14
THE WORLD AROUND US
Mountain Views News Saturday, November 7, 2015
NASA STUDIES EL NINO AS NEVER BEFORE
Every two to seven years, an unusually warm pool
of water—sometimes 4 to 5 degrees Fahrenheit
higher than normal—develops across the eastern
tropical Pacific Ocean to create a natural short-
term climate change event. This warm condition,
known as El Niño, affects the local aquatic
environment, but also spurs extreme weather
patterns around the world, from flooding in
California to droughts in Australia. This winter,
the 2015-16 El Niño event will be better observed
from space than any previous El Niño.
This year’s El Niño is already strong and
appears likely to equal the event of 1997-98,
the strongest El Niño on record, according to
the World Meteorological Organization. All
19 of NASA’s current orbiting Earth-observing
missions were launched after 1997. In the past two
decades, NASA has made tremendous progress in
gathering and analyzing data that help researchers
understand more about the mechanics and global
impacts of El Niño.
“El Niño is a fascinating phenomenon because
it has such far-reaching and diverse impacts.
The fact that fires in Indonesia are linked with
circulation patterns that influence rainfall
over the United States shows how complex and
interconnected the Earth system is,” said Lesley
Ott, research meteorologist at NASA’s Goddard
Space Flight Center, Greenbelt, Maryland.
Using NASA satellite observations in tandem
with supercomputer processing power for
modeling systems, scientists have a comprehensive
suite of tools to analyze El Niño events and their
global impacts as never before. Throughout this
winter, NASA will share the latest scientific
insights and imagery updates related to El Niño.
For instance, scientists are learning how El
Niño affects the year-to-year variability for fire
seasons in the western United States, Amazon
and Indonesia. El Niño may also affect the yearly
variability of the ground-level pollutant ozone
that severely affects human health. Researchers
will be keenly focused on how the current El Niño
will affect the drought in California.
“We still have a lot to learn about these
connections, and NASA’s suite of satellites will
help us understand these processes in a new and
deeper way,” said Ott.
Many NASA satellites observe environmental
factors that are associated with El Niño evolution
and its impacts, including sea surface temperature,
sea surface height, surface currents, atmospheric
winds and ocean color. The joint NASA/NOAA/
CNES/EUMETSAT Jason-2 satellite measures
sea surface height, which is especially useful in
quantifying the heat stored and released by the
oceans during El Niño years.
NASA satellites also help scientists see the
global impact of El Niño. The warmer than
normal eastern Pacific Ocean has far-reaching
effects worldwide. These events spur disasters,
such as fires and floods. They change storm
tracks, cloud cover and other weather patterns,
and they have devastating effects on fisheries and
other industries.
NASA’s Earth-observing satellites help
monitor those and other impacts by measuring
land and ocean conditions that both influence
and are affected by El Niño. For instance, NASA’s
Global Precipitation Measurement mission
provides worldwide precipitation measurements
every three hours. NASA’s Soil Moisture Active
Passive mission measures soil moisture in the top
layer of land. Both of these satellites are useful for
monitoring drought, improving flood warnings
and watching crop and fishing industries.
To follow NASA’s El Niño Watch page, visit:
https://sealevel.jpl.nasa.gov/science/elninopdo/
latestdata/
You can contact Bob Eklund at: b.eklund@
MtnViewsNews.com.
CHRISTOPHER Nyerges
THE FOURFOLD PATH TO MEANING
How we seek and find the meaning to life
[Nyerges is the author of “How to Survive Anywhere,” “Foraging California,” and
other books. He can be reached at Box 41834, Eagle Rock, CA 90041, or www.
SchoolofSelf-Reliance.com]
In March, I was asked by professor Nicole Deweese to guest-teach her
sociology class one Tuesday night when she had to be away in Arizona. I asked
her what she wanted me to talk about. “The class is called ‘Urban Contemporary
Youth’” she responded. I thought about it. “So what do you want me to say about urban contemporary
youth?” I asked. “Should I discuss the causes of their problems, how to avoid the problems, or what?”
