Climate Change at Proctor

Nick Ho
APES E Block
02/21/16
Information from Environment Textbook, Class Notes, Internet Research, Interviews on Campus

Evidence of climate change through
melted icecaps (PC: Google Images)

We are currently studying the causes and effects of climate change in our APES class. Evidence of climate change, which is defined as an "array of changes in aspects of Earth's climate," can be found everywhere. These changes include temperature, precipitation, and storm frequency/intensity. Our class was tasked with finding evidence either supporting or disputing climate change on Proctor's campus.

Firstly, how does climate change take place? Factors that affect the rate at which the Sun's energy is received and lost are what affect the process of climate change. These factors can be natural or be direct impacts of humans. For example, an increase in the production of greenhouse gasses (like Carbon Dioxide, Methane and Chlorofluorocarbons) would result in the warming of the earth's atmosphere. This key aspect of climate change is known as global warming, which is an increase in the Earth's average temperature.

My two sources of evidence are photographs of Carr Field and around Carr House and statistics from www.accuweather.com. In taking my pictures around campus, I noticed quite a few puddles and slippery icy patches, especially relative to February of last year, during which the ground was consistently covered with snow. This shows that the temperature in Andover is rising, and that snow is melting.

Melting snow outside of Carr
(PC: Nick Ho)

Ice/Water Pool outside of Mike Henriques' House
(PC: Nick Ho)

Snow/Water off of Carr Field (PC: Nick Ho)

Evidence of Climate Change on Carr Field (PC: Nick Ho)

 In addition to this photographic evidence of climate change, I also found evidence by looking at the
temperature from one year ago relative to the temperature today. I found that the daily temperatures  in February 2015 were simply much lower than the temperatures of this month. The highest temperature in Feb 2015 was 37F, whereas the predicted high of this month is 47F. The lowest temperatures in Andover a year ago were around 1F, whereas this year our coldest day of the month was 12F. This trend shows that this year's  February is significantly warmer than last year. Of course, the difference between the winter of one year and the winter of the following year cannot be classified as a trend. Still, these statistics point to the conclusion that climate change is real and is constantly happening.

Temperatures from February 2015 (Credits: http://www.accuweather.com/en/us/andover-mn/)

Temperatures from February 2016 (Credits: http://www.accuweather.com/en/us/andover-mn/)

Today we see climate change everywhere: not only in our local community of Proctor but also in the world. The warming of our planet, the rise in sea-levels, and the decrease in arctic ice are all examples of global evidence of this phenomenon. Scientists are working to predict the magnitude of this change. Average global temperatures are predicted to increase by 0.5F to 8.6F by the end of the century. Precipitation levels are expected to increase, though in different proportions depending on region. The United States itself is expected to warm by up to 12F by 2100. (http://www3.epa.gov/climatechange/science/future.html) For me, it's a little bit frightening to know that this change is happening so rapidly.  A world 12F warmer could potentially be the world that my children and grandchildren grow up in. While the issues have manifested themselves in life on campus, the problem is much larger than just affecting a boarding school in New Hampshire. I was aware of climate change as an issue before writing this photo blog, simply by virtue of the fact that I live through its effects everyday: walking through puddles on my way to class or having trips to Ragged mountain canceled due to lack of snow. However, this only means that I am now more conscious of this rapidly growing issue, and makes me curious about the ways we as a community can begin to contribute to a solution.

Chasing the Inversion (and Other Atmospheric Phenomenon)

Nick Ho
APES E Block
02/14/16
Information from Environment Textbook, Class Notes, and Internet Research

Our APES class is currently studying atmospheric science, air quality, and pollution control. One key concept of this unit is thermal inversion, or temperature inversion. This term describes a process where cool air forms beneath a layer of warm air. The cool air (being denser than the warm air) resists vertical mixing and remains stable. This is unlike normal conditions, where the cool air rises and warm air sinks, creating vertical mixing.

Visual of normal atmospheric conditions
(Courtesy of Environment textbook)

The presence of vertical mixing allows pollutants to be carried upward and diluted. This means that pollution is less dense, and thus the conditions are less harmful. However, in thermal inversion, pollutants are prevented from being dispersed.

