On yesterday’s World This Weekend the programme was entirely devoted to a speech that John Major gave on February 16th. His theme was: “We are moving into a more dangerous world“
From that post: Venus, named for the Roman goddess of love, reaches its greatest brilliancy on Valentine’s Day, February 14. Venus is currently blazing, low in the west after sunset, with Saturn below.
Pratyush has been very patient with me. He first contacted me regarding sending in a guest post many months ago. At first I thought it was a spam email and then realised that was a mistake. Then stuff my end got in the way, and so on.
But I’m delighted to publish this today, and should add that Pratyush is based in India!
ooOOoo
Winter is here — When you have a golden retriever at home.
Golden Retrievers are great family dogs with a lovely personality, good intelligence, and adaptability. Golden Retrievers are built for colder climates and have plenty of thick, insulating double coats to keep them warm; however, special considerations should still be taken in winter weather to promote the health, comfort, and happiness of your Golden. Below is a complete guide outlining things to be aware of when looking after Golden Retrievers in winter.
Keep Their Paw Pads Safe From Cold and Salt
Although Golden Retrievers enjoy an outdoor adventure, winter can be tough on the pads of their sensitive paws. Winter storms bring snow and ice, which lead to dry skin, cracking and irritation — not to mention the damage from road salt. When they return from walks, be sure to wash their paws properly to get rid of salt or other chemicals. You can apply a paw balm to protect and moisturize your puppy’s paws, make sure you opt for a non-toxic product. Depending on how cold it gets where you live, you may resort to dog booties for their feet when they go outside.
Change Their Diet with the Seasons
Golden Retrievers are energetic, active dogs, and if they’re out in the cold playing during winter, they might need a boost in energy levels. This additional energy expenditure may require you to make minor adjustments in their calorie intake. Over feeding allows them to gain weight, so, consult your Veterinarian to make any alternate diet plan. And they have free fresh water forever, as well during chills when dehydration is possible.
Keep Them Warm Indoors
Golden Retrievers do have a thick double coat which insulates them against the cold but they still need an indoor space to feel warm and comfortable. Give them a warm bed in a wind-free part of your home. If your floors are tiled or wooden, place a blanket or mat under them when they sleep for additional warmth. Do not shave or trim coats too short in winter, it is their natural protection against the cold.
Limit Bathing During Winter
Now, bathing your Golden Retriever too often in winter will remove the natural oils on your dog’s skin which can cause drying of the skin and irritations. Rather, give them a bath only when needed and use a conditioning dog shampoo that helps restore their skin. If your kitty has a bath, be sure to dry them off well so that they don’t catch a chill. Until they are allowed to roam free, blow them dry using a pet safe hair dryer on low or towel drying set properly.
Monitor Their Time Outdoors
Golden Retrievers love to romp and play in the snow, however too much time spent out in freezing conditions can cause hypothermia or frostbite. Do not leave them outside too long and keep an eye on them for signs that they may be feeling cold like shivering or lifting their feet off the ground. On very cold days, keep them busy with something indoors, puzzle toys or activities.
Regular Grooming is Essential
The thick coat of a Golden Retriever can mat and tangle in winter weather. Grooming is also a great way to keep the insulation quality of their coat intact and helps to avoid skin problems. Groom at least three times a week to minimize loose fur, matting,and spread natural oils. Look for any possible drying or skin irritation and when in doubt contact your vet.
Ensure Proper Exercise
Golden Retrievers are energetic dogs that enjoy getting out, and they still need exercise in the winter. On the flip side — snowy or slick conditions may elevate the risk of injuries. Keep them on a leash so they cannot run onto frozen surfaces and only walk in safe areas. If you cannot take them outdoors for exercise, make opportunities indoors to play– fetch or hide-and-seek can help expend some energy.
Watch for Signs of Illness
Cold climates could contribute to Golden Retrievers developing a cold or respiratory infection. Look out for any coughing, sneezing or lethargy. If you observe unusual behavior or signs of illness, take action and contact your veterinarian. Make sure they are vaccinated against seasonal diseases.
