Australia rejects cap and trade tax, New Zealand caught hiding the decline

Story from the UK Times. (H/T Hot Air)

Excerpt:

Australia’s plan to be at the forefront of efforts in Copenhagen to tackle global warming has been torn to shreds after the Senate voted against carbon emission legislation.

The Government’s Bill was voted down 41 to 33 this morning at the end of a marathon debate. The defeat became inevitable yesterday when the main opposition party dumped its leader and replaced him with a climate change sceptic.

Tony Abbott, a right-wing maverick, ousted Malcolm Turnbull, the Liberal leader, by one vote in a backroom ballot. He immediately vowed to oppose the Government’s proposed carbon emissions trading scheme Bill.

[…]“The last thing we should be doing is rushing through a great big new tax just so Mr Rudd can take a trophy to Copenhagen,” Mr Abbott said minutes after taking over the leadership of the Liberal Party.

Earlier this week, I blogged about the new opposition leader Tony Abbott.

A good summary of the week’s climate news is here at Michelle Malkin‘s blog.

New Zealand may be hiding the decline, too

And finally, Watts Up With That is reporting about a conflict between New Zealand’s official climate data and the raw climate data. (H/T MandM, Evolution News)

Excerpt:

The New Zealand Government’s chief climate advisory unit NIWA is under fire for allegedly massaging raw climate data to show a global warming trend that wasn’t there.

The scandal breaks as fears grow worldwide that corruption of climate science is not confined to just Britain’s CRU climate research centre.

In New Zealand’s case, the figures published on NIWA’s [the National Institute of Water and Atmospheric research] website suggest a strong warming trend in New Zealand over the past century… But analysis of the raw climate data from the same temperature stations has just turned up a very different result… Gone is the relentless rising temperature trend, and instead there appears to have been a much smaller growth in warming, consistent with the warming up of the planet after the end of the Little Ice Age in 1850.

[…]There are no reasons for any large corrections. But we were astonished to find that strong adjustments have indeed been made.

About half the adjustments actually created a warming trend where none existed; the other half greatly exaggerated existing warming. All the adjustments increased or even created a warming trend, with only one (Dunedin) going the other way and slightly reducing the original trend.

The shocking truth is that the oldest readings have been cranked way down and later readings artificially lifted to give a false impression of warming, as documented below. There is nothing in the station histories to warrant these adjustments and to date Dr Salinger and NIWA have not revealed why they did this.

One station, Hokitika, had its early temperatures reduced by a huge 1.3°C, creating strong warming from a mild cooling, yet there’s no apparent reason for it.

We have discovered that the warming in New Zealand over the past 156 years was indeed man-made, but it had nothing to do with emissions of CO2—it was created by man-made adjustments of the temperature. It’s a disgrace.

Here we go again! If you click through, just compare the first two graphs. The first graph is the official data, the second graph is the raw data. They are completely different because of the apparently unjustified “adjustments”.

MUST-LISTEN: 80-minute interview with Mark Steyn on the Milt Rosenberg show

Topics:

  • Major Hasan and Fort Hood
  • Climate Research Unit global warming e-mails
  • Switzerland bans minaret construction
  • Obama’s Afghanistan speech

The MP3 file is here. (80 minutes, commercial-free)

Additional links

Mark discusses a horrible case of anti-Jewish bigotry in an Ontario school, in the first hour. You can read more about that story here while you listen. I can’t believe that this story is true, it’s so disgusting.

What helps kids to learn? Parents, teacher unions or education bureaucrats?

Christine Kim
Christine Kim

What’s the best way to help children do well in school?

On the one hand, social conservatives on the right favor the traditional family structure, complete with a father who lives in the home and is an involved parent. Parents have an incentive to help children do well in school because they are biologically linked to the children and they are paying all the bills at home. They are making sacrifices and they want to see some results.

On the other other hand, social liberals on the left favor raising taxes on working families, and funneling the proceeds to unionized public school teachers. Do teachers get paid more for improving the quality of education for students? Or do they get paid more for contributing to Democrats who will increase their salaries? Do they have an incentive to make children learn?

Parents vs teacher unions: Who does the best job?

Consider this research paper from Christine C. Kim of the Heritage Foundation, my favorite think tank.

Excerpt:

American taxpayers invest heavily in education. Last year, spending on public K–12 education totaled $553 billion, about 4 percent of gross domestic prod­uct (GDP) in 2006. For each child enrolled in a pub­lic elementary or secondary school, expenditures averaged $9,266 that year—an increase of 128 per­cent, adjusted for inflation, since 1970.

Despite this increase in public spending, student achievement and educational attainment over the last four decades has remained relatively flat. In 2007, a significant portion of students, disproportionately from disadvantaged backgrounds, scored “below basic” in reading and math on the National Assess­ment of Educational Progress (NAEP). Sadly, in many of the nation’s largest cities, fewer than half of high school students graduate.

While academic research has consistently shown that increased spending does not correlate with edu­cational gains, the research does show a strong rela­tionship between parental influences and children’s educational outcomes, from school readiness to college completion. Two compelling parental factors emerge:

  1. family structure, i.e., the number of parents living in the student’s home and their relationships to the child, and
  2. parents’ involvement in their children’s schoolwork.

Consequently, the solution to improving educa­tional outcomes begins at home, by strengthening marriage and promoting stable family formation and parental involvement.

The PDF is here. In the rest of the paper, Christine supports her conclusions using evidence.