Climate Fresk - User contributions [en]

En-en adult card 39 climate refugees

2022-01-09T16:58:52Z

JulienR: fix typo

== Card #39: Climate Refugees ==
<center>

[[File:En-en_adult_card_39_front.png|400px]]

Imagine that you live in a place that has been miraculously spared from climate change. Several billion people may wish to share this space with you.

</center>

== Correction==
===Causes===
* [[En-en_adult_card_37_hunger|Hunger]]
* [[En-en_adult_card_40_armed_conflicts|Armed Conflicts]]

=== Consequences ===
* [[En-en_adult_card_38_human_health|Human Health]]
* [[En-en_adult_card_40_armed_conflicts|Armed Conflicts]]

==To go further==

===Africa ===
In 2018, extreme climatic events such as droughts in Afghanistan, cyclone Gita in Samoa, floods in the Philippines led to numerous population displacements. According to the IDMC (Internal Displacement Monitoring Centre) it is estimated that there will be more than 20 million climate refugees per year in the decade 2008-2018<ref>[https://www.internal-displacement.org/countries IDM ''Country displacement data'']</ref>.

From 2011 to 2012, cross-border movement of Somalis to Kenya and Ethiopia in a context of drought, food insecurity and starvation, while conflict and violence also prevail in south and central Somalia<ref>[https://www.unhcr.org/5c1ba88d4.pdf United Nations ''International protection in the context of nexus dynamics between conflict or violence and disaster or climate change'']</ref>.

Between 1984 and 1985 the Ethiopian government had to resettle several tens of thousands of people from drought-stricken areas.

===Asia and the Pacific===
Of the 10 countries with the largest share of their displaced population, 7 are Pacific or Caribbean islands.

A European Parliament report estimates that there are 200,000 climate refugees in Bangladesh<ref>[https://www.europarl.europa.eu/RegData/etudes/BRIE/2018/621893/EPRS_BRI(2018)621893_EN.pdf European Parliament ''The concept of 'climate refugee' Towards a possible definition'']</ref>.

Migration and Climate Change reports from the IOM (International Organization for Migration) of the United Nations :

*Cartaret Islands in Papua New Guinea,
*residents of the Lateu village in Vanuatu,
* the movements of the inhabitants of Shishmaref on the Sarichef ise in Alaska
*refugees linked to the flooding of Lohachara Island in the heart of the Hooghly River (a tributary of the Ganges River in India)

Note: for the moment, these four examples remain debatable as to their origins being linked to anthropogenic warming. However, future events are less and less debatable as the effects become more severe.

One in ten inhabitants of Kiribati, Nauru and Tuvalu have had to migrate because of climate change<ref>[https://www.nanseninitiative.org/wp-content/uploads/2015/07/OR_Human_Mobility_Natural_Disasters_and_Climate_Change_in_the_Pacific.pdf THE NANSEN INITIATIVE ''Human Mobility, Natural Disasters and Climate Change in the Pacific, 2013'']</ref>.

=== United States===
In 2003 the US Immigration Service temporarily (for 2 years) expanded the status of 80,000 refugees from Honduras who had to flee Hurricane Mitch.

==References==
<references />

[[fr:Fr-fr_adulte_carte_39_réfugiés_climatiques]]

En-en adult card 21 temperature rise

2022-01-09T16:57:11Z

JulienR: move 21-> 32 into valid effects

== Card #21: Rising Air Temperatures ==
<center>

[[File:En-en_adult_card_21_front.png|400px]]

The average air temperature at the surface of the Earth has increased by 1.2°C since 1900. Future emission scenarios predict that this increase will reach
between 2 and 5°C by 2100. During the last ice age 20,000 years ago, the average air temperature was only 5°C lower than today and warming up took 10,000 years.

</center>

== Explanation==
This card can play two roles:

* Either it's the temperature of the air, and therefore of the atmosphere. This is how it should be interpreted when you have kept cards 10, 14 and 15 in the game. In this case, the previous card is 14.
* Either it represents the temperature of the Earth (and this is good because the definition of the temperature of the Earth is precisely the temperature of the air, at ground level, on average at the surface of the Earth). In this case, the previous card is 13 and we can link to cards 16, 17, 18 and 19.

At the current rate of warming, 0.2°C per decade, the warming will reach 1.5°C between 2030 and 2050.

== Correction ==
===Causes===
* [[En-en_adult_card_14_energy_budget|Energy Budget]]
=== Consequences ===
* [[En-en_adult_card_20_disruption_water_cycle|Disruption Water Cycle]]
* [[En-en_adult_card_25_terrestrial_biodiversity|Terrestrial Biodiversity]]
* [[En-en_adult_card_32_decline_agricultural_yields|Decline in Agricultural Yields]]
* [[En-en_adult_card_36_heat_waves|Heat Waves]]
* [[En-en_adult_card_38_human_health|Human Health]]
* [[En-en_adult_card_41_permafrost|Permafrost]]

== Other possible links ==
=== Other consequences ===

* [[En-en adult card 28 vectors of disease|Vectors of disease]] The vectors of disease card is generally linked to the [[En-en adult card 25 terrestrial biodiversity|Terrestrial Biodiversity]] card because disease vectors are a sub-part of biodiversity, but it can also be linked to the same causes as the biodiversity card, i.e. Disruption of the Water Cycle and [[En-en adult card 21 temperature rise|Rising Air Temperatures]].
* [[En-en adult card 38 human health|Human Health]]

== To go further ==

=== Additional data ===
The ocean absorbs 93% of the excess energy on earth. How is it that it only warms up by a tenth of a degree at the surface and even less under water? This is because it is much more massive than the atmosphere and has a much greater calorific capacity. To measure this, we have to remember that the ocean covers 71% of the earth's surface and that it has a depth of 4000m on average. The atmosphere has a greater thickness, but if we bring it back to the same density as water, it is only 10m thick (this is why we gain one atmosphere of pressure every 10 m when we dive).

At the current rate of warming, 0.2°C per decade, warming will reach 1.5°C between 2030 and 2050.

The current level of ambition to slowly reduce the rate of greenhouse gas emissions would lead to a global warming of more than 3°C by 2100 and would therefore not respect the objective of the Paris Agreement.

Limiting global warming to well below 2°C would imply reducing CO2 emissions by 25% by 2030 and reaching a net zero rate by 2070.

Limiting global warming to 1.5°C would imply reducing CO2 emissions by 50% by 2030 and reaching a net zero level by 2050. This would require rapid, profound and unprecedented transitions in energy systems, land use, urban, industrial and infrastructure systems, using a range of technologies and behavioural changes.

== References ==
<references />

[[fr:Fr-fr_adulte_carte_21_hausse_température]]

En-en adult card 36 heat waves

2022-01-09T16:52:19Z

JulienR: move link 36-> 38 into valid links (not optional)

== Card #36: Heatwaves ==
<center>

[[File:En-en_adult_card_36_front.png|400px]]

One consequence of higher temperatures is more frequent heatwaves.

</center>

==Explanation==
A heat wave is a meteorological phenomenon of abnormally high air temperatures, day and night, lasting from a few days to a few weeks, over a relatively large area.

==Facilitation advice==
This card can have a very strong potential for impact because heat waves occur in developed countries and players will have direct experience of their increase in frequency. With this card, we can highlight the fact that climate change is a global problem that does not only affect the poorest people.

== Correction==
===Causes===
*[[En-en adult card 21 temperature rise|Rising Air Temperatures]]
===Consequences===
*[[En-en_adult_card_35_forest_fires|Forest Fires]]
*[[En-en adult card 38 human health|Human health]] Heat waves can be devastating, especially for the elderly.

==Other possible links==

===Other consequences===
*[[En-en adult card 30 droughts|Droughts]] Heatwaves can cause droughts. They often go together.

==To go further==

===France===
One hundred and sixteen scientists concluded, in a study published by the American Geophysical Union, that the 2016 heat wave (the warmest ever recorded so far) was "only made possible by significant anthropogenic warming".

The European heat wave of June 2019 is quite intense but only lasted a week. This heat wave is especially remarkable for its earliness; in fact it takes place at the beginning of the summer, at the end of June. During this heatwave, the national heat record was broken on 28 June with 46.0°C in city of Vérargues<ref>[https://usbeketrica.com/article/climat-temperatures-invivables-atteintes-plus-tot-que-prevu Usbek & Rica Unsustainable temperatures earlier than expected (French)]</ref>.

The European heatwave at the end of July 2019 reaches its peak on Thursday 25 July. Temperatures have never been so high in the South-West, which recorded 25.4°C at the coolest part of the night<ref>[https://www.francetvinfo.fr/meteo/canicule/direct-canicule-chaleur-record-temperatures-chaud-nuit-vigilance-rouge-orange-secheresse_3550559.html France Info Record temperatures vigilance red (French)]</ref>. In Paris, the night of 24 July was the third hottest night since temperatures were recorded, with 25°C at the coolest part of the night. The record was set in August 2003 at 25.5°C. The heat wave hit the area very hard with 20 departments on red alert and 60 on orange alert on Thursday 25 July. Paris broke its absolute temperature record on that day with 42.6°C recorded at 4.32 p.m.<ref>[https://www.lefigaro.fr/flash-actu/paris-bat-son-record-absolu-de-chaleur-avec-410c-ce-jeudi-a-13h42-20190725 Le Figaro Paris beats its absolute heat record (French)]</ref>

===United States===
Heat waves are the deadliest weather phenomenon in the United States<ref>[https://academic.oup.com/epirev/article/24/2/190/535042 Oxford Academic ''Relation between Elevated Ambient Temperature and Mortality: A Review of the Epidemiologic Evidence'']</ref>. Between 1992 and 2001, heat-related deaths were more than 2,190 compared with 880 deaths from floods and 150 deaths from hurricanes. Each summer more than 6,000 people are hospitalised in the United States because of the heat, which hits people unevenly. On average, households earning less than $37,000 per year are twice as affected as households earning more than $60,000<ref>[https://www.newswise.com/articles/most-people-struck-down-by-summer-heat-are-poor Agency for Healthcare Research and Quality (AHRQ) ''Most People Struck Down by Summer Heat Are Poor'']</ref>.

==References==
<references />

[[fr:Fr-fr_adulte_carte_36_canicules]]

En-en adult card 26 river flooding

2021-11-03T07:12:27Z

JulienR: move 26->31 to valid link

== Card #26: River Flooding ==
<center>

[[File:En-en_adult_card_26_front.png|400px]]

The disruption of the water cycle can both increase and decrease rainfall. More rain can lead to river flooding. If the soil is very dry, it makes matters
worse because the water runs off it.

</center>

== Explanation==
A flood is the temporary rise in the level of a river due to precipitation (whether local or upstream) or melting snow or ice.

== Facilitation advice ==
Players can be asked what the difference is between flooding and [[En-en adult card 33 marine submersion|Marine Submersion]]. Floods come from rain and rivers, whereas marine submersion comes from the sea.

== Correction ==
===Causes===
* [[En-en_adult_card_20_disruption_water_cycle|Disruption Water Cycle]]
* [[En-en_adult_card_30_droughts|Droughts]]
=== Consequences ===
* [[En-en adult card 31 freshwater resources|Freshwater resources]] Flooding can lead in some cases to contamination of freshwater resources and affect drinking water systems.
* [[En-en_adult_card_32_decline_agricultural_yields|Decline Agricultural Yields]]
* [[En-en_adult_card_38_human_health|Human Health]]

== Other possible links ==
=== Other causes ===

* [[En-en adult card 16 melting of glaciers|Melting of glaciers]] It is possible, under certain circumstances of high heat, that the rapid melting of glaciers may cause flooding. But the real concern about these glaciers is that they are gradually disappearing, depriving downstream irrigation of a top-up in summer.
* [[En-en adult card 6 deforestation|Deforestation]] Vegetation retains water. If it is cut down, flooding is more likely.
* [[En-en adult card 3 building|Building usage]] Artificialization of the soil is also responsible for flooding because the soil no longer drains away excess water.

===Other consequences===

== Wrong links==
===Wrong consequences===
*[[En-en_adult_card_28_vectors_of_disease|Vectors of disease]] Be wary of common misconceptions about flooding, marshes, mosquitos... Flooding can cause sanitation issues, but that is not what we are talking about here.

* [[En-en adult card 33 marine submersion|Marine submersion]] No, these are two different phenomena and should not be conflated.

==To go further==

===Occurrences of this phenomenon===

====June 2019====
In Indonesia, nearly 6,000 people have fled their homes in the northern Konawe, an Indonesian province in Southeast Sulawesi, following heavy flooding that submerged parts of the region, known for its mining and plantation activities. 3,676 hectares of rice fields were destroyed<ref>[https://lecourrier.vn/indonesie-des-milliers-de-deplaces-suite-a-de-fortes-inondations-a-sulawesi-du-sud-est/607588.html Thousands displaced by heavy flooding in South-East Sulawesi (French)]</ref>. The link with [[En-en adult card 32 decline agricultural yields|Decline in Agricultural Yields]] and [[En-en adult card 39 climate refugees|Climate Refugees]] can also be seen here

====January 2020====
Nine people died in Jakarta in floods, the authorities announced on Wednesday, January 1, after torrential rains during New Year's Eve. According to the authorities, about 13,000 people have been evacuated but this figure does not include the inhabitants of Jakarta's satellite cities. "We are in the process of carrying out the evacuations," Jakarta governor Anies Baswedan told the press. "All those living near rivers must expect flooding"<ref>[https://lecourrier.vn/indonesie-des-inondations-font-neuf-morts-dans-la-capitale/659834.html Indonesia: Floods claim nine lives in capital city (French)]</ref>.

====March 2020====
Here is a non-exhaustive list of different examples of floods around the world:

*4 March 2020: Hundreds of people in northern Namibia are displaced or missing as a result of flooding.
*6 March: 53 deaths in Rwanda due to heavy rains that led to flooding. 800 houses, 23 roads, 17 bridges destroyed, 200 hectares of agricultural land lost and thus a new manifestation of [[En-en adult card 32 decline agricultural yields|Decline in Agricultural Yields]].
*9 March: 42 dead in south-east Brazil following a flood that caused a landslide.
* 9 March: 28 dead and 65 injured following heavy rains in Khyber Pakhtunkhwa in north-west Pakistan, an example of [[En-en adult card 20 disruption water cycle|disruption of the water cycle]].
*14 March 2020: 3 people die in a landslide following heavy rains in Darjeeling, India.
*17 March 2020: 3,000 houses and 7,000 hectares of agricultural land destroyed by flooding in Tanzania.
*19 March 2020 : Flooding in Duhok, Iraq destroys 400 homes and 200 vehicles.
*22 March: 10 dead and hundreds of people forced to move, becoming [[En-en adult card 39 climate refugees|Climate Refugees]] following flooding in Papua New Guinea.
*23 March: 700,000 people are displaced by flooding in Zambia awaiting food aid.
*25 March 2020: 14 people die in 7 provinces of Iran and 2000 homes are destroyed in the Kerman region due to flooding.
*Whole month 1600 people displaced in Burundi due to floods.

====Late March/early April 2020 ====
80,000 people have been affected by floods in the Democratic Republic of Congo, leaving at least 25 dead. Those left homeless by the floods find themselves exposed to [[En-en adult card 38 human health|infection and disease]]. The risk of cholera, endemic in the region, is increasing. The province of South Kivu also hosts nearly 50,000 Burundian [[En-en adult card 39 climate refugees|Climate Refugees]] out of a total of 500,000 throughout the country. Local authorities are working to build shelters, latrines and water and sanitation facilities, highlighting the problems related to [[En-en adult card 20 disruption water cycle|freshwater resources]]<ref>[https://www.unhcr.org/fr/news/briefing/2020/4/5e9ed4e3a/rdc-dizaines-morts-80-000-personnes-touchees-graves-inondations-sud-kivu.html UNHCR, DRC: Dozens dead and 80,000 people affected by severe flooding in South Kivu (French)]</ref>.

==References==
<references />

[[fr:Fr-fr_adulte_carte_26_crues]]

En-en adult card 21 temperature rise

2021-11-03T07:08:24Z

JulienR: move 21-> 38 to valid link

== Card #21: Rising Air Temperatures ==
<center>

[[File:En-en_adult_card_21_front.png|400px]]

The average air temperature at the surface of the Earth has increased by 1.2°C since 1900. Future emission scenarios predict that this increase will reach
between 2 and 5°C by 2100. During the last ice age 20,000 years ago, the average air temperature was only 5°C lower than today and warming up took 10,000 years.

</center>

== Explanation==
This card can play two roles:

* Either it's the temperature of the air, and therefore of the atmosphere. This is how it should be interpreted when you have kept cards 10, 14 and 15 in the game. In this case, the previous card is 14.
* Either it represents the temperature of the Earth (and this is good because the definition of the temperature of the Earth is precisely the temperature of the air, at ground level, on average at the surface of the Earth). In this case, the previous card is 13 and we can link to cards 16, 17, 18 and 19.

At the current rate of warming, 0.2°C per decade, the warming will reach 1.5°C between 2030 and 2050.

== Correction ==
===Causes===
* [[En-en_adult_card_14_energy_budget|Energy Budget]]
=== Consequences ===
* [[En-en_adult_card_20_disruption_water_cycle|Disruption Water Cycle]]
* [[En-en_adult_card_25_terrestrial_biodiversity|Terrestrial Biodiversity]]
* [[En-en_adult_card_32_decline_agricultural_yields|Decline in Agricultural Yields]]
* [[En-en_adult_card_36_heat_waves|Heat Waves]]
* [[En-en_adult_card_38_human_health|Human Health]]
* [[En-en_adult_card_41_permafrost|Permafrost]]

== Other possible links ==
=== Other consequences ===

* [[En-en adult card 28 vectors of disease|Vectors of disease]] The vectors of disease card is generally linked to the [[En-en adult card 25 terrestrial biodiversity|Terrestrial Biodiversity]] card because disease vectors are a sub-part of biodiversity, but it can also be linked to the same causes as the biodiversity card, i.e. Disruption of the Water Cycle and [[En-en adult card 21 temperature rise|Rising Air Temperatures]].

== To go further ==

=== Additional data ===
The ocean absorbs 93% of the excess energy on earth. How is it that it only warms up by a tenth of a degree at the surface and even less under water? This is because it is much more massive than the atmosphere and has a much greater calorific capacity. To measure this, we have to remember that the ocean covers 71% of the earth's surface and that it has a depth of 4000m on average. The atmosphere has a greater thickness, but if we bring it back to the same density as water, it is only 10m thick (this is why we gain one atmosphere of pressure every 10 m when we dive).

At the current rate of warming, 0.2°C per decade, warming will reach 1.5°C between 2030 and 2050.

The current level of ambition to slowly reduce the rate of greenhouse gas emissions would lead to a global warming of more than 3°C by 2100 and would therefore not respect the objective of the Paris Agreement.

Limiting global warming to well below 2°C would imply reducing CO2 emissions by 25% by 2030 and reaching a net zero rate by 2070.

Limiting global warming to 1.5°C would imply reducing CO2 emissions by 50% by 2030 and reaching a net zero level by 2050. This would require rapid, profound and unprecedented transitions in energy systems, land use, urban, industrial and infrastructure systems, using a range of technologies and behavioural changes.

== References ==
<references />

[[fr:Fr-fr_adulte_carte_21_hausse_température]]

En-en adult card 21 temperature rise

2021-11-03T07:07:10Z

JulienR: move 21->32 to valid link

== Card #21: Rising Air Temperatures ==
<center>

[[File:En-en_adult_card_21_front.png|400px]]

The average air temperature at the surface of the Earth has increased by 1.2°C since 1900. Future emission scenarios predict that this increase will reach
between 2 and 5°C by 2100. During the last ice age 20,000 years ago, the average air temperature was only 5°C lower than today and warming up took 10,000 years.

</center>

== Explanation==
This card can play two roles:

* Either it's the temperature of the air, and therefore of the atmosphere. This is how it should be interpreted when you have kept cards 10, 14 and 15 in the game. In this case, the previous card is 14.
* Either it represents the temperature of the Earth (and this is good because the definition of the temperature of the Earth is precisely the temperature of the air, at ground level, on average at the surface of the Earth). In this case, the previous card is 13 and we can link to cards 16, 17, 18 and 19.

At the current rate of warming, 0.2°C per decade, the warming will reach 1.5°C between 2030 and 2050.

