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Article from 1912 warns the world about climate change
They were a little optimistic in 1912, but they understood that adding carbon to the atmosphere has side effects.
- An article from 1912 is making headlines for its mention of climate change by means of putting carbon into the atmosphere.
- It is but one of many articles and papers that mentioned human-driven climate change during the early 20th century.
- It reminds us that just because we can see a problem coming doesn't mean we fully understand how quickly it will arrive or how dangerous it will be.
Somehow, there is still a public debate on whether climate change is occurring and how much of it humanity is responsable for. This is despite the agreement of 97% of climate scientists on the matter and decades of research. It gets even stranger when you realize that the idea that humans can change the environment is older than gasoline-powered cars and that people were discussing the potential effects of climate change before the Titanic sank.
Extra, Extra! Read all about it!
In the March 1912 edition of Popular Mechanics, an article on the balmy year of 1911 and the ability of humans to change the climate includes a single line that has shocked some modern readers. The caption for a photograph of a coal plant explains that:
The furnaces of the world are now burning about 2,000,000,000 tons of coal a year. When this is burned, uniting with oxygen, it adds about 7,000,000,000 tons of carbon dioxide to the atmosphere yearly. This tends to make the air a more effective blanket for the earth and raise its temperature. The effect may be considerable in a few centuries.
The article goes on to somewhat contradict its own caption, explaining how it is "highly improbable" that there would be enough change in the atmosphere within the next thousand years to have any noticeable effect on global temperatures, though it does argue that the Earth will get warmer before it gets cooler.
Oh, 1912, how innocent you were.
How did they know about climate change way back then?
The Popular Mechanics article was hardly ahead of its time. An article in Nature published in 1882 concluded that increased pollution "will have a marked influence on the climate of the world." This article was widely discussed, and follow-ups to it are credited with popularizing discussion about the effects of pollution on the environment.
A basic understanding of the greenhouse effect goes back to 1824 when Joseph Fourier argued that Earth's atmosphere allowed the planet to be warmer than it would be without one. He even speculated on the potential for humans to alter the climate, though he thought altering the land was more important to the process than changing the composition of the atmosphere. You can see in this quote how he also thought the process would take much longer to notice than it has:
The establishment and progress of human societies, the action of natural forces, can notably change, and in vast regions, the state of the surface, the distribution of water and the great movements of the air. Such effects are able to make to vary, in the course of many centuries, the average degree of heat; because the analytic expressions contain coefficients relating to the state of the surface and which greatly influence the temperature.
His ideas were followed up on by Svante Arrhenius in 1896. Working as a chemist, he was able to determine how much the temperature of the planet would increase for each unit of carbon dioxide introduced into the atmosphere. Working forwards from of his calculations, he was the first to understand that global warming by means of changing the composition of the atmosphere is possible. He phrased his ideas in what is now known as "Arrhenius' rule."
If the quantity of carbonic acid* increases in geometric progression, the augmentation of the temperature will increase nearly in arithmetic progression.
He also didn't think we had much to worry about anytime soon from this phenomenon. He even once told an audience:
We would then have some right to indulge in the pleasant belief that our descendants, albeit after many generations, might live under a milder sky and in less barren surroundings than is our lot at present.
Why were they so off on the timescales? Why did they think this was a good thing?
Clipping from the 1912 article 'Remarkable Weather of 1911: The Effect of the Combustion of Coal on the Climate — What Scientists Predict for the Future' in Popular Mechanics.
Credit: Popular Mechanics
We've put a lot more carbon into the air than these scientists probably thought we would—that alone would throw off their estimates even if they had the better understanding of climate change that we have today.
As for thinking climate change could be good, they weren't alone. The idea that human intervention in the climate was good for us was widespread during the 19th century. Farmers were told that the act of plowing encouraged rainfall in the drier regions of Australia and the United States. In the light of this optimism, the idea that we could warm up the planet probably gave these early climatologists visions of more summer sun and better crop yields rather than nightmares of worsening natural disasters.
The conclusion of the 1912 Popular Mechanics article will leave you a bit sick in the stomach from all the hubris:
It is perhaps somewhat hazardous to make conjectures for centuries yet to come, but in the light of all that is known it is reasonable to conclude that not only has the brain of man contrived machines by means of which he can travel faster than the wind, navigate the ocean depths, fly above the clouds, and do the work of a hundred, but also indirectly by these very things, which change the constitution of the atmosphere, have his activities reached beyond the near at hand and the immediate present and modified the cosmic processes themselves.
