The West Antarctic Ice Sheet Collapse and Other Portents of Doom

Climate Change

The New York Times on the collapse of the West Antarctic Ice Sheet.

Paul Krugman, “Points of No Return.”

Eyder Peralta, “New Report Finds Climate Change Already Having Broad Impact.”

Gerry Canavan on “Dystopia, Anti-Utopia, and the End of the World.”

Peter Frase, “Adjusting to the Apocalypse.”

A very interesting piece at Jacobin reflecting on an analogy between abolitionists and environmentalists: Matt Karp, “A Second Civil War.”

Roger Peet, “A Radical Approach to the Climate Crisis.”

Martin Lukacs, “New, Privatized African City Heralds Climate Apartheid.”

Julie Beck on John Oliver’s “Statistically Representative Climate Change Debate.”

Saskia Sassen, “Countdown to Oblivion: The Real Reason We Can’t Stop Global Warming.”

Mike Wall, “To Combat Climate Change, Humanity Must Act Now, NASA Chief Says.”

Brad Plumer, “Five Horrifying Maps of America’s Massive Drought.”

And “Picture This: U.S. Cities Under 12 Feet of Sea Level Rise.” An example:

The Back Bay in Boston under 12 Feet of Sea Level Rise

The Back Bay in Boston under 12 Feet of Sea Level Rise

But don’t fret, “This Couple is Making Roads Out of Solar Panels, and They Actually Work.”

And Michelle Nijhuis, “How to Laugh at Climate Change.”

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Spring Semester 2014

In two days I start a new semester teaching three classes I am very much looking forward to at the University of Pittsburgh: Reading Poetry (ENGLIT 0315), Narrative and Technology (ENGLIT 0399), and Introduction to Critical Reading (ENGLIT 0500). The links on the last two classes take you to the class blogs. I am especially excited for Introduction to Critical Reading, as I will be teaching Thomas Pynchon’s Gravity’s Rainbow (1973) for the first time. “A screaming comes across the sky.” I cannot wait.

Fall 2013

Here are .pdfs of syllabi for classes I will be teaching this fall at the University of Pittsburgh:

Reading Poetry (ENGLIT 0315)–“American Poeisis: Imagining the Twentieth Century”

Introduction to Critical Reading (ENGLIT 0500)–“Light and Darkness in the Twentieth Century”

Narrative and Technology (ENGLIT 0399)–“Narrating Nuclear, Information, and Biological Technology”

And my Narrative and Technology students will be keeping a class blog. Check it out here.

The Zombification of Academia and Blowing Up the Sun

Serena Golden has an interview at The Chronicle of Higher Education with the authors of Zombies in the Academy: Living Death of Higher Education, Andrew Whelan, Ruth Walker, and Christopher Moore. She writes:

The book’s contributors find zombies lurking around every corner: students concerned solely with getting through and making the grade; faculty members deadened by the corporatization of the university and the erosion of traditional faculty jobs; systems and processes within the university that have long since outlived their original purpose but that endlessly perpetuate themselves. What does it mean, the editors wonder, if the zombie apocalypse has already taken place, and we are living — or undead — within it?

And in the latest in eschatology from the scientific front, Alexander Bolonkin and Joseph Friedlander have published a paper, “Explosion of the Sun,” which details how you could blow up the sun. A link to the abstract here and a link to the full paper here. Here is the abstract of the paper, which really needs to be quoted in full:

The Sun contains ~74% hydrogen by weight. The isotope hydrogen-1 (99.985% of hydrogen in nature) is a usable fuel for fusion thermonuclear reactions. This reaction runs slowly within the Sun because its temperature is low (relative to the needs of nuclear reactions). If we create higher temperature and density in a limited region of the solar interior, we may be able to produce self-supporting detonation thermonuclear reactions that spread to the full solar volume. This is analogous to the triggering mechanisms in a thermonuclear bomb. Conditions within the bomb can be optimized in a small area to initiate ignition, then spread to a larger area, allowing producing a hydrogen bomb of any power. In the case of the Sun certain targeting practices may greatly increase the chances of an artificial explosion of the Sun. This explosion would annihilate the Earth and the Solar System, as we know them today. The reader naturally asks: Why even contemplate such a horrible scenario? It is necessary because as thermonuclear and space technology spreads to even the least powerful nations in the centuries ahead, a dying dictator having thermonuclear missile weapons can pro[duce] (with some considerable mobilization of his military/industrial complex) an artificial explosion of the Sun and take into his grave the whole of humanity. It might take tens of thousands of people to make and launch the hardware, but only a very few need know the final targeting data of what might be otherwise a weapon purely thought of (within the dictator’s defense industry) as being built for peaceful, deterrent use. Those concerned about Man’s future must know about this possibility and create some protective system—or ascertain on theoretical grounds that it is entirely impossi[ble]. Humanity has fears, justified to greater or lesser degrees, about asteroids, warming of Earthly climate, extinctions, etc. which have very small probability. But all these would leave survivors—nobody thinks that the terrible annihilation of the Solar System would leave a single person alive. That explosion appears possible at the present time. In this paper is derived the “AB-Criterion” which shows conditions wherein the artificial explosion of Sun is possible. The author urges detailed investigation and proving or disproving of this rather horrifying possibility, so that it may be dismissed from mind—or defended against.[1]

The keywords for the paper also need to be quoted: Artificial Explosion of Sun; Annihilation of Solar System; Criterion of Nuclear Detonation; Nuclear Detonation Wave; Detonate Sun; Artificial Supernova.[2]

Didn’t we already think of such silly things like blowing up heavenly bodies? This is absurd.


