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Archive for August, 2006

The Haiti Solar School Project: the Haiti Exchange

Wednesday, August 30th, 2006

Story submitted by Patrick Sherwin from Athens, OH

Our arrival in Haiti is surprisingly smooth due to the help of our interpreters Marie, LaRaque, and Domond. Dinner is great, and the accommodations exceptional when considering the neighborhood we’ve just driven through. The indications of poverty can only be detected by the worn clothing and rough architecture. The people are sturdy, carrying on with colorful style. They carry conviction, and contentment. Many carry large aluminum bowls balanced on their heads full of material necessity: bread, water, wash tubs, fruit, toilet paper, soap, as well as dignity, grace and strength.img_4095.jpg
In the morning, the smell of rich coffee tweaks my nose hairs. I’m greeted by a gleaming white smile and a hot cup of the dark juice. Finally I’ve found a nation that grows coffee and knows how to drink it. As Don points out, “it’s so thick you could almost use a fork.” As the morning progresses the caffeine quickens my blood as I pace the floors of our stop-over house, Matthew 25, waiting for a lift to the unknown mountain town of Belle Riviere. Eight hours later, adrenal glands exhausted, our ride arrives in classic Caribbean style. He’s relaxed and stoic, looks us all in the eye and accepts our hasty handshake. It’s three o’clock and we are in a hurry to get out of the city and up the mountain. If all goes well we will arrive before nightfall.img_4098.jpg

LaRaque, one of our interpreters, is upset. He feels like we’ve been cheated out of a day. LaRaque is totally at ease in normal operational mode. He’s unemployed, as far as I can tell, but he’s a good translator, and knows his way around Haiti with confidence. LaRaque works on his own schedule, but he likes to be “boss” or “Bishop” any chance he gets. “We are leaving those here!” LaRaque demands as I try to load up the two dead chickens and bundle of bananas which our driver bought to take home. LaRaque’s correct in his thinking here; the truck is already full- 8 passengers and 1,500 pounds of gear. And besides, LaRaque probably knows best because the chickens are “stinking.”

Our drive through the bustling city of Port au Prince, hugging the bay, and up the mountain, is an experience that could be discussed in nothing less than a small book. We’re driving into oncoming traffic, dodging wicked potholes, and I’m gripping hard to the side of the bus. “He’s not a very aggressive driver,” Marie whispers to me. Her reaction is testament to her empowered yet sensitive style, but I thought we were going plenty fast. I keep thinking we’re going to knock someone’s teeth out with the side mirror, our tires will crush an ankle, or we’ll trap the vehicle in a perpetual wedge with a passing tap-tap- Haitian taxi pick-up trucks usually containing almost 20 passengers.

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Finally getting through Carrefour, and thus leaving the city, we are greatly relieved to catch glimpses of the aquamarine waters in the Gulf of Gonave. We are in the countryside now, but the streets are still riddled with pedestrians, vendors, and traffic. It is a clear sign we will encounter throughout this trip; Haiti is severely populated. We can be motoring, or walking through the most remote, hard-to-get-to place, and see a steady stream of farmers walking cattle, children riding donkeys, and women carrying water.

The landscape is a patch work of over-farmed, over-cultivated tropical forest- much of which rises no higher than myself. Tiny foot paths create endless loops spinning through the countryside while “roads,” as we are forced to call them by Fred, tumble and twist over mountainous terrain. The final leg of the trip takes us up and down steep, rocky grades, across rivers, and through giant mud puddles. It’s the ultimate commercial opportunity for the 4-wheel-drive Toyota workhorse owned by the Belle Riviere Parish. But rather than a novelty excursion of five happy men on their way to the fishing hole, this is a necessity excursion of eight rather tired individuals on their way to work some “light.”

“Oohs” and “Ahhs” come frequently from Doris in the backseat. Fred and Hank seem too dumbfounded to speak. Don’s wisdom puts him in the back of the truck bed so none of us can ask, “what the?.. where the?… and when will we be there?…” Nighttime is upon us and the headlights reveal another stream crossing. “Belle Riviere,” is announced by all those returning to this magical little nook.We are greeted like long lost friends by Father, Pare Lutian. After being showed to our rooms- which are very nice- it is time for a feast. Most of us were ready for bed, but we could not pass up the wonderfully prepared food- boiled red snapper, fried goat and chicken, beet salad, cole slaw, bread, dried pig’s blood, banana soup, slick bean gravy on rice, spaghetti and spam, avocados, mangoes, etc..