It is largely the courageous, enterprising, and ingenious American whose brains are changing the world. Yet even the dull foreigner, who burrows in the earth by the faint gleam of his miner's lamp, not only supports his family and helps to feed the consuming furnaces of modern industry, but by his toil in the dirt and darkness adds to the carbon dioxide in the earth's atmosphere so that men in generations to come shall enjoy milder breezes and live under sunnier skies.
How did other predictions from that era pan out?
An electric discharge photographed in the workshop of Nikola Tesla, United States of America.
Photo from L'Illustration, No 3571, August 5, 1911 via Getty Images.
Some of the predictions for the far-off 21st-century that people made back then were accurate, though these futurists often claimed that humanity would advance much faster than we actually did or would take an eternity to accomplish something that was achieved a few years later.
Nikola Tesla predicted the rise of our the smart phone back in 1905 when he said:
"Within a few years a simple and inexpensive device, readily carried about, will enable one to receive on land or sea the principal news, to hear a speech, a lecture, a song or play of a musical instrument, conveyed from any other region of the globe. The invention will also meet the crying need for cheap transmission to great distances, more especially over the oceans. The small working capacity of the cables and the excessive cost of messages are now fatal impediments in the dissemination of intelligence which can only be removed by transmission without wires."
He seemed to think we'd have smartphones much sooner than we did, however. This is understandable since he was trying to invent transatlantic wireless communication at the time, he was just extremely optimistic. On the other hand some predictions look utterly absurd in retrospect. Great thinkers like Alfred Nobel and Guglielmo Marconi predicted that globalization, advanced weaponry, and international communication would make a general European war impossible—they thought so right up until July 1914.
Even with the help of science, predicting the future can be a tricky business. The science of climate change was beginning to take shape at the dawn of the 20th century, but humanity had yet to fully understand how rapidly the problem would sneak up on us. Given how difficult understanding the future is, perhaps we should just listen to what scientists are advising us to do today.
Why do we ignore accurate predictions about impending doom?
Higher education faces challenges that are unlike any other industry. What path will ASU, and universities like ASU, take in a post-COVID world?
- Everywhere you turn, the idea that coronavirus has brought on a "new normal" is present and true. But for higher education, COVID-19 exposes a long list of pernicious old problems more than it presents new problems.
- It was widely known, yet ignored, that digital instruction must be embraced. When combined with traditional, in-person teaching, it can enhance student learning outcomes at scale.
- COVID-19 has forced institutions to understand that far too many higher education outcomes are determined by a student's family income, and in the context of COVID-19 this means that lower-income students, first-generation students and students of color will be disproportionately afflicted.
What conditions of the new normal were already appreciated widely?<p>First, we understand that higher education is unique among industries. Some industries are governed by markets. Others are run by governments. Most operate under the influence of both markets and governments. And then there's higher education. Higher education as an "industry" involves public, private, and for-profit universities operating at small, medium, large, and now massive scales. Some higher education industry actors are intense specialists; others are adept generalists. Some are fantastically wealthy; others are tragically poor. Some are embedded in large cities; others are carefully situated near farms and frontiers.</p> <p>These differences demonstrate just some of the complexities that shape higher education. Still, we understand that change in the industry is underway, and we must be active in directing it. Yet because of higher education's unique (and sometimes vexing) operational and structural conditions, many of the lessons from change management and the science of industrial transformation are only applicable in limited or highly modified ways. For evidence of this, one can look at various perspectives, including those that we have offered, on such topics as <a href="https://www.insidehighered.com/digital-learning/blogs/rethinking-higher-education/lessons-disruption" target="_blank">disruption</a>, <a href="https://www.nytimes.com/2020/02/20/education/learning/education-technology.html" target="_blank">technology management</a>, and so-called "<a href="https://www.insidehighered.com/sites/default/server_files/media/Excerpt_IHESpecialReport_Growing-Role-of-Mergers-in-Higher-Ed.pdf" target="_blank">mergers and acquisitions</a>" in higher education. In each of these spaces, the "market forces" and "market rules" for higher education are different than they are in business, or even in government. This has always been the case and it is made more obvious by COVID-19.