== Correction ==
===Causes===
* [[En-en_adult_card_14_energy_budget|Energy Budget]]
=== Consequences ===
* [[En-en_adult_card_20_disruption_water_cycle|Disruption Water Cycle]]
* [[En-en_adult_card_25_terrestrial_biodiversity|Terrestrial Biodiversity]]
* [[En-en_adult_card_32_decline_agricultural_yields|Decline in Agricultural Yields]]
* [[En-en_adult_card_36_heat_waves|Heat Waves]]
* [[En-en_adult_card_41_permafrost|Permafrost]]

== Other possible links ==
=== Other consequences ===

* [[En-en adult card 28 vectors of disease|Vectors of disease]] The vectors of disease card is generally linked to the [[En-en adult card 25 terrestrial biodiversity|Terrestrial Biodiversity]] card because disease vectors are a sub-part of biodiversity, but it can also be linked to the same causes as the biodiversity card, i.e. Disruption of the Water Cycle and [[En-en adult card 21 temperature rise|Rising Air Temperatures]].
* [[En-en_adult_card_38_human_health|Human Health]]
== To go further ==

=== Additional data ===
The ocean absorbs 93% of the excess energy on earth. How is it that it only warms up by a tenth of a degree at the surface and even less under water? This is because it is much more massive than the atmosphere and has a much greater calorific capacity. To measure this, we have to remember that the ocean covers 71% of the earth's surface and that it has a depth of 4000m on average. The atmosphere has a greater thickness, but if we bring it back to the same density as water, it is only 10m thick (this is why we gain one atmosphere of pressure every 10 m when we dive).

At the current rate of warming, 0.2°C per decade, warming will reach 1.5°C between 2030 and 2050.

The current level of ambition to slowly reduce the rate of greenhouse gas emissions would lead to a global warming of more than 3°C by 2100 and would therefore not respect the objective of the Paris Agreement.

Limiting global warming to well below 2°C would imply reducing CO2 emissions by 25% by 2030 and reaching a net zero rate by 2070.

Limiting global warming to 1.5°C would imply reducing CO2 emissions by 50% by 2030 and reaching a net zero level by 2050. This would require rapid, profound and unprecedented transitions in energy systems, land use, urban, industrial and infrastructure systems, using a range of technologies and behavioural changes.

== References ==
<references />

[[fr:Fr-fr_adulte_carte_21_hausse_température]]

En-en adult card 42 weakening gulf stream

2021-11-03T06:46:12Z

JulienR: move 42-> 20 to valid link

== Card #42: Weakening Gulf Stream ==
<center>

[[File:En-en_adult_card_42_front.png|400px]]

The Gulf Stream is part of the ocean's thermohaline circulation. It could weaken in response to freshwater input from Greenland's melting ice sheet. This could disrupt the water cycle even more and reduce the ocean's capacity to absorb more carbon and heat.
</center>

== Definition==

== Correction==
===Causes===
* [[En-en_adult_card_19_melting_of_ice_sheets|Melting Ice Sheets]]
=== Consequences ===
* [[En-en_adult_card_12_carbon_sinks|Carbon Sinks]]
* [[En-en_adult_card_14_energy_budget|Energy Budget]]
* [[En-en_adult_card_20_disruption_water_cycle|Disruption of the Water Cycle]]

== Other possible links ==

=== Other consequences ===

== To go further ==

=== Observation ===

=== Projections ===
== References ==
<references />

[[fr:Fr-fr_adulte_carte_42_ralentissement_du_gulf_stream]]

En-en adult card 37 hunger

2021-11-03T06:45:09Z

JulienR: move 37->40 to valid link

== Card #37: Hunger ==
<center>

[[File:En-en_adult_card_37_front.png|400px]]

Hunger can be caused by lower agricultural yields and by the loss of marine biodiversity.

</center>

== Correction==
===Causes===
* [[En-en_adult_card_27_marine_biodiversity|Marine Biodiversity]]
* [[En-en_adult_card_32_decline_agricultural_yields|Decline Agricultural Yields]]
=== Consequences ===
* [[En-en_adult_card_38_human_health|Human Health]]
* [[En-en_adult_card_39_climate_refugees|Climate Refugees]]
* [[En-en adult card 40 armed conflicts|Armed conflicts]]

== Other possible links ==

=== Other causes ===

* [[En-en adult card 31 freshwater resources|Freshwater resources]] if we consider that hunger and famines are not only a lack of food but also a lack of water.

=== Other consequences ===

== To go further ==
12th March 2020: The Food and Agriculture Organization warns of a new locust invasion in Kenya in Somalia and Ethiopia (terrestrial biodiversity) that poses an unprecedented threat to food security (lower agricultural yields)<ref>[https://news.un.org/fr/story/2020/02/1061441 United Nations Horn of Africa: Worst locust invasion in decades (FAO) (French)]</ref>.

Decrease in the quantity of fruit trees in the Sahel<ref>[https://www.ipcc.ch/site/assets/uploads/2018/02/WGIIAR5-TS_FINAL.pdf AR5 WG2 IPCC, Food security in the Sahel (French)]</ref>.

Crop yields in South Asia declining despite technological improvements<ref>[https://www.ipcc.ch/site/assets/uploads/2018/02/WGIIAR5-TS_FINAL.pdf AR5 WG2 IPCC, ''medium confidence, minor contribution from climate change'']</ref>.

== References ==
<references />

[[fr:Fr-fr_adulte_carte_37_famine]]

En-en adult card 35 forest fires

2021-11-03T06:43:24Z

JulienR: move 35->38 to valid lingk

== Card #35: Forest Fires ==
<center>

[[File:En-en_adult_card_35_front.png|400px]]

Forest fires start and spread more easily during droughts and heatwaves.

</center>

== Correction==

===Causes===
* [[En-en_adult_card_30_droughts|Droughts]]
* [[En-en_adult_card_36_heat_waves|Heat Waves]]

=== Consequences ===
* [[En-en adult card 38 human health|Human health]] 630 people died in Californian wildfires in autumn 2018.

== Other possible links ==

=== Other consequences ===
* [[En-en adult card 6 deforestation|Deforestation]] Deforestation is partly done by burning the forest, which can then degenerate into uncontrolled fire. This is what happened in the summer of 2019 in the Amazon and Australia.
* [[En-en adult card 10 aerosols|Aerosols]] Smoke from wildfires has been shown to carry toxic particles.
* [[En-en adult card 25 terrestrial biodiversity|Terrestrial biodiversity]] This is a more minor link, except for specific biodiversity-rich areas.
* [[En-en adult card 32 decline agricultural yields|Decline of agricultural yields]] Generally forests burn better than wheat fields.

== To go further ==

=== Mega-Fire ===
A Mega-fire is an exceptionally large fire, causing large local fires that devastate expansive areas, without this appellation corresponding to a very precise scientific definition. We usually speak of a mega-fire when the affected area is at least 1,000 to 10,000 hectares. Mega-fires account for only 3% of all fires, yet represent 50% of global losses<ref>[https://books.google.fr/books?id=X8CnDwAAQBAJ&pg=PT12&lpg=PT12&dq=m%C3%A9gafeu+d%C3%A9finition&source=bl&ots=4mr41HwgSe&sig=ACfU3U1wsXSuuJ8L6hLmP_9Gu28cC4XI3w&hl=fr&sa=X&ved=2ahUKEwjfjK7Dro7nAhXl8OAKHQL_C8s4ChDoATAGegQIChAB#v=onepage&q&f=false Joelle Zask, When the Forest Burns: Thinking about the New Ecological Disaster (French)]</ref>. 96% of the last 500 mega-fires in the last 10 years took place during a period of abnormally high heat and/or drought<ref>[https://www.unenvironment.org/fr/actualites-et-recits/recit/les-megafeux-sont-ils-la-nouvelle-norme United Nations Are "megafires" the new standard? (French)]</ref>.

=== Examples of events ===
In 2018, in California, 1,975,086 acres (799,200 hectares, about the size of Corsica) were burned, for a total of 8,000 fires and 100 casualties, but the burned area doubled in 2020 to reach 1,635,300 hectares (larger than Ile-De-France: the greater Paris area)<ref>[https://www.fire.ca.gov/incidents/2020/ 2020 Fire Season, Cal Fire]</ref>.

In the 2019-2020 season, Australia saw a total area of 17 million hectares go up in smoke<ref>''[https://www.9news.com.au/national/australian-bushfires-17-million-hectares-burnt-more-than-previously-thought/b8249781-5c86-4167-b191-b9f628bdd164 Government set to revise total number of hectares destroyed during bushfire season to 17 million]''</ref>. This surface area represents a third of France.

Forest fires on Mount Kilimanjaro on the rise<ref>[https://www.ipcc.ch/site/assets/uploads/2018/02/WGIIAR5-TS_FINAL.pdf AR5 WG2 IPCC, ''low confidence, major contribution from climate change'']</ref>.

Forest fires on the rise in Portugal and Greece<ref>[https://www.ipcc.ch/site/assets/uploads/2018/02/WGIIAR5-TS_FINAL.pdf AR5 WG2 IPCC, ''low confidence, major contribution from climate change'']</ref>

=== Article(s) ===
[http://bancpublic.net/article.php?id=5745 Fire the Earth, on the mega-fires (French)]

== References ==
<references />

[[fr:Fr-fr_adulte_carte_35_incendies]]

En-en adult card 38 human health

2021-11-03T06:40:22Z

JulienR: /* Consequences */ remove 38->40 (to align with FR version)

== Card #38: Human Health ==
<center>

[[File:En-en_adult_card_38_front.png|400px]]

Hunger, new vectors of disease, heatwaves and armed conflicts can have a negative effect on human health.

</center>

== Explanation==
This is one of the cards to be placed last, as one of the ultimate consequences of climate change.

==Correction==
===Causes===
* [[En-en_adult_card_10_aerosols|Aerosols]]
* [[En-en_adult_card_21_temperature_rise|Rising Air Temperatures]]
* [[En-en_adult_card_26_river_flooding|River Flooding]]
* [[En-en_adult_card_28_vectors_of_disease|Vectors of Disease]]
* [[En-en_adult_card_34_cyclones|Cyclones]]
* [[En-en_adult_card_35_forest_fires|Forest Fires]]
* [[En-en_adult_card_36_heat_waves|Heatwaves]]
* [[En-en_adult_card_37_hunger|Hunger]]
* [[En-en_adult_card_39_climate_refugees|Climate Refugees]]
* [[En-en_adult_card_40_armed_conflicts|Armed Conflicts]]

=== Consequences===

== Other possible links ==

=== Other causes ===

* [[En-en adult card 21 temperature rise|Rising Air Temperatures]]
* [[En-en_adult_card_31_freshwater_resources|Freshwater Resources]]
* [[En-en adult card 36 heat waves|Heat waves]] Heat waves can be devastating, especially for older people and in places where air conditioning is not available.

==To go further==
The Sámi are an indigenous people from an area covering northern Sweden, Norway and Finland as well as the Kola Peninsula in Russia known as Lapland. The livelihoods of the Sámi are endangered by global warming<ref>[https://www.ipcc.ch/site/assets/uploads/2018/02/WGIIAR5-TS_FINAL.pdf AR5 WG2 IPCC, ''medium confidence, major contribution from climate change'']</ref>.

The same applies to the livelihood conditions of the indigenous peoples of the Arctic Circle in Canada and Russia<ref>[https://www.ipcc.ch/site/assets/uploads/2018/02/WGIIAR5-TS_FINAL.pdf AR5 WG2 IPCC, ''medium confidence, major contribution from climate change'']</ref>.

Increase in water-borne diseases (cholera, malaria, dengue fever, diarrhoea, hepatitis (hepatitis A and E), typhoid, some meningitis in Israel, etc.).

Increasing vulnerability to the survival of Aymara farmers in Bolivia due to the lack of freshwater resources caused by global warming<ref>[https://www.ipcc.ch/site/assets/uploads/2018/02/WGIIAR5-TS_FINAL.pdf AR5 WG2 IPCC, ''medium confidence, major contribution from climate change'']</ref>.

==References==
<references />

[[fr:Fr-fr_adulte_carte_38_santé_humaine]]

En-en adult card 38 human health

2021-11-03T06:39:08Z

JulienR: /* Other causes */ move 38->31 to optional

== Card #38: Human Health ==
<center>

[[File:En-en_adult_card_38_front.png|400px]]

Hunger, new vectors of disease, heatwaves and armed conflicts can have a negative effect on human health.

</center>

== Explanation==
This is one of the cards to be placed last, as one of the ultimate consequences of climate change.

==Correction==
===Causes===
* [[En-en_adult_card_10_aerosols|Aerosols]]
* [[En-en_adult_card_21_temperature_rise|Rising Air Temperatures]]
* [[En-en_adult_card_26_river_flooding|River Flooding]]
* [[En-en_adult_card_28_vectors_of_disease|Vectors of Disease]]
* [[En-en_adult_card_34_cyclones|Cyclones]]
* [[En-en_adult_card_35_forest_fires|Forest Fires]]
* [[En-en_adult_card_36_heat_waves|Heatwaves]]
* [[En-en_adult_card_37_hunger|Hunger]]
* [[En-en_adult_card_39_climate_refugees|Climate Refugees]]
* [[En-en_adult_card_40_armed_conflicts|Armed Conflicts]]

=== Consequences===
*[[En-en_adult_card_40_armed_conflicts|Armed Conflicts]]

== Other possible links ==

=== Other causes ===

* [[En-en adult card 21 temperature rise|Rising Air Temperatures]]
* [[En-en_adult_card_31_freshwater_resources|Freshwater Resources]]
* [[En-en adult card 36 heat waves|Heat waves]] Heat waves can be devastating, especially for older people and in places where air conditioning is not available.

==To go further==
The Sámi are an indigenous people from an area covering northern Sweden, Norway and Finland as well as the Kola Peninsula in Russia known as Lapland. The livelihoods of the Sámi are endangered by global warming<ref>[https://www.ipcc.ch/site/assets/uploads/2018/02/WGIIAR5-TS_FINAL.pdf AR5 WG2 IPCC, ''medium confidence, major contribution from climate change'']</ref>.

The same applies to the livelihood conditions of the indigenous peoples of the Arctic Circle in Canada and Russia<ref>[https://www.ipcc.ch/site/assets/uploads/2018/02/WGIIAR5-TS_FINAL.pdf AR5 WG2 IPCC, ''medium confidence, major contribution from climate change'']</ref>.

Increase in water-borne diseases (cholera, malaria, dengue fever, diarrhoea, hepatitis (hepatitis A and E), typhoid, some meningitis in Israel, etc.).

Increasing vulnerability to the survival of Aymara farmers in Bolivia due to the lack of freshwater resources caused by global warming<ref>[https://www.ipcc.ch/site/assets/uploads/2018/02/WGIIAR5-TS_FINAL.pdf AR5 WG2 IPCC, ''medium confidence, major contribution from climate change'']</ref>.

==References==
<references />

[[fr:Fr-fr_adulte_carte_38_santé_humaine]]

En-en adult card 38 human health

2021-11-03T06:38:43Z

JulienR: /* Correction */ move 38->31 to optional

== Card #38: Human Health ==
<center>

[[File:En-en_adult_card_38_front.png|400px]]

Hunger, new vectors of disease, heatwaves and armed conflicts can have a negative effect on human health.

</center>

== Explanation==
This is one of the cards to be placed last, as one of the ultimate consequences of climate change.

==Correction==
===Causes===
* [[En-en_adult_card_10_aerosols|Aerosols]]
* [[En-en_adult_card_21_temperature_rise|Rising Air Temperatures]]
* [[En-en_adult_card_26_river_flooding|River Flooding]]
* [[En-en_adult_card_28_vectors_of_disease|Vectors of Disease]]
* [[En-en_adult_card_34_cyclones|Cyclones]]
* [[En-en_adult_card_35_forest_fires|Forest Fires]]
* [[En-en_adult_card_36_heat_waves|Heatwaves]]
* [[En-en_adult_card_37_hunger|Hunger]]
* [[En-en_adult_card_39_climate_refugees|Climate Refugees]]
* [[En-en_adult_card_40_armed_conflicts|Armed Conflicts]]

=== Consequences===
*[[En-en_adult_card_40_armed_conflicts|Armed Conflicts]]

== Other possible links ==

=== Other causes ===

* [[En-en adult card 21 temperature rise|Rising Air Temperatures]]
* [[En-en adult card 36 heat waves|Heat waves]] Heat waves can be devastating, especially for older people and in places where air conditioning is not available.

==To go further==
The Sámi are an indigenous people from an area covering northern Sweden, Norway and Finland as well as the Kola Peninsula in Russia known as Lapland. The livelihoods of the Sámi are endangered by global warming<ref>[https://www.ipcc.ch/site/assets/uploads/2018/02/WGIIAR5-TS_FINAL.pdf AR5 WG2 IPCC, ''medium confidence, major contribution from climate change'']</ref>.

The same applies to the livelihood conditions of the indigenous peoples of the Arctic Circle in Canada and Russia<ref>[https://www.ipcc.ch/site/assets/uploads/2018/02/WGIIAR5-TS_FINAL.pdf AR5 WG2 IPCC, ''medium confidence, major contribution from climate change'']</ref>.

Increase in water-borne diseases (cholera, malaria, dengue fever, diarrhoea, hepatitis (hepatitis A and E), typhoid, some meningitis in Israel, etc.).

Increasing vulnerability to the survival of Aymara farmers in Bolivia due to the lack of freshwater resources caused by global warming<ref>[https://www.ipcc.ch/site/assets/uploads/2018/02/WGIIAR5-TS_FINAL.pdf AR5 WG2 IPCC, ''medium confidence, major contribution from climate change'']</ref>.

==References==
<references />

[[fr:Fr-fr_adulte_carte_38_santé_humaine]]

En-en adult card 38 human health

2021-11-03T06:36:20Z

JulienR: /* Causes */ update causes links with the FR version

== Card #38: Human Health ==
<center>

[[File:En-en_adult_card_38_front.png|400px]]

Hunger, new vectors of disease, heatwaves and armed conflicts can have a negative effect on human health.

</center>

== Explanation==
This is one of the cards to be placed last, as one of the ultimate consequences of climate change.

==Correction==
===Causes===
* [[En-en_adult_card_10_aerosols|Aerosols]]
* [[En-en_adult_card_21_temperature_rise|Rising Air Temperatures]]
* [[En-en_adult_card_26_river_flooding|River Flooding]]
* [[En-en_adult_card_28_vectors_of_disease|Vectors of Disease]]
* [[En-en_adult_card_31_freshwater_resources|Freshwater Resources]]
* [[En-en_adult_card_34_cyclones|Cyclones]]
* [[En-en_adult_card_35_forest_fires|Forest Fires]]
* [[En-en_adult_card_36_heat_waves|Heatwaves]]
* [[En-en_adult_card_37_hunger|Hunger]]
* [[En-en_adult_card_39_climate_refugees|Climate Refugees]]
* [[En-en_adult_card_40_armed_conflicts|Armed Conflicts]]

=== Consequences===
*[[En-en_adult_card_40_armed_conflicts|Armed Conflicts]]

== Other possible links ==

=== Other causes ===

* [[En-en adult card 21 temperature rise|Rising Air Temperatures]]
* [[En-en adult card 36 heat waves|Heat waves]] Heat waves can be devastating, especially for older people and in places where air conditioning is not available.

==To go further==
The Sámi are an indigenous people from an area covering northern Sweden, Norway and Finland as well as the Kola Peninsula in Russia known as Lapland. The livelihoods of the Sámi are endangered by global warming<ref>[https://www.ipcc.ch/site/assets/uploads/2018/02/WGIIAR5-TS_FINAL.pdf AR5 WG2 IPCC, ''medium confidence, major contribution from climate change'']</ref>.

The same applies to the livelihood conditions of the indigenous peoples of the Arctic Circle in Canada and Russia<ref>[https://www.ipcc.ch/site/assets/uploads/2018/02/WGIIAR5-TS_FINAL.pdf AR5 WG2 IPCC, ''medium confidence, major contribution from climate change'']</ref>.

Increase in water-borne diseases (cholera, malaria, dengue fever, diarrhoea, hepatitis (hepatitis A and E), typhoid, some meningitis in Israel, etc.).

Increasing vulnerability to the survival of Aymara farmers in Bolivia due to the lack of freshwater resources caused by global warming<ref>[https://www.ipcc.ch/site/assets/uploads/2018/02/WGIIAR5-TS_FINAL.pdf AR5 WG2 IPCC, ''medium confidence, major contribution from climate change'']</ref>.

