Conley-Wilson+Film+Entry+1

Word Count 1102

In //Powering the Planet// the theme was that producing from green energy across the world is a feasible project for powering the people of various lifestyles, backgrounds, and culture, however it does take proper implementation of infrastructure and planning on order to create a these better energy plants. Although it may seem impossible at the moment starting with small steps can add up to huge steps and starting now as opposed to later will allow for a smoother transition away from coal and fossil fuels. Another way renewable energy is supported in this video is by various comminutes that have seen success from changing their energy usage and energy production along with numerical facts that back up what is being explained. For example in West Texas, a town that was destroyed by wind found a way to harness 780 Megawatts of wind energy per hour. Farms found out they could make three times what they make from agriculture alone by using 3-5% of their land. The audience this film best addresses are engineers, scientist, and other college graduates with substantial knowledge in energy.
 * 1. What is the overarching arguement of each film, how is it supported, and what audiences does it best address? **

In //The Future of Energy// the overarching argument of each film is that green energy, such as wind, solar and water, is the direction that we need to go in, in order to keep the world habitable for humans as a species. This is supported in various ways such as examples of communities that took control of their energy production in a green way which continues to be a sustainable if not regenerative way for them to powers their homes and lives. Various examples of grassroots were shown throughout the films. The audience the film best addresses are people who support renewable energy already but do not have access to it. People who have basic education are ideal audience because they do not get too into the logistics of renewable energy but understanding policy and energy is useful.

In //Powering the Top of the World// the overarching argument of Part One was that Nepal, as a country, needed a sustainable modern-day way to overcome their electricity problem which was contributing to pollution. The people interviewed in this film primarily thought the solution to solve this problem is by installing hydro-electric power in the Himalayas, their powerful, energy-rich waterfalls and streams. This was supported by…. This audience it best address were everyday people, it was mostly directed towards the citizens on Nepal, although it was in English. Nearly anyone could understand this film because they used simple wording and explain many complex ideas in very simple wording. In Part Two the film focuses on what locals have done and been able to do regarding other green energies that surpass what hydroelectric can do for the nation. They found that hydro-electric may not be the best form of energy for this country, even on smaller scales, because it is expensive and requires costly maintenance. Also, during the winter the pipes freeze because the water freezes, in some mountainous areas, making is impossible to get electricity during that six month span via hydroelectric dams. Locals, such as Dammbar Thapa and Ghajro Mahato, who have seen the hydroelectric become obsolete because of lack of maintenance and overuse of a dam, due to overpopulation, tell their first experiences with failure of hydroelectric. The supporting evidence of alternate green energy, like solar and wind being a feasible less expensive route to powering Nepal is shown through Nepal’s citizens experience with a new solar lantern available for purchase. Farmers and low-income residences, like Bhagabati Ghimine, tell their gratitude of the solar lanterns that have such a positive effect on their lives although it was costly.

The edition of the second part of //Powering the Top of the World// increased the educational value of the film because it discussed the issues with the renewable energies that power more and more people of Nepal. Some thing that could have strengthened the educational value of these films could have been getting more into how the energy works and powers electricity. In the first half of the film explaining the dangers in the past with hydroelectric power both in their nation and neighboring nations could have increase the educational value of policy and history.
 * 2. What editions or edits would have increased the educational value of these films? **

Editions that could have made //Powering the Planet// to increase the educational value to this is being a bit simpler for people with lower levels of education. Although the animation in this film was pretty great along with the primary scientist’s examples, I felt like some of the information was more complex than explained in the film.

**3. What ideas does each film give you for educating upper elementary and middle schools about energy, pollution, and climate change?** The ideas //Powering the Top of the World// gives me for educating upper elementary and middle schools about energy, pollution, and climate change are be honest about what is going on and using simple words and explanations can be the best way to reach these children because it give a very easy way to understand the issue and what needs to be solved. With that being said I believe the first part was missing what the second part had which was point out the issues of energy without blaming other countries. This innovation that the residents found by making handmade energy generators and suppliers is the same innovation many children have inside themselves which is a phenomenal thing to unlock.

// Powering the Planet // gave a great analogy regarding the infrastructure that plumbing in a man’s visit to London in the 1800s to our current place in renewable energy. Like this man, many people today think it is too costly and too much work to create a grid essentially to disperse waste or in this case energy. It has been done before, although it may have took years or centuries, it happened because people wanted it to happen, worked together, and governments saw waste as a toxic waste not fit for humans to live in. Using examples like this will allow for students to understand how they can change their world using similar ways that have been done before successfully.
 * 4. What extensions or additions to EcoEd's literacy goals come to mind? **

Extension of the ecoliteracy goals that come to mind regarding powering the top of the world was having capacity to narrate complex chains of events because it seemed like the first half of the film they were bashing Indian support for energy production because Indian citizens would take more than their fair share or Nepal’s production. I also felt as if their explanation of hydroelectric being the only energy they could use was astonishing because they have access to sun and wind. In that sense the film lacked the understanding of the challenges and value of deliberation and cooperative action.