains links to other resources such as an energy literacy guide, a wildlife and wetlands toolkit, and climate change educational videos.
Our World in Data has an interactive graph of women’s educational attainment vs fertility, by country and colored by region, from 1950-2010. The correlation between the average years of education for women and the countries fertility rate is clear. A world bank article, Female Education and Childbearing: A Closer Look at the Data, from 2015 provides evidence that the relationship is causal.
Why does female education have a direct effect on fertility? The economic theory of fertility suggests an incentive effect: more educated women have higher opportunity costs of bearing children in terms of lost income. The household bargaining model suggests that more educated women are better able to support themselves and have more bargaining power, including on family size.
According to the ideation theory, more educated women may learn different ideas of desired family size through school, community, and exposure to global communication networks. Finally, more educated women know more about prenatal care and child health, and hence might have lower fertility because of greater confidence that their children will survive.
Of course, education isn’t the only factor contributing to fertility rates. Data is provided by Our World in Data, along with the graph. The data can be used for tests of correlation, regression, and one can compare by county and region for specific years.
Ocean Adapt from Rutgers School of Environmental and Biological Sciences has online materials that allow you to explore changes in marine species distribution. For example, the graph here was produced from their National Data page. The graph represents the average change in latitude for 105 marine fish and invertebrate centers of abundance in the U.S. The data is particularly useful to use in a classroom because the residual plot is interesting.
The site also includes changes in depth as well as regional data where one can explore changes for specific marine species in a given region. Along with accessible data, the pages provide interactive graphs and a quick pdf guide on how to use the site.
This blog looks to post materials that contain data in some form that can be used in classrooms whenever possible. But, we need to also recognize that climate change is already impacting people. Climate Central’s post, Alaska Towns At Risk from Rising Seas Sound Alarm, provides us with this context.
According to the Army Corps of Engineers, 31 Alaskan communities face “imminent” existential threats from coastline erosion, flooding and other consequences of temperatures that are rising twice as quickly in the state as the global average. A handful — Kivalina, Newtok, Shishmaref and Shaktoolik — are considered in particularly perilous positions and will need to be moved.
Some of the reasons these towns need to be moved:
As the coastal buffer of sea ice retreats, towns are more vulnerable to storms and coastline erosion. Many key structures are built on permafrost, which is also melting, causing the buildings to subside or even crumple completely. And a succession of mild years — 2016 was nearly 6F warmer than the long-term average — is disrupting the patterns of wildlife in an environment where people rely upon the animals they catch for sustenance.
Climate Central’s post is worth reading. Recall our post that melting permafrost is part of a feedback loop.
From NASA’s Vital Signs of the Planet feature, Arctic winter warming events becoming more frequent, longer-lasting, we learn
Arctic winter warming events – winter days where temperatures peak above 14 degrees Fahrenheit (minus 10 degrees Celsius) – are a normal part of the climate over the ice-covered Arctic Ocean. But new research by an international team that includes NASA scientists finds these events are becoming more frequent and lasting longer than they did three decades ago.
and why does this matter?
Storms that bring warm air to the Arctic not only prevent new ice from forming, but can also break up ice cover that is already present, Graham said. He added that the snowfall from storms also insulates current ice from the cold atmosphere that returns to the Arctic after the cyclones, which can further reduce ice growth.
We know that reduced ice changes albedo, creating a feedback loop (see the Arctic Ice and Global Warming post). The NASA article is from the paper Increasing frequency and duration of Arctic winter warming events where the graph here originates (see supporting information pdf). The data is hard to track down but if you email the authors they may provide you the data used to create these graphs, especially if you mention you want to use it for a linear regression project in a class.
The graph here represents the number of earthquakes in Oklahoma per year. Another way to represent the same data is in the video below created by the USGS and worth a minute of your time. You can decide which is a more powerful representation of the data. What is causing the increase of earthquakes? Read what the USGS has to say about induced earthquakes. From the myths and misconceptions page:
Fact 1: Fracking is NOT causing most of the induced earthquakes. Wastewater disposal is the primary cause of the recent increase in earthquakes in the central United States.
You can get earthquake data from the Earthquake Catalog. You can select regions and time periods. If you want Excel output then go to the Output Options at the bottom, although the maps are valuable too.
Kevin Drum’s post, The Real Story Behind All Those Confederate Statues, provides the associated chart about the timing of confederate monument and statue building.
This illustrates something that even a lot of liberals don’t always get. Most of these monuments were not erected after the Civil War. In fact, all the way to 1890 there were very few statues or monuments dedicated to Confederate leaders. Most of them were built much later.
This is an excellent example of how data and a good graphic helps tell an important story.
Yes, these monuments were put up to honor Confederate leaders. But the timing of the monument building makes it pretty clear what the real motivation was: to physically symbolize white terror against blacks. They were mostly built during times when Southern whites were engaged in vicious campaigns of subjugation against blacks, and during those campaigns the message sent by a statue of Robert E. Lee in front of a courthouse was loud and clear.
Drum’s post, worth a quick read, links to the Southern Poverty Law Center report that contains this and other data and excellent graphics for a QL course. It is worth recalling the first statement of sustainability on our Defining Sustainability Page: The current state of people is not a morally acceptable endpoint of societal development.