==References==
<references />

[[fr:Fr-fr_adulte_carte_38_santé_humaine]]

En-en adult card 38 human health

2021-11-03T06:15:33Z

JulienR: /* Causes */ Add link 10->38

== Card #38: Human Health ==
<center>

[[File:En-en_adult_card_38_front.png|400px]]

Hunger, new vectors of disease, heatwaves and armed conflicts can have a negative effect on human health.

</center>

== Explanation==
This is one of the cards to be placed last, as one of the ultimate consequences of climate change.

==Correction==
===Causes===
*[[En-en_adult_card_10_aerosols|Aerosols]]
*[[En-en_adult_card_28_vectors_of_disease|Vectors of Disease]]
*[[En-en_adult_card_31_freshwater_resources|Freshwater Resources]]
*[[En-en_adult_card_37_hunger|Hunger]]

=== Consequences===
*[[En-en_adult_card_40_armed_conflicts|Armed Conflicts]]

== Other possible links ==

=== Other causes ===

* [[En-en adult card 21 temperature rise|Rising Air Temperatures]]
* [[En-en adult card 36 heat waves|Heat waves]] Heat waves can be devastating, especially for older people and in places where air conditioning is not available.

==To go further==
The Sámi are an indigenous people from an area covering northern Sweden, Norway and Finland as well as the Kola Peninsula in Russia known as Lapland. The livelihoods of the Sámi are endangered by global warming<ref>[https://www.ipcc.ch/site/assets/uploads/2018/02/WGIIAR5-TS_FINAL.pdf AR5 WG2 IPCC, ''medium confidence, major contribution from climate change'']</ref>.

The same applies to the livelihood conditions of the indigenous peoples of the Arctic Circle in Canada and Russia<ref>[https://www.ipcc.ch/site/assets/uploads/2018/02/WGIIAR5-TS_FINAL.pdf AR5 WG2 IPCC, ''medium confidence, major contribution from climate change'']</ref>.

Increase in water-borne diseases (cholera, malaria, dengue fever, diarrhoea, hepatitis (hepatitis A and E), typhoid, some meningitis in Israel, etc.).

Increasing vulnerability to the survival of Aymara farmers in Bolivia due to the lack of freshwater resources caused by global warming<ref>[https://www.ipcc.ch/site/assets/uploads/2018/02/WGIIAR5-TS_FINAL.pdf AR5 WG2 IPCC, ''medium confidence, major contribution from climate change'']</ref>.

==References==
<references />

[[fr:Fr-fr_adulte_carte_38_santé_humaine]]

En-en adult card 4 transportation

2021-10-30T16:45:32Z

JulienR: move link 4-> 10 to optional

== Card #4: Transportation ==
<center>

[[File:En-en_adult_card_4_front.png|400px]]

The transportation sector is highly dependent on oil. It accounts for 15% of greenhouse gas emissions.

</center>

== Explanations ==

15% is not much, but it varies a lot depending on the country and lifestyle. In Western countries, the share of transportation, especially air travel, can account for a significant part of people's carbon footprint. If you take one or more long haul flights a year, that's the bulk of your carbon footprint.

== Correction ==
=== Causes ===
* [[En-en_adult_card_1_human_activities|Human activities]]

=== Consequences ===
* [[En-en_adult_card_5_fossil_fuels|Fossil fuels]]

== Other possible links ==

=== Other consequences ===
* [[En-en_adult_card_6_deforestation|Deforestation]] Road construction sometimes requires deforestation, but the one-dimensional aspect of the road makes it almost negligible compared to deforestation linked to agriculture.
* [[En-en_adult_card_10_aerosols|Aerosols]]

== To go further ==

=== French energy mix ===
In France, transport is the leading GHG emitting sector with 28% of emissions<ref>[https://jancovici.com/wp-content/uploads/2020/07/Jancovici_Mines_ParisTech_cours_3.pdf#section.0.41 Jancovici Mines ParisTech course (in French), lesson 3, section 41]</ref>.

The individual car represents 67% of the carbon footprint of transport, which is huge!<ref>[http://ravijen.fr/wp-content/uploads/2018/11/empreinte_FR_2016_graphe.jpg, Ravijen]</ref>

France's energy mix is 70% dominated by nuclear power, which is a low carbon energy (hydraulic 11%, fossil fuels 8%...)<ref>[https://opendata.reseaux-energies.fr/explore/dataset/prod-national-annuel-filiere/table/?sort=annee&dataChart=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%3D, opendata.reseaux-energies.fr] </ref> (Electricity represents only 24% of the energy consumed in France. <ref>[https://fr.wikipedia.org/wiki/%C3%89lectricit%C3%A9_en_France Wwikipedia (in French) page on Electricity in France]</ref>). Therefore, an electric car in France will emit less CO2 than a fossil fuel car, but in the calculation of emissions per kilometre, the emissions linked to the manufacture of the car must be included. So it's better, but it's not zero emissions, as some advertisements would suggest.

=== Some figures ===
* A round trip from New York to Paris emits the equivalent of two tonnes of CO2, which is the annual amount of carbon that the average French person should reach in 2050, in just two days.

== References ==
<references />

[[fr:Fr-fr_adulte_carte_4_transport]]

En-en adult card 2 industry

2021-10-30T16:40:56Z

JulienR: /* Consequences */ Remove link 2->10 to align with the FR version

== Card #2: Industry ==
<center>

[[File:En-en_adult_card_2_front.png|400px]]

Industry uses fossil fuels and electricity. It accounts for 40% of greenhouse gas (GHG) emissions.

</center>

== Explanation ==

This is the manufacturing of all consumer goods. Industry is comprised of many different sectors, the most prominent in terms of GHG emissions being the paper, cement, steel, aluminium and chemicals industries. In order to reduce emissions from industry, the solution lies in extending the lifespan of products and reducing consumption.

== Correction ==

=== Causes ===

* [[En-en_adult_card_1_human_activities|Human activities]]

=== Consequences ===

* [[En-en_adult_card_5_fossil_fuels|Fossil fuels]]

== Other possible links==

===Other causes===

===Other consequences ===

*[[En-en adult card 6 deforestation|Deforestation]] This link is possible for wood-consuming industries. However, wood used by a factory in a sustainably managed forest would not be considered as deforestation.
*[[En-en adult card 9 other ghgs|Other GHGs]] In fact, methane emissions from industry are as strong as emissions from agriculture because of fugitive emissions (natural gas leaks from pipelines). This is a point that is little known, so this relationship is not considered strongly relevant. Industry also emits HFCs (refrigerants).

==To go further==

===Buildings===
The construction of buildings belongs to the Industry card, but not their usage.

===Cement===
Cement production accounts for 10% of the world's GHG emissions. Between 2011 and 2013, China used more cement than the United States did throughout the entire 20th century.

To make cement, limestone (CaCO3) has to be burnt, resulting in lime (CaO) and releasing CO2 into the atmosphere.

[[fr:Fr-fr_adulte_carte_2_industrie]]

En-en adult card 42 weakening gulf stream

2021-10-30T16:31:28Z

JulienR: /* Other consequences */ align with FR links

== Card #42: Weakening Gulf Stream ==
<center>

[[File:En-en_adult_card_42_front.png|400px]]

The Gulf Stream is part of the ocean's thermohaline circulation. It could weaken in response to freshwater input from Greenland's melting ice sheet. This could disrupt the water cycle even more and reduce the ocean's capacity to absorb more carbon and heat.
</center>

== Definition==

== Correction==
===Causes===
* [[En-en_adult_card_19_melting_of_ice_sheets|Melting Ice Sheets]]
=== Consequences ===
* [[En-en_adult_card_12_carbon_sinks|Carbon Sinks]]
* [[En-en_adult_card_14_energy_budget|Energy Budget]]

== Other possible links ==

=== Other consequences ===

* [[En-en_adult_card_20_disruption_water_cycle|Disruption of the Water Cycle]]

== To go further ==

=== Observation ===

=== Projections ===
== References ==
<references />

[[fr:Fr-fr_adulte_carte_42_ralentissement_du_gulf_stream]]

En-en adult card 42 weakening gulf stream

2021-10-30T16:31:02Z

JulienR: /* Consequences */ Align with FR links

== Card #42: Weakening Gulf Stream ==
<center>

[[File:En-en_adult_card_42_front.png|400px]]

The Gulf Stream is part of the ocean's thermohaline circulation. It could weaken in response to freshwater input from Greenland's melting ice sheet. This could disrupt the water cycle even more and reduce the ocean's capacity to absorb more carbon and heat.
</center>

== Definition==

== Correction==
===Causes===
* [[En-en_adult_card_19_melting_of_ice_sheets|Melting Ice Sheets]]
=== Consequences ===
* [[En-en_adult_card_12_carbon_sinks|Carbon Sinks]]
* [[En-en_adult_card_14_energy_budget|Energy Budget]]

== Other possible links ==

=== Other consequences ===

== To go further ==

=== Observation ===

=== Projections ===
== References ==
<references />

[[fr:Fr-fr_adulte_carte_42_ralentissement_du_gulf_stream]]

En-en adult card 9 other ghgs

2021-09-07T15:52:05Z

JulienR: reformatting for the memo

{{Card
|number=9
|version=adult
|title=Other GHGs
}}

== Explanation ==

The other GHGs described here are methane and nitrous oxide. In fact, there are a few others such as HFCs (refrigerants).

Methane is released as soon as there is anaerobic decomposition (i.e. in the absence of oxygen):

*in a cow’s belly, also known as the rumen, which gives its name to ruminants (in the rumen, bacteria digest the cellulose that the cow cannot metabolise, then the cow regurgitates this grass to chew it again and swallow it for good)
*in rice fields because they are covered with water, and the organic matter underwater does not receive oxygen when it decomposes
*in waste dumps, when the piles are too deep for oxygen to reach the bottom of the pile.

Methane is also the main component of natural gas. Leaks on gas pipelines therefore also release methane into the atmosphere.

Emissions of nitrous oxide (N2O) are mainly due to the use of agricultural nitrogen fertilizers, the production of animal feed and certain chemical processes, such as the production of nitric acid.

There are also fluorinated gases which are used as refrigerants (air conditioning and cold chains), fire extinguishers and in certain industrial processes and consumer goods (such as certain solvents). They are not naturally present in the atmosphere.

== Correction==
===Causes===
* [[En-en_adult_card_8_agriculture|Agriculture]]
* [[En-en_adult_card_41_permafrost|Permafrost]]
* [[En-en_adult_card_42_methane_hydrates|Methane Hydrates]]
=== Consequences ===
* [[En-en_adult_card_13_additional_greenhouse_effect|Additional Greenhouse Effect]]

==To go further==

===Global warming potential===

When we talk about emissions of other GHGs, we measure them in CO2eq (CO2 equivalent). This allows us to equate the emissions of other GHGs to CO2 emissions on a comparable basis. We then define the Global Warming Potential (GWP) of a gas over a certain period of time.
{| class="wikitable"
|+Global warming potential of some GHGs<ref>Page 714 of IPCC fifth assessment report, working group #1</ref>
!GHG
!Life span (years)
!GWP20
!GWP100
|-
|CH4
|12.4
|84
|28
|-
|N2O
|121
|264
|265
|}

==References==
<references />

[[fr:Fr-fr_adulte_carte_9_autres_ges]]

Facilitation

2021-06-05T13:29:07Z

JulienR: replace Fresco by Climate Collage

'''Warning''': This page has been automatically translated from french and needs to be reviewed

Each facilitator will run the workshop in a different way. However, there is a framework that should not be changed.

=Introduction=

==Ice breaker==

It can be useful to start with an introduction that relaxes the atmosphere: do a first name round, introduce yourself briefly, massage your earlobes in pairs, play a game of evolution, organize a bomb and shield game, etc

==Briefing and start-up==

Briefing the teams is quick as you only need to explain that you need to put the cards back in the order of cause and effect. Also emphasis the importance of team collaboration: everyone must participate (it is up to you to make sure this is the case, too). Finally, give them some timing elements. To start with, it is advisable to shuffle the cards of batch 1 on the table (otherwise they are almost in order) and not to give instructions to read the back of the cards. This way, teams will more easily fall into the trap of the ice pack not raising the water level. Once all the cards in set 1 are placed (usually in a row), and not before, tell them to read the back. Getting it wrong and correcting yourself is very effective for learning, that's why there is a trap at the beginning.
=Intellectual part=
The first phase consists of placing all 42 cards and drawing the arrows between the cards. Distribute the lots as the cards of the previous lot are correctly positioned. From batch 3 or 4 onward, start drawing the arrows. In order to have a reference point, the "line" composed of cards 21 (temperature), 17 (water temperature), 16 (glaciers) 18 (ice pack) and 19 (ice caps) should be about half the length of the table. If this is not the case, the team will have difficulty putting all the other cards downstream. It is therefore time, around batch 3 or 4, to suggest that they compact the cards on the front of the mural.

'''It is advisable to intervene as little as possible during this phase.''' All the information is on the back of the cards, so they have something to work with. All the information is on the back of the cards, so they have plenty to work with. You may want to suggest that participants read a card again when you guess that they obviously haven't and read it out loud so that everyone in the group can hear the explanation. Important: spend as little time as possible on each table. Quickly identify where things go wrong, offer to read one to three cards again and move on to the next table.

A tip if they get bogged down: "read the back of the cards and see if you can find the headings on another card. If you do, there is a link. "

If some participants get bored with the game, suggest that they start the next game.

=Creative part=

==Presentation==

At one third of the time limit (you have room to slip to half time), it is time for the artistic phase. This phase is important in the learning process because it allows you to take ownership of the work you have done, to make another part of your brain work, to let other profiles express themselves (some are more at ease in this exercise than in the previous one). It is therefore up to you to motivate them and make them take this stage seriously.

==Competition==

===Principle===

To motivate the participants to play the game of the creative phase, a good solution is to put them in competition and to make a contest between the tables. It is up to the table to make the most beautiful Climate Collage (the theory, in this case, is irrelevant). The jury can be the facilitator(s) or the participants themselves. In the latter case, ask them to draw a frame on their mural so that the other participants can vote with a cross. Each person has only one vote and you cannot vote for your own mural.

Tips to make the vote real: everyone puts their hand on a mural and you count (this prevents cheating!). The winners get the right to... make a pitch in front of everyone!
===Objection===
It is sometimes objected that it is not congruent to use the competitive mode to animate the mural when, on the other hand, we advocate collaboration and mutual aid to try to save the world. The association has no position on this point. One can be against the idea of using the competitive mode, but one can also consider that the competition is a strong emulation between the teams and that it serves the playful character. When it takes place in a playful or sporting context, it has nothing to do with the competition we are talking about in the economic field. To conclude, and to be consistent with the 'Swarmwise' organization, it is up to the facilitator to decide on the mode of facilitation. In the case of an event with several facilitators, the coordinator's opinion prevails. He/she can decide to impose the contest, to forbid it or to let each moderator choose.

===Choice of title===

The choice of title is a crucial moment in the development of the Climate Collage. It comes during the creative phase, but it is important to remember to tell the participants from the beginning so that they leave a free space to write it. The choice of the title is often the moment when participants will put into words for the first time what they felt when they learned about the climate. The first ideas for titles are often very dark ("the end of the world", "the destruction of Man by Man", etc.). Don't discourage them, it's important that everyone expresses their feelings at this point. The team will surely decide on its own, in collective intelligence, to choose a more "positive" title.
=Pitch=
The pitch consists of making a presentation on climate change using the freshly painted mural hanging on a wall. If there is a competition between the teams, the winners make the pitch. Otherwise, the team should do it. Avoid having each team make a pitch, otherwise it will be long and boring as it may be the same thing N times. If all the teams really want to participate, then ask them to talk about one card/link that stood out for them more than the others, or about their title.

=Debriefing=

==Presentation==

The debriefing is the most important part of the facilitation. In the end, the beginning was just to make sure that the debate that follows takes place, that it is interesting, that the participants have the right information and that they are in a good mood.

It is complicated to give advice on how to facilitate the debate, because it is the talent of the facilitator who will do everything, his knowledge, sensitivity and experience of facilitation on these subjects. Here are a few elements, however:
*Do not intervene too much and let the participants speak. The debate must not become a question and answer session with the expert. If we are heading towards that, why not for 10 minutes, but then we need to go around the table so that participants become more active and speak in turn.
*Circulate the floor and pay attention to who has raised their hand and in what order. If the facilitator simply distributes the floor, that is already very good. Eventually, rules of non-verbal communication should be established, as shown in the image below.

[[File:Hands signals-Occupy-A4.png|alt=hand signals image from the Occupy movement wikipage|border|frameless]]

==Solution==

Some players express the regret of not addressing the solutions after such a heavy, even depressing report. It is a conscious choice of the author not to propose a solution in the Climate Collage. There are many reasons for this:

The first is that the solutions are not of the same nature as the scientific findings. All the data in the Climate Collage come from the IPCC reports and are indisputable. The solutions, on the other hand, are political, subjective and must be debated. It would be completely artificial to add solution maps and it would undermine the credibility of the tool, whose highest praise is that it is "non-partisan".

The second is that the solutions that come to mind depend very much on our level of awareness of environmental issues. First we think of renewable energies, then we read Philippe Bihouix and realise that there won't be enough minerals to make wind turbines and photovoltaic panels to replace fossil fuels. So we understand that we will have to invest in energy efficiency instead. But here again, if you read William Stanley Jevons (Jevons' Paradox or the Rebound Effect) or François Roddier (Thermodynamics of Evolution), you will understand that all the gains in efficiency will only speed up the economy and will not prevent us from going into the wall. And above all, we have only gained 1% per year in energy efficiency for decades and this is not up to the challenge. We then start to question economic growth, the notion of GDP, and even the growth of the world population. Finally, when you have read the report to the Club of Rome or the books of Pablo Servigne, you are ready to talk about collapse.

Here, in a few steps, is the path taken by many climate activists. It's an individual journey and it's important to respect each person's pace. Talking about de-growth to someone who is only at the beginning of their awareness is premature and counterproductive. It can trigger reactions of rejection. It is therefore up to the facilitator to guide the participants during the debriefing, adapting to their level of awareness and their sensitivities.

==Tip for starting the debate==

Most of the time, the hardest part is to start the debate. After that, the participants respond to each other. Here are some methods to get the debate going:
*Ask which card made the biggest impression on them, and why.
*Ask what information they got from it and what their next action should be
*Assess the group's optimism on the climate issue by raising their hands higher or lower, and then ask some of the extremes to present their idea.

[[fr:Animation]]

Facilitation

2021-06-05T12:10:38Z

JulienR: link to fr version

'''Warning''': This page has been automatically translated from french and needs to be reviewed

Each facilitator will run the workshop in a different way. However, there is a framework that should not be changed.

=Introduction=

==Ice breaker==

It can be useful to start with an introduction that relaxes the atmosphere: do a first name round, introduce yourself briefly, massage your earlobes in pairs, play a game of evolution, organize a bomb and shield game, etc

==Briefing and start-up==

Briefing the teams is quick as you only need to explain that you need to put the cards back in the order of cause and effect. Also emphasis the importance of team collaboration: everyone must participate (it is up to you to make sure this is the case, too). Finally, give them some timing elements. To start with, it is advisable to shuffle the cards of batch 1 on the table (otherwise they are almost in order) and not to give instructions to read the back of the cards. This way, teams will more easily fall into the trap of the ice pack not raising the water level. Once all the cards in set 1 are placed (usually in a row), and not before, tell them to read the back. Getting it wrong and correcting yourself is very effective for learning, that's why there is a trap at the beginning.
=Intellectual part=
The first phase consists of placing all 42 cards and drawing the arrows between the cards. Distribute the lots as the cards of the previous lot are correctly positioned. From batch 3 or 4 onward, start drawing the arrows. In order to have a reference point, the "line" composed of cards 21 (temperature), 17 (water temperature), 16 (glaciers) 18 (ice pack) and 19 (ice caps) should be about half the length of the table. If this is not the case, the team will have difficulty putting all the other cards downstream. It is therefore time, around batch 3 or 4, to suggest that they compact the cards on the front of the mural.

'''It is advisable to intervene as little as possible during this phase.''' All the information is on the back of the cards, so they have something to work with. All the information is on the back of the cards, so they have plenty to work with. You may want to suggest that participants read a card again when you guess that they obviously haven't and read it out loud so that everyone in the group can hear the explanation. Important: spend as little time as possible on each table. Quickly identify where things go wrong, offer to read one to three cards again and move on to the next table.