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The forces of nature are alive and well in Haiti. I’m especially drawn to the simplicity and responsibility carried by the brilliant, strong, and friendly people we’ve met. Food, shelter, family, community, water, transportation, and God- if only my life could be that easy. But that’s not to say life is easy for anyone in Haiti; because it’s not. Famine, thieves, hurricanes, drought, corruption; you can read about it all you want in National Geographic. The depth of the struggle and its competing strength of joy, faith, and friendship must be witnessed first hand. It is then, for example, you will see no one is exempt from the task of hauling water. This constant chore can involve 40 lbs, balanced on your head, hiking miles up and down difficult terrain without shoes. The children start carrying water as soon as they can easily walk.

“When we are hungry, we cannot hear anyone,” Lu Bere says with urgency and emotion. He is the father of four children and a pillar in the Belle Riviere community. Lu Bere is involved in all aspects of community development. As far as I can tell, he receives very little compensation for a full schedule of teaching, education administration, and church services. His meager statue is of a humble leader like Gandhi. He’s just returned from a six hour, unsuccessful motorcycle trip to take a teenage woman to the hospital for x-rays- the x-ray machines were broken. He answers that he has not eaten, and says, “My stomach is full with God.” Lu Bere is a mighty man of positive energy. In his engagements, he is currently teaching three generations of the same family- child, mother and grandmother. Lu Bere has posted signs throughout the place we stay as well as the church, and school. They read, “We love you.” “We need you.” “Alone, we are weak. Together we are strong.” His presence is easy and warm. His smile and the example he sets are contagious. “Thank you for coming. We are brothers,” Lu Bere tells me. Now that is spirituality that I can understand! The hard work and dedication of Lu Bere and all those associated with the Haiti Exchange is very evident in Belle Riviere. We are very appreciated and well-received by every community member. But I begin to find out that it is a difficult relationship which requires steady maintenance, a large dose of tolerance, and prayer. Our desires to help are quickly turned into fits of frustration when ideas turn to action. For example, I see a woman and I ask myself “Who’s going to help that women with three children who will wake up hungry, searching for food?” How do we help her? For me, God has given a gift, I can install solar energy systems, and it is just natural to want to share. I have never felt so needed, and so appreciated, in all of my life’s labors. We get a chance to see where Lu Bere’s sustenance is derived from when we come across his parents hovering around their mountainside home. They stop what they are doing and give a warm smile revealing the one tooth they’ve both managed to keep. He’s 89 and she’s 85- must be the equivalent of 115 in the U.S.. They stand in silence like spirits while white doves fly from their attic. These are two of the toughest, all-weathered, and memorable people I may ever meet. Grandfather Lexen reminds us that he won’t be around much longer, as he points to the freshly built grave for two. The grave site overlooks a sweeping valley where their spirit and souls fly into the mystic. I may not be a religious man but this is a great place to “renew your faith.”
In Haiti, once basic needs are met one has great freedom and presence in the moment- time stands still. Children are constantly playing games and teasing each other. Impromptu musical gatherings, pray sessions, and front porch discussions are a part of everyday. Sunday is special day for many who dedicate several hours to song and praise in church with family. However, for the poorest of the poor- much of Haiti- there is absolutely no break from the suffering. They may look clean and well dressed in church, but the children come storming down the isle when the free chunk of bread is passed out by Pare Lutian. I’m very thankful to be a part of the Haiti Exchange. Everyone involved works selflessly, guided by a higher purpose. I’m seriously impressed with the effective, and positive progress in Belle Riviere. I greatly look forward to helping in the future. In our final chat, Lu Bere made a metaphor that sums up the incredible amount of love and devotion that the Haiti Exchange has shared, “We are like a truck, and you are the engine.” Thank you for helping in the creation of this experience. It has been the greatest adventure in my life.img_4065.jpg
In my next posting I will talk about how we put the solar panels that Don picked up in Columbus, Ohio from American Electric Power and the Foundation for Environmental Education on the roof of the school to provide light for these wonderful people. How funny that a man from Athens, Ohio is installing solar panels donated by American Electric Power, my electric company as I was growing up, on a school in Haiti. The world really can be a wonderful place.