Nicole explained that they already spent time talking about the causes of problems and that I should
not try to reinvent the wheel of her class. “Just talk about what you do, your classes, how you teach
youth how to live off the land. I think everyone will find that interesting.”
I agreed to do the class, but still felt a bit worried about whether or not I could fill three long hours
while adult students stared at me, wondering whether or not they should have stayed home when only
a guest teacher was filling in.
I spent many hours over the next few days in trying to come up with something useful for the class.
Yes, I would talk about my teaching youth groups how to identify plants, and how to build shelters, and
all the skills that I teach. Somehow, just talking about that didn’t seem sufficient for this class.
I tried to put myself into the mind of an “urban contemporary youth” and attempted to see what I
would see when I wear that hat.
I wasn’t concerned with trying to determine “the meaning of life.” After all, what young person
thinks about that? They think about “what is the meaning of MY life.” Right? So I was simply trying to
think back to my earliest years, and how I thought about the world, and how an intelligent adult could
have, and should have, led my thinking and activities.
So, first, what are the questions that I used to ask myself?
Who am I? First, who am I as a being in a body, either masculine or feminine. This is a critical
question that everyone asks themselves.
Who am I? This question has to do with the idea of being, of consciousness, not so much male or
female, but simply as a living sentient being in a world that we are born into, where everyone is racing
around furiously, doing something, as if they know what they are doing and why. This is, obviously, a
major category of thought.
Of course, all these are inter-related and interwoven. We ask ourselves “Who am I?” in the context of
the culture we are born into: rural, urban, modern, country, rich, poor, etc. etc. What is my relationship
to my environment? Furthermore, despite what everyone around me seems to be doing, what should be
the ideal way in which I interact with my world around me, including the people I interact with?
As I considered what to present to Nicole’s class, I considered a fourth area of major concern and
question, one which seems to largely ignored at least as it pertain to educating youth. What is this thing
called “money” and why does it seem to govern and control nearly everything about everyone’s life. In
fact, the avoidance of dealing with the money issue seems to be a major factor in the ignorance in the
way in which we deal with our environment. We have been taught by others that as long as you need
money, and a job, you can do nearly anything you want, including ruining your environment!
I realized intuitively that these four areas are the four inter-related categories in which youth seek
their answers. Of course, most of us grow out of youth while never finding satisfactory answers to any
of the above four categories, and we bumble along in life, and pass our ignorance along to our children,
who learn from our example.
THE FOUR PATHS
The four paths seemed to comprise the areas of overwhelmingly greatest import to any thoughtful
person growing up and seeking meaning. Yes, there are almost certainly other and different areas of
internal investigation, possibly even as tangents of the basic four.
No one of these is a discrete category unto itself. Each overlaps and relates to one or more of the other
three.
As I prepared my notes for Nicole’s class, I focused on the category of “environment,” since Nicole
had specifically asked that I talk about how I teach about the environment and dealing with ecological
issues. That part was somewhat easy, and I added notes from my “Extreme Simplicity” book.
My personal interest was how we allow money to control nearly every aspect of our lives, so I decided
that I would give extra attention to the issue of money. As I wrote my notes, I realized that I have learned
a lot in the last few decades simply by working through my many ignorances, and that I actually might
have something useful to share with others, assuming they followed the advice.
I finally gave the class lecture, and I began by sharing the concept of the Four Paths. I mostly addressed
the environment and money categories, and managed to cover about a half of what I’d prepared.
As I continued to get feedback from Nicole and others, I realized that I should compile my various
notes of the Four Paths into a book. Looking at life from the view of a very young person, born into
this confused world, seemed (to me) to be a good perspective. I don’t know if I actually will write a
whole book about, but even the outline would be very useful for teachers dealing with youth.
Mountain Views News 80 W Sierra Madre Blvd. No. 327 Sierra Madre, Ca. 91024 Office: 626.355.2737 Fax: 626.609.3285 Email: editor@mtnviewsnews.com Website: www.mtnviewsnews.com
|