</p> <p>Second, with so much excitement about innovation in higher education, we sometimes lose sight of the fact that students are—and should remain—the core cause for innovation. Higher education's capacity to absorb new ideas is strong. But the ideas that endure are those designed to benefit students, and therefore society. This is important to remember because not all innovations are designed with students in mind. The recent history of innovation in higher education includes several cautionary tales of what can happen when institutional interests—or worse, <a href="https://www.insidehighered.com/news/2016/02/09/apollos-new-owners-seek-fresh-start-beleaguered-company" target="_blank">shareholder</a> interests—are placed above student well-being.</p>
Photo: Getty Images<p>Third, it is abundantly apparent that universities must leverage technology to increase educational quality and access. The rapid shift to delivering an education that complies with social distancing guidelines speaks volumes about the adaptability of higher education institutions, but this transition has also posed unique difficulties for colleges and universities that had been slow to adopt digital education. The last decade has shown that online education, implemented effectively, can meet or even surpass the quality of in-person <a href="https://link-springer-com.ezproxy1.lib.asu.edu/article/10.1007/s10639-019-10027-z" target="_blank">instruction</a>.</p><p>Digital instruction, broadly defined, leverages online capabilities and integrates adaptive learning methodologies, predictive analytics, and innovations in instructional design to enable increased student engagement, personalized learning experiences, and improved learning outcomes. The ability of these technologies to transcend geographic barriers and to shrink the marginal cost of educating additional students makes them essential for delivering education at scale.</p><p>As a bonus, and it is no small thing given that they are the core cause for innovation, students embrace and enjoy digital instruction. It is their preference to learn in a format that leverages technology. This should not be a surprise; it is now how we live in all facets of life.</p><p>Still, we have only barely begun to conceive of the impact digital education will have. For example, emerging virtual and augmented reality technologies that facilitate interactive, hands-on learning will transform the way that learners acquire and apply new knowledge. Technology-enabled learning cannot replace the traditional college experience or ensure the survival of any specific college, but it can enhance student learning outcomes at scale. This has always been the case, and it is made more obvious by COVID-19.</p>
What conditions of the new normal were emerging suspicions?<p>Our collective thinking about the role of institutional or university-to-university collaboration and networking has benefitted from a new clarity in light of COVID-19. We now recognize more than ever that colleges and universities must work together to ensure that the American higher education system is resilient and sufficiently robust to meet the needs of students and their families.</p> <p>In recent weeks, various commentators have suggested that higher education will face a wave of institutional <a href="https://www.businessinsider.com/scott-galloway-predicts-colleges-will-close-due-to-pandemic-2020-5" target="_blank">closures</a> and consolidations and that large institutions with significant online instruction capacity will become dominant.</p> <p>While ASU is the largest public university in the United States by enrollment and among the most well-equipped in online education, we strongly oppose "let them fail" mindsets. The strength of American higher education relies on its institutional diversity, and on the ability of colleges and universities to meet the needs of their local communities and educate local students. The needs of learners are highly individualized, demanding a wide range of options to accommodate the aspirations and learning styles of every kind of student. Education will become less relevant and meaningful to students, and less responsive to local needs, if institutions of higher learning are allowed to fail. </p> <p>Preventing this outcome demands that colleges and universities work together to establish greater capacity for remote, distributed education. This will help institutions with fewer resources adapt to our new normal and continue to fulfill their mission of serving students, their families, and their communities. Many had suspected that collaboration and networking were preferable over letting vulnerable colleges fail. COVID-19's new normal seems to be confirming this.</p>
President Barack Obama delivers the commencement address during the Arizona State University graduation ceremony at Sun Devil Stadium May 13, 2009 in Tempe, Arizona. Over 65,000 people attended the graduation.