Offer Enrichment and Mental Stimulation
When the weather grows chilly, it can restrain outdoor actions that need to be carried out in the hot sun so exercise for a Golden Retriever should be maintained indoor as well. Keep their mind active with interactive toys, treat-dispensing puzzles or by teaching them new tricks. Physical exercise is very important, especially during the colder season when outdoor playtime becomes scarce, but so does mental stimulation.
Watch Over Older Dogs
For older Golden Retrievers, the cold can aggravate any existing joint problems e.g. arthritis. Keep them a warm, cozy resting space and try orthopedic beds to relieve them of joint problems. Consider discussing with your vet promoting joint health, supplements that help in the cold months or medications.
Conclusion
Taking care of a Golden Retriever in winter is all about comfort, health and happiness. However, though their double coat does provide some protection against the cold, they need you to help them get through winter safely and comfortably. With the right protection for their paws, some diet changes, and keeping them warm and active, your golden retriever can enjoy the winter just like humans. Take good care of them and they will love the winter season as much as you do!
ooOOoo
There is great advice in this guest post and for anyone with Golden Retrievers this post is spot on. To be honest, the advice presented is applicable to all breeds of dogs.
They say that home is where the heart is, and that couldn’t be more true for a man named Rubén and his pack of rescued dogs.
Despite not having a home of his own, Rubén, who goes by Noé, is dedicated to sharing his space and resources with every homeless dog in his Colombian city. Whether they’ve been left behind at a stop light or abandoned in an apartment, Noé believes in giving each dog he meets a second chance at love.
“They are living beings,” Noé said in an interview with IguanaTV. “They are everything to me.”
Noé’s pack is ever-growing, as he readily collects abandoned dogs of all ages and sizes. While it all started with just one dog, his furry family is now large enough to require a double-decker push cart.
Each dog has their own unique backstory, but they’re all loved by Noé just the same.
“This is Rocky. They left him tied up there at that traffic light,” Noé said. “These two girls are named Ears and Cheeks. I’ve had them since they were little. They were also abandoned.”
Rocky, Ears and Cheeks ride on the top level of the push cart with their siblings, a pit bull named Tyson and a German shepherd named Shakira. Below them, senior pups Tembleque, Parkinson and Morochito happily take in the world around them.
“These dogs down below are the oldest,” Noé said. “Little Morochito here was left for me while I was sleeping outside of [the store].”
The pups may have heartbreaking pasts, but their sadness has faded since being adopted by Noé. When they’re not actively traveling around the city with their beloved dad, the pack of dogs can usually be found enjoying a fresh meal made by Noé.
“I buy them milk, carrots and oats, and I combine them with ground meat and seeds,” Noé said. “I make them a hearty meal so that they eat well.”
Seeing the pups lap up their meals brings joy to Noé, even when he hasn’t eaten yet.
“They eat first,” Noé said. “My food is less important to me.”
Once the pups have finished eating, Noé usually snacks on an arepa and some coffee before heading off with his pack again. With his dogs by his side, Noé feels a sense of purpose and peace.
“The dogs keep me busy and give me a reason to wake up every day,” Noé said. “They don’t care if I’m bearded, toothless, dirty or clean. They only care that I’m by their side.”
This growing companionship is beyond fulfilling for Noé. Even on his most challenging days, Noé knows he can always lean on his beloved pack of rescued dogs for unconditional support.
“A dog’s love is the best there is,” Noé said.
ooOOoo
The two photographs are presented by INSTAGRAM/@IGUANATV. (And the article is published with the kind permission of The Dodo.)
One can’t do better than repeat that last sentence: “A dog’s love is the best there is,”.
Thinking it through thanks to a recent issue of Skeptical Inquirer.
Melanie Trecer-King is the creator of Thinking is Power and the associate professor of biology at the Massasoit Community College, where she teaches a science course designed to equip her students with essential critical thinking, information literacy, and science literacy skills.
The article was published in the November/December, 2024 issue of the magazine. I believe it is free to share.
ooOOoo
Most people agree that critical thinking is an important skill that should be taught in schools. And most educators think they teach critical thinking. I know I did. After all, I was a science educator, and science is critical thinking. Isn’t it?