Visual of thermal inversion
(Courtesy of Environment textbook)

London during "Great Smog of '52"
(Photo Credits: Wikipedia)

What does this mean for the human race, or, more specifically, big cities and metropolitan areas? Pollutants like smog are trapped in a much more condensed area. For example, London was hit with the most devastating case of thermal inversion in history back in 1952. The event, known as the "Great Smog of '52", was triggered by simple weather conditions (a period of cold weather combined with anticyclone and windless conditions). The pollutants, created from factories and coal-burning stoves, were trapped in a small area, and scientists estimate fatalities were as high as 12,000 people.

The smog that affected London is known as industrial smog, or gray smog. Unlike photochemical (or brown) smog, industrial smog is produced when industries burn coal or oil. The results include carbon dioxide, carbon monoxide, ammonium sulfate, and more. These chemicals pose risks to humans, even in small doses. For example, carbon monoxide (CO) binds to hemoglobin, preventing oxygen transport in the blood.

Smog settling over Los Angeles
(Photo Credits: Google Images)

Today, a great deal of legislation has been passed in order to better monitor pollution in the country. The Clean Air Act of  1963 funded research and encouraged emissions standards. The Clean Air Act of 1970 set standards for emissions and provided funding for pollution-control research. Most recently, the Clean Air Act of 1990 strengthened regulations for auto emissions, toxic air pollutants, acidic deposition and stratospheric ozone depletion. Additionally, the Environmental Protection Agency (EPA) has set standards for emissions and concentrations of toxic pollutants.

Environmental Protection Agency Logo
(Photo Credits: Google Images)

Learning about thermal inversion is rather eye opening for me. I've always been aware that pollution is a growing issue, especially in highly populated areas and metropolitan cities. However, the learning about this idea is making me realize how important it is for humans to reduce pollution production. Thermal inversion can take place even without human influence. Take, for example, in the case of London's "Great Smog of '52" (where thermal inversion was brought on by purely natural occurrences). This makes it even more important that we as humans limit pollution, so when it does occur, the effects are not as devastating.

Andover Transfer Station

Nick Ho
APES E Block
02/07/16
Field Trip to Andover Transfer Station (with APES E Block)

Logan standing next to the compactor
(Photo Credits: Nick Ho)

Our APES block took a trip to Andover Transfer Station this weekend where we learned about the role a transfer station plays and where the waste that we generate ends up. Transfer stations sort out and organize waste in order to figure out the next destination for each piece of trash. They play a few critical roles in the process of waste management: recovering discarded materials, finding ways to recycle them, and disposing of waste safely and effectively. Alan asked each of us to bring along a piece of trash to the Transfer Station. I brought an empty gum packet, which was non recyclable. When we arrived, I tossed it into a garbage compactor, along with several other pieces of non recyclable trash.

Debbie explaining the organizational process
(Photo Credits: Nick Ho)

We then went inside where the recyclables and recoverable items were organized. There we met Debbie, who has been working at the Transfer Station for over five years now. She explained that there was a unique system in charging people who brought their trash to the Transfer Station. For example, compact fluorescent bulbs cost 50 cents each to recycle, while air conditioners and refrigerators are $10. The Transfer Station also takes much bigger items, like trucks (which cost as much as $225 if full). Debbie provided us with a fairly comprehensive guide to what can be recycled and what must be incinerated. Things like cardboard boxes, various paper based products, plastic containers #1-7 are examples of recyclables, while food stuffs and foam packaging are non recyclable and must be taken to the compactor. Debbie also explained how frustrating it was when people brought items like fluorescent lamps, because it meant she would have to disassemble them to figure out which components were reusable and which were not.

Some of the recyclable items at the station
(Photo Credits: Nick Ho)

All the waste products need to end up somewhere. The journey of each piece of garbage is unique. For example, paints are brought to Franklin and Bristol twice a year, appliances are sent off to Concord, and electronics are shipped off to Rochester.

More recyclable and renewable items
(Photo Credits: Nick Ho)

After meeting Debbie, we went outside again and saw where items like tires and various metal scraps were compiled. Tires, which cost $2 each to bring to the Transfer Station, can't be incinerated with all the other non-recyclables because they contain lead, which is poisonous and would be released into the air if it was burnt. That being said, tires are not useless after serving their primary function. They can be reused as playground material, building material, erosion control, and fuel. There are also special plants where tires can be taken to be incinerated. 