[1] Alexander Bolonkin and Joseph Friedlander, “Explosion of the Sun,” Computational Water, Energy, and Environmental Engineering 2 (July 2013): 83, emphases mine. . . . The reader will also note the many typos even in the first paragraph.

[2] Ibid.

The National Endowment for the Humanities is Facing Huge Budget Cuts and You Can Do Something About It Right Now

From the National Humanities Alliance website:

The House of Representatives Appropriations Committee released its FY 2014 Interior and Environment Appropriations bill this morning with a 49 percent ($71 million) cut for the National Endowment for the Humanities. If enacted, this funding level would devastate an agency that has already been reduced by 19 percent since 2010.

This drastic cut would end programs that provide critical support for humanities teaching, preservation, public programming, and research, and result in positive impacts on every community in the country. Programs supported by the NEH teach essential skills and habits including reading, writing, critical thinking, and effective communication that are crucial for ensuring that each individual has the opportunity to learn and become a productive member of society. Further, NEH’s programs strengthen communities by promoting understanding of our common ideals, enduring civic values, and shared cultural heritage.

Please send a message today!

Please follow this link to quickly fill out a petition to your local congressman to oppose these cuts.

Re-Re-Writing American History

It was reported yesterday by Tom LoBianco (via The Huffington Post) that while Governor of Indiana, “Mitch Daniels Sought to Censor Public Universities, Professors.” Daniels, now president of Purdue University, wanted to ban Howard Zinn‘s seminal A People’s History of the United States: 1492-Present (1980). In emails obtained by the Associated Press through the Freedom of Information Act, we know that Daniels wrote the following about Zinn and his classic study of US history:

This terrible anti-American academic has finally passed away,” Daniels wrote. “The obits and commentaries mentioned his book, `A People’s History of the United States,’ is the `textbook of choice in high schools and colleges around the country.’ It is a truly execrable, anti-factual piece of disinformation that misstates American history on every page. Can someone assure me that it is not in use anywhere in Indiana? If it is, how do we get rid of it before more young people are force-fed a totally false version of our history?

Wow.

More Links About the Decline of the Humanities

Max Nisen has written an article titled, “America Is Raising a Generation of Kids Who Can’t Think or Write Clearly,” for Business Insider. He writes:

De-emphasizing, de-funding, and demonizing the humanities means that students don’t get trained well in the things that are the hardest to teach once at a job: thinking and writing clearly. CEOs, including Jeff Bezos, Logitech’s Bracken Darrell, Aetna’s Mark Bertolini, and legendary Intel co-founder Andy Grove emphasize how essential clear writing and the liberal arts are. STEM alone isn’t enough. Even Federal Reserve chair Ben Bernanke recently gave English majors a shout-out. The point is that good writing isn’t just a “utilitarian skill” as Klinkenborg puts it but something that takes a great deal of practice, thought, and engagement with history and what other people have written.

I have to admit I find the argument about CEOs think the humanities are valuable to be missing the point and deeply suspicious. Nisen has followed this piece with a number of other related articles: “These Charts Prove that College is More Important Than Ever,” “11 Reasons to Ignore the Haters and Major in the Humanities,” and “Humanities Grade Inflation is Luring Away Millions of Potential Scientists” (which seems like the opposite of the point). To be honest, however, who is Nisen’s audience with these pieces? All those undergraduates and recent high school grads who read Business Week? I think there’s more going on here than meets the eye.

Freedom of Information and the University on Fire

David Harris Gershon has submitted a concerning report: “NSA Rejecting Every FOIA Request Made by US Citizens.” Specifically regarding PRISM, the letter sent back to Clayton Seymour after his FOIA request is fairly chilling: “we cannot acknowledge the existence or non-existence of such metadata . . . . Therefore, your request is denied because the fact of the existence or nonexistence of responsive records is a currently and properly classified matter in accordance with Executive Order 13526, as set for in Subparagraph (c) of section 1.4″ (emphasis mine).

Gershon unpacks the meaning of the letter: “the NSA is classifying every single bit of data it receives from ordinary American citizens based on the premise that it has been gathered covertly. Meaning: the NSA’s advertised justification for not granting FOIA requests is to protect our country. However, the real justification is the NSA’s covert violation of Americans’ Fourth Amendment right not to be subject to unwarranted searches and seizures (in this case of their personal, digital data).”

And this image seems just too apt regarding my brief post about the decline of the humanities/higher ed the other day.