Wednesday, May 28, 2008

Nuclear energy: Is it good or bad?

A primer to atomic power’s hottest topics

By Victoria Schlesinger



Like a neutron colliding with an atom, two factors are igniting Americans, and particularly environmentalists, into reconciling a messy question: Do we or don’t we want to develop nuclear power? Eight years of the Bush Administration’s heavily pro-nuclear policies with billions in government subsidies have roused the ailing nuclear industry. Simultaneously, our search for clean, greenhouse gas-free energy sources has turned urgent in the face of climate change. The mix of influences is propelling nuclear energy into the lime light for serious reconsideration.

But many of the old concerns remain. Since the accident at Pennsylvania’s Three Mile Island power plant in 1979, no applications for new nuclear power plant building permits were submitted for almost 30 years. While no one was killed or even hurt following the reactor’s partial meltdown, the public glimpsed the potential for disaster.

Nonetheless, the industry has persevered, claiming improved oversight and potential to improve air quality, although it has found no long-term solution for disposing its radioactive waste. Today, 104 nuclear reactors in 31 states supply 20 percent of our electricity, making it our second largest energy source after coal.

Things began to heat up for the industry within two weeks of President Bush taking office in January 2001. He formed the National Energy Policy Development Group (NEPD), headed by Vice President Dick Cheney, which produced a National Energy Policy report by May of that year, recommending “the President support the expansion of nuclear energy in the United States as a major component of our national energy policy.”

Following a long legal battle to force the release of NEPD documents to the public, environmental lawyers at Natural Resource Defense Council uncovered that industry lobbyists were integral in forming the president’s energy policy and his decision to launch a so-called ‘nuclear revival’. Over eight years the nuclear industry has received billions in government funds, while construction and operating license applications for 30 new reactors are in the works. Such support would likely increase if Arizona Senator John McCain takes office next year. He recently said, “… the French are able to generate 80 percent of their electricity with nuclear power. There’s no reason why America shouldn’t.”

Meanwhile, research has mounted documenting current and potential impacts of climate change. The IPCC found the world must drastically and quickly reduce the amount of greenhouse gases expelled into the atmosphere in order to avoid the worst impacts of a warmer planet, which include rising oceans, more severe weather, destruction of ecosystems, and the spread of animal- and insect-borne diseases.

But there are no easy, off-the-shelf technologies currently available to enable such reductions. Research is underway, alternatives are being built, and waste-cutting efficiencies implemented although none can yet accomplish the necessary cuts while feeding the world’s voracious and growing use of electricity. Accept for maybe nuclear power.

In the coming week, we’ll delve into some of the arguments for and against increasing nuclear energy, but here we’ve briefly summed up some of the hot topics:

Emissions: Compared to other major existing energy sources, such as coal and oil, nuclear power emits almost no greenhouse gasses, or nitrogen oxide and sulfur dioxide, the primary components of air pollution.

Energy independence: Increasing American nuclear energy enables the country to reduce the amount of oil it imports from other parts of the world and provides reliable base-load power. However, there are limited stores of uranium isotope U-235, which is required for nuclear fission and is largely found in Canada, Australia, and Niger.

Cost: The expense of building two advanced technology nuclear reactors was originally estimated at around $7 billion. The price tag recently rose to $14 billion and construction hasn’t even begun. Champions of wind, solar, and other forms of alternative energy argue high cost and government support for nuclear are gobbling up money that could help develop less established industries.

Environmental health and safety: The risk of a catastrophic reactor accident, as well as significant waste disposal problems, hangs around nuclear power’s neck like a noose. Uranium mining can also endanger the health of miners and people living near mines, as well as the environment, as radioactive ore waste has been shown to contaminate surface and groundwater.

Security: Underlying a nuclear chain reaction in both an energy reactor and weapon is an isotope called uranium-235. Reactor grade uranium requires a 3-5 percent concentration of U-235, while weapon grade needs 90 percent concentration. Therefore anyone possessing U-235 and the necessary equipment can make either nuclear energy or bombs.

Impact on natural resources: The Union of Concerned Scientists calculated that to keep cool a typical 1,000 megawatt reactor requires approximately 476,500 gallons of water a minute be pumped through its system, a number that could nearly triple in some of the new, larger facilities. In some systems, the warmed water returned to its source – lake, river, ocean—contains low level radioactivity. Also aquatic life circulated through the cooling system can be killed.