A tip if they get bogged down: "read the back of the cards and see if you can find the headings on another card. If you do, there is a link. "

If some participants get bored with the game, suggest that they start the next game.

=Creative part=

==Presentation==

At one third of the time limit (you have room to slip to half time), it is time for the artistic phase. This phase is important in the learning process because it allows you to take ownership of the work you have done, to make another part of your brain work, to let other profiles express themselves (some are more at ease in this exercise than in the previous one). It is therefore up to you to motivate them and make them take this stage seriously.

==Competition==

===Principle===

To motivate the participants to play the game of the creative phase, a good solution is to put them in competition and to make a contest between the tables. It is up to the table to make the most beautiful fresco (the theory, in this case, is irrelevant). The jury can be the facilitator(s) or the participants themselves. In the latter case, ask them to draw a frame on their mural so that the other participants can vote with a cross. Each person has only one vote and you cannot vote for your own mural.

Tips to make the vote real: everyone puts their hand on a mural and you count (this prevents cheating!). The winners get the right to... make a pitch in front of everyone!
===Objection===
It is sometimes objected that it is not congruent to use the competitive mode to animate the mural when, on the other hand, we advocate collaboration and mutual aid to try to save the world. The association has no position on this point. One can be against the idea of using the competitive mode, but one can also consider that the competition is a strong emulation between the teams and that it serves the playful character. When it takes place in a playful or sporting context, it has nothing to do with the competition we are talking about in the economic field. To conclude, and to be consistent with the 'Swarmwise' organization, it is up to the facilitator to decide on the mode of facilitation. In the case of an event with several facilitators, the coordinator's opinion prevails. He/she can decide to impose the contest, to forbid it or to let each moderator choose.

===Choice of title===

The choice of title is a crucial moment in the development of the fresco. It comes during the creative phase, but it is important to remember to tell the participants from the beginning so that they leave a free space to write it. The choice of the title is often the moment when participants will put into words for the first time what they felt when they learned about the climate. The first ideas for titles are often very dark ("the end of the world", "the destruction of Man by Man", etc.). Don't discourage them, it's important that everyone expresses their feelings at this point. The team will surely decide on its own, in collective intelligence, to choose a more "positive" title.
=Pitch=
The pitch consists of making a presentation on climate change using the freshly painted mural hanging on a wall. If there is a competition between the teams, the winners make the pitch. Otherwise, the team should do it. Avoid having each team make a pitch, otherwise it will be long and boring as it may be the same thing N times. If all the teams really want to participate, then ask them to talk about one card/link that stood out for them more than the others, or about their title.

=Debriefing=

==Presentation==

The debriefing is the most important part of the facilitation. In the end, the beginning was just to make sure that the debate that follows takes place, that it is interesting, that the participants have the right information and that they are in a good mood.

It is complicated to give advice on how to facilitate the debate, because it is the talent of the facilitator who will do everything, his knowledge, sensitivity and experience of facilitation on these subjects. Here are a few elements, however:
*Do not intervene too much and let the participants speak. The debate must not become a question and answer session with the expert. If we are heading towards that, why not for 10 minutes, but then we need to go around the table so that participants become more active and speak in turn.
*Circulate the floor and pay attention to who has raised their hand and in what order. If the facilitator simply distributes the floor, that is already very good. Eventually, rules of non-verbal communication should be established, as shown in the image below.

[[File:Hands signals-Occupy-A4.png|alt=hand signals image from the Occupy movement wikipage|border|frameless]]

==Solution==

Some players express the regret of not addressing the solutions after such a heavy, even depressing report. It is a conscious choice of the author not to propose a solution in the Fresco. There are many reasons for this:

The first is that the solutions are not of the same nature as the scientific findings. All the data in the Fresco come from the IPCC reports and are indisputable. The solutions, on the other hand, are political, subjective and must be debated. It would be completely artificial to add solution maps and it would undermine the credibility of the tool, whose highest praise is that it is "non-partisan".

The second is that the solutions that come to mind depend very much on our level of awareness of environmental issues. First we think of renewable energies, then we read Philippe Bihouix and realise that there won't be enough minerals to make wind turbines and photovoltaic panels to replace fossil fuels. So we understand that we will have to invest in energy efficiency instead. But here again, if you read William Stanley Jevons (Jevons' Paradox or the Rebound Effect) or François Roddier (Thermodynamics of Evolution), you will understand that all the gains in efficiency will only speed up the economy and will not prevent us from going into the wall. And above all, we have only gained 1% per year in energy efficiency for decades and this is not up to the challenge. We then start to question economic growth, the notion of GDP, and even the growth of the world population. Finally, when you have read the report to the Club of Rome or the books of Pablo Servigne, you are ready to talk about collapse.

Here, in a few steps, is the path taken by many climate activists. It's an individual journey and it's important to respect each person's pace. Talking about de-growth to someone who is only at the beginning of their awareness is premature and counterproductive. It can trigger reactions of rejection. It is therefore up to the facilitator to guide the participants during the debriefing, adapting to their level of awareness and their sensitivities.

==Tip for starting the debate==

Most of the time, the hardest part is to start the debate. After that, the participants respond to each other. Here are some methods to get the debate going:
*Ask which card made the biggest impression on them, and why.
*Ask what information they got from it and what their next action should be
*Assess the group's optimism on the climate issue by raising their hands higher or lower, and then ask some of the extremes to present their idea.

[[fr:Animation]]

Animation

2021-06-05T12:06:50Z

JulienR: remove page

Facilitation

2021-06-05T12:05:39Z

JulienR: create page

'''Warning''': This page has been automatically translated from french and needs to be reviewed

Each facilitator will run the workshop in a different way. However, there is a framework that should not be changed.
=Introduction=
==Ice breaker==
It can be useful to start with an introduction that relaxes the atmosphere: do a first name round, introduce yourself briefly, massage your earlobes in pairs, play a game of evolution, organize a bomb and shield game, etc
==Briefing and start-up==
Briefing the teams is quick as you only need to explain that you need to put the cards back in the order of cause and effect. Also emphasis the importance of team collaboration: everyone must participate (it is up to you to make sure this is the case, too). Finally, give them some timing elements. To start with, it is advisable to shuffle the cards of batch 1 on the table (otherwise they are almost in order) and not to give instructions to read the back of the cards. This way, teams will more easily fall into the trap of the ice pack not raising the water level. Once all the cards in set 1 are placed (usually in a row), and not before, tell them to read the back. Getting it wrong and correcting yourself is very effective for learning, that's why there is a trap at the beginning.
=Intellectual part=
The first phase consists of placing all 42 cards and drawing the arrows between the cards. Distribute the lots as the cards of the previous lot are correctly positioned. From batch 3 or 4 onward, start drawing the arrows. In order to have a reference point, the "line" composed of cards 21 (temperature), 17 (water temperature), 16 (glaciers) 18 (ice pack) and 19 (ice caps) should be about half the length of the table. If this is not the case, the team will have difficulty putting all the other cards downstream. It is therefore time, around batch 3 or 4, to suggest that they compact the cards on the front of the mural.

'''It is advisable to intervene as little as possible during this phase.''' All the information is on the back of the cards, so they have something to work with. All the information is on the back of the cards, so they have plenty to work with. You may want to suggest that participants read a card again when you guess that they obviously haven't and read it out loud so that everyone in the group can hear the explanation. Important: spend as little time as possible on each table. Quickly identify where things go wrong, offer to read one to three cards again and move on to the next table.

A tip if they get bogged down: "read the back of the cards and see if you can find the headings on another card. If you do, there is a link. "

If some participants get bored with the game, suggest that they start the next game.
=Creative part=
==Presentation==
At one third of the time limit (you have room to slip to half time), it is time for the artistic phase. This phase is important in the learning process because it allows you to take ownership of the work you have done, to make another part of your brain work, to let other profiles express themselves (some are more at ease in this exercise than in the previous one). It is therefore up to you to motivate them and make them take this stage seriously.
==Competition==
===Principle===
To motivate the participants to play the game of the creative phase, a good solution is to put them in competition and to make a contest between the tables. It is up to the table to make the most beautiful fresco (the theory, in this case, is irrelevant). The jury can be the facilitator(s) or the participants themselves. In the latter case, ask them to draw a frame on their mural so that the other participants can vote with a cross. Each person has only one vote and you cannot vote for your own mural.

Tips to make the vote real: everyone puts their hand on a mural and you count (this prevents cheating!). The winners get the right to... make a pitch in front of everyone!
===Objection===
It is sometimes objected that it is not congruent to use the competitive mode to animate the mural when, on the other hand, we advocate collaboration and mutual aid to try to save the world. The association has no position on this point. One can be against the idea of using the competitive mode, but one can also consider that the competition is a strong emulation between the teams and that it serves the playful character. When it takes place in a playful or sporting context, it has nothing to do with the competition we are talking about in the economic field. To conclude, and to be consistent with the 'Swarmwise' organization, it is up to the facilitator to decide on the mode of facilitation. In the case of an event with several facilitators, the coordinator's opinion prevails. He/she can decide to impose the contest, to forbid it or to let each moderator choose.
===Choice of title===
The choice of title is a crucial moment in the development of the fresco. It comes during the creative phase, but it is important to remember to tell the participants from the beginning so that they leave a free space to write it. The choice of the title is often the moment when participants will put into words for the first time what they felt when they learned about the climate. The first ideas for titles are often very dark ("the end of the world", "the destruction of Man by Man", etc.). Don't discourage them, it's important that everyone expresses their feelings at this point. The team will surely decide on its own, in collective intelligence, to choose a more "positive" title.
=Pitch=
The pitch consists of making a presentation on climate change using the freshly painted mural hanging on a wall. If there is a competition between the teams, the winners make the pitch. Otherwise, the team should do it. Avoid having each team make a pitch, otherwise it will be long and boring as it may be the same thing N times. If all the teams really want to participate, then ask them to talk about one card/link that stood out for them more than the others, or about their title.
=Debriefing=
==Presentation==
The debriefing is the most important part of the facilitation. In the end, the beginning was just to make sure that the debate that follows takes place, that it is interesting, that the participants have the right information and that they are in a good mood.

It is complicated to give advice on how to facilitate the debate, because it is the talent of the facilitator who will do everything, his knowledge, sensitivity and experience of facilitation on these subjects. Here are a few elements, however:
*Do not intervene too much and let the participants speak. The debate must not become a question and answer session with the expert. If we are heading towards that, why not for 10 minutes, but then we need to go around the table so that participants become more active and speak in turn.
*Circulate the floor and pay attention to who has raised their hand and in what order. If the facilitator simply distributes the floor, that is already very good. Eventually, rules of non-verbal communication should be established, as shown in the image below.
[[File:Hands signals-Occupy-A4.png|alt=hand signals image from the Occupy movement wikipage|border|frameless]]
==Solution==
Some players express the regret of not addressing the solutions after such a heavy, even depressing report. It is a conscious choice of the author not to propose a solution in the Fresco. There are many reasons for this:

The first is that the solutions are not of the same nature as the scientific findings. All the data in the Fresco come from the IPCC reports and are indisputable. The solutions, on the other hand, are political, subjective and must be debated. It would be completely artificial to add solution maps and it would undermine the credibility of the tool, whose highest praise is that it is "non-partisan".

The second is that the solutions that come to mind depend very much on our level of awareness of environmental issues. First we think of renewable energies, then we read Philippe Bihouix and realise that there won't be enough minerals to make wind turbines and photovoltaic panels to replace fossil fuels. So we understand that we will have to invest in energy efficiency instead. But here again, if you read William Stanley Jevons (Jevons' Paradox or the Rebound Effect) or François Roddier (Thermodynamics of Evolution), you will understand that all the gains in efficiency will only speed up the economy and will not prevent us from going into the wall. And above all, we have only gained 1% per year in energy efficiency for decades and this is not up to the challenge. We then start to question economic growth, the notion of GDP, and even the growth of the world population. Finally, when you have read the report to the Club of Rome or the books of Pablo Servigne, you are ready to talk about collapse.

Here, in a few steps, is the path taken by many climate activists. It's an individual journey and it's important to respect each person's pace. Talking about de-growth to someone who is only at the beginning of their awareness is premature and counterproductive. It can trigger reactions of rejection. It is therefore up to the facilitator to guide the participants during the debriefing, adapting to their level of awareness and their sensitivities.
==Tip for starting the debate==
Most of the time, the hardest part is to start the debate. After that, the participants respond to each other. Here are some methods to get the debate going:
*Ask which card made the biggest impression on them, and why.
*Ask what information they got from it and what their next action should be
*Assess the group's optimism on the climate issue by raising their hands higher or lower, and then ask some of the extremes to present their idea.

Portal:Home/Game

2021-06-05T12:04:14Z

JulienR: translate Facilitation and Version history

<div class="portail-bloc bloc-liste">

<div style="width:100%">
<center>
Games
</center>
</div>

 

<div class="portail-bloccatégories" style="background-color: #b9cce4; border: 2px solid #eeeeee;"><div>[[Adult_game|'''ADULT''']] [[Adult_game#Cards|Cards]] • [[Adult_game#instructions|The instructions]] • [[Facilitation|Facilitation]] • [[Version history|version history]] [[Débat_sur_les_cartes|Les cartes en discussion]]</div></div>

<div class="portail-bloccatégories" style="background-color: #b9cce4; border: 2px solid #eeeeee;"><div>[[Jeu_enfant|'''ENFANT''']] [[Jeu_enfant#Cartes|Les cartes]] • [[Jeu_enfant#Les_consiges|Les consignes]] • [[Jeu_enfant#L'animation|L'animation]]</div></div>

<div class="portail-bloccatégories" style="background-color: #b9cce4; border: 2px solid #eeeeee;"><div>[[Jeu_expert|'''EXPERT''']] [[Jeu_expert#Cartes|Les cartes]] • [[Jeu_expert#Les_consignes|Les consignes]] • [[Jeu_expert#L'animation|L'animation]] </div></div>

</div>

Historique des versions

2021-06-04T20:32:45Z

JulienR: page to remove

See page "Version_history"

Version history

2021-06-04T20:32:19Z

JulienR: Translation from french

Warning: This page has been automatically translated from french and needs to be reviewed

= Principle =

This table allows you to follow the evolution of the different versions of the fresco. It is intended for animators who want to keep up to date with changes to the mural.

{| class="wikitable"
! Version
! Sub-version
! Change
|-
| rowspan="6" style="text-align: center;" | V7
| style="text-align: center;" | V7.3
| Change in the definition of [[En-en_adult_card_10_aerosols|aerosols]]
|-
| rowspan="2" style="text-align: center;" | V7.2
| Renaming the card "Energy Budget" into "[[En-en_adult_card_14_energy_budget|energy balance]]" (on french version only ?)
|-
| Removal of the albedo part of the card [[En-en_adult_card_18_melting_of_sea_ice|melting of sea ice]]
|-
| style="text-align: center;" | V7.1
| Changing the order of the cards in the PDF to sort them in batches
|-
| rowspan="2" style="text-align: center;" | V7.0
| Renaming of the card "building" into "[[En-en_adult_card_3_building|building usage]]"
|-
| Moving card "Cyclones" from batch 5 to 4
|-
| style="text-align: center;" | V6
| style="text-align: center;" | V6.0
| Beginning of the changelog
|}
[[fr:Historique_des_versions]]

Historique des versions

2021-06-04T20:31:15Z

JulienR: Translation from french

Animation

2021-06-04T20:13:56Z

JulienR: hand signals image

'''Warning''': This page has been automatically translated from french and needs to be reviewed

Each facilitator will run the workshop in a different way. However, there is a framework that should not be changed.

=Introduction=

==Ice breaker==

It can be useful to start with an introduction that relaxes the atmosphere: do a first name round, introduce yourself briefly, massage your earlobes in pairs, play a game of evolution, organize a bomb and shield game, etc

==Briefing and start-up==

Briefing the teams is quick as you only need to explain that you need to put the cards back in the order of cause and effect. Also emphasis the importance of team collaboration: everyone must participate (it is up to you to make sure this is the case, too). Finally, give them some timing elements. To start with, it is advisable to shuffle the cards of batch 1 on the table (otherwise they are almost in order) and not to give instructions to read the back of the cards. This way, teams will more easily fall into the trap of the ice pack not raising the water level. Once all the cards in set 1 are placed (usually in a row), and not before, tell them to read the back. Getting it wrong and correcting yourself is very effective for learning, that's why there is a trap at the beginning.

=Intellectual part=

The first phase consists of placing all 42 cards and drawing the arrows between the cards. Distribute the lots as the cards of the previous lot are correctly positioned. From batch 3 or 4 onward, start drawing the arrows. In order to have a reference point, the "line" composed of cards 21 (temperature), 17 (water temperature), 16 (glaciers)
18 (ice pack) and 19 (ice caps) should be about half the length of the table. If this is not the case, the team will have difficulty putting all the other cards downstream. It is therefore time, around batch 3 or 4, to suggest that they compact the cards on the front of the mural.

'''It is advisable to intervene as little as possible during this phase.''' All the information is on the back of the cards, so they have something to work with.
All the information is on the back of the cards, so they have plenty to work with. You may want to suggest that participants read a card again when you guess that they obviously haven't and read it out loud so that everyone in the group can hear the explanation. Important: spend as little time as possible on each table. Quickly identify where things go wrong, offer to read one to three cards again and move on to the next table.

A tip if they get bogged down: "read the back of the cards and see if you can find the headings on another card. If you do, there is a link. "

If some participants get bored with the game, suggest that they start the next game.

=Creative part=

==Presentation==

At one third of the time limit (you have room to slip to half time), it is time for the artistic phase. This phase is important in the learning process because it allows you to take ownership of the work you have done, to make another part of your brain work, to let other profiles express themselves (some are more at ease in this exercise than in the previous one). It is therefore up to you to motivate them and make them take this stage seriously.

==Competition==

===Principle===

To motivate the participants to play the game of the creative phase, a good solution is to put them in competition and to make a contest between the tables. It is up to the table to make the most beautiful fresco (the theory, in this case, is irrelevant).
The jury can be the facilitator(s) or the participants themselves. In the latter case, ask them to draw a frame on their mural so that the other participants can vote with a cross. Each person has only one vote and you cannot vote for your own mural.

Tips to make the vote real: everyone puts their hand on a mural and you count (this prevents cheating!). The winners get the right to... make a pitch in front of everyone!

===Objection===

It is sometimes objected that it is not congruent to use the competitive mode to animate the mural when, on the other hand, we advocate collaboration and mutual aid to try to save the world.
The association has no position on this point. One can be against the idea of using the competitive mode, but one can also consider that the competition is a strong emulation between the teams and that it serves the playful character. When it takes place in a playful or sporting context, it has nothing to do with the competition we are talking about in the economic field. To conclude, and to be consistent with the 'Swarmwise' organization, it is up to the facilitator to decide on the mode of facilitation. In the case of an event with several facilitators, the coordinator's opinion prevails. He/she can decide to impose the contest, to forbid it or to let each moderator choose.

===Choice of title===

The choice of title is a crucial moment in the development of the fresco. It comes during the creative phase, but it is important to remember to tell the participants from the beginning so that they leave a free space to write it. The choice of the title is often the moment when participants will put into words for the first time what they felt when they learned about the climate. The first ideas for titles are often very dark ("the end of the world", "the destruction of Man by Man", etc.). Don't discourage them, it's important that everyone expresses their feelings at this point. The team will surely decide on its own, in collective intelligence, to choose a more "positive" title.

=Pitch=

The pitch consists of making a presentation on climate change using the freshly painted mural hanging on a wall. If there is a competition between the teams, the winners make the pitch. Otherwise, the team should do it. Avoid having each team make a pitch, otherwise it will be long and boring as it may be the same thing N times. If all the teams really want to participate, then ask them to talk about one card/link that stood out for them more than the others, or about their title.

=Debriefing=

==Presentation==
The debriefing is the most important part of the facilitation. In the end, the beginning was just to make sure that the debate that follows takes place, that it is interesting, that the participants have the right information and that they are in a good mood.

