<p> This dissertation tests an original hybrid methodology to explore the rapid spread of the idea of human-made climate change that began in the 1950s after the idea had lain dormant for half a century. It describes the 1950s rhetorical events that triggered the idea&rsquo;s diffusion, then traces how its rhetorical uses gradually gave root to the end-of-thecentury political impasse over how to respond to the societal implications of the idea. </p><p> The research methodology rests on the simple logic that an idea can only spread by being used in human discourses. It combines traditions of rhetorical historiography with a philosophical view of intellectual history as the cumulative effect of a &ldquo;natural selection&rdquo; of ideas and their spread by human individuals over time and geography. It calls for sampling and analyzing rhetorical artifacts in light of the rhetorical situations in which they originate, focusing on how the idea of human-made climate change is used rhetorically in scientific and other discourses. The analyses form the basis of a narrative giving emphasis both to rhetorical continuities and to conversation-changing rhetorical events. They also show how these rhetorical dynamics involve interactions of human communities using or attacking the idea for their communal purposes. </p><p> The results challenge science-focused understandings of the history of the idea itself and also suggest that the methodology may be more broadly useful. </p><p> As to the history, the analyses highlight how changes in the rhetorical uses of the idea made possible its 1950s breakout in climate science, then led to uses that spread it into other sciences and into environmentalism in the 1960s, attached it to apocalyptic environmentalism in the 1970s, injected it into partisan politics in 1980s and shaped the political impasse during the 1990s. </p><p> The data show that the methodology reveals elements of the discourses missed in histories emphasizing the &ldquo;power of ideas,&rdquo; suggesting that a focus on the usefulness of ideas may be more fruitful. A focus on rhetorical uses of ideas grounds the causation of intellectual change in human motivation and agency, expressed in material acts that multiply and disperse naturally through communities and populations.</p>

The IPCC has identified small islands and coastal zones among regions most vulnerable to climate change. The geomorphological characteristics of Prince Edward Island (PEI), such as highly erodible sandstone bedrock and low elevation, contribute to a high degree of physical vulnerability to climate change. The province is highly susceptible to physical impacts of climate change including relative sea-level rise and increased rates of coastline retreat. In order to assess the physical coastal vulnerability of the ParCA study area of the North Shore, PEI, a model employing Geographic Information Systems (GIS), multi-criteria evaluation (MCE), and time step analysis is formulated. The physical vulnerability of the North Shore for the year 2010 was quantified in terms of wind-wave exposure condition, morphological resiliency, and permanent and episodic flood risk. These results are employed as model inputs to predict the shoreline for the subsequent time steps (2050, 2100), which are again analyzed to estimate future physical coastal vulnerability. Such an approach allows for updated predictions in intent to improve accuracy when compared to linear extrapolation. Finally, areas of highest priority for adaptation measures are quantified for each time step. This physical vulnerability analysis together with community-based and socioeconomic coastal vulnerability analyses will portray the comprehensive vulnerability of the North Shore to current and future effects of climate change.

<p>  </p> <p>Prior research on Indiana secondary science teachers’, students’, and parents’ behavioral intentions towards teaching and learning about climate change is inadequate. Therefore, this study investigated the following four research questions: RQ1. What are secondary science teachers’, students’, and parents’ perspectives on teaching and learning about climate change based on the Theory of Planned Behavior (TPB) components of climate literacy that may influence their behavioral intentions? RQ2. Is there a difference in the mean climate literacy between Indiana science teachers, students, and parents? RQ3. How do the TPB components of climate literacy influence Indiana secondary science teachers’ and students’ “behavioral intentions” to teach about climate change and its impact on Indiana? RQ4. Does the TPB model demonstrate the impact of climate literacy components on Indiana secondary science teachers’ behavioral intentions to teach about climate change and its impact on Indiana? To investigate participants’ climate literacy, a Qualtrics survey was developed that measured the five determinants of climate literacy based on the Theory of Planned Behavior (TPB): attitude, subjective norms, perceived behavioral control (PBC), knowledge, and behavioral intentions of teaching and learning about climate change. The survey contained both quantitative and qualitative components (QUAN + qual), with closed-ended (QUAN) items serving as primary data sources and open-ended (qual) items serving as secondary data sources. A total of 115 secondary science teachers, 39 secondary science students (6th to 12th grades), and 12 parents were sampled. Survey results indicated that teachers, students, and parents had gaps in their scientific knowledge and held disbelief about climate change and its impact on Indiana, indicating a lack of climate literacy. Regression and path analysis of teachers’ responses found that both attitudes and PBC have a significant (<em>p</em> <.001) influence on teachers’ behavioral intentions towards teaching about climate change. Students’ regression analysis results showed that attitude is the only significant (<em>p</em> <.001) predictor of their behavioral intention to learn about climate change. The ANOVA results revealed a statistically significant (<em>p</em> < .001) difference in the mean climate literacy between groups (teachers, students, and parents). Differences among Indiana secondary science teachers, students, and parents regarding their behavioral intentions towards climate change teaching and learning suggest that they lack climate literacy. Based on the survey results, it is proposed that the science curriculum be revised to reflect scientific knowledge about climate change and its impacts on Indiana. Furthermore, recommendations are provided for improving teachers’, students’, and parents’ scientific knowledge, as well as the instructional approaches for teaching and learning about climate change and its impact on Indiana.</p>

<p>  </p> <p>Recent developments in radiative cooling paints have shown significant promise towards commercialization of the technology. Therefore, questions have been asked as to how the durability of these paints could be evaluated and improved, as well as how these paints could impact energy use and global climate change. In this work, a paint formulation was developed using nanoplatelet hBN pigments with an MP-101 binder from SDC Technologies, Inc. This formulation shows similar reflective properties to that of an hBN acrylic formulation (97.5% and 97.9% reflectance, respectively) while boosting a water droplet contact angle of as much as 120°, proving hydrophobicity and therefore self-cleaning properties. Additionally, a comprehensive study was conducted to understand the potential impact of the radiative cooling paints on the changing global climate. Three potential impacts of the paint were discussed, including capture and utilization of CO2 into the CaCO3 paint, the reduction of HVAC usage on buildings painted with the RC paints, and net cooling of the earth due to the solar reflection and thermal emission of the paint into deep space. It was discovered that all three parts had a positive impact on the global climate, regardless of which US climate zone the representative building was in. Additionally, it was found that the paints could reduce as much as an equivalent 539 lbs CO2eq from the atmosphere for each m2 of the paint applied.</p>