Photo by Joshua Lott/Getty Images<p>A second condition of the new normal that many had suspected to be true in recent years is the limited role that any one university or type of university can play as an exemplar to universities more broadly. For decades, the evolution of higher education has been shaped by the widespread imitation of a small number of elite universities. Most public research universities could benefit from replicating Berkeley or Michigan. Most small private colleges did well by replicating Williams or Swarthmore. And all universities paid close attention to Harvard, Princeton, MIT, Stanford, and Yale. It is not an exaggeration to say that the logic of replication has guided the evolution of higher education for centuries, both in the US and abroad.</p><p>Only recently have we been able to move beyond replication to new strategies of change, and COVID-19 has confirmed the legitimacy of doing so. For example, cases such as <a href="https://www.washingtonpost.com/education/2020/03/10/harvard-moves-classes-online-advises-students-stay-home-after-spring-break-response-covid-19/" target="_blank">Harvard's</a> eviction of students over the course of less than one week or <a href="https://www.nhregister.com/news/coronavirus/article/Mayor-New-Haven-asks-for-coronavirus-help-Yale-15162606.php" target="_blank">Yale's apparent reluctance</a> to work with the city of New Haven, highlight that even higher education's legacy gold standards have limits and weaknesses. We are hopeful that the new normal will include a more active and earnest recognition that we need many types of universities. We think the new normal invites us to rethink the very nature of "gold standards" for higher education.</p>
A graduate student protests MIT's rejection of some evacuation exemption requests.
Photo: Maddie Meyer/Getty Images<p>Finally, and perhaps most importantly, we had started to suspect and now understand that America's colleges and universities are among the many institutions of democracy and civil society that are, by their very design, incapable of being sufficiently responsive to the full spectrum of modern challenges and opportunities they face. Far too many higher education outcomes are determined by a student's family income, and in the context of COVID-19 this means that lower-income students, first-generation students and students of color will be disproportionately afflicted. And without new designs, we can expect postsecondary success for these same students to be as elusive in the new normal, as it was in the <a href="http://pellinstitute.org/indicators/reports_2019.shtml" target="_blank">old normal</a>. This is not just because some universities fail to sufficiently recognize and engage the promise of diversity, this is because few universities have been designed from the outset to effectively serve the unique needs of lower-income students, first-generation students and students of color.</p>
Where can the new normal take us?<p>As colleges and universities face the difficult realities of adapting to COVID-19, they also face an opportunity to rethink their operations and designs in order to respond to social needs with greater agility, adopt technology that enables education to be delivered at scale, and collaborate with each other in order to maintain the dynamism and resilience of the American higher education system.</p> <p>COVID-19 raises questions about the relevance, the quality, and the accessibility of higher education—and these are the same challenges higher education has been grappling with for years. </p> <p>ASU has been able to rapidly adapt to the present circumstances because we have spent nearly two decades not just anticipating but <em>driving</em> innovation in higher education. We have adopted a <a href="https://www.asu.edu/about/charter-mission-and-values" target="_blank">charter</a> that formalizes our definition of success in terms of "who we include and how they succeed" rather than "<a href="https://www.washingtonpost.com/opinions/2019/10/17/forget-varsity-blues-madness-lets-talk-about-students-who-cant-afford-college/" target="_blank">who we exclude</a>." We adopted an entrepreneurial <a href="https://president.asu.edu/read/higher-logic" target="_blank">operating model</a> that moves at the speed of technological and social change. We have launched initiatives such as <a href="https://www.instride.com/how-it-works/" target="_blank">InStride</a>, a platform for delivering continuing education to learners already in the workforce. We developed our own robust technological capabilities in ASU <a href="https://edplus.asu.edu/" target="_blank">EdPlus</a>, a hub for research and development in digital learning that, even before the current crisis, allowed us to serve more than 45,000 fully online students. We have also created partnerships with other forward-thinking institutions in order to mutually strengthen our capabilities for educational accessibility and quality; this includes our role in co-founding the <a href="https://theuia.org/" target="_blank">University Innovation Alliance</a>, a consortium of 11 public research universities that share data and resources to serve students at scale. </p> <p>For ASU, and universities like ASU, the "new normal" of a post-COVID world looks surprisingly like the world we already knew was necessary. Our record breaking summer 2020 <a href="https://asunow.asu.edu/20200519-sun-devil-life-summer-enrollment-sets-asu-record" target="_blank">enrollment</a> speaks to this. What COVID demonstrates is that we were already headed in the right direction and necessitates that we continue forward with new intensity and, we hope, with more partners. In fact, rather than "new normal" we might just say, it's "go time." </p>
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- Instead, the scientists think the Casimir Effect creates repulsion.
- This effect causes the expansion of the universe to accelerate.
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