Truck where all the tires were compiled
(Photo Credits: Nick Ho)

Our trip to the Transfer Station was enlightening and educational. I learned that there is more to the waste management process than simply having two big piles for recyclables and non recyclables. It was also a bit jarring to see the sheer amount of waste produced by a small town like Andover, whose citizens are already more environmentally conscious than many other places. Only six hundred to seven hundred people are bringing their waste to the station per week. What does this mean for the waste production of big cities like Hong Kong with populations of over seven million? The visit made me realize that humans need to minimize the amount of material in the waste stream, the easiest way being source reduction: limiting the amount we produce and create. The visit also left me with some questions about the Transfer Station. For example, is the incineration process waste-to-energy (meaning that the heat produced through incineration is then harnessed as energy)? Is the entire process profitable, or does the station only charge what's necessary to keep the station running? I hope to learn more about transfer stations in the near future.

Linn Harwell: Reproductive Rights Activist

Nick Ho
APES E Block
02/04/16
Guest Speaker: Linn Harwell

Linn beginning her talk (Photo Credits: Nick Ho)

Tonight Linn Harwell came to the Stone Chapel and spoke to a group of Proctor students from 6:30 to 7:30. She described herself at a reproductive rights activist, in addition to a women's rights activist. She also called herself a "free associator". Currently Linn is working with Hilary Clinton on her campaign because of policies Clinton supports that are in line with Linn's philosophy. Before even beginning, she explained that she wanted to have a discussion with her audience rather than lecture.

"My mantra: caring is curing; don't hesitate, just help." -Linn Harwell

Linn talks about her previous occupations (Photo Credits: Nick Ho)

One of the first topics she covered was the history of abortions from a legislative standpoint. She talked to us about Charles Lee Buxton and his wife Estelle Griswold. She explained their pivotal role in the progress of abortions becoming accepted from a legal standpoint.  The supreme court case Griswold v Conneticut (1965) allowed for abortions between married couples (in essence, repealing the Comstock laws). Additionally, a birth control center was opened in New Haven, Conneticut. Soon after, even women who were not married were permitted to abort their unborn children.

"You can never tell what your future is going to be; anything can happen." -Linn Harwell

Linn showing the audience a photograph (Photo Credits: Nick Ho)

Linn regularly attends Planned Parenthood conferences around the world; she even spoke at a conference in Bucharest, Romania. She also acted as the lead member of the League of Women's Voters, which she described as one of the most time consuming roles she's played. She recently attended the UNCPD (United Nations Conference on Population and Development) in Cairo, Egypt, which was the last scheduled conference ever.

"Sex is a big part of life. Trust me, I've had a lot of it." -Linn Harwell

Linn's Paternal Grandfather (Photo Credits: Nick Ho, Photograph property of Linn Harwell)

One of the most powerful stories Linn told tonight was of her mother, who died due to a self abortion when Linn was sixteen. During the Irish wake, Linn told us that she never shed a single tear. She said she had no time for tears, and was too stunned by the sudden loss of her mother. Linn told us that the title of the book she intends on writing and publishing is "No Tears". Her father, who was making $18 a week at the time, sent his five then motherless children off to Baltimore to whichever relatives would take them in.

While I enjoyed going and listening to Linn speak, I don't think I learned anything or gained anything by attending the discussion. I expected to hear about forms of contraception and about women's rights, but as I paid attention to Linn speak on an array of topics, I found the talk to be somewhat unorganized and had little to do with what was advertised. Even when I asked a question regarding her personal experience in dealing with the death of a loved one (due in part, of course, to not using a contraceptive), I didn't really get a comprehensive answer. Additionally, I struggled to see how the talk applied to the material we've covered so far in APES. I have a great deal of respect for Linn and what she advocates, especially for a women of her age. I think it's very amendable that she continues to fight for what she believes in, and actively participates in current events surrounding her beliefs. However, I wasn't sure her talk tonight was entirely beneficial, at least in the context of both female contraceptives and what we're learning in APES.