Solar in San Joaquin Valley – Lemoore, CA

Tuesday, August 29th, 2006

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Admiral Akers School is located in the heart of the San Joaquin Valley on the Lemoore Naval Air Station near Lemoore, California. The school was built in 1963 to educated the children of military families. Akers is located half-way between San Francisco and Los Angeles and half-way between the Pacific Ocean and the Sierra Nevada Mountains.

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Akers Elementary School was given a grant as a part of the 2005 PG&E Solar Schools Program (written by Mrs. Krend and Mr. Hall). They estimate that the power from their 1kW installation powers both computer rooms at their school. Lemoore had a Solar Celebration back in June.

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They hope someday to have all of Akers powered by solar energy. The advantages of this are tremendous. First, it is non-polluting source of energy, because no greenhouse gases are given off, and there are no other emissions. Next, solar energy is totally renewable. As long as the sun shines, it provides power. Last, but not least, is the eventual cost effectiveness. The energy is free. After the expense of the solar panels is recovered, there is virtually no cost. Surrounding Lemoore Naval Air Station are acres of agricultural land. The town of Lemoore (population 18,500) is seven miles from Akers School.

Racing Solar Cars at Worthingway

Monday, August 28th, 2006

Things just got a little brighter for the Wothington City School system (Ohio) and eighth grade science teacher Kevin Swabb. Not only did Worthingway just complete another year of successful solar car races, but now students will be able to view data on the internet showing how much electricity the one kW solar panel array is producing everyday. As part of the solar car project, students receive two solar panels, 1 motor, wheels, and a selection of building materials for the competition. How they use the materials is the key to having a successful racecar. Everybody starts with the same basic equipment, but in the end each car is an original piece. Student interest remains as high as ever in the car building project as another year of races approaches!

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As part of the solar car project, students learn about how the one kW solar panel array installed at Worthingway produces electricity for our school. The Fat Spaniel monitoring system was installed last year at Wortingway with the help of AEP, and will give students feedback about how the panels are operating. The panels are now connected to a new monitoring system that can be viewed on the web site: http://view2.fatspaniel.net/FST/Portal/ Check us out on the web for yourself and see how well our system is working! Eventually, our school will be connected via a new portal that connects our projects with those around the country and world.

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Oakland – A teacher’s perspective

Friday, August 25th, 2006

The following story was submitted by Sue Morgan, teacher at Glenview.

At Glenview Elementary in Oakland, California, teachers and students alike are very excited about the new photovoltaic array that has been in the process of installation since Spring Recess in April. We were fortunate to be one of 20 schools in California in 2005 that were awarded (thank you Karen Cohn) a 1kW photovoltaic (PV) array that will produce electricity on site.

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As the Science Prep teacher, I have all the students from 1st – 5th for a 50 minute period once a week. During this coming year I look forward to teaching all of my students about the system and how it produces electricity AND reduces pollution at the same time. Depending on grade level and comprehension, students will be learning a great deal about how energy works, electricity, and what our system is doing at any given time…

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This pole mounted array allows students and adults alike the ability to see the solar panels and components that make up the roof mounted systems around town. Most of those are fairly invisible and the pole mounted variety creates a way for students to observe the system up close and personal, gaining a feel for how it works. The system comes with an online monitoring program so that students can avail themselves of real time AC generating figures and compare those to other schools across the state, the nation and eventually the world.

