Film+Annotation+1

Allison Mrugal 9/2/15 Russel Sage Labs, Rm 5510 Film Annotation 1: Sustainability Education, STSS-4280-01 Prof. Fortun
 * Powering the Planet; The Future of Energy; Powering the Top of the World **


 * 1) Powering the Planet, Earth: The Operators Manual, 2012
 * 2) The film portrays alternate, green energy as an appropriate and cooperative plan for the current crisis on climate change. While it narrates various examples of green progress, the film highlights how accessible green energy solutions can be. Around the globe, whether it be Texas, Pennsylvania, Brazil or China, for example, the Earth: The Operators Manual makes it imperative that climate change be acted on immediately and with an open-mind. Likewise, the film urges diverse individuals, communities and political affiliates to support the transition toward these green technologies.
 * 3) Sustainability issues such as gasoline alternatives, wind power, climate cycles, coal production, and political stagnation as well as bias are discussed throughout the film. The film, which is produces in segments, makes clear transitions through each topic, though revisits each topic as it relates to the larger discussion on climate change and as it fits in the ecosystem. Effectively, the film emphasizes the diversity of adapters and therefore promotes acceptance of green energy system by all. It also suggests that while green energy is an investment long term, there are short-term benefits for community well-being.
 * 4) The most compelling aspect of the film that I understood was how well the filmmakers could create a portfolio of exemplary, ‘green’ projects. It enlarges and/or perhaps opens the discussion about trial-and-error technologies and does so in a positive, favorable light. Through the use of site visits and economic figures, the film presents the green movement as if it has already become the norm for people with common sense and large technological innovators. Although it is not as well established at this scale yet, propaganda such as this, where ‘everyone is doing it,’ often works effectively at swaying public opinion.
 * 5) Unfortunately, various aspects of the film subtracted from its initial, informational and promotional goals. Although minute, the tone of the narration distracts the listener from the message and redirects it to the speaker’s congestion. More importantly, however, the film utilizes what Frances Moor Lappé terms “Scarcity-mind,” rather than “Eco-mind.” This discussion stems from another class that I am currently enrolled in, Environment and Society, however, the message I is appropriate here as well. Rather than scare the audiences into competition with each other to become green and lucrative and avoid the “tipping point” (Powering the Planet Earth), films such as this could encourage (and did touch on) the flow of information among layers of the public and to approach climate change with a positive attitude.
 * 6) Corrective action that is mentioned in the film includes the implementation of industrial structures to utilize natural resources as well as community support for political actions and actors with the long-term goals in mind. The film does not utterly belittle traditional energy sources such as coal, but rather rewards the effort put forth to reform its toxic output into a cleaner energy source. Also, interwoven political messages urging the public to get involved and demand political officials of higher caliber encourage corrective action on the industrial front and in personal lives.
 * 7) The film cultivates various eco-literacies with which contribute to its effeteness in promoting eco-design and support. By showing different occupations and locations where green energy has been welcomed, the film demonstrates the diverse methods that can be used to accomplish change for the better. Likewise, it grasps the concept that the solution to climate change is not written in stone. Instead, it shows different environmental and industrial actors working together, problem solving, and implementing their beliefs. The film also recognizes that there are vested interests in government, therefore calling on the audience to question the status quo and become individual thinkers with community values.
 * 8) To improve on the environmental educational value of the film, the filmmakers could decrease the length of the film and rethink some of the analogies referenced throughout. For example, the roller-coaster analogy, although accurate for a teenage audience, is made in poor aesthetic quality and represents little environmental awareness. While roller coasters can be fun, it depicted the environmental crises to provoke dramatic fear instead of understanding.
 * 9) After viewing this film, I was encouraged to learn more about China’s actions in the green movement. I thought the film showed their maturity in taking responsibility to become a eco-technological leader was both respectable and generally glamorous. It was interesting to see that “China Needs Help With Climate Change” and “China’s Green Progress Leaves US Red-faced” within a four year time frame. These articles not only documented the struggle of such monumental change but also the reward for doing so. Since being named the “largest aggregate emitter of greenhouse gases” (China Needs Help With Climate Change) in 2007, China has become a noteworthy example and a leader in progress. The website, The Guardian, claims with the current stagnation taking place in the United States over climate change, the US “is losing its ability to influence reform” (China’s Green Progress Leaves the US Red-faced). As a country comfortable in the position of power, I am somewhat surprised to recognize how slow the US really has been in acting on climate change. Whether a priority or not, the article stirred a sense of urgency in me to try to unify with neighbors and rebuild communities that problem solve for themselves.