For years, I taught general-education biology, a course commonly taken by undergraduates who aren’t science majors. And while I love biology, I grew more and more frustrated with the content. I asked myself: If I had one semester to teach the average student what they need to know about the process of science and critical thinking, what would it look like?
Thankfully, my college allowed me to replace my traditional introductory biology course with a course titled Science for Life, designed to teach critical thinking, information literacy, and science literacy skills (Trecek-King 2022). Since my conversion, I’ve been sharing my new path with anyone who will listen about the value of teaching critical thinking.
Yet conversations with Bertha Vazquez, director of education for the Center for Inquiry, gave me pause. In a recent podcast conversation with the two of us and Daniel Reed (of the West Virginia Skeptics Society), Vazquez was adamant. Educators do teach critical thinking: the Next Generation Science Standards (NGSS) require students to ask questions, plan and carry out investigations, analyze and interpret data, construct explanations, and engage in arguments from evidence.
As a science communicator, I constantly fight misconceptions around certain terms. Theory and skepticism are prime examples. So imagine my surprise (and embarrassment) when I realized that, as a critical thinking educator, I had overlooked an important first step in critical thinking: defining terms. The irony.
What Is Critical Thinking?
While we can all agree that it’s important to teach critical thinking, there’s not always agreement on what we mean by the term.
In his book Critical Thinking, Jonathan Haber (2020) explains how the concept emerged and some of the ways it’s currently defined. John Dewey, in his 1910 work How We Think, proposed one of the first modern definitions of reflective thinking, describing it as an “active, persistent, and careful consideration of any belief” (Dewey 1910, 6).
In his 1941 dissertation, Edward Glaser identified three components of critical thinking: “(1) an attitude of being disposed to consider in a thoughtful way the problems and subjects that come within the range of one’s experiences, (2) knowledge of the methods of logical inquiry and reasoning, and (3) some skill in applying those methods” (Glaser 1941, 5–6). That same year, Glaser and Goodwin Watson published the Watson-Glaser Tests of Critical Thinking (now the Watson-Glaser Critical Thinking Appraisal), a widely used standardized test for assessing critical thinking skills.
Critical thinking’s “big bang” moment, according to Haber, came in the early 1980s when the state of California (Harmon 1980, 3) mandated that all students in its university system complete a course that teaches “an understanding of the relationship of language to logic, leading to the ability to analyze, criticize and advocate ideas, reason inductively and deductively, and reach factual or judgmental conclusions based on sound inferences drawn from unambiguous statements of knowledge or belief.”
And the Delphi Report (Facione 1990, 2), in which Peter Facione worked with critical thinking experts to create a consensus definition, concludes that critical thinking is a “purposeful, self-regulatory judgment which results in interpretation, analysis, evaluation, and inference, as well as explanation of the evidential, conceptual, methodological, criteriological, or contextual considerations upon which that judgment is based.”
From these (and many other) definitions, Haber identifies three interconnected parts of critical thinking: knowledge of critical thinking components, such as logic and argumentation; the skills to put the knowledge to use in real-world situations; and the dispositions needed to prioritize critical thinking honestly and ethically.
This problem-solving view of critical thinking forms the basis of many of the current educational standards, including the NGSS and Common Core, which ask students to think deeply within a specific domain. And it is one scientists themselves use when trying to understand issues.
These are worthy educational goals to be sure. However, in my experience teaching general-education biology, I’ve come to realize that this approach is incomplete.
If critical thinking requires deep knowledge, then our ability to analyze topics is limited to areas in which we possess sufficient expertise. Pedagogy that encourages “independent” thinking outside these areas can have the unintended consequence of teaching students to overestimate their abilities. The best minds know they can’t know everything. Even experts rely on other experts and sources.
Additionally, in the classroom, students are provided with reliable content from which to critically analyze. In the “real world,” these guardrails are nonexistent. Not only is misinformation ubiquitous, disinformation purveyors exploit our biases and emotions to manipulate our reasoning.
And finally, we can’t address science misinformation, from evolution to vaccines to climate change, by giving students more content knowledge. We don’t fall for science denial and pseudoscience because we don’t have the facts but because of our emotions, desires, identities, and biases.