It is complicated to give advice on how to facilitate the debate, because it is the talent of the facilitator who will do everything, his knowledge, sensitivity and experience of facilitation on these subjects. Here are a few elements, however:
*Do not intervene too much and let the participants speak. The debate must not become a question and answer session with the expert. If we are heading towards that, why not for 10 minutes, but then we need to go around the table so that participants become more active and speak in turn.
*Circulate the floor and pay attention to who has raised their hand and in what order. If the facilitator simply distributes the floor, that is already very good. Eventually, rules of non-verbal communication should be established, as shown in the image below.
[[File:Hands signals-Occupy-A4.png|alt=hand signals image from the Occupy movement wikipage|border|frameless]]

==Solution==

Some players express the regret of not addressing the solutions after such a heavy, even depressing report. It is a conscious choice of the author not to propose a solution in the Fresco.
There are many reasons for this:

The first is that the solutions are not of the same nature as the scientific findings. All the data in the Fresco come from the IPCC reports and are indisputable. The solutions, on the other hand, are political, subjective and must be debated. It would be completely artificial to add solution maps and it would undermine the credibility of the tool, whose highest praise is that it is "non-partisan".

The second is that the solutions that come to mind depend very much on our level of awareness of environmental issues. First we think of renewable energies, then we read Philippe Bihouix and realise that there won't be enough minerals to make wind turbines and photovoltaic panels to replace fossil fuels. So we understand that we will have to invest in energy efficiency instead. But here again, if you read William Stanley Jevons (Jevons' Paradox or the Rebound Effect) or François Roddier (Thermodynamics of Evolution), you will understand that all the gains in efficiency will only speed up the economy and will not prevent us from going into the wall. And above all, we have only gained 1% per year in energy efficiency for decades and this is not up to the challenge. We then start to question economic growth, the notion of GDP, and even the growth of the world population. Finally, when you have read the report to the Club of Rome or the books of Pablo Servigne, you are ready to talk about collapse.

Here, in a few steps, is the path taken by many climate activists. It's an individual journey and it's important to respect each person's pace. Talking about de-growth to someone who is only at the beginning of their awareness is premature and counterproductive. It can trigger reactions of rejection. It is therefore up to the facilitator to guide the participants during the debriefing, adapting to their level of awareness and their sensitivities.

==Tip for starting the debate==

Most of the time, the hardest part is to start the debate. After that, the participants respond to each other. Here are some methods to get the debate going:
*Ask which card made the biggest impression on them, and why.
*Ask what information they got from it and what their next action should be
*Assess the group's optimism on the climate issue by raising their hands higher or lower, and then ask some of the extremes to present their idea.

[[fr:Animation]]

File:Hands signals-Occupy-A4.png

2021-06-04T20:11:02Z

JulienR:

[hand signals image from the Occupy movement wikipage](https://en.wikipedia.org/wiki/Occupy_movement_hand_signals)

Animation

2021-06-04T20:03:15Z

JulienR: link fr

'''Warning''': This page has been automatically translated from french and needs to be reviewed

Each facilitator will run the workshop in a different way. However, there is a framework that should not be changed.

=Introduction=

==Ice breaker==

It can be useful to start with an introduction that relaxes the atmosphere: do a first name round, introduce yourself briefly, massage your earlobes in pairs, play a game of evolution, organize a bomb and shield game, etc

==Briefing and start-up==

Briefing the teams is quick as you only need to explain that you need to put the cards back in the order of cause and effect. Also emphasis the importance of team collaboration: everyone must participate (it is up to you to make sure this is the case, too). Finally, give them some timing elements. To start with, it is advisable to shuffle the cards of batch 1 on the table (otherwise they are almost in order) and not to give instructions to read the back of the cards. This way, teams will more easily fall into the trap of the ice pack not raising the water level. Once all the cards in set 1 are placed (usually in a row), and not before, tell them to read the back. Getting it wrong and correcting yourself is very effective for learning, that's why there is a trap at the beginning.

=Intellectual part=

The first phase consists of placing all 42 cards and drawing the arrows between the cards. Distribute the lots as the cards of the previous lot are correctly positioned. From batch 3 or 4 onward, start drawing the arrows. In order to have a reference point, the "line" composed of cards 21 (temperature), 17 (water temperature), 16 (glaciers)
18 (ice pack) and 19 (ice caps) should be about half the length of the table. If this is not the case, the team will have difficulty putting all the other cards downstream. It is therefore time, around batch 3 or 4, to suggest that they compact the cards on the front of the mural.

'''It is advisable to intervene as little as possible during this phase.''' All the information is on the back of the cards, so they have something to work with.
All the information is on the back of the cards, so they have plenty to work with. You may want to suggest that participants read a card again when you guess that they obviously haven't and read it out loud so that everyone in the group can hear the explanation. Important: spend as little time as possible on each table. Quickly identify where things go wrong, offer to read one to three cards again and move on to the next table.

A tip if they get bogged down: "read the back of the cards and see if you can find the headings on another card. If you do, there is a link. "

If some participants get bored with the game, suggest that they start the next game.

=Creative part=

==Presentation==

At one third of the time limit (you have room to slip to half time), it is time for the artistic phase. This phase is important in the learning process because it allows you to take ownership of the work you have done, to make another part of your brain work, to let other profiles express themselves (some are more at ease in this exercise than in the previous one). It is therefore up to you to motivate them and make them take this stage seriously.

==Competition==

===Principle===

To motivate the participants to play the game of the creative phase, a good solution is to put them in competition and to make a contest between the tables. It is up to the table to make the most beautiful fresco (the theory, in this case, is irrelevant).
The jury can be the facilitator(s) or the participants themselves. In the latter case, ask them to draw a frame on their mural so that the other participants can vote with a cross. Each person has only one vote and you cannot vote for your own mural.

Tips to make the vote real: everyone puts their hand on a mural and you count (this prevents cheating!). The winners get the right to... make a pitch in front of everyone!

===Objection===

It is sometimes objected that it is not congruent to use the competitive mode to animate the mural when, on the other hand, we advocate collaboration and mutual aid to try to save the world.
The association has no position on this point. One can be against the idea of using the competitive mode, but one can also consider that the competition is a strong emulation between the teams and that it serves the playful character. When it takes place in a playful or sporting context, it has nothing to do with the competition we are talking about in the economic field. To conclude, and to be consistent with the 'Swarmwise' organization, it is up to the facilitator to decide on the mode of facilitation. In the case of an event with several facilitators, the coordinator's opinion prevails. He/she can decide to impose the contest, to forbid it or to let each moderator choose.

===Choice of title===

The choice of title is a crucial moment in the development of the fresco. It comes during the creative phase, but it is important to remember to tell the participants from the beginning so that they leave a free space to write it. The choice of the title is often the moment when participants will put into words for the first time what they felt when they learned about the climate. The first ideas for titles are often very dark ("the end of the world", "the destruction of Man by Man", etc.). Don't discourage them, it's important that everyone expresses their feelings at this point. The team will surely decide on its own, in collective intelligence, to choose a more "positive" title.

=Pitch=

The pitch consists of making a presentation on climate change using the freshly painted mural hanging on a wall. If there is a competition between the teams, the winners make the pitch. Otherwise, the team should do it. Avoid having each team make a pitch, otherwise it will be long and boring as it may be the same thing N times. If all the teams really want to participate, then ask them to talk about one card/link that stood out for them more than the others, or about their title.

=Debriefing=

==Presentation==
The debriefing is the most important part of the facilitation. In the end, the beginning was just to make sure that the debate that follows takes place, that it is interesting, that the participants have the right information and that they are in a good mood.

It is complicated to give advice on how to facilitate the debate, because it is the talent of the facilitator who will do everything, his knowledge, sensitivity and experience of facilitation on these subjects. Here are a few elements, however:
*Do not intervene too much and let the participants speak. The debate must not become a question and answer session with the expert. If we are heading towards that, why not for 10 minutes, but then we need to go around the table so that participants become more active and speak in turn.
*Circulate the floor and pay attention to who has raised their hand and in what order. If the facilitator simply distributes the floor, that is already very good. Eventually, rules of non-verbal communication should be established, as shown in the image below.
File:Non-VerbalCommunication.jpg

==Solution==

Some players express the regret of not addressing the solutions after such a heavy, even depressing report. It is a conscious choice of the author not to propose a solution in the Fresco.
There are many reasons for this:

The first is that the solutions are not of the same nature as the scientific findings. All the data in the Fresco come from the IPCC reports and are indisputable. The solutions, on the other hand, are political, subjective and must be debated. It would be completely artificial to add solution maps and it would undermine the credibility of the tool, whose highest praise is that it is "non-partisan".

The second is that the solutions that come to mind depend very much on our level of awareness of environmental issues. First we think of renewable energies, then we read Philippe Bihouix and realise that there won't be enough minerals to make wind turbines and photovoltaic panels to replace fossil fuels. So we understand that we will have to invest in energy efficiency instead. But here again, if you read William Stanley Jevons (Jevons' Paradox or the Rebound Effect) or François Roddier (Thermodynamics of Evolution), you will understand that all the gains in efficiency will only speed up the economy and will not prevent us from going into the wall. And above all, we have only gained 1% per year in energy efficiency for decades and this is not up to the challenge. We then start to question economic growth, the notion of GDP, and even the growth of the world population. Finally, when you have read the report to the Club of Rome or the books of Pablo Servigne, you are ready to talk about collapse.

Here, in a few steps, is the path taken by many climate activists. It's an individual journey and it's important to respect each person's pace. Talking about de-growth to someone who is only at the beginning of their awareness is premature and counterproductive. It can trigger reactions of rejection. It is therefore up to the facilitator to guide the participants during the debriefing, adapting to their level of awareness and their sensitivities.

==Tip for starting the debate==

Most of the time, the hardest part is to start the debate. After that, the participants respond to each other. Here are some methods to get the debate going:
*Ask which card made the biggest impression on them, and why.
*Ask what information they got from it and what their next action should be
*Assess the group's optimism on the climate issue by raising their hands higher or lower, and then ask some of the extremes to present their idea.

[[fr:Animation]]

Animation

2021-06-04T19:57:58Z

JulienR: fix warning v3

'''Warning''': This page has been automatically translated from french and needs to be reviewed

Each facilitator will run the workshop in a different way. However, there is a framework that should not be changed.

=Introduction=

==Ice breaker==

It can be useful to start with an introduction that relaxes the atmosphere: do a first name round, introduce yourself briefly, massage your earlobes in pairs, play a game of evolution, organize a bomb and shield game, etc

==Briefing and start-up==

Briefing the teams is quick as you only need to explain that you need to put the cards back in the order of cause and effect. Also emphasis the importance of team collaboration: everyone must participate (it is up to you to make sure this is the case, too). Finally, give them some timing elements. To start with, it is advisable to shuffle the cards of batch 1 on the table (otherwise they are almost in order) and not to give instructions to read the back of the cards. This way, teams will more easily fall into the trap of the ice pack not raising the water level. Once all the cards in set 1 are placed (usually in a row), and not before, tell them to read the back. Getting it wrong and correcting yourself is very effective for learning, that's why there is a trap at the beginning.

=Intellectual part=

The first phase consists of placing all 42 cards and drawing the arrows between the cards. Distribute the lots as the cards of the previous lot are correctly positioned. From batch 3 or 4 onward, start drawing the arrows. In order to have a reference point, the "line" composed of cards 21 (temperature), 17 (water temperature), 16 (glaciers)
18 (ice pack) and 19 (ice caps) should be about half the length of the table. If this is not the case, the team will have difficulty putting all the other cards downstream. It is therefore time, around batch 3 or 4, to suggest that they compact the cards on the front of the mural.

'''It is advisable to intervene as little as possible during this phase.''' All the information is on the back of the cards, so they have something to work with.
All the information is on the back of the cards, so they have plenty to work with. You may want to suggest that participants read a card again when you guess that they obviously haven't and read it out loud so that everyone in the group can hear the explanation. Important: spend as little time as possible on each table. Quickly identify where things go wrong, offer to read one to three cards again and move on to the next table.

A tip if they get bogged down: "read the back of the cards and see if you can find the headings on another card. If you do, there is a link. "

If some participants get bored with the game, suggest that they start the next game.

=Creative part=

==Presentation==

At one third of the time limit (you have room to slip to half time), it is time for the artistic phase. This phase is important in the learning process because it allows you to take ownership of the work you have done, to make another part of your brain work, to let other profiles express themselves (some are more at ease in this exercise than in the previous one). It is therefore up to you to motivate them and make them take this stage seriously.

==Competition==

===Principle===

To motivate the participants to play the game of the creative phase, a good solution is to put them in competition and to make a contest between the tables. It is up to the table to make the most beautiful fresco (the theory, in this case, is irrelevant).
The jury can be the facilitator(s) or the participants themselves. In the latter case, ask them to draw a frame on their mural so that the other participants can vote with a cross. Each person has only one vote and you cannot vote for your own mural.

Tips to make the vote real: everyone puts their hand on a mural and you count (this prevents cheating!). The winners get the right to... make a pitch in front of everyone!

===Objection===

It is sometimes objected that it is not congruent to use the competitive mode to animate the mural when, on the other hand, we advocate collaboration and mutual aid to try to save the world.
The association has no position on this point. One can be against the idea of using the competitive mode, but one can also consider that the competition is a strong emulation between the teams and that it serves the playful character. When it takes place in a playful or sporting context, it has nothing to do with the competition we are talking about in the economic field. To conclude, and to be consistent with the 'Swarmwise' organization, it is up to the facilitator to decide on the mode of facilitation. In the case of an event with several facilitators, the coordinator's opinion prevails. He/she can decide to impose the contest, to forbid it or to let each moderator choose.

===Choice of title===

The choice of title is a crucial moment in the development of the fresco. It comes during the creative phase, but it is important to remember to tell the participants from the beginning so that they leave a free space to write it. The choice of the title is often the moment when participants will put into words for the first time what they felt when they learned about the climate. The first ideas for titles are often very dark ("the end of the world", "the destruction of Man by Man", etc.). Don't discourage them, it's important that everyone expresses their feelings at this point. The team will surely decide on its own, in collective intelligence, to choose a more "positive" title.

=Pitch=

The pitch consists of making a presentation on climate change using the freshly painted mural hanging on a wall. If there is a competition between the teams, the winners make the pitch. Otherwise, the team should do it. Avoid having each team make a pitch, otherwise it will be long and boring as it may be the same thing N times. If all the teams really want to participate, then ask them to talk about one card/link that stood out for them more than the others, or about their title.

=Debriefing=

==Presentation==
The debriefing is the most important part of the facilitation. In the end, the beginning was just to make sure that the debate that follows takes place, that it is interesting, that the participants have the right information and that they are in a good mood.

It is complicated to give advice on how to facilitate the debate, because it is the talent of the facilitator who will do everything, his knowledge, sensitivity and experience of facilitation on these subjects. Here are a few elements, however:
*Do not intervene too much and let the participants speak. The debate must not become a question and answer session with the expert. If we are heading towards that, why not for 10 minutes, but then we need to go around the table so that participants become more active and speak in turn.
*Circulate the floor and pay attention to who has raised their hand and in what order. If the facilitator simply distributes the floor, that is already very good. Eventually, rules of non-verbal communication should be established, as shown in the image below.
File:Non-VerbalCommunication.jpg

==Solution==

Some players express the regret of not addressing the solutions after such a heavy, even depressing report. It is a conscious choice of the author not to propose a solution in the Fresco.
There are many reasons for this:

The first is that the solutions are not of the same nature as the scientific findings. All the data in the Fresco come from the IPCC reports and are indisputable. The solutions, on the other hand, are political, subjective and must be debated. It would be completely artificial to add solution maps and it would undermine the credibility of the tool, whose highest praise is that it is "non-partisan".

The second is that the solutions that come to mind depend very much on our level of awareness of environmental issues. First we think of renewable energies, then we read Philippe Bihouix and realise that there won't be enough minerals to make wind turbines and photovoltaic panels to replace fossil fuels. So we understand that we will have to invest in energy efficiency instead. But here again, if you read William Stanley Jevons (Jevons' Paradox or the Rebound Effect) or François Roddier (Thermodynamics of Evolution), you will understand that all the gains in efficiency will only speed up the economy and will not prevent us from going into the wall. And above all, we have only gained 1% per year in energy efficiency for decades and this is not up to the challenge. We then start to question economic growth, the notion of GDP, and even the growth of the world population. Finally, when you have read the report to the Club of Rome or the books of Pablo Servigne, you are ready to talk about collapse.

Here, in a few steps, is the path taken by many climate activists. It's an individual journey and it's important to respect each person's pace. Talking about de-growth to someone who is only at the beginning of their awareness is premature and counterproductive. It can trigger reactions of rejection. It is therefore up to the facilitator to guide the participants during the debriefing, adapting to their level of awareness and their sensitivities.

==Tip for starting the debate==

Most of the time, the hardest part is to start the debate. After that, the participants respond to each other. Here are some methods to get the debate going:
*Ask which card made the biggest impression on them, and why.
*Ask what information they got from it and what their next action should be
*Assess the group's optimism on the climate issue by raising their hands higher or lower, and then ask some of the extremes to present their idea.

Animation

2021-06-04T19:56:58Z

JulienR: fix warning v2

*warning*:This page has been automatically translated from french and needs to be reviewed

Each facilitator will run the workshop in a different way. However, there is a framework that should not be changed.

= Introduction =

== Ice breaker ==

It can be useful to start with an introduction that relaxes the atmosphere: do a first name round, introduce yourself briefly, massage your earlobes in pairs, play a game of evolution, organize a bomb and shield game, etc

== Briefing and start-up ==

Briefing the teams is quick as you only need to explain that you need to put the cards back in the order of cause and effect. Also emphasis the importance of team collaboration: everyone must participate (it is up to you to make sure this is the case, too). Finally, give them some timing elements. To start with, it is advisable to shuffle the cards of batch 1 on the table (otherwise they are almost in order) and not to give instructions to read the back of the cards. This way, teams will more easily fall into the trap of the ice pack not raising the water level. Once all the cards in set 1 are placed (usually in a row), and not before, tell them to read the back. Getting it wrong and correcting yourself is very effective for learning, that's why there is a trap at the beginning.

= Intellectual part =

The first phase consists of placing all 42 cards and drawing the arrows between the cards. Distribute the lots as the cards of the previous lot are correctly positioned. From batch 3 or 4 onward, start drawing the arrows. In order to have a reference point, the "line" composed of cards 21 (temperature), 17 (water temperature), 16 (glaciers)
18 (ice pack) and 19 (ice caps) should be about half the length of the table. If this is not the case, the team will have difficulty putting all the other cards downstream. It is therefore time, around batch 3 or 4, to suggest that they compact the cards on the front of the mural.

'''It is advisable to intervene as little as possible during this phase.''' All the information is on the back of the cards, so they have something to work with.
All the information is on the back of the cards, so they have plenty to work with. You may want to suggest that participants read a card again when you guess that they obviously haven't and read it out loud so that everyone in the group can hear the explanation. Important: spend as little time as possible on each table. Quickly identify where things go wrong, offer to read one to three cards again and move on to the next table.

A tip if they get bogged down: "read the back of the cards and see if you can find the headings on another card. If you do, there is a link. "

If some participants get bored with the game, suggest that they start the next game.

= Creative part =

== Presentation ==

At one third of the time limit (you have room to slip to half time), it is time for the artistic phase. This phase is important in the learning process because it allows you to take ownership of the work you have done, to make another part of your brain work, to let other profiles express themselves (some are more at ease in this exercise than in the previous one). It is therefore up to you to motivate them and make them take this stage seriously.

== Competition ==

=== Principle ===

To motivate the participants to play the game of the creative phase, a good solution is to put them in competition and to make a contest between the tables. It is up to the table to make the most beautiful fresco (the theory, in this case, is irrelevant).
The jury can be the facilitator(s) or the participants themselves. In the latter case, ask them to draw a frame on their mural so that the other participants can vote with a cross. Each person has only one vote and you cannot vote for your own mural.

Tips to make the vote real: everyone puts their hand on a mural and you count (this prevents cheating!). The winners get the right to... make a pitch in front of everyone!

=== Objection ===

It is sometimes objected that it is not congruent to use the competitive mode to animate the mural when, on the other hand, we advocate collaboration and mutual aid to try to save the world.
The association has no position on this point. One can be against the idea of using the competitive mode, but one can also consider that the competition is a strong emulation between the teams and that it serves the playful character. When it takes place in a playful or sporting context, it has nothing to do with the competition we are talking about in the economic field. To conclude, and to be consistent with the 'Swarmwise' organization, it is up to the facilitator to decide on the mode of facilitation. In the case of an event with several facilitators, the coordinator's opinion prevails. He/she can decide to impose the contest, to forbid it or to let each moderator choose.