<span style="font-family: Verdana,Geneva,sans-serif;">Additional sources used: <span style="font-family: Verdana,Geneva,sans-serif;">[] <span style="font-family: Verdana,Geneva,sans-serif;">[]


 * 1) <span style="font-family: Verdana,Geneva,sans-serif;">The Future of Energy, The Planetary Advocates, directed and edited by Brett Mazurek
 * 2) <span style="font-family: Verdana,Geneva,sans-serif;">The film advocates for community-based action for planetary change. By providing information on the problems the world faces in tackling climate change, including but not limited to power inequality, feasibility, cost, leadership, democracy, food, transportation, and more, the film promotes environmental education and the equal distribution of knowledge. Specifically, interviews with various community-based B-Corporations accomplish this goal. S.O.S. Juice, for example, provides provocative confidence for those wanting to have zero-net energy, provide jobs and outreach programs in their community, and live happily. In showing exemplary start-ups across the country, this film targets young adults who want to make a change, though this film can be inspirational for any viewer.
 * 3) <span style="font-family: Verdana,Geneva,sans-serif;">In order to help educate upper elementary and middle school students about energy, pollution, and climate change, interactive education is key. In the film, Pandora Thomas, Sustainability Consultant and Environmental Educator, mentions an activity that she does with kids called the “Power-Source.” Since it asks students to look at an outlet and trace the energy back to its origins, they can learn about fossil fuels in a manner that directly links climate change with their decisions to consume energy via plugs and power chords, for example. This is consistent with eco-educational literacy goals that isolate individual actions for immediate and long-term consequences. Additionally, the film motivates me to bring a positive yet realistic understanding and outlook towards corrective action. After viewing individuals and communities taking ownership of their future, I hope to spark students’ individual confidence and problem solving skills. This may be accomplished with both individual reflections and group work.
 * 4) <span style="font-family: Verdana,Geneva,sans-serif;">Extensions to EcoEd’s literacy goals include the capacity to defend individual and communal positions. It will be vital for students to support a basic argument when asked in conversation. This goal can be achieved by identifying three main points of their argument to help gather like-minded individuals. On the other hand, in educating about climate change, it is vital that students understand existing literacy goals such that there is no “straightforward social resource” to accomplish proactive climate action.


 * 1) <span style="font-family: Verdana,Geneva,sans-serif;">Powering the Top of the World, Christopher Emmott and Christoph Mazur
 * 2) <span style="font-family: Verdana,Geneva,sans-serif;">The film travels across the Himalayas to depict the reality of the energy crisis across the world. In Nepal, energy is easily accessible for the wealthy or those in urban environments. However, the power grid does not reach those in rural mountainous environments and is often too expensive if it does. On Nepal’s borders are China and India who are demanding the power that Nepal’s mountains could harness. While Nepal’s energy potential is large, it is also extremely difficult to obtain: the climate is variable and connections to reach the power are extremely rural. Policy makers are limited in their actions to outsource power to China and India out of fear of Nepali uprisings and constraints of their limited budget. By portraying these struggles in Nepal, as opposed to the traffic lined streets of the United States energy crisis, this film equips its viewers with a well-rounded understanding of energy. Because Americans are often unaware of the struggle that can exist with too little energy (as opposed to too much) this film serves as an informative piece intended for young adults and adults in North America and the first world.
 * 3) <span style="font-family: Verdana,Geneva,sans-serif;">Powering the Top of the World highlights the vulnerability of the Nepal region to climate change. It also shows different techniques to “risk management, reduction, and communication” (EcoEd Research Group) to the energy crisis that differ to strategies used in North America, for example. However, the film could emphasize the power struggles more clearly on an international scale. Perhaps this could take the form of contrasting the differences between first and third world countries and the causation of such terms and conditions.
 * 4) <span style="font-family: Verdana,Geneva,sans-serif;">Government is portrayed in this film at various levels. This is a Eco-Ed literacy goal that could help students engage with not only local versus national governments but also the different types of governments around the world. Another Eco-Ed literary goal that was accomplished in this film in the “understanding of potential for change, and of alternative ways of doing things and organizing society.” By showing how some independent families have small self-producing wind and water turbines to light their houses by night, the film appropriately contrasts foreign lifestyles with the typical American life.
 * 5) <span style="font-family: Verdana,Geneva,sans-serif;">An extension to the Eco-Ed literacy goals for this film could include understanding the current energy demands as they relate to the upkeep of economical systems. In other words, a literacy goal that would describe this film well would promote understanding of speed of action (or stagnation) in relation to financial constraints around the world. Specifically, this film showed the money ties Nepal held with China and India as well as with its wealthier citizens.