I now have a better understanding of what my colleague and friend Andy Norman means when he says that critical thinking suffers from a branding problem.
Yes, And …?
Using the above definition(s), I was teaching my biology students how to think critically. For example, I didn’t just ask them to memorize the stages of mitosis but to explore the mutations that could disrupt the cell cycle and lead to cancer. But to what end? If (or when) my former students are touched by cancer, will they remember how proto-oncogenes and tumor suppressor genes can lead to unregulated cell growth? Is that even what they need to know? I argue that, especially for students who aren’t going to be scientists, it’s far more important to teach students how and why the process of science results in reliable knowledge … and how to find it.
My Science for Life course and my Thinking Is Power resource are both based on the same premise. Knowledge may be power, but there’s too much to know. Even more, knowledge is a process; it’s not just what we know but how we know. It’s not just a noun but a verb. When we need reliable knowledge, can we find it and use it to make wiser decisions? And how do we know what information to ignore?
As a science educator, I want my students to understand how the process of science produces knowledge and why it’s reliable. Why aren’t comments such as “it worked for me” or “I know what I saw” sufficient evidence? I’ve come to realize that an essential—and often overlooked—ingredient is why we need science in the first place.
Richard Feynman famously said, “The first principle is that you must not fool yourself, and you are the easiest person to fool.” Science is how we correct for this tendency toward self-deception. That’s why I spend the first third of the semester exploring how we come to our beliefs, the limits of our perception and memory, the importance of skepticism, the cognitive biases that can lead our thinking astray, and the logical fallacies we use to convince ourselves (and others) that our conclusions are justified.
Influential voices in the skeptical community played a crucial role in shaping the ingredients of critical thinking I use in Science for Life and Thinking Is Power, which include the following:
Being aware of our limitations: Understanding that our perception and memory are flawed, and the biases and heuristics our brains rely on to make fast and easy decisions can lead us astray.
Arguing with evidence and logic: Using arguments that are well-structured and supported by evidence. This includes understanding how the different types of arguments work (i.e., deductive, inductive, and abductive) and avoiding logical fallacies.
Thinking about our thinking (metacognition): Actively examining and questioning our own thought processes—including the source of our knowledge, assumptions, intuitions, motivations, emotions, and biases—and how they might influence our judgments.
Embracing nuance and uncertainty: Avoiding the black-or-white thinking that can lead to oversimplified conclusions and accepting that our knowledge is never perfect or complete.
Seeking objectivity: Actively working to counter the limitations that prevent us from accurately understanding the world. This includes seeking diverse perspectives, separating our identity from our beliefs, and prioritizing accuracy over ego.
Having curiosity and open-mindedness: Possessing a desire to learn and understand by asking questions and seeking out information, even if it contradicts what we want to believe.
Maintaining healthy skepticism: Balancing gullibility and doubt and proportioning our beliefs to the available evidence. And remembering that claims made without evidence can be dismissed without evidence and extraordinary claims require extraordinary evidence.
Exhibiting intellectual humility: Recognizing the limitations of our knowledge, being open to the expertise of others, and being willing to change our minds with evidence.
In my experience, giving students this foundation is essential for helping them become better consumers of information and science. Without an awareness that our emotions and existing beliefs can drive our reasoning, search engines and low-quality sources become tools to confirm our biases. And without an understanding of how our identities and worldviews can alter our standards of evidence, pseudoscience and science denial provide cover for what we want or don’t want to believe.
The logic of science’s practices, from carefully controlling experimental variables to making the findings available to other experts for scrutiny and replication, falls into place once students understand the problems it’s addressing. Simply put, science is our shield against self-deception.
Now instead of asking students to think critically about the biology of cancer, I teach them how to evaluate sources to find reliable information, how to recognize pseudoscientific “treatments,” and how their need for hope and answers makes them vulnerable to misinformation.
The Take-Home Message
I have no doubt that most educators teach critical thinking. But for pedagogical and communication purposes, it would be beneficial to clarify what we mean—and just as importantly to ask ourselves what we want our students to learn.