Energy Future Scenarios

From Energy Bulletin. Archived on 25 May 2008.

by Future Scenarios


The Australian co-founder of the permaculture concept David Holmgren has today launched a new global scenario planning website, Future Scenarios: www.FutureScenarios.org.

peak oil and climate change logoHolmgren says his future scenarios will help both policy makers and activists come to terms with the end of the era of growth.

While the end of growth is so unthinkable to many policy makers and economists that they use the term ‘negative-growth’, Holmgren says we are already entering a generations-long era of ‘energy descent.’ We now face less and less available energy each year, coupled with a destabilised climate.

“The simultaneous onset of climate change and the peaking of global oil supply represent unprecedented challenges for human civilisation. Each limits the effective options for responses to the other,” writes Holmgren on www.futurescenarios.org.

Holmgren uses a scenario planning framework to bring to life the likely cultural, political, agricultural and economic implications of peak oil and climate change.

“Scenario planning allows us to use stories about the future as a reference point for imagining how particular strategies and structures might thrive, fail or be transformed,” says Holmgren

Future Scenarios depicts four very different futures. Each is a permutation of mild or destructive climate change, combined with either slow or severe energy declines. Scenarios range from the relatively benign Green Tech to the near catastrophic Lifeboats scenario.

Brown Tech

“Many futurists are looking at Facebook, robot pets and other i-fads, whereas David has been studying a much bigger picture. He works from the fundamental resource and environmental constraints, and I’m convinced that he’s got his assumptions right where others have them very wrong. He has followed through with unusual insight, drawing on 30 years of permaculture thinking, which I would say makes him the most important futurist in the world right now,” said Adam Grubb founder of Energy Bulletin (www.energybulletin.net with over 400,000 visitors a month.)

Green Tech

“These aren’t two dimensional nightmarish scenarios designed simply to scare people into environmental action. They are compellingly fleshed out visions of quite plausible alternative futures which delve into energy, politics, agriculture, cultural and even spiritual trends. They help us reconcile our own competing fears and hopes for the future, and to consider the best strategies for adapting to a changing world,” says Grubb.

Earth Stewardship

Holmgren says “we will need resilience and adaptability in the face of radical change.”

‘Energy Descent’
Holmgren coined the term ‘energy descent’ in 2005 as a less negatively loaded way than ‘decline’ or ‘collapse’ for describing a future defined by constantly diminishing energy production.

“I chose the word ‘descent’ because it implies a long and sustained process through which it is possible to survive and even thrive. While energy descent does suggest the demise of globalised industrial civilisation, that process will play out over many decades, if not centuries. For individuals, households, organisations and communities focused on socially and ecologically adaptive design, energy descent is as much an opportunity as an obstacle. Realistic assessment of the larger forces at work in the world helps empower us to better refine our strategies.”

About Permaculture
Permaculture is an environmental design framework modelled on the patterns and relationships found in nature, yielding an abundance of food, fibre and energy for provision of local needs.

About David Holmgren
david02.jpg Holmgren co-wrote the first permaculture text Permaculture One in 1976 with Bill Mollison (published in 1978). With his 2002 book Permaculture: Principles and Pathways Beyond Sustainability David re-emerged from the relative shadows as the leading intellectual force of the permaculture movement. Rob Hopkins, founder of the popular Transition Towns initiatives in the UK, described Principles and Pathways as “the most important book of the last 15 years.”

David, his partner Su Dennett, and their son Oliver live at ‘Melliodora’ a small permaculture demonstration property in central Victoria, Australia where they are self sufficient in fruit, vegetables and animal products and provide most of their own energy needs.

Futher info: www.futurescenarios.org
www.holmgren.com.au

Solving Global Warming the ‘Organic’ Way

Yesterday, Kyle sent me this mail:

I was youtubing it, enjoying my new broadband, and came across this interview snip with David Holmgren, founder of the “permaculture” project:


He’s talking about the future of suburbia, and is rather more optimistic than that bigot Kunstler. What I got out of it was that he expresses very well something I think, that we can’t be too hopeful about grand top-down plans - though he’s afraid of them, I’m not, I just think they’re not likely to happen - and he thinks positive change will come about from necessity. He presents it all as an “organic” process - by which he means a smooth and natural one, though of course organic processes are not always very neat and pleasant…

If you’re waiting around for government to do something, then things look pretty dark. If you’re looking for ways in which people can do things for themselves, then things look a bit brighter. So this is “green psychology” in that it’s a way of looking at the world which keeps you hopeful and focused. I’ve just seen quite a bit of loss of hope and frustration in the blogosphere lately, and seen it in your posts, too.