=== Choice of title ===

The choice of title is a crucial moment in the development of the fresco. It comes during the creative phase, but it is important to remember to tell the participants from the beginning so that they leave a free space to write it. The choice of the title is often the moment when participants will put into words for the first time what they felt when they learned about the climate. The first ideas for titles are often very dark ("the end of the world", "the destruction of Man by Man", etc.). Don't discourage them, it's important that everyone expresses their feelings at this point. The team will surely decide on its own, in collective intelligence, to choose a more "positive" title.

= Pitch =

The pitch consists of making a presentation on climate change using the freshly painted mural hanging on a wall. If there is a competition between the teams, the winners make the pitch. Otherwise, the team should do it. Avoid having each team make a pitch, otherwise it will be long and boring as it may be the same thing N times. If all the teams really want to participate, then ask them to talk about one card/link that stood out for them more than the others, or about their title.

= Debriefing =

== Presentation ==
The debriefing is the most important part of the facilitation. In the end, the beginning was just to make sure that the debate that follows takes place, that it is interesting, that the participants have the right information and that they are in a good mood.

It is complicated to give advice on how to facilitate the debate, because it is the talent of the facilitator who will do everything, his knowledge, sensitivity and experience of facilitation on these subjects. Here are a few elements, however:
* Do not intervene too much and let the participants speak. The debate must not become a question and answer session with the expert. If we are heading towards that, why not for 10 minutes, but then we need to go around the table so that participants become more active and speak in turn.
* Circulate the floor and pay attention to who has raised their hand and in what order. If the facilitator simply distributes the floor, that is already very good. Eventually, rules of non-verbal communication should be established, as shown in the image below.
File:Non-VerbalCommunication.jpg

== Solution ==

Some players express the regret of not addressing the solutions after such a heavy, even depressing report. It is a conscious choice of the author not to propose a solution in the Fresco.
There are many reasons for this:

The first is that the solutions are not of the same nature as the scientific findings. All the data in the Fresco come from the IPCC reports and are indisputable. The solutions, on the other hand, are political, subjective and must be debated. It would be completely artificial to add solution maps and it would undermine the credibility of the tool, whose highest praise is that it is "non-partisan".

The second is that the solutions that come to mind depend very much on our level of awareness of environmental issues. First we think of renewable energies, then we read Philippe Bihouix and realise that there won't be enough minerals to make wind turbines and photovoltaic panels to replace fossil fuels. So we understand that we will have to invest in energy efficiency instead. But here again, if you read William Stanley Jevons (Jevons' Paradox or the Rebound Effect) or François Roddier (Thermodynamics of Evolution), you will understand that all the gains in efficiency will only speed up the economy and will not prevent us from going into the wall. And above all, we have only gained 1% per year in energy efficiency for decades and this is not up to the challenge. We then start to question economic growth, the notion of GDP, and even the growth of the world population. Finally, when you have read the report to the Club of Rome or the books of Pablo Servigne, you are ready to talk about collapse.

Here, in a few steps, is the path taken by many climate activists. It's an individual journey and it's important to respect each person's pace. Talking about de-growth to someone who is only at the beginning of their awareness is premature and counterproductive. It can trigger reactions of rejection. It is therefore up to the facilitator to guide the participants during the debriefing, adapting to their level of awareness and their sensitivities.

== Tip for starting the debate ==

Most of the time, the hardest part is to start the debate. After that, the participants respond to each other. Here are some methods to get the debate going:
* Ask which card made the biggest impression on them, and why.
* Ask what information they got from it and what their next action should be
* Assess the group's optimism on the climate issue by raising their hands higher or lower, and then ask some of the extremes to present their idea.

Animation

2021-06-04T19:56:36Z

JulienR: fix warning

**warning** :This page has been automatically translated from french and needs to be reviewed

Each facilitator will run the workshop in a different way. However, there is a framework that should not be changed.

= Introduction =

== Ice breaker ==

It can be useful to start with an introduction that relaxes the atmosphere: do a first name round, introduce yourself briefly, massage your earlobes in pairs, play a game of evolution, organize a bomb and shield game, etc

== Briefing and start-up ==

Briefing the teams is quick as you only need to explain that you need to put the cards back in the order of cause and effect. Also emphasis the importance of team collaboration: everyone must participate (it is up to you to make sure this is the case, too). Finally, give them some timing elements. To start with, it is advisable to shuffle the cards of batch 1 on the table (otherwise they are almost in order) and not to give instructions to read the back of the cards. This way, teams will more easily fall into the trap of the ice pack not raising the water level. Once all the cards in set 1 are placed (usually in a row), and not before, tell them to read the back. Getting it wrong and correcting yourself is very effective for learning, that's why there is a trap at the beginning.

= Intellectual part =

The first phase consists of placing all 42 cards and drawing the arrows between the cards. Distribute the lots as the cards of the previous lot are correctly positioned. From batch 3 or 4 onward, start drawing the arrows. In order to have a reference point, the "line" composed of cards 21 (temperature), 17 (water temperature), 16 (glaciers)
18 (ice pack) and 19 (ice caps) should be about half the length of the table. If this is not the case, the team will have difficulty putting all the other cards downstream. It is therefore time, around batch 3 or 4, to suggest that they compact the cards on the front of the mural.

'''It is advisable to intervene as little as possible during this phase.''' All the information is on the back of the cards, so they have something to work with.
All the information is on the back of the cards, so they have plenty to work with. You may want to suggest that participants read a card again when you guess that they obviously haven't and read it out loud so that everyone in the group can hear the explanation. Important: spend as little time as possible on each table. Quickly identify where things go wrong, offer to read one to three cards again and move on to the next table.

A tip if they get bogged down: "read the back of the cards and see if you can find the headings on another card. If you do, there is a link. "

If some participants get bored with the game, suggest that they start the next game.

= Creative part =

== Presentation ==

At one third of the time limit (you have room to slip to half time), it is time for the artistic phase. This phase is important in the learning process because it allows you to take ownership of the work you have done, to make another part of your brain work, to let other profiles express themselves (some are more at ease in this exercise than in the previous one). It is therefore up to you to motivate them and make them take this stage seriously.

== Competition ==

=== Principle ===

To motivate the participants to play the game of the creative phase, a good solution is to put them in competition and to make a contest between the tables. It is up to the table to make the most beautiful fresco (the theory, in this case, is irrelevant).
The jury can be the facilitator(s) or the participants themselves. In the latter case, ask them to draw a frame on their mural so that the other participants can vote with a cross. Each person has only one vote and you cannot vote for your own mural.

Tips to make the vote real: everyone puts their hand on a mural and you count (this prevents cheating!). The winners get the right to... make a pitch in front of everyone!

=== Objection ===

It is sometimes objected that it is not congruent to use the competitive mode to animate the mural when, on the other hand, we advocate collaboration and mutual aid to try to save the world.
The association has no position on this point. One can be against the idea of using the competitive mode, but one can also consider that the competition is a strong emulation between the teams and that it serves the playful character. When it takes place in a playful or sporting context, it has nothing to do with the competition we are talking about in the economic field. To conclude, and to be consistent with the 'Swarmwise' organization, it is up to the facilitator to decide on the mode of facilitation. In the case of an event with several facilitators, the coordinator's opinion prevails. He/she can decide to impose the contest, to forbid it or to let each moderator choose.

=== Choice of title ===

The choice of title is a crucial moment in the development of the fresco. It comes during the creative phase, but it is important to remember to tell the participants from the beginning so that they leave a free space to write it. The choice of the title is often the moment when participants will put into words for the first time what they felt when they learned about the climate. The first ideas for titles are often very dark ("the end of the world", "the destruction of Man by Man", etc.). Don't discourage them, it's important that everyone expresses their feelings at this point. The team will surely decide on its own, in collective intelligence, to choose a more "positive" title.

= Pitch =

The pitch consists of making a presentation on climate change using the freshly painted mural hanging on a wall. If there is a competition between the teams, the winners make the pitch. Otherwise, the team should do it. Avoid having each team make a pitch, otherwise it will be long and boring as it may be the same thing N times. If all the teams really want to participate, then ask them to talk about one card/link that stood out for them more than the others, or about their title.

= Debriefing =

== Presentation ==
The debriefing is the most important part of the facilitation. In the end, the beginning was just to make sure that the debate that follows takes place, that it is interesting, that the participants have the right information and that they are in a good mood.

It is complicated to give advice on how to facilitate the debate, because it is the talent of the facilitator who will do everything, his knowledge, sensitivity and experience of facilitation on these subjects. Here are a few elements, however:
* Do not intervene too much and let the participants speak. The debate must not become a question and answer session with the expert. If we are heading towards that, why not for 10 minutes, but then we need to go around the table so that participants become more active and speak in turn.
* Circulate the floor and pay attention to who has raised their hand and in what order. If the facilitator simply distributes the floor, that is already very good. Eventually, rules of non-verbal communication should be established, as shown in the image below.
File:Non-VerbalCommunication.jpg

== Solution ==

Some players express the regret of not addressing the solutions after such a heavy, even depressing report. It is a conscious choice of the author not to propose a solution in the Fresco.
There are many reasons for this:

The first is that the solutions are not of the same nature as the scientific findings. All the data in the Fresco come from the IPCC reports and are indisputable. The solutions, on the other hand, are political, subjective and must be debated. It would be completely artificial to add solution maps and it would undermine the credibility of the tool, whose highest praise is that it is "non-partisan".

The second is that the solutions that come to mind depend very much on our level of awareness of environmental issues. First we think of renewable energies, then we read Philippe Bihouix and realise that there won't be enough minerals to make wind turbines and photovoltaic panels to replace fossil fuels. So we understand that we will have to invest in energy efficiency instead. But here again, if you read William Stanley Jevons (Jevons' Paradox or the Rebound Effect) or François Roddier (Thermodynamics of Evolution), you will understand that all the gains in efficiency will only speed up the economy and will not prevent us from going into the wall. And above all, we have only gained 1% per year in energy efficiency for decades and this is not up to the challenge. We then start to question economic growth, the notion of GDP, and even the growth of the world population. Finally, when you have read the report to the Club of Rome or the books of Pablo Servigne, you are ready to talk about collapse.

Here, in a few steps, is the path taken by many climate activists. It's an individual journey and it's important to respect each person's pace. Talking about de-growth to someone who is only at the beginning of their awareness is premature and counterproductive. It can trigger reactions of rejection. It is therefore up to the facilitator to guide the participants during the debriefing, adapting to their level of awareness and their sensitivities.

== Tip for starting the debate ==

Most of the time, the hardest part is to start the debate. After that, the participants respond to each other. Here are some methods to get the debate going:
* Ask which card made the biggest impression on them, and why.
* Ask what information they got from it and what their next action should be
* Assess the group's optimism on the climate issue by raising their hands higher or lower, and then ask some of the extremes to present their idea.

Animation

2021-06-04T19:56:06Z

JulienR: warning

{{warning}} This page has been automatically translated from french and needs to be reviewed

Each facilitator will run the workshop in a different way. However, there is a framework that should not be changed.

= Introduction =

== Ice breaker ==

It can be useful to start with an introduction that relaxes the atmosphere: do a first name round, introduce yourself briefly, massage your earlobes in pairs, play a game of evolution, organize a bomb and shield game, etc

== Briefing and start-up ==

Briefing the teams is quick as you only need to explain that you need to put the cards back in the order of cause and effect. Also emphasis the importance of team collaboration: everyone must participate (it is up to you to make sure this is the case, too). Finally, give them some timing elements. To start with, it is advisable to shuffle the cards of batch 1 on the table (otherwise they are almost in order) and not to give instructions to read the back of the cards. This way, teams will more easily fall into the trap of the ice pack not raising the water level. Once all the cards in set 1 are placed (usually in a row), and not before, tell them to read the back. Getting it wrong and correcting yourself is very effective for learning, that's why there is a trap at the beginning.

= Intellectual part =

The first phase consists of placing all 42 cards and drawing the arrows between the cards. Distribute the lots as the cards of the previous lot are correctly positioned. From batch 3 or 4 onward, start drawing the arrows. In order to have a reference point, the "line" composed of cards 21 (temperature), 17 (water temperature), 16 (glaciers)
18 (ice pack) and 19 (ice caps) should be about half the length of the table. If this is not the case, the team will have difficulty putting all the other cards downstream. It is therefore time, around batch 3 or 4, to suggest that they compact the cards on the front of the mural.

'''It is advisable to intervene as little as possible during this phase.''' All the information is on the back of the cards, so they have something to work with.
All the information is on the back of the cards, so they have plenty to work with. You may want to suggest that participants read a card again when you guess that they obviously haven't and read it out loud so that everyone in the group can hear the explanation. Important: spend as little time as possible on each table. Quickly identify where things go wrong, offer to read one to three cards again and move on to the next table.

A tip if they get bogged down: "read the back of the cards and see if you can find the headings on another card. If you do, there is a link. "

If some participants get bored with the game, suggest that they start the next game.

= Creative part =

== Presentation ==

At one third of the time limit (you have room to slip to half time), it is time for the artistic phase. This phase is important in the learning process because it allows you to take ownership of the work you have done, to make another part of your brain work, to let other profiles express themselves (some are more at ease in this exercise than in the previous one). It is therefore up to you to motivate them and make them take this stage seriously.

== Competition ==

=== Principle ===

To motivate the participants to play the game of the creative phase, a good solution is to put them in competition and to make a contest between the tables. It is up to the table to make the most beautiful fresco (the theory, in this case, is irrelevant).
The jury can be the facilitator(s) or the participants themselves. In the latter case, ask them to draw a frame on their mural so that the other participants can vote with a cross. Each person has only one vote and you cannot vote for your own mural.

Tips to make the vote real: everyone puts their hand on a mural and you count (this prevents cheating!). The winners get the right to... make a pitch in front of everyone!

=== Objection ===

It is sometimes objected that it is not congruent to use the competitive mode to animate the mural when, on the other hand, we advocate collaboration and mutual aid to try to save the world.
The association has no position on this point. One can be against the idea of using the competitive mode, but one can also consider that the competition is a strong emulation between the teams and that it serves the playful character. When it takes place in a playful or sporting context, it has nothing to do with the competition we are talking about in the economic field. To conclude, and to be consistent with the 'Swarmwise' organization, it is up to the facilitator to decide on the mode of facilitation. In the case of an event with several facilitators, the coordinator's opinion prevails. He/she can decide to impose the contest, to forbid it or to let each moderator choose.

=== Choice of title ===

The choice of title is a crucial moment in the development of the fresco. It comes during the creative phase, but it is important to remember to tell the participants from the beginning so that they leave a free space to write it. The choice of the title is often the moment when participants will put into words for the first time what they felt when they learned about the climate. The first ideas for titles are often very dark ("the end of the world", "the destruction of Man by Man", etc.). Don't discourage them, it's important that everyone expresses their feelings at this point. The team will surely decide on its own, in collective intelligence, to choose a more "positive" title.

= Pitch =

The pitch consists of making a presentation on climate change using the freshly painted mural hanging on a wall. If there is a competition between the teams, the winners make the pitch. Otherwise, the team should do it. Avoid having each team make a pitch, otherwise it will be long and boring as it may be the same thing N times. If all the teams really want to participate, then ask them to talk about one card/link that stood out for them more than the others, or about their title.

= Debriefing =

== Presentation ==
The debriefing is the most important part of the facilitation. In the end, the beginning was just to make sure that the debate that follows takes place, that it is interesting, that the participants have the right information and that they are in a good mood.

It is complicated to give advice on how to facilitate the debate, because it is the talent of the facilitator who will do everything, his knowledge, sensitivity and experience of facilitation on these subjects. Here are a few elements, however:
* Do not intervene too much and let the participants speak. The debate must not become a question and answer session with the expert. If we are heading towards that, why not for 10 minutes, but then we need to go around the table so that participants become more active and speak in turn.
* Circulate the floor and pay attention to who has raised their hand and in what order. If the facilitator simply distributes the floor, that is already very good. Eventually, rules of non-verbal communication should be established, as shown in the image below.
File:Non-VerbalCommunication.jpg

== Solution ==

Some players express the regret of not addressing the solutions after such a heavy, even depressing report. It is a conscious choice of the author not to propose a solution in the Fresco.
There are many reasons for this:

The first is that the solutions are not of the same nature as the scientific findings. All the data in the Fresco come from the IPCC reports and are indisputable. The solutions, on the other hand, are political, subjective and must be debated. It would be completely artificial to add solution maps and it would undermine the credibility of the tool, whose highest praise is that it is "non-partisan".

The second is that the solutions that come to mind depend very much on our level of awareness of environmental issues. First we think of renewable energies, then we read Philippe Bihouix and realise that there won't be enough minerals to make wind turbines and photovoltaic panels to replace fossil fuels. So we understand that we will have to invest in energy efficiency instead. But here again, if you read William Stanley Jevons (Jevons' Paradox or the Rebound Effect) or François Roddier (Thermodynamics of Evolution), you will understand that all the gains in efficiency will only speed up the economy and will not prevent us from going into the wall. And above all, we have only gained 1% per year in energy efficiency for decades and this is not up to the challenge. We then start to question economic growth, the notion of GDP, and even the growth of the world population. Finally, when you have read the report to the Club of Rome or the books of Pablo Servigne, you are ready to talk about collapse.

Here, in a few steps, is the path taken by many climate activists. It's an individual journey and it's important to respect each person's pace. Talking about de-growth to someone who is only at the beginning of their awareness is premature and counterproductive. It can trigger reactions of rejection. It is therefore up to the facilitator to guide the participants during the debriefing, adapting to their level of awareness and their sensitivities.

== Tip for starting the debate ==

Most of the time, the hardest part is to start the debate. After that, the participants respond to each other. Here are some methods to get the debate going:
* Ask which card made the biggest impression on them, and why.
* Ask what information they got from it and what their next action should be
* Assess the group's optimism on the climate issue by raising their hands higher or lower, and then ask some of the extremes to present their idea.

Animation

2021-06-04T19:52:54Z

JulienR: fix titles

Each facilitator will run the workshop in a different way. However, there is a framework that should not be changed.

= Introduction =

== Ice breaker ==

It can be useful to start with an introduction that relaxes the atmosphere: do a first name round, introduce yourself briefly, massage your earlobes in pairs, play a game of evolution, organize a bomb and shield game, etc

== Briefing and start-up ==

Briefing the teams is quick as you only need to explain that you need to put the cards back in the order of cause and effect. Also emphasis the importance of team collaboration: everyone must participate (it is up to you to make sure this is the case, too). Finally, give them some timing elements. To start with, it is advisable to shuffle the cards of batch 1 on the table (otherwise they are almost in order) and not to give instructions to read the back of the cards. This way, teams will more easily fall into the trap of the ice pack not raising the water level. Once all the cards in set 1 are placed (usually in a row), and not before, tell them to read the back. Getting it wrong and correcting yourself is very effective for learning, that's why there is a trap at the beginning.

= Intellectual part =

The first phase consists of placing all 42 cards and drawing the arrows between the cards. Distribute the lots as the cards of the previous lot are correctly positioned. From batch 3 or 4 onward, start drawing the arrows. In order to have a reference point, the "line" composed of cards 21 (temperature), 17 (water temperature), 16 (glaciers)
18 (ice pack) and 19 (ice caps) should be about half the length of the table. If this is not the case, the team will have difficulty putting all the other cards downstream. It is therefore time, around batch 3 or 4, to suggest that they compact the cards on the front of the mural.

'''It is advisable to intervene as little as possible during this phase.''' All the information is on the back of the cards, so they have something to work with.
All the information is on the back of the cards, so they have plenty to work with. You may want to suggest that participants read a card again when you guess that they obviously haven't and read it out loud so that everyone in the group can hear the explanation. Important: spend as little time as possible on each table. Quickly identify where things go wrong, offer to read one to three cards again and move on to the next table.

A tip if they get bogged down: "read the back of the cards and see if you can find the headings on another card. If you do, there is a link. "

If some participants get bored with the game, suggest that they start the next game.

= Creative part =

== Presentation ==

At one third of the time limit (you have room to slip to half time), it is time for the artistic phase. This phase is important in the learning process because it allows you to take ownership of the work you have done, to make another part of your brain work, to let other profiles express themselves (some are more at ease in this exercise than in the previous one). It is therefore up to you to motivate them and make them take this stage seriously.

== Competition ==

=== Principle ===

To motivate the participants to play the game of the creative phase, a good solution is to put them in competition and to make a contest between the tables. It is up to the table to make the most beautiful fresco (the theory, in this case, is irrelevant).
The jury can be the facilitator(s) or the participants themselves. In the latter case, ask them to draw a frame on their mural so that the other participants can vote with a cross. Each person has only one vote and you cannot vote for your own mural.