The dominant view of critical thinking in education is problem-solving in specific domains, which is absolutely a valuable skill. However, many skeptics view critical thinking as good thinking in a broader sense. My own teaching shifted toward this latter framework after I realized that problem-solving skills are insufficient without a foundation in better thinking. We may be born with the ability to think, but we must be taught to think well, and our primate brains aren’t adapted to today’s tidal wave of misinformation.
I’m grateful to the skeptical community for challenging my assumptions about critical thinking and my friend Bertha Vazquez for encouraging me to think more deeply about the good work science educators do in their classrooms every day. This article is the result of my attempt to reconcile what critical thinking means to educators and what it means to skeptics, and my hope is that it opens a conversation about how we can better serve our students. Maybe it will even start a critical thinking revolution, especially in science education.
Let the critical thinking revolution begin!
Acknowledgments
My thanks go to those on this brief list of skeptical thinkers/authors who’ve influenced my understanding of critical thinking: James Alcock, Timothy Caulfield, John Cook, Brian Dunning, Julia Galef, Adam Grant, David Robert Grimes, Jon Guy, Harriet Hall, Guy Harrison, Daniel Kahneman, David McRaney, Steven Novella, Carl Sagan, Michael Shermer, and Carol Tavris.
Special thanks to Bertha Vazquez, Daniel Pimentel, Andy Norman, Daniel Reed, and Jon Guy for their helpful feedback on this article.
References
Dewey, John. 1910. How We Think. Lexington, MA: D.C. Heath and Company.
Facione, Peter A. 1990. Critical Thinking: A Statement of Expert Consensus for Purposes of Educational Assessment and Instruction—The Delphi Report. Millbrae, CA: California Academic Press.
Glaser, Edward M. 1941. An Experiment in the Development of Critical Thinking. New York, NY: Teachers College, Columbia University.
Haber, Jonathan. 2020. Critical Thinking. Cambridge, MA: The MIT Press.
Harmon, Harry. 1980. Executive Order No. 338: General Education-Breadth Requirements. The California State University and Colleges.
I hope others have read this fascinating article and repeat the statement: ‘While we can all agree that it’s important to teach critical thinking, there’s not always agreement on what we mean by the term.’
Dogs are so close to humans, as has been reported many times in many places. This guest post from Lorna explores the very latest in scientific thinking.
ooOOoo
Busting Myths: Do Dogs Really Understand Human Language?
By Lorna Dikoff
Dogs are often seen as more than pets. They are companions, loyal protectors, and, for many like me, family members.
Many people think dogs understand our words like we do. This idea has been around for a long time. But is it true?
Let’s look at what science tells us about how dogs communicate. Also, let’s think about what our bonds with dogs teach us. These bonds teach us about trust and loyalty. They also reveal a deeper form of connection.
The Science of Canine Communication
Dogs have been our companions for thousands of years. During this time, they have become very good at understanding human behavior.
In 2016, researchers in Hungary made an interesting discovery. They found that dogs process words and tone similarly to humans. Dogs use different parts of their brains to recognize words and emotional sounds.
But, this doesn’t mean dogs understand language like we do. Instead, they learn to connect certain sounds (words) with specific actions or results. For example, a dog might know that the sound of a leash means a walk is coming. They recognize patterns rather than understanding language.
So while dogs are good at figuring out what we do and say, they don’t understand language the same way humans do. They’ve learned to pick up on our signs, but in their own special way.
But does this mean they understand the full meaning behind those words? The answer is no.
Dogs are great at reading people. They watch our body language, listen to our tone, and look at our faces. Dogs pay more attention to these signs than to our words.
This doesn’t mean dogs are less smart. It shows that they excel in a different type of communication.
The Myth of Full Language Comprehension
People often think dogs understand human language. We want to believe our pets understand us like other people do. It’s a nice idea, but it’s not quite true.
Dogs can learn some words and follow orders. But they don’t understand language. They remember patterns and connect words with actions. It’s not the same as how we understand each other when we talk.
This myth doesn’t make our bond with dogs any less special. It actually shows something even more extraordinary. Dogs are great at connecting with us without words. They tune into our feelings and pick up on how we act. This makes our relationship with them pretty amazing.