Kyle is right, I have been feeling a bit down lately, and frustrated, regarding the apparent lack of action. Nothing depresses more than driving on the freeway at peak hours, and being a part of this seemingly endless flow of CO2 spewing machines. I want someone to step in, and say stop. My fantasy of a conductor is going nowhere however. Not even Obama comes close, when I listen to him speak and propose his timid plan for cooling the planet. Don’t get me wrong, I know the man has to think about politics, and getting elected, and pushing only as far as the crowd will allow.

While watching the David Holmgren’s video, what struck me most was not so much what he had to say, as how he delivered his message. No rush, no fear, no need to control. Instead, calm assurance that events will lead us back to where we need to be again, and that individuals will naturally organize towards increased energy efficiency strategies. As somebody who is informed about the perils of climate change, I have found it hard to withstand the tension from not having an immediate, quick fix solution. David Holmgren is reminding us that the straight path may not be the way to go here.

I also connected with Homgren’s emphasis on ‘retrofitting‘. Many proposed solutions to global warming, jump to the creation of new infrastructures, new cars, new cities, new houses, new gadgets. Our throwaway culture has found its way in the climate fight. Less sexy, but a lot more sustainable, is the notion of retrofitting existing environments to enable a carbon neutral lifestyle. Maybe now is the time to make ours the 4R’s:

‘Reduce-Reuse-Recycle-Retrofit‘.

Tuesday, May 27, 2008

Jacqui's project

Sustainable Development course Project of Jacqui:

Promoting Sustainable Development education in primary schools.

Introduction and Idea:

The basic idea is that introducing children to sustainability and environmental issues at an early age, and encouraging children to respect and enjoy living in nature, should have a positive effect on their attitude, interests and behaviour as they develop into adults. Children are the future of our planet and it is worth investing in them to promote future generations of environmentally and globally aware citizens.

Procedure:

1. I started off making some phonecalls around local primary schools. Many said that they were too busy to talk but if I emailed them some questions they would be happy to help out.

2. I was also invited to a few schools to have a look at what they were doing pro-sustainability.

Of particular interest was a small rural school near St Andrews in Fife, called Dunino Primary School. This school is somewhat a pioneer of developing environmental issues into the curriculum, made easier I suspect by the small number of teachers and rural location. I was lucky enough to be invited out and shown around by some of the pupils who very enthusiastically showed me their greenhouse, sensory garden etc. for more information and examples see their website.

Other schools were less cooperative, and mostly wished to remain anonymous.

The most common way for schools to be working on environmental issues is through the Eco-schools programme.

Introduction to the Eco-school programme

This is a programme run by an NGO who are trying to promote the inclusion environmental awareness into the school curriculum. They invited me to one of their twilight beginners training sessions designed for teachers thinking of getting their school involved in the programme (it was very interesting and they even gave me a certificate for attending!).

They encourage schools by providing a framework to work through and as they progress, introducing new topics, the school is given the opportunity to receive awards (starting at Bronze through Gold to Green flag status – after three green flags are awarded, the school is granted permanent Eco-school status.) Topics included on the curriculum are Litter, Water, Waste minimisation, Energy, School Grounds, Biodiversity, Transport, Health and Well-being.

Schools are also awarded small financial grants to help towards the costs of becoming more environmentally friendly (eg to pay for training, advertising, green events etc).

The organisation also provides some training, and sends out representatives to assess the schools.

3. I decided to carry out an investigation of the Eco-school programme and find out how effective it was from the perspective of the school. I was also interested to find out how schools were benefiting, and whether any improvements, environmentally, were actually to be found as a result of participation in the programme.

Results

While many schools were kind enough to fill in my survey, I ended up taking a broader sample area than expected – this is because I felt I had limited time and didn’t want to put too much pressure on schools to send the survey back really quickly – as a result I emailed the survey out to about 50 schools but only had a 40% return rate on time.

The results of my survey came up with the following general trends.

- Schools said they had a general positive impact of being involved.

- Teachers found it fairly easy to integrate the topics into the curriculum.

- Teachers found that the main constraints stopping the scheme from being more successful in their school was the lack of time to organise, lack of funding, and the lack of support.

- Some schools found no benefit to pupils (but no negative impact either), while some schools found a positive impact on the pupils – this was not reflected in general intelligence or performance, but on ‘life-skills’ such as communication, willingness to learn and wanting to achieve more for themselves and for their community. Most teachers thought that they saw some small benefits to the pupils.

- All schools considered the issues addressed to be very important; teachers were quite interested, and children generally very interested.