How exciting to realize that we are producing our own clean/green electricty using the sun. It is so exciting to me on many levels as it affords the opportunity to teach about how solar can assist in increasing electricity production to PG&E at the same time that we are reducing greenhouse emissions (CO2) into the atmosphere. With the additional attention this year to global warming, high fuel prices, hybrid car mania, weaving those stories into the solar array on our campus will truly allow students to comprehend the necessity of clean energy. It is their future, that we are talking about, their water, air and land that needs to be clean. With the upper grades I will certainly be showing them parts, if not all, of “An Inconvenient Truth”, and seeing how they connect the dots between our installation and the documentary.

arctic.jpgI went on a trip to the Arctic Refuge in June of this year and will also be teaching students about the wilderness that exists there and its importance to creating cleaner alternative fuel sources. The rhythms and systems that have flourished there for 10,000+ years should not be disturbed so that fuel unconscience folks get gain a few more drops of oil which easily spills and despoils land, water, air and homes for many animals, plants and humans in close proximity and millions more across the globe as it leaks into the ocean and travels far and wide.

Our students are at the forefront of a technology that is finally getting more attention and they will be able to explain to their parents and grandparents the benefits of solar energy not just from a book or a field trip, but because their school has a 1kW system that they experience everyday and can monitor its production at any time on any computer. How cool is that?!? They can compare amount of production along time continuums, ( the 10AM vs 2PM generation figures) or with other systems within the PG&E Solar Schools family. They will be in their own neighborhood, but be able to access a system just like theirs in another part of the country/state/world. Talk about a virtual field trip.

Personally, I had a solar electric system installed on my roof this summer and I am so enjoying seeing how much energy PG&E is buying from me at certain times of the day, and I look forward to seeing what my coming electric bill will look like. Hopefully my personal experience will allow some Glenview community members to gain more indepth information about the whys and where fors of solar electric and solar hot water and get first hand information, instead of just theories. I am also hoping to have students feel comfortable in bringing their electricity usage figures in and predict where we can reduce some of those numbers. I would like to get students involved with the Pledge and actually get families to commit to changing ALL possible light bulbs in their homes.

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(Journal story submitted by Sue Morgan, teacher at Glenview.)

Illinois Solar Schools’ Roots

Friday, August 25th, 2006

Illinois Clean Energy Community Foundation- Commonwealth Edison Partnership Creating “Solar Electric Schools”

When things go bad, we often look for someone to blame. So, to be fair, when things go well, we need to find the person or people who deserve the credit and “credit them.” In Illinois, we are seeing a series of successful, solar electric school projects and there are several people who deserve the credit. Bob Romo, Gabriela Martin, Paul Wallace, Janet Bieniak, and Denise Bechen are just a few of the people who deserve a lot of credit for advancing solar energy and renewable energy in Illinois in 2006, and surging forward to 2007 and 2008.

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Here’s how it started.
Through the 1999 Franchise Settlement Agreement Between ComEd and the City of Chicago ComEd endowed the Illinois Clean Energy Community Foundation (http://www.illinoiscleanenergy.org/) with $225 million dollars for improving energy efficiency, advancing the development of renewable energy resources, and protecting natural areas for communities in Illinois. ComEd also committed to the development of renewable energy markets by agreeing to invest $12 million dollars in base load production from a manufacturer that agreed to locate a plant in a City of Chicago enterprise zone. Spire Solar established a PV system design, manufacture and installation firm at a renovated construction debris recycling company that had been fined and shut down by the EPA. The idea was to leverage this commitment with the EPA’s Brownfield to Brightfield initiative already underway. The program funded the remediation of polluted sites and offered incentives for businesses to relocate to them.

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It was also the beginning of the John Rowe era and he brought a strong environmental commitment along with the idea that a diverse energy portfolio would be good for the company’s bottom line. Because of the Illinois Retail Rate Law, ComEd was already purchasing landfill gas from municipal solid waste plants. Wind farm developers had just begun migrating to the Midwest and ComEd provided wind data from several Illinois nuclear plants to help with the economic evaluations. The Illinois Department of Commerce and Economic Opportunity offered healthy incentives for renewable energy projects, the Illinois Clean Energy Community Foundation had healthy grants available, and ComEd also offered an incentive if you purchased a system from Spire Solar. Hence, the stage was set for rapid and major growth for renewable energy in Illinois.