Tips to make the vote real: everyone puts their hand on a mural and you count (this prevents cheating!). The winners get the right to... make a pitch in front of everyone!

=== Objection ===

It is sometimes objected that it is not congruent to use the competitive mode to animate the mural when, on the other hand, we advocate collaboration and mutual aid to try to save the world.
The association has no position on this point. One can be against the idea of using the competitive mode, but one can also consider that the competition is a strong emulation between the teams and that it serves the playful character. When it takes place in a playful or sporting context, it has nothing to do with the competition we are talking about in the economic field. To conclude, and to be consistent with the 'Swarmwise' organization, it is up to the facilitator to decide on the mode of facilitation. In the case of an event with several facilitators, the coordinator's opinion prevails. He/she can decide to impose the contest, to forbid it or to let each moderator choose.

=== Choice of title ===

The choice of title is a crucial moment in the development of the fresco. It comes during the creative phase, but it is important to remember to tell the participants from the beginning so that they leave a free space to write it. The choice of the title is often the moment when participants will put into words for the first time what they felt when they learned about the climate. The first ideas for titles are often very dark ("the end of the world", "the destruction of Man by Man", etc.). Don't discourage them, it's important that everyone expresses their feelings at this point. The team will surely decide on its own, in collective intelligence, to choose a more "positive" title.

= Pitch =

The pitch consists of making a presentation on climate change using the freshly painted mural hanging on a wall. If there is a competition between the teams, the winners make the pitch. Otherwise, the team should do it. Avoid having each team make a pitch, otherwise it will be long and boring as it may be the same thing N times. If all the teams really want to participate, then ask them to talk about one card/link that stood out for them more than the others, or about their title.

= Debriefing =

== Presentation ==
The debriefing is the most important part of the facilitation. In the end, the beginning was just to make sure that the debate that follows takes place, that it is interesting, that the participants have the right information and that they are in a good mood.

It is complicated to give advice on how to facilitate the debate, because it is the talent of the facilitator who will do everything, his knowledge, sensitivity and experience of facilitation on these subjects. Here are a few elements, however:
* Do not intervene too much and let the participants speak. The debate must not become a question and answer session with the expert. If we are heading towards that, why not for 10 minutes, but then we need to go around the table so that participants become more active and speak in turn.
* Circulate the floor and pay attention to who has raised their hand and in what order. If the facilitator simply distributes the floor, that is already very good. Eventually, rules of non-verbal communication should be established, as shown in the image below.
File:Non-VerbalCommunication.jpg

== Solution ==

Some players express the regret of not addressing the solutions after such a heavy, even depressing report. It is a conscious choice of the author not to propose a solution in the Fresco.
There are many reasons for this:

The first is that the solutions are not of the same nature as the scientific findings. All the data in the Fresco come from the IPCC reports and are indisputable. The solutions, on the other hand, are political, subjective and must be debated. It would be completely artificial to add solution maps and it would undermine the credibility of the tool, whose highest praise is that it is "non-partisan".

The second is that the solutions that come to mind depend very much on our level of awareness of environmental issues. First we think of renewable energies, then we read Philippe Bihouix and realise that there won't be enough minerals to make wind turbines and photovoltaic panels to replace fossil fuels. So we understand that we will have to invest in energy efficiency instead. But here again, if you read William Stanley Jevons (Jevons' Paradox or the Rebound Effect) or François Roddier (Thermodynamics of Evolution), you will understand that all the gains in efficiency will only speed up the economy and will not prevent us from going into the wall. And above all, we have only gained 1% per year in energy efficiency for decades and this is not up to the challenge. We then start to question economic growth, the notion of GDP, and even the growth of the world population. Finally, when you have read the report to the Club of Rome or the books of Pablo Servigne, you are ready to talk about collapse.

Here, in a few steps, is the path taken by many climate activists. It's an individual journey and it's important to respect each person's pace. Talking about de-growth to someone who is only at the beginning of their awareness is premature and counterproductive. It can trigger reactions of rejection. It is therefore up to the facilitator to guide the participants during the debriefing, adapting to their level of awareness and their sensitivities.

== Tip for starting the debate ==

Most of the time, the hardest part is to start the debate. After that, the participants respond to each other. Here are some methods to get the debate going:
* Ask which card made the biggest impression on them, and why.
* Ask what information they got from it and what their next action should be
* Assess the group's optimism on the climate issue by raising their hands higher or lower, and then ask some of the extremes to present their idea.

Animation

2021-06-04T19:52:10Z

JulienR: Automatic translation from french with DeepL

Each facilitator will run the workshop in a different way. However, there is a framework that should not be changed.

= Introduction

== Ice breaker ==

It can be useful to start with an introduction that relaxes the atmosphere: do a first name round, introduce yourself briefly, massage your earlobes in pairs, play a game of evolution, organize a bomb and shield game, etc

== Briefing and start-up

Briefing the teams is quick as you only need to explain that you need to put the cards back in the order of cause and effect. Also emphasis the importance of team collaboration: everyone must participate (it is up to you to make sure this is the case, too). Finally, give them some timing elements. To start with, it is advisable to shuffle the cards of batch 1 on the table (otherwise they are almost in order) and not to give instructions to read the back of the cards. This way, teams will more easily fall into the trap of the ice pack not raising the water level. Once all the cards in set 1 are placed (usually in a row), and not before, tell them to read the back. Getting it wrong and correcting yourself is very effective for learning, that's why there is a trap at the beginning.

= Intellectual part =

The first phase consists of placing all 42 cards and drawing the arrows between the cards. Distribute the lots as the cards of the previous lot are correctly positioned. From batch 3 or 4 onward, start drawing the arrows. In order to have a reference point, the "line" composed of cards 21 (temperature), 17 (water temperature), 16 (glaciers)
18 (ice pack) and 19 (ice caps) should be about half the length of the table. If this is not the case, the team will have difficulty putting all the other cards downstream. It is therefore time, around batch 3 or 4, to suggest that they compact the cards on the front of the mural.

'''It is advisable to intervene as little as possible during this phase.''' All the information is on the back of the cards, so they have something to work with.
All the information is on the back of the cards, so they have plenty to work with. You may want to suggest that participants read a card again when you guess that they obviously haven't and read it out loud so that everyone in the group can hear the explanation. Important: spend as little time as possible on each table. Quickly identify where things go wrong, offer to read one to three cards again and move on to the next table.

A tip if they get bogged down: "read the back of the cards and see if you can find the headings on another card. If you do, there is a link. "

If some participants get bored with the game, suggest that they start the next game.

= Creative part =

== Presentation ==

At one third of the time limit (you have room to slip to half time), it is time for the artistic phase. This phase is important in the learning process because it allows you to take ownership of the work you have done, to make another part of your brain work, to let other profiles express themselves (some are more at ease in this exercise than in the previous one). It is therefore up to you to motivate them and make them take this stage seriously.

== Competition ==

=== Principle ===

To motivate the participants to play the game of the creative phase, a good solution is to put them in competition and to make a contest between the tables. It is up to the table to make the most beautiful fresco (the theory, in this case, is irrelevant).
The jury can be the facilitator(s) or the participants themselves. In the latter case, ask them to draw a frame on their mural so that the other participants can vote with a cross. Each person has only one vote and you cannot vote for your own mural.

Tips to make the vote real: everyone puts their hand on a mural and you count (this prevents cheating!). The winners get the right to... make a pitch in front of everyone!

=== Objection ===

It is sometimes objected that it is not congruent to use the competitive mode to animate the mural when, on the other hand, we advocate collaboration and mutual aid to try to save the world.
The association has no position on this point. One can be against the idea of using the competitive mode, but one can also consider that the competition is a strong emulation between the teams and that it serves the playful character. When it takes place in a playful or sporting context, it has nothing to do with the competition we are talking about in the economic field. To conclude, and to be consistent with the 'Swarmwise' organization, it is up to the facilitator to decide on the mode of facilitation. In the case of an event with several facilitators, the coordinator's opinion prevails. He/she can decide to impose the contest, to forbid it or to let each moderator choose.

=== Choice of title ===

The choice of title is a crucial moment in the development of the fresco. It comes during the creative phase, but it is important to remember to tell the participants from the beginning so that they leave a free space to write it. The choice of the title is often the moment when participants will put into words for the first time what they felt when they learned about the climate. The first ideas for titles are often very dark ("the end of the world", "the destruction of Man by Man", etc.). Don't discourage them, it's important that everyone expresses their feelings at this point. The team will surely decide on its own, in collective intelligence, to choose a more "positive" title.

= Pitch =

The pitch consists of making a presentation on climate change using the freshly painted mural hanging on a wall. If there is a competition between the teams, the winners make the pitch. Otherwise, the team should do it. Avoid having each team make a pitch, otherwise it will be long and boring as it may be the same thing N times. If all the teams really want to participate, then ask them to talk about one card/link that stood out for them more than the others, or about their title.

= Debriefing =

== Presentation ==
The debriefing is the most important part of the facilitation. In the end, the beginning was just to make sure that the debate that follows takes place, that it is interesting, that the participants have the right information and that they are in a good mood.

It is complicated to give advice on how to facilitate the debate, because it is the talent of the facilitator who will do everything, his knowledge, sensitivity and experience of facilitation on these subjects. Here are a few elements, however:
* Do not intervene too much and let the participants speak. The debate must not become a question and answer session with the expert. If we are heading towards that, why not for 10 minutes, but then we need to go around the table so that participants become more active and speak in turn.
* Circulate the floor and pay attention to who has raised their hand and in what order. If the facilitator simply distributes the floor, that is already very good. Eventually, rules of non-verbal communication should be established, as shown in the image below.
File:Non-VerbalCommunication.jpg

== Solution ==

Some players express the regret of not addressing the solutions after such a heavy, even depressing report. It is a conscious choice of the author not to propose a solution in the Fresco.
There are many reasons for this:

The first is that the solutions are not of the same nature as the scientific findings. All the data in the Fresco come from the IPCC reports and are indisputable. The solutions, on the other hand, are political, subjective and must be debated. It would be completely artificial to add solution maps and it would undermine the credibility of the tool, whose highest praise is that it is "non-partisan".

The second is that the solutions that come to mind depend very much on our level of awareness of environmental issues. First we think of renewable energies, then we read Philippe Bihouix and realise that there won't be enough minerals to make wind turbines and photovoltaic panels to replace fossil fuels. So we understand that we will have to invest in energy efficiency instead. But here again, if you read William Stanley Jevons (Jevons' Paradox or the Rebound Effect) or François Roddier (Thermodynamics of Evolution), you will understand that all the gains in efficiency will only speed up the economy and will not prevent us from going into the wall. And above all, we have only gained 1% per year in energy efficiency for decades and this is not up to the challenge. We then start to question economic growth, the notion of GDP, and even the growth of the world population. Finally, when you have read the report to the Club of Rome or the books of Pablo Servigne, you are ready to talk about collapse.

Here, in a few steps, is the path taken by many climate activists. It's an individual journey and it's important to respect each person's pace. Talking about de-growth to someone who is only at the beginning of their awareness is premature and counterproductive. It can trigger reactions of rejection. It is therefore up to the facilitator to guide the participants during the debriefing, adapting to their level of awareness and their sensitivities.

== Tip for starting the debate

Most of the time, the hardest part is to start the debate. After that, the participants respond to each other. Here are some methods to get the debate going:
* Ask which card made the biggest impression on them, and why.
* Ask what information they got from it and what their next action should be
* Assess the group's optimism on the climate issue by raising their hands higher or lower, and then ask some of the extremes to present their idea.

En-en adult card 26 river flooding

2021-04-18T07:20:57Z

JulienR: /* Wrong consequences */ fix card 28

{{Card
|number=26
|version=adult
|title=River Flooding
}}

== Explanation==
A flood is the temporary rise in the level of a river due to precipitation (whether local or upstream) or melting snow or ice.

== Facilitation advice ==
Players can be asked what the difference is between flooding and [[En-en adult card 33 marine submersion|Marine Submersion]]. Floods come from rain and rivers, whereas marine submersion comes from the sea.

== Correction ==
===Causes===
* [[En-en_adult_card_20_disruption_water_cycle|Disruption Water Cycle]]
* [[En-en_adult_card_30_droughts|Droughts]]
=== Consequences ===
*[[En-en_adult_card_32_decline_agricultural_yields|Decline Agricultural Yields]]
*[[En-en_adult_card_38_human_health|Human Health]]

== Other possible links ==
=== Other causes ===

* [[En-en adult card 16 melting of glaciers|Melting of glaciers]] It is possible, under certain circumstances of high heat, that the rapid melting of glaciers may cause flooding. But the real concern about these glaciers is that they are gradually disappearing, depriving downstream irrigation of a top-up in summer.
* [[En-en adult card 6 deforestation|Deforestation]] Vegetation retains water. If it is cut down, flooding is more likely.
* [[En-en adult card 3 building|Building usage]] Artificialization of the soil is also responsible for flooding because the soil no longer drains away excess water.

===Other consequences===
*[[En-en adult card 31 freshwater resources|Freshwater resources]] Flooding can lead in some cases to contamination of freshwater resources and affect drinking water systems.

== Wrong links==
===Wrong consequences===
*[[En-en_adult_card_28_vectors_of_disease|Vectors of disease]] Be wary of common misconceptions about flooding, marshes, mosquitos... Flooding can cause sanitation issues, but that is not what we are talking about here.

* [[En-en adult card 33 marine submersion|Marine submersion]] No, these are two different phenomena and should not be conflated.

==To go further==

===Occurrences of this phenomenon===

====June 2019====
In Indonesia, nearly 6,000 people have fled their homes in the northern Konawe, an Indonesian province in Southeast Sulawesi, following heavy flooding that submerged parts of the region, known for its mining and plantation activities. 3,676 hectares of rice fields were destroyed<ref>[https://lecourrier.vn/indonesie-des-milliers-de-deplaces-suite-a-de-fortes-inondations-a-sulawesi-du-sud-est/607588.html Thousands displaced by heavy flooding in South-East Sulawesi (French)]</ref>. The link with [[En-en adult card 32 decline agricultural yields|Decline in Agricultural Yields]] and [[En-en adult card 39 climate refugees|Climate Refugees]] can also be seen here

====January 2020====
Nine people died in Jakarta in floods, the authorities announced on Wednesday, January 1, after torrential rains during New Year's Eve. According to the authorities, about 13,000 people have been evacuated but this figure does not include the inhabitants of Jakarta's satellite cities. "We are in the process of carrying out the evacuations," Jakarta governor Anies Baswedan told the press. "All those living near rivers must expect flooding"<ref>[https://lecourrier.vn/indonesie-des-inondations-font-neuf-morts-dans-la-capitale/659834.html Indonesia: Floods claim nine lives in capital city (French)]</ref>.

====March 2020====
Here is a non-exhaustive list of different examples of floods around the world:

*4 March 2020: Hundreds of people in northern Namibia are displaced or missing as a result of flooding.
*6 March: 53 deaths in Rwanda due to heavy rains that led to flooding. 800 houses, 23 roads, 17 bridges destroyed, 200 hectares of agricultural land lost and thus a new manifestation of [[En-en adult card 32 decline agricultural yields|Decline in Agricultural Yields]].
*9 March: 42 dead in south-east Brazil following a flood that caused a landslide.
* 9 March: 28 dead and 65 injured following heavy rains in Khyber Pakhtunkhwa in north-west Pakistan, an example of [[En-en adult card 20 disruption water cycle|disruption of the water cycle]].
*14 March 2020: 3 people die in a landslide following heavy rains in Darjeeling, India.
*17 March 2020: 3,000 houses and 7,000 hectares of agricultural land destroyed by flooding in Tanzania.
*19 March 2020 : Flooding in Duhok, Iraq destroys 400 homes and 200 vehicles.
*22 March: 10 dead and hundreds of people forced to move, becoming [[En-en adult card 39 climate refugees|Climate Refugees]] following flooding in Papua New Guinea.
*23 March: 700,000 people are displaced by flooding in Zambia awaiting food aid.
*25 March 2020: 14 people die in 7 provinces of Iran and 2000 homes are destroyed in the Kerman region due to flooding.
*Whole month 1600 people displaced in Burundi due to floods.

====Late March/early April 2020 ====
80,000 people have been affected by floods in the Democratic Republic of Congo, leaving at least 25 dead. Those left homeless by the floods find themselves exposed to [[En-en adult card 38 human health|infection and disease]]. The risk of cholera, endemic in the region, is increasing. The province of South Kivu also hosts nearly 50,000 Burundian [[En-en adult card 39 climate refugees|Climate Refugees]] out of a total of 500,000 throughout the country. Local authorities are working to build shelters, latrines and water and sanitation facilities, highlighting the problems related to [[En-en adult card 20 disruption water cycle|freshwater resources]]<ref>[https://www.unhcr.org/fr/news/briefing/2020/4/5e9ed4e3a/rdc-dizaines-morts-80-000-personnes-touchees-graves-inondations-sud-kivu.html UNHCR, DRC: Dozens dead and 80,000 people affected by severe flooding in South Kivu (French)]</ref>.

==References==
<references />

[[fr:Fr-fr_adulte_carte_26_crues]]

En-en adult card 4 transportation

2021-04-09T08:40:26Z

JulienR: /* Possible consequences */ rename section title

{{Card
|number=4
|version=adult
|title=Transportation
}}

== Explanations ==

15% is not much, but it varies a lot depending on the country and lifestyle. In Western countries, the share of transportation, especially air travel, can account for a significant part of people's carbon footprint. If you take one or more long haul flights a year, that's the bulk of your carbon footprint.

== Correction ==
=== Causes ===
* [[En-en_adult_card_1_human_activities|Human activities]]

=== Consequences ===
* [[En-en_adult_card_5_fossil_fuels|Fossil fuels]]
* [[En-en_adult_card_10_aerosols|Aerosols]]

== Other possible links ==

=== Other consequences ===
* [[En-en_adult_card_6_deforestation|Deforestation]] Road construction sometimes requires deforestation, but the one-dimensional aspect of the road makes it almost negligible compared to deforestation linked to agriculture.

== To go further ==

=== French energy mix ===
In France, transport is the leading GHG emitting sector with 28% of emissions<ref>[https://jancovici.com/wp-content/uploads/2020/07/Jancovici_Mines_ParisTech_cours_3.pdf#section.0.41 Jancovici Mines ParisTech course (in French), lesson 3, section 41]</ref>.

The individual car represents 67% of the carbon footprint of transport, which is huge!<ref>[http://ravijen.fr/wp-content/uploads/2018/11/empreinte_FR_2016_graphe.jpg, Ravijen]</ref>

France's energy mix is 70% dominated by nuclear power, which is a low carbon energy (hydraulic 11%, fossil fuels 8%...)<ref>[https://opendata.reseaux-energies.fr/explore/dataset/prod-national-annuel-filiere/table/?sort=annee&dataChart=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%3D, opendata.reseaux-energies.fr] </ref> (Electricity represents only 24% of the energy consumed in France. <ref>[https://fr.wikipedia.org/wiki/%C3%89lectricit%C3%A9_en_France Wwikipedia (in French) page on Electricity in France]</ref>). Therefore, an electric car in France will emit less CO2 than a fossil fuel car, but in the calculation of emissions per kilometre, the emissions linked to the manufacture of the car must be included. So it's better, but it's not zero emissions, as some advertisements would suggest.

=== Some figures ===
* A round trip from New York to Paris emits the equivalent of two tonnes of CO2, which is the annual amount of carbon that the average French person should reach in 2050, in just two days.

== References ==
<references />

[[fr:Fr-fr_adulte_carte_4_transport]]

En-en adult card 6 deforestation

2021-04-09T08:22:21Z

JulienR: remove Sub list in consequences because it's not well supported by the importer (unfortunately)

{{Card
|number=6
|version=adult
|title=Deforestation
}}

== Definition ==
Deforestation, clearance, clearcutting or clearing is the removal of a forest or stand of trees from land which is then converted to a non-forest use. Deforestation can involve conversion of forest land to farms, ranches, or urban use.<ref> [[wikipedia:Deforestation|Wikipedia definition]] </ref>

== Explanation ==

Deforestation can be seen as a human activity, as a consequence of agriculture, or both. However, the main issue with deforestation is not so much that it destroys carbon sinks, but that it emits CO2 that took decades or centuries to capture. It's a question of flow vs. stock.