- Only a very small amount of time was actually dedicated towards extra time spent in the classroom on environmental issues, at most 1 – 2 hours a week.

- All schools saw the benefit of coordinating with and learning from other schools, although only one school had received any kind of support from another school, and only one school had given support to other schools.

- All schools stated that they would benefit from extra resources and training opportunities to help them work towards the awards; although none explicitly said they were discouraged by lack of funds, a lack of extra funds was often cited as a reason for not being more environmentally proactive.

- This is despite many schools stating that their teachers had gone to none of the free training sessions provided by Eco-schools, and the availability of training from other organisations.

- Most schools had given no feedback back to Eco-schools programme, despite having the contentions about lack of funding, training and support.

- Most schools were unaware that there is an Eco-school support group in their area.

- Most schools, with 2 exceptions, were unaware of other programmes and opportunities to be involved in.

- Lastly, all of the schools, with one exception, wanted more information on other involvement opportunities.

Discussion

I have presented the results in a very readable format so it is quite obvious what the outcomes are:

For schools, being involved in the Eco-schools programme is good for the school, good for the pupils and good for the environment. As it stands it is a bit of a drain on over-worked teachers who would like to receive more support in any way they can, be that financial, support from parents, or more training to deliver the programme.

What I found from the session that I attended is that it should not be difficult to implement the programme, although I understand that some knowledge is required, as well as support from fellow-teachers within the school.

I think that teachers found it daunting and saw it as a whole lot of extra work, when in reality they did not realise that they do not have to do all the work themselves; most schools with green flags found that once a committee was set up, with parents on board, it became much easier and the benefits could really be seen. It might require a bit of effort to get going but the benefits far outweighed that.

I hoped that by doing the survey I had been able to draw schools and teachers’ attention towards some of the things they had perhaps been missing out on, such as the online Forum for sharing ideas, and the fact that other schools were available to support them with ideas and advice. After this evaluation I realised that more could be done.


Shortfalls of the Eco-schools programme, and Follow-up support

While I have highlighted many advantages of the programme, I was from time to time worried that schools may have got involved in the programme, not done very much over and above what they would have been doing anyway, and still neglecting to address issues such as global citizenship in the classroom.

I had asked in the survey whether schools were involved in any other organisation, programmes or similar. It turned out that a couple of schools had partner schools in Africa (Malawi and Zambia), and two schools were registered Fairtrade schools, but other than that there was a huge blank.

I did some research and put together an information file about other things that schools could be getting involved in. I have listed some of these below and put web addresses.

I also put together a list of organisations that provide training for teachers or other general sustainable development training, in the area.

I wanted to emphasise to schools that there is no shortage of information and support out there and that all they really need to do is to ask for help from some of these organisations. I even provided some information leaflets and details of people to contact within the organisation who were willing to supply help, training or workshops, having contacted them all myself beforehand.

For the schools who had requested it, I sent them out the information. I hope that you find it useful aswell.

Recommendations

I think that I am really quite lucky to have found that for my project there were already so many organisations set up and actually actively doing the things that I was interested to promote.

I know that that is not so true for many countries. I hope that the information provided is useful, and I certainly think that having an organisation or network of schools involved in the programme is a very motivating factor for schools to get involved.

I’m sure that if you know a local school in your country in need of some support, the organisations would be happy to be contacted.

Please contact me on jacmarscott@yahoo.co.uk if you have any questions about my project or would like me to help with your project about education.

Appendix of Information sources, websites and organisations (many of these are based in Scotland but there are also some international…)

Eco-schools http://www.ecoschoolsscotland.org/home/index.asp?linkID=6

Globe – and online resource for children, set up in England but now with links in over a hundred countries, allowing children to measure their environment at school and compare with other places in the world. http://globe.org.uk

Fairtrade – the Fairtrade foundation has materials available for schools, such as leaflets and action packs.

www.fairtrade.org.uk

ENO (Environment Online) http://www.enoprogramme.org

The Drops Of Life - a global play about tree planting and co-operation:
http://www.enotreeday.net
ENO Tree Planting Day 2007
http://www.enotreeday.net

Grounds for Learning, the UK School grounds charity (learning through landscapes) - http://www.gflscotland.org.uk/

Sustainable Deveopment commission (UK government watchdog on SD issues) website – page at young people, learning, http://www.sd-commission.org.uk/pages/education.html

One World Centre, Dundee – can provide training courses for teachers in Scotland including Fife. Last year these were: Introduction to Global Citizenship and the Global Schools Partnership.

