Archive for April, 2009

Climate change perceptions and action

Extreme weather events are creating arguments as to whether climate change or global warming is the correct label for these phenomena. No doubt others would argue that both are taking place simultaneously in the sense that the unpredictable climatic volatility we are observing is occurring in the midst of a subtle increase in temperature over time. Whatever the case maybe, one common agreement amidst all these arguments is that should climate change, global warming or both take place, it would pose high risks to our way of living and provision of ecosystem services. Therefore, the uncertainty of climate change, global warming or both is no excuse for inaction or “malua fever” (Fijian for, overly lax attitude).

Malua fever is the single most hindrance to dealing with climate change issues. It seems it is an inherent problem that somehow we need to work around in order to achieve anything. In most cases it takes a catastrophic crisis to reset the manner in which we do things and in ways that will “robustify” us against similar crises in the future. The current financial situation is a typical crisis where governments and businesses are grappling to understand what went wrong and how to quickly kickstart the markets again but with better regulatory systems in place to prevent anything of the sort happening again. Unfortunately if our environment goes because of climate change, global warming or both, we might not be around to press the restart button.

Education and young people are our greatest assets to bringing about change. Young people are the future and influencing their consumption behaviour and increasing their awareness of climate change related issues will in turn change market demand, industry and governments. Teaching climate change, global warming and (as in some countries) sustainability, to young people is a challenge as it can easily instill fear and ultimately inaction. At times the information can be overwhelming and boring, leaving only the exceptionally clever kids to benefit.

Educational games can be an essential tool that will enable most kids to enjoy whilst learning at the same time. If you have any information on anyone starting to make inroads in such games please send me a link(s) to their website. It would be nice to get this information to teachers.

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What a price to pay, learning from doing: emissions trading

One of the things I find hard to conceptualise about emissions control of greenhouse gases, in particular, carbon emissions, is how a carbon market will work to reduce emissions. By now lots of people have at least heard about the potential catastrophic events that may result from climate change or global warming, if we continue to emit carbon at our current rate. Somehow there has to be a cultural shift that would see emitting less carbon by using low energy efficient home appliances, driving electric or hybrid-electric vehicles with fewer emissions and so on.

I cannot understand why governments cannot just fix simple carbon tax systems that would hit businesses and homes almost immediately and instill a change in culture. I am sure the advocates of emissions trading, would have a thousand reasons as to why carbon tax systems would be an unfair i.e. difficult to apply fairly between different polluters. I would want to think though that none of the countries in the world have perfect taxation systems, which is why they are so complex, having been revised repeatedly by different governments attempting to achieve equity. Anyway, in trying to understand the workings of an emissions trading scheme and how it can be better than just a simple carbon tax, I did an extensive literature review which left me more confused than I was before.

Somehow, I am made to believe that with emissions trading, we are all learning from doing. Is that a good thing? How about a carbon tax in the interim, and learn about emissions trading by computer simulation, until such time when are confident to implement an emissions trading scheme that works. So rather than learning from doing, we minimise risk by learning from computer simulation, with carbon taxation as an interim measure. It might be that we may never move away from a carbon tax system, or we might have a mix of emissions trading and carbon taxation.

In fact look at this game, called Bulla Exchange®, (http://www.chameleonisland.co.nz/Household-Games/Bulla-Exchange/Carbon-Investments), that simulates emissions trading and is played over 7 days. On the website there is a calculator for options and futures contracts used by the players to assess their buying and selling potential for permits, driven by a carbon price that changes on a daily basis. The contracts can be written by the players in a mix that the players are comfortable with over a maturation period of anywhere between 1 – 7 days. There is a histogram of carbon prices on the Chameleon Island website that shows you the fortnightly fluctuations, with the daily updates. The game is initiated by issuance of permits through grandfathering, and a half hour card playing, between 2 players that gives the parties an opportunity to acquire better energy efficient technologies. After that its 7 days days wait whilst each player tries to either purchase/sell permits as their situation allows. The winner ends up with more money and enough permits to cover their pollution.

Maybe Chameleon Island should consider Bulla Exchange 2.0 with permit auctioning such that we can compare and see the difference it makes. Also more games on emissions trading would provide us with such an insight that may prevent us from committing to untested, and maybe seriously flawed systems that in the end would not achieve emissions reduction.

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