Friday, April 6, 2012
More of the real work...
Regular readers will know that I'm a fan of helping students become as useful as possible, including learning to do things with their hands, especially when the things they do save energy and climate emissions.
In this most recent case, students in Energy and Energy Efficiency class helped lower our campus wind testing tower to fit a new safety cable and a pyranometer (AKA solarimeter) to measure the solar power available on site next to the large 5KW solar array on the Unity House.
The safety cable will be used to check students of Unity College and KVCC on industrial tower climbing safety and technique.
The pyranometer will measure the watts of sunshine per meter squared per hour and log those data every ten minutes to a computer memory card. We'll be able to match the data against production data from the Unity House. In particular, we'll be able to tell when the solar array is not producing what it could be producing, because it's a fixed and not tracking array.
Along the way to completing these tasks students learned some basic metalwork. Several were checked out on they various shop tools such as the machine hacksaw and the drill press. They also learned some more advanced skills such as drill sharpening and the use of pilot holes for proper drilling.
I'm looking forward to seeing the view from the top of the tower next week when the safety line work is done.
Monday, April 2, 2012
A professor gets a complaint...
Fascinating. Mankiw is the economist for the Republican National Committee, so there may be more than a little politics to this, but nevertheless, he should have taught at least some Keynes, considering what's going on in the world right now. Otherwise how are students to evaluate the ongoing debate over spending?
This is an open letter, so no-one should complain if I republish it here.
Here's the url:
http://hpronline.org/harvard/an-open-letter-to-greg-mankiw/
And the letter:
Wednesday November 2, 2011
Dear Professor Mankiw—
Today, we are walking out of your class, Economics 10, in order to express our discontent with the bias inherent in this introductory economics course. We are deeply concerned about the way that this bias affects students, the University, and our greater society.
As Harvard undergraduates, we enrolled in Economics 10 hoping to gain a broad and introductory foundation of economic theory that would assist us in our various intellectual pursuits and diverse disciplines, which range from Economics, to Government, to Environmental Sciences and Public Policy, and beyond. Instead, we found a course that espouses a specific—and limited—view of economics that we believe perpetuates problematic and inefficient systems of economic inequality in our society today.
A legitimate academic study of economics must include a critical discussion of both the benefits and flaws of different economic simplifying models. As your class does not include primary sources and rarely features articles from academic journals, we have very little access to alternative approaches to economics. There is no justification for presenting Adam Smith’s economic theories as more fundamental or basic than, for example, Keynesian theory.
Care in presenting an unbiased perspective on economics is particularly important for an introductory course of 700 students that nominally provides a sound foundation for further study in economics. Many Harvard students do not have the ability to opt out of Economics 10. This class is required for Economics and Environmental Science and Public Policy concentrators, while Social Studies concentrators must take an introductory economics course—and the only other eligible class, Professor Steven Margolin’s class Critical Perspectives on Economics, is only offered every other year (and not this year). Many other students simply desire an analytic understanding of economics as part of a quality liberal arts education. Furthermore, Economics 10 makes it difficult for subsequent economics courses to teach effectively as it offers only one heavily skewed perspective rather than a solid grounding on which other courses can expand. Students should not be expected to avoid this class—or the whole discipline of economics—as a method of expressing discontent.
Harvard graduates play major roles in the financial institutions and in shaping public policy around the world. If Harvard fails to equip its students with a broad and critical understanding of economics, their actions are likely to harm the global financial system. The last five years of economic turmoil have been proof enough of this.
We are walking out today to join a Boston-wide march protesting the corporatization of higher education as part of the global Occupy movement. Since the biased nature of Economics 10 contributes to and symbolizes the increasing economic inequality in America, we are walking out of your class today both to protest your inadequate discussion of basic economic theory and to lend our support to a movement that is changing American discourse on economic injustice. Professor Mankiw, we ask that you take our concerns and our walk-out seriously.
Sincerely,
Concerned students of Economics 10
This is an open letter, so no-one should complain if I republish it here.