They also visit schools to deliver tailormade workshops for teachers.

http://www.oneworldcentredundee.org.uk/index.html

Scotdec – promoting global citizenship in schools in Scotland - http://www.scotdec.org.uk/

Tree trunk – a toolkit about trees and woodlands from the forestry commission:

http://www.forestry.gov.uk/forestry/HCOU-4X2JUP

Story-line Scotland http://www.storyline-scotland.com/whatisstoryline.html

Rowanbank – a charity using performing arts to communicate environmental issues through workshops and performances http://www.rowanbank.org.uk/

Rewilding Childhood – getting children out of doors and having fun in green spaces. http://www.imagesfromtheedge.com/rewilding/index.htm

Plantlife – working to protect wild plants and their habitats, with loads of info on plantlife in the UK http://www.plantlife.org.uk/uk/plantlife-scotland.html

Jacqui

Sunday, May 25, 2008

Permaculture



A future of possibility

Lama Foundation, located in the Mountains of New Mexico is host to Grow Here Now and Build Here Now. Annual workshops which bring together teachers as well as students of sustainability. Join us as we examine "what is permaculture" as we attend the Grow Here Now - Convergence at Lama.

Permaculture is a word originally coined by Bill Mollison and David Holmgren in the mid 1970's to describe an "integrated, evolving system of perennial or self-perpetuating plant and animal species useful to man" 'Consciously designed landscapes which mimic the patterns and relationships found in nature, while yielding an abundance of food, fibre and energy for provision of local needs. People, their buildings and the ways in which they organize themselves are central to permaculture. Thus the permaculture vision of permanent or sustainable agriculture has evolved to one of permanent or sustainable culture.




Claude William Genest is an actor and TV show host turned "permaculturalist" and Green Party VP. He's passionate about convincing people that a fully sustainable lifestyle is not only easy and good for our health, but can actually be achieved. Follow him to his country house to discover what permaculture is and how it has affected the way he thinks about the environment.




Permaculture expert Penny Livingston-Stark shows how natural systems can teach us better design practices. Learning to work with the earth not only creates a healthier environment, it also nourishes the people who live in it.

Part 1 - The Permaculture Concept



"The Permaculture Concept"

Bill Mollison explains the history and make up of his way of living for the future; Permaculture.

A must watch for all human beings. So simple, so easy to do. So satisfying.

Also...go to http://www.permaculture.org.au/

Scroll down a little and on the right hand side of the screen you will see the title..."Greening The Desert".

Watch as the saltiest and driest place in the world is transformed into a little green oasis by using basic Permaculture principals.

Because it is easy and ANYONE can do it...we will not see the arrogant "Establishment" pushing it. If "they" cant control is and make a Trillion dollars off it they wont support it.

The fact that Permaculture living makes you independent of the "System" makes the bureaucrat shiver.

Part 2



Part 3



Part 4



Part 5



Part 6

Peak Oil solutions



PERMACULTURE & PEAK OIL: Beyond 'Sustainability'

David Holmgren is co-originator (with Bill Mollison) of the permaculture concept and author of the recent book, PERMACULTURE: Principles and Pathways Beyond Sustainability. He talks about the need to move beyond the lulling hope that 'green tech' breakthroughs will allow world-wide 'sustainable consumption' to the recognition that dwindling oil supplies inevitably mean a mandatory 'energy descent' for human civilization across the planet. He argues that permaculture principles provide the best guide to a peaceful societal 'powering down."




Learning from Cuba's Response to Peak Oil

Megan Quinn of The Community Solution discusses her visit to Cuba, and the movie "The Power of Community". This young woman sees Peak Oil as an opportunity to create the communities we want, but notes that we must reduce our consumption despite environmentalists' assurances that biofuels will save us.

Sustainable Buildings

How a new way of thinking about the buildings we live in will help solve issues of sustainability by reducing carbon emissions so you can become carbon neutral. This is about making buildings 'nutritious' for mind, health and ecology.

Working towards sustainability


Sustainability video tips on sustainable practices

San Francisco Bay Area Sustainability Vision

The San Francisco Bay Area transform into a more sustainable region in this vision video. Made by the Bay Area Alliance for Sustainable Communities.

Sustainability Movement

Western Washington University in Bellingham WA prides itself on being one of the most influential educational institutions in the US in the race to go GREEN. Now Western is turning its focus to a sustainable future, developing new campus organizations, instituting sustainable action plans and opening new possibilities for the next generation of students. It is time to get involved, get informed and make a change.