Dogs don’t need words to sense when we are sad, anxious, or excited. Their ability to “read” our emotions is what makes their companionship so special.
Trust and Loyalty: The Real Language of Dogs
Dogs and humans have a special bond that is far more profound than language. It’s about trust and loyalty.
These things are at the heart of what we can learn from dogs. Dogs show us how to be honest and true. They teach us about connecting with feelings, not only with words.
Dogs don’t need a large vocabulary to express their loyalty or unconditional love. Instead, they show it through actions. They sit with us when we’re sad and guard us when we’re weak. And they always get super happy to see us, even if we’ve only been gone for a bit.
This speaks to a deeper truth that dogs teach us: communication isn’t only about words. It’s about the trust we build through consistent, reliable actions.
In a world where words can sometimes mislead or fall short, dogs show us a better way. Dogs remind us of the importance of honesty and integrity in our interactions.
The Lesson from Dogs
So, do dogs understand human language? The answer is no, at least not in the way we hope. But their understanding of us is something far more profound.
Dogs teach us that we don’t always need words to talk. They teach us that our actions often speak louder than language. Their loyalty, intuition, and emotional intelligence. makes our bond with them special, more than words can explain.
We often overcomplicate communication, but dogs keep it simple. They show up and act the same way every day.
This teaches us that real connections come from trust and love. Dogs prove that understanding each other is about more than using words.
About the Author:
Lorna is the founder of Furry Friends Advisor. She is a passionate and experienced long-time dog owner with a deep love for animals. Lorna’s commitment to understanding and caring for dogs led her to spend countless hours researching and learning about canine health, behavior, and care. When not immersed in writing for her site, she is pampering her French Bulldog name Lucy. Her mission is to give advice about dog care and nutrition accessible to everyone.
ooOOoo
Thank you, Lorna.
There is no question that a dog’s actions speak so much louder than words.
Trust and loyalty; they are the supreme qualities of dogs and it is a pity that in some quarters these qualities are not seen in humans.
Global efforts to tackle climate change are wildly off track, says the UN, as new data shows that warming gases are accumulating faster than at any time in human existence.
Current national plans to limit carbon emissions would barely cut pollution by 2030, the UN analysis shows, leaving efforts to keep warming under 1.5C this century in tatters.
The update comes as a separate report shows that greenhouse gases have risen by over 11% in the last two decades, with atmospheric concentrations surging in 2023.
ooOOoo
What the jet stream and climate change had to do with the hottest summer on record − remember all those heat domes?
Summer 2024 was officially the Northern Hemisphere’s hottest on record. In the United States, fierce heat waves seemed to hit somewhere almost every day.
That might seem small, but temperature increases associated with human-induced climate change do not manifest as small, even increases everywhere on the planet. Rather, they result in more frequent and severe episodes of heat waves, as the world saw in 2024.
The most severe and persistent heat waves are often associated with an atmospheric pattern called a heat dome. As an atmospheric scientist, I study weather patterns and the changing climate. Here’s how heat domes, the jet stream and climate change influence summer heat waves and the record-hot summer of 2024.
A heat dome is a persistent high-pressure system over a large area. A high-pressure system is created by sinking air. As air sinks, it warms up, decreasing relative humidity and leaving sunny weather. The high pressure also serves as a lid that keeps hot air on the surface from rising and dissipating. The resulting heat dome can persist for days or even weeks.
The longer a heat dome lingers, the more heat will build up, creating sweltering conditions for the people on the ground.
High pressure in the middle layers of the atmosphere acts as a dome or cap, allowing heat to build up at the Earth’s surface. NOAA
How long these heat domes stick around has a lot to do with the jet stream.
The jet stream is a narrow band of strong winds in the upper atmosphere, about 30,000 feet above sea level. It moves from west to east due to the Earth’s rotation. The strong winds are a result of the sharp temperature difference where the warm tropical air meets the cold polar air from the north in the mid-latitudes.
The jet stream does not flow along a straight path. Rather, it meanders to the north and south in a wavy pattern. These giant meanders are known as the Rossby waves, and they have a major influence on weather.