== Facilitation advice ==
The consequences of this card and of the [[En-en adult card 9 other ghgs|Other GHGs]] card are often forgotten, because participants often focus on the consequences of [[En-en adult card 5 fossil fuels|Fossil Fuels]]. It is important to make sure that participants also consider the consequences of this card.

== Correction ==
=== Causes ===
* [[En-en adult card 8 agriculture|Agriculture]]
=== Consequences ===
* [[En-en adult card 7 co2 emissions|CO2 emissions]]

== Other possible links ==

=== Other causes ===

* [[En-en adult card 2 industry|Industry]] This link is possible for wood-consuming industries. However, wood used by a factory from a sustainably managed forest is not considered deforestation.

* [[En-en adult card 4 transportation|Transportation]] Road construction sometimes requires deforestation, but the one-dimensional aspect of the road makes it almost negligible compared to wide-scale agriculture-related deforestation.

=== Other consequences ===
* [[En-en adult card 12 carbon sinks|Carbon Sinks]] Participants often think that deforestation reduces carbon sinks. In reality, the impact is minimal because deforested areas represent a very small part of the total forest area. Moreover, a mature forest has reached its equilibrium and no longer absorbs carbon. Therefore, as mainly mature forests are deforested, this does not impact carbon sinks. On the other hand, the amount CO2 released is very high.
* [[En-en adult card 15 radiative forcing|Radiative forcing]] When forests are cut down, a dark green surface is replaced by a light green one, which has a higher [[wikipedia:Albedo|albedo]] and therefore absorbs less energy.
* [[En-en adult card 20 disruption water cycle|Disruption of the Water Cycle]] Deforestation can perturb local precipitation.
* [[En-en adult card 25 terrestrial biodiversity|Terrestrial Biodiversity]] Deforestation causes huge losses of biodiversity: 1/ Animal biodiversity because the forest is host to many species. The forest biodiversity index fell by 53% between 1970 and 2014 <ref name="FAO 2020">[http://www.fao.org/3/ca8642en/CA8642EN.pdf#page=18 ''The State of the World’s Forests 2020, Executive Summary'', FAO]</ref>. 2/ Plant biodiversity, as 8,000 of the 60,000 known tree species are considered endangered.<ref name="FAO 2020"/>.
* [[En-en adult card 26 river flooding|River Flooding]] Vegetation retains water. Cutting it down can lead to flooding.
* [[En-en adult card 35 forest fires|Forest Fires]] One way of clearing forests is to burn them down, with the risk of losing control of the fire. This is what happened in the summer of 2019 in the Amazon forest and [[wikipedia:2019–20_Australian_bushfire_season|in Australia]].

== Additional content ==
=== Wood usage ===
93% of the wood from deforestation is burned (paper, agriculture, disposable furniture, etc.) and only 7% is used in a sustainable way (long-lasting furniture, construction, etc.).

=== Distribution of causes of deforestation ===
The drivers of deforestation<ref>[http://www.fao.org/3/ca8642en/CA8642EN.pdf#page=106 ''The State of the World’s Forests 2020, Drivers of change'', FAO]</ref> are:
* 40% for commercial agriculture, to breed livestock or to grow soy or oil palm
* 33% for local subsistence farming
* 10% for urban expansion
* 10% for infrastructure expansion
* 7% for mining.
These numbers are global averages, and vary greatly from country to country.

=== Speed of forest loss ===
The area of forest lost each year is gradually shrinking. It has decreased from 7.8 million hectares lost per year in the 1990s to 4.7 million hectares in 2010. This is mainly due to the fact that forests are growing elsewhere, either naturally or artificially.<ref name="FAO 2020"/>.

== References ==
<references />

[[fr:Fr-fr_adulte_carte_6_déforestation]]

En-en adult card 15 radiative forcing

2021-04-08T09:25:34Z

JulienR: /* Other possible links */ link 6->15 and 18->15 were the other way around (consequences instead of causes)

{{Card
|number=15
|version=adult
|title=Radiative forcing
}}<ref>[https://www.ipcc.ch/site/assets/uploads/2018/02/WG1AR5_all_final.pdf#page=715 Figure 8.18, Report 5 Working Group 1]</ref>
==Explanation==
Together with the coccolithophores, this card is the one that impresses the players the most. It is important to explain it well. One way to play it down is to say that Radiative Forcing is just a measurement.

The Earth receives energy from the Sun and radiates it back to space in the form of infrared rays. It should be in a state of in thermal equilibrium and the average temperature should be constant.

Anything that causes the Earth to move away from this thermal equilibrium, whether natural (sun, volcanoes) or anthropogenic (aerosols, GHGs), is called radiative forcing.

Caution: the definition has been simplified for educational purposes. A rigorous definition would be as follows: "Radiative forcing is the measure of the imbalance between the energy that arrives every second on Earth and the energy that would leave if the temperature had remained fixed since 1750". As the earth's temperature has risen in the meantime, the delta between instantaneous heat exchanges has decreased. Similarly, in 2050, in the [[En-en adult card 15 radiative forcing#RCP|RCP]]2.6 scenario, the forcing will be 2.6 W/m2, but the temperature will have stabilised, meaning that the delta between incoming and outgoing energy will be zero.

On the main graph, we can see the different components of the radiative forcing :

*in the upper part, the warming effects
* in the lower part, the cooling effects

The greenhouse effect (CO2 + Other WMGHG + Trop O3) represents a positive forcing of 3.1 W/m2 . It is therefore in the upper part of the graph.

Aerosols (Aer - Rad Int. + Aer - Cld Int.) have a cooling effect and are therefore in the lower part of the graph.

For more details on this graph, see the Radiative Forcing fact sheet.

The secondary graph represents the radiative forcing over two and a half centuries (history and projections). In the 5th IPCC report, the radiative forcing is 2.3 W/m2. The values of the forcing in 2100 gave their name to the IPCC scenarios (RCP 2.6, RCP 4.5 etc.). The colours of these scenarios can be found in the graphs of maps n°5, 11, 15, 21, 22 and 24.

For more details on this graph, see the fact sheet on PCR scenarios.

==To go further ==

=== Key points===

*Card 15 suggests that 2.3 W/m2 more energy is coming in than is going out, at any given moment. This is not the case! This is the definition of the "radiation balance" and its value is almost zero: as much energy enters as leaves (or 1 W/m2 maximum to take into account the time it takes to reach equilibrium due to warming). In the IPCC report, radiative forcing is the imbalance of the energy flux that would exist if the Earth's surface (or the oceans) had been prevented from warming compared to the values that existed in 1750. But the Earth's surface has warmed (by about 1°C) and the "radiative balance", not to be confused with radiative forcing, is almost zero. The legend in Figure 8.18 on page 699 of the IPCC report, on the back of Map 15, should be understood as the flow of energy that would not be returned to space if the Earth's surface had remained stuck at its 1750 temperature. Since the radiation balance is zero, this flow of energy, called "radiative forcing", is the one that has warmed the Earth.
*There is a simple and graphic way to explain the radiative forcing using the image of the greenhouse effect map. Note the arrows on the map from 1 to 4 (1 for reflection, 2 for insolation, 3 for infrared, and 4 for the greenhouse effect arrow). Let's also add a value 5 which is the amount of energy emitted by infrared radiation on the Earth's surface. First of all, it must be said that every warm body emits radiation. The hotter the body is, the more energy it radiates and returns. The amount of energy that reaches the earth is 2-1. The amount of energy leaving the Earth is 3. The amount of energy emitted by the earth in infrared radiation is 5. In 1750, what came in was worth what went out, so 2-1 = 3. We are in equilibrium. As the greenhouse effect increases, arrow 4 grows. This is the contribution of 3.1W/m2. On the other hand, aerosols increase the size of arrow 1. This is the -0.8 W/m2 because it is the amount of energy that does not reach the Earth.
*To understand the previous diagram, we can look at the values directly. Here is a table showing the radiation balance values:

{| class="wikitable"
!
!Source
!1750
!2020
|-
| rowspan="3" |Recep
|ESun
|341
|341
|-
| ERefl
|181
| 181.8
|-
|ESurf
|160
|159.2
|-
| rowspan="3" |Emis
| EEmisSurf
|490
|492
|-
|EGreenH
|330
|333.1
|-
|ESpace
|160
|158.9
|-
| rowspan="2" |Total
|EWarm
|490
|492.3
|-
|ECool
|490
|492
|}
The values presented in the table in W/m2 are as follows:

*ESun the energy emitted by the sun that reaches the Earth
*ERefl the energy reflected from Earth back into space
*ESurf the energy that reaches the earth's surface
*EEmisSurf the energy emitted by the Earth's surface
*EGreenH the energy that remains on Earth because of the greenhouse effect.
*ESpace the energy that goes back into space
*EWarm the energy that heats the Earth
*ECool that cools the Earth

So we have EWarm = ESurf + EGreenH, and ECool = EEmisSurf . The current radiative balance is EWarm-2020 - ECool2020 which is therefore 0.3 W/m2, and the radiative forcing is EWarm-2020 - ECool1750 which is therefore 2.3 W/m2.

This card should be removed for the simplified version.

===Detail item by item===

====Warming effects====

*Solar: the intensity of solar spots varies over time, with a period of 11 years. Hence the small bumps.
*BC [Black Carbon] on snow: Black carbon is soot (see map 10 Aerosols) that is deposited on snow that is white, and by albedo effect, it warms up.
*Contrails: Contrails are the streaks in aeroplanes due to aerosols and water vapour present and emitted. These trails are like artificial clouds (cirrus clouds, in this case, given their altitude and shape). At this altitude, the warming effect of the clouds (greenhouse effect) outweighs the cooling effect (albedo).
*Strat H2O [stratospheric water vapor]: Aircraft burn kerosene to propel themselves. This combustion, like all combustions, releases CO2 and water vapour. Water vapour is usually not counted in the carbon footprint of hydrocarbons because these water molecules are intended to remain in the atmosphere for only one to three weeks before being washed away by rain. As far as aeroplanes are concerned, it's a bit different because they fly at an altitude, close to the stratosphere, where, as the name suggests, the air is stratified. There are no vertical convective movements, almost no clouds and no rain. When water vapour is emitted by aeroplanes, it can stay there for several years and at that point we can start to take into account its greenhouse effect.
*Trop. O3 [Tropospheric Ozone]: Tropospheric ozone. Ozone is like cholesterol, it can be good and bad. The "good ozone" is stratospheric ozone, i.e. the ozone layer, which is very high in the atmosphere. It protects us from the sun's ultraviolet rays. The "bad ozone" is ground-level ozone, the ozone that is at ground level in "ozone pollution", especially in cities in hot weather. Ozone is a greenhouse gas, so as our activities produce it, its presence causes a positive radiative forcing. However, ozone is not included in carbon budgets. This is because we do not produce it directly. On the other hand, we do produce ozone precursors such as nitrogen oxides (NOx), volatile organic compounds (VOCs), methane (CH4) and carbon monoxide (CO).
*Other WMGHG [Well Mixed GreenHouse Gases]: Other WMGHG [Well Mixed GreenHouse Gases]: Other well mixed GHGs, or long-lived GHGs (synonymous because if they are long-lived, then they have time to mix well) are mainly methane, nitrous oxide and some other gases such as HFCs.
*CO2: We can see here that this is quantitatively the main element.

====Cooling effects====

*Aer - Rad Int. Aerosols - Radiation Interaction]: Aerosols-Radiation Interaction. This is the interaction of aerosols with the sun's rays. Clearly, it is the occulting effect. They prevent the sun's rays from reaching the ground. It is also said to be their direct effect<ref>[https://www.ipcc.ch/site/assets/uploads/2018/03/WG1AR5_SummaryVolume_FINAL_FRENCH.pdf#page=209 Definition of aerosol-radiation interaction, glossary of report 5, working group 1]</ref>.
* Aer - Cld Int. [Aerosols - Clouds Interaction] : Aerosols-Cloud interaction. Aerosols are a condensation nucleus of clouds which allows their manufacture.<ref>[https://www.ipcc.ch/site/assets/uploads/2018/03/WG1AR5_SummaryVolume_FINAL_FRENCH.pdf#page=209 Definition of aerosol-cloud interaction, glossary of report 5, working group 1]</ref> This is the indirect effect of aerosols.
*Land Use] : Land use. For example, when deforestation, a dark green surface is replaced by a light beige surface. The albedo effect cools the earth.
*Stat. O3 [stratospheric Ozone]: Stratospheric ozone. The ozone in the stratosphere, the "good ozone", which protects us from ultraviolet radiation. As the amount of ozone has decreased because of CFCs (the hole in the ozone layer), the greenhouse effect of this ozone has logically decreased. This is what you can see on this part of the graph.
*Volcanic: Large volcanic eruptions send ash into the stratosphere. The ash in the troposphere is washed away by rain in one to three weeks, but the ash that reaches the stratosphere stays much longer. This is because, as the name suggests, the air in the stratosphere is stratified, i.e. vertically stable. There are no vertical convective movements, but there are very powerful horizontal currents, the jetstreams, which mix these ashes over the entire surface of the earth. The result is a cooling of the earth for a few months to a few years. The phenomenon is similar to that of aerosols, it's just that the origin of aerosols is not the same.

===RCP ===

RCP is an acronym for '''R'''epresentative '''C'''oncentration '''P'''athways. These are the different scenarios proposed by the IPCC. RCPs allow the estimation of greenhouse gas and aerosol concentrations that can be converted approximately into W/m2. Approximate equations to do this exist for CO2 (log), CH4 (quadratic) etc. Forcing is not prescribed to climate models, they are imposed either an evolution of concentrations (when they do not represent the carbon cycle) or an evolution of emissions (in this case they also calculate the feedbacks of the carbon cycle). The forcing is the result of the calculation of the atmospheric radiative code specific to each model, which is not a perfect calculation (line by line) but simplified (band by band).
===Popularisation content of the subject===

*Article: [https://bonpote.com/forcage-radiatif-a-la-base-du-changement-climatique/ Radiative forcing: at the root of climate change - by Bonpote (Fench)]
*Video: [https://www.youtube.com/watch?v=Oj2uT2kzY4Q#t=46m56s LIVE Climate, energy and nuclear with Le Réveilleur, 47th minute]

==Facilitation advice==

*To explain this card, we can use the metaphor of the "Greenhouse Effect" card. On the one hand, the cover around the Earth is thickening, this is the greenhouse effect, so we are accumulating energy. On the other hand, the room cools down, it's the aerosols, we lose energy. What happens? Should it be warmer or cooler under the blanklet? Radiative forcing is simply a measure of the impact of both. We can see that the greenhouse effect is more important, so overall, the energy accumulates under the blanklet.
*The name of the card may sound scary, but it simply shows radiation that has been altered. Renaming the card makes it simpler. It could be called "Man-made radiation on Earth" or "Forced radiation".

==Correction ==
===Causes===
*[[En-en_adult_card_13_additional_greenhouse_effect|Additional Greenhouse Effect]]
*[[En-en_adult_card_10_aerosols|Aerosols]]
===Consequences===
*[[En-en_adult_card_14_energy_budget|Energy Budget]]
==Other possible links ==

===Other causes===

*[[En-en adult card 6 deforestation|Deforestation]] When the forest is cut down and replaced by a meadow, it is the opposite, a dark surface (the foliage) is replaced by a light surface (the meadow). All in all, the artificialization of the soil has a cooling effect on the climate.
*[[En-en adult card 18 melting of sea ice|Melting of Sea Ice]] When sea ice melts, a white surface is replaced by a navy blue surface, which has a lower albedo and therefore absorbs more energy.

==References ==
<references />

[[fr:Fr-fr_adulte_carte_15_forçage_radiatif]]

En-en adult card 4 transportation

2021-04-06T18:23:03Z

JulienR: /* Causes */ fix link

{{Card
|number=4
|version=adult
|title=Transportation
}}

== Explanations ==

15% is not much, but it varies a lot depending on the country and lifestyle. In Western countries, the share of transportation, especially air travel, can account for a significant part of people's carbon footprint. If you take one or more long haul flights a year, that's the bulk of your carbon footprint.

== Correction ==
=== Causes ===
* [[En-en_adult_card_1_human_activities|Human activities]]

=== Consequences ===
* [[En-en_adult_card_5_fossil_fuels|Fossil fuels]]
* [[En-en_adult_card_10_aerosols|Aerosols]]

== Other possible links ==

=== Possible causes ===
* [[En-en_adult_card_6_deforestation|Deforestation]] Road construction sometimes requires deforestation, but the one-dimensional aspect of the road makes it almost negligible compared to deforestation linked to agriculture.

== To go further ==

=== French energy mix ===
In France, transport is the leading GHG emitting sector with 28% of emissions<ref>[https://jancovici.com/wp-content/uploads/2020/07/Jancovici_Mines_ParisTech_cours_3.pdf#section.0.41 Jancovici Mines ParisTech course (in French), lesson 3, section 41]</ref>.

The individual car represents 67% of the carbon footprint of transport, which is huge!<ref>[http://ravijen.fr/wp-content/uploads/2018/11/empreinte_FR_2016_graphe.jpg, Ravijen]</ref>

France's energy mix is 70% dominated by nuclear power, which is a low carbon energy (hydraulic 11%, fossil fuels 8%...)<ref>[https://opendata.reseaux-energies.fr/explore/dataset/prod-national-annuel-filiere/table/?sort=annee&dataChart=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%3D, opendata.reseaux-energies.fr] </ref> (Electricity represents only 24% of the energy consumed in France. <ref>[https://fr.wikipedia.org/wiki/%C3%89lectricit%C3%A9_en_France Wwikipedia (in French) page on Electricity in France]</ref>). Therefore, an electric car in France will emit less CO2 than a fossil fuel car, but in the calculation of emissions per kilometre, the emissions linked to the manufacture of the car must be included. So it's better, but it's not zero emissions, as some advertisements would suggest.

=== Some figures ===
* A round trip from New York to Paris emits the equivalent of two tonnes of CO2, which is the annual amount of carbon that the average French person should reach in 2050, in just two days.

== References ==
<references />

[[fr:Fr-fr_adulte_carte_4_transport]]

En-en adult card 4 transportation

2021-04-06T18:22:29Z

JulienR: fix links

{{Card
|number=4
|version=adult
|title=Transportation
}}

== Explanations ==

15% is not much, but it varies a lot depending on the country and lifestyle. In Western countries, the share of transportation, especially air travel, can account for a significant part of people's carbon footprint. If you take one or more long haul flights a year, that's the bulk of your carbon footprint.

== Correction ==
=== Causes ===
* [[En-en_card_1_human_activities|Human activities]]
=== Consequences ===
* [[En-en_adult_card_5_fossil_fuels|Fossil fuels]]
* [[En-en_adult_card_10_aerosols|Aerosols]]

== Other possible links ==

=== Possible causes ===
* [[En-en_adult_card_6_deforestation|Deforestation]] Road construction sometimes requires deforestation, but the one-dimensional aspect of the road makes it almost negligible compared to deforestation linked to agriculture.

== To go further ==

=== French energy mix ===
In France, transport is the leading GHG emitting sector with 28% of emissions<ref>[https://jancovici.com/wp-content/uploads/2020/07/Jancovici_Mines_ParisTech_cours_3.pdf#section.0.41 Jancovici Mines ParisTech course (in French), lesson 3, section 41]</ref>.

The individual car represents 67% of the carbon footprint of transport, which is huge!<ref>[http://ravijen.fr/wp-content/uploads/2018/11/empreinte_FR_2016_graphe.jpg, Ravijen]</ref>

France's energy mix is 70% dominated by nuclear power, which is a low carbon energy (hydraulic 11%, fossil fuels 8%...)<ref>[https://opendata.reseaux-energies.fr/explore/dataset/prod-national-annuel-filiere/table/?sort=annee&dataChart=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%3D, opendata.reseaux-energies.fr] </ref> (Electricity represents only 24% of the energy consumed in France. <ref>[https://fr.wikipedia.org/wiki/%C3%89lectricit%C3%A9_en_France Wwikipedia (in French) page on Electricity in France]</ref>). Therefore, an electric car in France will emit less CO2 than a fossil fuel car, but in the calculation of emissions per kilometre, the emissions linked to the manufacture of the car must be included. So it's better, but it's not zero emissions, as some advertisements would suggest.

=== Some figures ===
* A round trip from New York to Paris emits the equivalent of two tonnes of CO2, which is the annual amount of carbon that the average French person should reach in 2050, in just two days.

== References ==
<references />

[[fr:Fr-fr_adulte_carte_4_transport]]