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Early adolescence (12-13 years old) is a critical but under-researched demographic for the formation of attitudes related to climate change. We address this important area by exploring adolescent views about climate change. This paper presents opinions collected from surveys of 463 1st-year secondary school students (12-13 years old) in public secondary schools in inner-urban centres in Austria and Australia on whether climate change is (1) something about which to worry, (2) caused by humans and (3) happening now. Eligible respondents in both countries showed similar levels of agreement that climate change was probably or definitely something we should (1) worry about (84.6% Austria, 89.1% Australia), which is significantly higher than either country's adult population. Eligible respondents agreed that climate change probably or definitely is (2) caused by humans (75.6% Austria, 83.6% Australia) and that climate change is probably or definitely something that is (3) happening now (73.1% Austria, 87.5% Australia). Their response differed from the respective adult populations, but in opposite directions. Our results suggest that socio-cultural worldview may not have as much influence on this age group as it does on the respective adult populations and suggests that this age group would be receptive and ready for climate science education and engagement initiatives.

Grassland ecosystems are one of the most important terrestrial ecosystems in the world, producing essential both goods and ecosystem services (ES) for human beings. The Inner Mongolian steppe is a major grassland ecosystem in Northern China, covering 13.5% of the northern Chinese grassland area, and playing important ecological roles for the adjacent region of the capital Beijing-Tianjin-Hebei. Quantification of grassland ES under the different utilization patterns is vital for the maintenance of multiple ES and mitigation against ES loss in this region. We made a manipulative experiment with four grazing intensities (grazing exclusion, GE; light grazing intensity, LG; medium grazing intensity, MG; heavy grazing intensity, HG). We then quantified the intensities of eight different grassland ES (1. herbage intake, HT; 2. biodiversity conservation, BI; 3. soil nutrient retention, SN; 4 soil carbon stocks SC; 5. soil erosion prevention, SEP; 6. soil water storage, SWC; 7. potential nutrient recycling, PNC; 8. carbon sequestration from atmosphere. CS) and total ES via a series of field measurements. Pearson coefficients and trade-offs index were used to access the above ES relationships and degree of trade-offs between ES. Grazing intensities significantly (p < 0.05) affected the grassland intensities of 'regulating', 'culture' and 'provisioning' services, but the 'supporting' services. We found three types of relationships (trade-offs, synergy or neutral) have been found in this study. Trade-offs occurred between 'provisioning' and 'regulating' services. Although GE management presented significantly higher intensity of total ES (0.64) than LG (0.52), LG management significantly weakened the trade-offs between 'provisioning' and 'regulating' services (Trade-offs index 0.22) in comparison with GE (Trade-offs index 11.02). Our study suggests, therefore, that LG is the most suitable grassland utilization practice in the Inner Mongolian steppe., (Copyright © 2019 Elsevier B.V. All rights reserved.)

This study investigates the influence of knowledge on opinions about climate change in the emerging adults' age group (16-17 years). Furthermore, the effects of a lecture in climate change science on knowledge and opinions were assessed. A survey was conducted in Austria and Denmark on 188 students in national and international schools before and after a lecture in climate change science. The results show that knowledge about climate change science significantly affects opinions about climate change. Students with a higher number of correct answers are more likely to have the opinion that humans are causing climate change and that both individuals and governments are responsible for addressing climate change. The lecture in climate change science significantly improved knowledge development but did not affect opinions. Knowledge was improved by 11 % after the lecture. However, the percentage of correct answers was still below 60 % indicating an urgent need for improving climate change science education.