Where the jet stream arcs northward, forming a ridge, it creates a high-pressure system south of the wave. Where the jet stream dips southward, forming a trough, it creates a low-pressure system north of the jet stream. A low-pressure system contains rising air in the center, which cools and tends to generate precipitation and storms.
Most of our weather is modulated by the position and characteristics of the jet stream.
How climate change affects the jet stream
The jet stream, or any wind, is the result of differences in surface temperature.
In simple terms, warm air rises, creating low pressure, and cold air sinks, creating high pressure. Wind is the movement of the air from high to low pressure. Greater differences in temperature produce stronger winds.
For the Earth as a whole, warm air rises near the equator, and cold air sinks near the poles. The temperature difference between the equator and the pole determines the strength of the jet stream in each hemisphere.
However, that temperature difference has been changing, particularly in the Northern Hemisphere. The Arctic region has been warming about three times faster than the global average. This phenomenon, known as Arctic amplification, is largely caused by the melting of Arctic sea ice, which allows the exposed dark water to absorb more of the Sun’s radiation and heat up faster.
Because the Arctic is warming faster than the tropics, the temperature difference between the two regions is lessened. And that slows the jet stream.
As the jet stream slows, it tends to meander more, causing bigger waves. The bigger waves create larger high-pressure systems. These can often be blocked by the deep low-pressure systems on both sides, causing the high-pressure system to sit over a large area for a long period of time.
A stagnant polar jet stream can trapped heat over parts of North America, Europe and Asia at the same time. This example happened in July 2023. UK Met Office
Typically, waves in the jet stream pass through the continental United States in around three to five days. When blocking occurs, however, the high-pressure system could stagnate for days to weeks. This allows the heat to build up underneath, leading to blistering heat waves.
Since the jet stream circles around the globe, stagnating waves could occur in multiple places, leading to simultaneous heat waves at the mid-latitude around the world. That happened in 2024, with long-lasting heat waves in Europe, North America, Central Asia and China.
Jet stream behavior affects winter, too
The same meandering behavior of the jet stream also plays a role in extreme winter weather. That includes the southward intrusion of frigid polar air from the polar vortex and conditions for severe winter storms.
Many of these atmospheric changes, driven by human-caused global warming, have significant impacts on people’s health, property and ecosystems around the world.
I maybe approaching my own end of life but millions of others are younger than me. When I see a woman with a young baby in her arms I cannot stop myself from wondering what that generation is going to do.
Some of the best evidence for this comes from the behavior of two of the most powerful beings of the Maya world: The first is a creator god whose name is still spoken by millions of people every fall – Huracán, or “Hurricane.” The second is a god of lightning, K’awiil, from the early first millennium C.E.
As a scholar of the Indigenous religions of the Americas, I recognize that these beings, though separated by over 1,000 years, are related and can teach us something about our relationship to the natural world.
Huracán, the ‘Heart of Sky’
Huracán was once a god of the K’iche’, one of the Maya peoples who today live in the southern highlands of Guatemala. He was one of the main characters of the Popol Vuh, a religious text from the 16th century. His name probably originated in the Caribbean, where other cultures used it to describe the destructive power of storms.
The K’iche’ associated Huracán, which means “one leg” in the K’iche’ language, with weather. He was also their primary god of creation and was responsible for all life on earth, including humans.
Because of this, he was sometimes known as U K’ux K’aj, or “Heart of Sky.” In the K’iche’ language, k’ux was not only the heart but also the spark of life, the source of all thought and imagination.
Yet, Huracán was not perfect. He made mistakes and occasionally destroyed his creations. He was also a jealous god who damaged humans so they would not be his equal. In one such episode, he is believed to have clouded their vision, thus preventing them from being able to see the universe as he saw it.
Huracán was one being who existed as three distinct persons: Thunderbolt Huracán, Youngest Thunderbolt and Sudden Thunderbolt. Each of them embodied different types of lightning, ranging from enormous bolts to small or sudden flashes of light.
Despite the fact that he was a god of lightning, there were no strict boundaries between his powers and the powers of other gods. Any of them might wield lightning, or create humanity, or destroy the Earth.