Here's the url:
http://hpronline.org/harvard/an-open-letter-to-greg-mankiw/
And the letter:
Harvard — November 2, 2011 2:23 am
An Open Letter to Greg Mankiw
By HPR The following letter was sent to Greg Mankiw by the organizers of today’s Economics 10 walkout.Wednesday November 2, 2011
Dear Professor Mankiw—
Today, we are walking out of your class, Economics 10, in order to express our discontent with the bias inherent in this introductory economics course. We are deeply concerned about the way that this bias affects students, the University, and our greater society.
As Harvard undergraduates, we enrolled in Economics 10 hoping to gain a broad and introductory foundation of economic theory that would assist us in our various intellectual pursuits and diverse disciplines, which range from Economics, to Government, to Environmental Sciences and Public Policy, and beyond. Instead, we found a course that espouses a specific—and limited—view of economics that we believe perpetuates problematic and inefficient systems of economic inequality in our society today.
A legitimate academic study of economics must include a critical discussion of both the benefits and flaws of different economic simplifying models. As your class does not include primary sources and rarely features articles from academic journals, we have very little access to alternative approaches to economics. There is no justification for presenting Adam Smith’s economic theories as more fundamental or basic than, for example, Keynesian theory.
Care in presenting an unbiased perspective on economics is particularly important for an introductory course of 700 students that nominally provides a sound foundation for further study in economics. Many Harvard students do not have the ability to opt out of Economics 10. This class is required for Economics and Environmental Science and Public Policy concentrators, while Social Studies concentrators must take an introductory economics course—and the only other eligible class, Professor Steven Margolin’s class Critical Perspectives on Economics, is only offered every other year (and not this year). Many other students simply desire an analytic understanding of economics as part of a quality liberal arts education. Furthermore, Economics 10 makes it difficult for subsequent economics courses to teach effectively as it offers only one heavily skewed perspective rather than a solid grounding on which other courses can expand. Students should not be expected to avoid this class—or the whole discipline of economics—as a method of expressing discontent.
Harvard graduates play major roles in the financial institutions and in shaping public policy around the world. If Harvard fails to equip its students with a broad and critical understanding of economics, their actions are likely to harm the global financial system. The last five years of economic turmoil have been proof enough of this.
We are walking out today to join a Boston-wide march protesting the corporatization of higher education as part of the global Occupy movement. Since the biased nature of Economics 10 contributes to and symbolizes the increasing economic inequality in America, we are walking out of your class today both to protest your inadequate discussion of basic economic theory and to lend our support to a movement that is changing American discourse on economic injustice. Professor Mankiw, we ask that you take our concerns and our walk-out seriously.
Sincerely,
Concerned students of Economics 10
Saturday, March 31, 2012
Thursday, March 29, 2012
Climate and political dysfunction from the NYT
A article and an op-ed. Enjoy.
http://www.nytimes.com/2012/03/29/science/earth/arctic-sea-ice-eyed-for-clues-to-weather-extremes.html?pagewanted=2&_r=1&hp&adxnnl=1&adxnnlx=1333015545-dFXyus6k4Lu9GI3OhZMI8A
http://www.nytimes.com/2012/03/28/opinion/friedman-elephants-down-under.html?src=me&ref=general
http://www.nytimes.com/2012/03/29/science/earth/arctic-sea-ice-eyed-for-clues-to-weather-extremes.html?pagewanted=2&_r=1&hp&adxnnl=1&adxnnlx=1333015545-dFXyus6k4Lu9GI3OhZMI8A
http://www.nytimes.com/2012/03/28/opinion/friedman-elephants-down-under.html?src=me&ref=general
Kinetic sculpture?
Apropos of nothing even vaguely serious, except perhaps the Laws of Thermodynamics -- just a fun time-waster
http://www.guardian.co.uk/science/video/2012/mar/28/science-kinetic-sculpture-video?INTCMP=ILCNETTXT3486
Using heat maps to plan district heat systems
This is a great application of "big data", specifically Google and other infrared landscape imagery, from a UK organization, reported in today's Guardian.
Areas where waste heat from industry or wasteful buildings are shown clearly. Waste heat from industry can be recycled using district heat systems to heat homes and other buildings.
http://www.guardian.co.uk/news/datablog/2012/mar/29/heat-map-decc?intcmp=122
Wednesday, March 28, 2012
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