Another storm god
The Popol Vuh implies that gods could mix and match their powers at will, but other religious texts are more explicit. One thousand years before the Popol Vuh was written, there was a different version of Huracán called K’awiil. During the first millennium, people from southern Mexico to western Honduras venerated him as a god of agriculture, lightning and royalty.
Illustrations of K’awiil can be found everywhere on Maya pottery and sculpture. He is almost human in many depictions: He has two arms, two legs and a head. But his forehead is the spark of life – and so it usually has something that produces sparks sticking out of it, such as a flint ax or a flaming torch. And one of his legs does not end in a foot. In its place is a snake with an open mouth, from which another being often emerges.
Indeed, rulers, and even gods, once performed ceremonies to K’awiil in order to try and summon other supernatural beings. As personified lightning, he was believed to create portals to other worlds, through which ancestors and gods might travel.
Representation of power
For the ancient Maya, lightning was raw power. It was basic to all creation and destruction. Because of this, the ancient Maya carved and painted many images of K’awiil. Scribes wrote about him as a kind of energy – as a god with “many faces,” or even as part of a triad similar to Huracán.
He was everywhere in ancient Maya art. But he was also never the focus. As raw power, he was used by others to achieve their ends.
Moreover, Maya artists always had K’awiil doing something or being used to make something happen. They believed that power was something you did, not something you had. Like a bolt of lightning, power was always shifting, always in motion.
An interdependent world
Because of this, the ancient Maya thought that reality was not static but ever-changing. There were no strict boundaries between space and time, the forces of nature or the animate and inanimate worlds.
Residents wade through a street flooded by Hurricane Helene, in Batabano, Mayabeque province, Cuba, on Sept. 26, 2024. AP Photo/Ramon Espinosa
Everything was malleable and interdependent. Theoretically, anything could become anything else – and everything was potentially a living being. Rulers could ritually turn themselves into gods. Sculptures could be hacked to death. Even natural features such as mountains were believed to be alive.
The illusion is not that different things exist. Rather it is that they exist independent from one another. Huracán, in this sense, damaged himself by damaging his creations.
Hurricane season every year should remind us that human beings are not independent from nature but part of it. And like Hurácan, when we damage nature, we damage ourselves.
My mother and father were atheists so when I was born in 1944 it was obvious that I would be brought up as an atheist. Same for my sister, Elizabeth, born in 1948. It was amazing that when I met Jean in Mexico in 2007 that she, too, was an atheist. That was on top of the fact that we were both born in North London some 26 miles apart. Talk about fate!
I was abused as a child. The abuse to which I was subjected is called “child indoctrination,” a type of brainwashing considered noble and necessary and, therefore, the most natural thing in the world.
My mother took me to the Seventh-day Adventist Church, an American denomination known for keeping the Sabbath and emphasizing the advent, or return, of Jesus. Adventists boast that they are the only ones to interpret the Bible the way its author wanted. Consequently, they deem themselves the most special creatures to God—so special that they’ll soon arouse the envy and wrath of all other denominations and religions, which, under the command of the beasts of Revelation (the American government and the Catholic Church), will persecute them. Adventists believe that the Earth was created in six days, that it is 6,000 years old, and that dinosaurs are extinct because they were too big to be saved on Noah’s ark.
It closes thus:
I don’t want to believe; I want to know. Atheism is a natural result of intellectual honesty.
The author of the article, Paulo Bittencourt is described as:
Paulo Bittencourt was born in Castro, Brazil, spent his childhood in Rio de Janeiro, and studied theology in São Paulo. Close to becoming a pastor, he went on an adventure to Europe and ended up settling in Austria, where he trained as an opera singer. Bittencourt is the author of the books Liberated from Religion: The Inestimable Pleasure of Being a Freethinker and Wasting Time on God: Why I Am an Atheist.
The three deer photos show them feeding from me putting out COB (corn, oats, barley) each morning soon after it is light.
Of course, typically the morning I took my camera out there were just four deer. Usually there between seven and fifteen and a couple of months ago a friendly stag in getting to the COB as I was pouring it out rubbed his right antler on my right leg.
Learning from Dogs 