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Mayor, Richard J. Daly became a huge proponent of renewable energy after traveling abroad and seeing what was going on in other countries. His City of Chicago Department of Environment, at that time headed up by William Aboldt, embraced photovoltaics and set about the task of placing arrays on major museums, and other institutions around Chicago. The Chicago Public Schools (CPS), had a new superintendent hand picked by the Mayor. Arne Duncan recognized PV as an attractive curriculum enhancer so he provided resources for the development of CPS approved curriculum and 10 Chicago Public Schools were selected to receive PV installations.

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Again, we’re big on leveraging existing initiatives; the Federal Department of Energy had its Million Solar Roofs program, a leftover from the Clinton administration. The DOE regional Director, Peter Dreyfus had been promoting solar development for years and he opened up his office and provided resources to facilitate the rapid deployment of PV in the Midwest. Meetings were held at the DOE offices and representatives from government, business, and labor gathered to develop a renewable energy strategy for Illinois. This was the birth of the Chicago Solar Partnership whose vision was to promote solar energy as an alternative to more traditional forms of energy believing that schools are the ideal place to begin the transition, because like schools, renewable energy systems are an investment in the future. Charter members of the partnership were:

  • Chicago Public Schools
  • Illinois Department of Commerce and Community Affairs ( Now ILDCEO Illinois Department of Commerce and Economic Opportunity )
  • Spire Solar Chicago
  • ComEd
  • International Brotherhood of Electrical Workers (IBEW) Local #134
  • City of Chicago Department of Environment (CDOE)
  • United States Department of Energy Chicago Regional Office (U.S. DOE CRO)
  • United States Environmental Protection Agency Region 5 (U.S. EPA 5)

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Meanwhile back at ComEd, Gabriela Martin was recruited by Mary O’Toole by the Director of ComEd Environmental Health and Safety to help with the development of a renewable energy strategy for ComEd. Ms. Martin under the direction of Ms. O’Toole went about the task of establishing the most aggressive program of its kind for any Midwestern utility. The comprehensive plan included development of green power markets through the establishment of a renewable energy trading platform (Illinois Power Exchange), contractor/installer training (coordinated with the IBEW), building code-covenant-licensing and permitting revisions, creation of a wholesale green-power product for ComEd to market (Ecopower), creating a user-friendly distributed generation, interconnection and net-metering program to facilitate growth in the residential markets to name just a few of the programs and initiatives started during her stint at ComEd,( Ms. Martin is now with the Environmental Law and Policy Center.)

ComEd’s belief that education and awareness is a critical first step in the widespread adoption of these technologies led us to the creation of the ComEd Solar Schools program. We began by installing 10kW PV arrays on eight (8) Chicago Public Schools. With the financial support from the City of Chicago, the Illinois Clean Energy Community Foundation, Illinois Department of Commerce and Economic Opportunity, and ComEd, the PV arrays along with state-of-the-art data acquisition systems where deployed along with approved curriculum through the State of Illinois ILEED office. Because some of the available funding was only available for systems within the City of Chicago city limits, a companion program for the suburban communities was created with the help of the Foundation for Environmental Education. This program called for the installation of smaller learning laboratories that would provide a more hands-on experience and also help educate the local community on the benefits for renewable energy. We also secured funding from ComEd for the development of the award winning “Chicago Solar Partnership” website. The website featured real-time output displayed, PV FAQ’s, contractor installer information, curriculum downloads for teachers, links, and a plethora of valuable information for anyone interested in solar energy.

To date, close to 2 MW’s of PV have been installed in Chicago, Illinois, with more on the way. The historic and tenuous collaboration of government, business, and labor lasted long enough to get the ball rolling and the momentum created early on slowed recently due to lack of incentives, changing administrations, and political consternation.

Alexandria, Kentucky – Solar Celebration

Thursday, August 24th, 2006

Campbell Ridge Elementary School in Alexandria, Kentucky, held a Solar Celebration May 18, 2006. It was a full day of festival-like atmosphere while fourth-grade students taught lower grades about energy from the sun using songs, games, solar demonstrations and science experiments.

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It all began when fourth grade teachers Dena Gosney and Stacie Levey attended a day of training given by the Kentucky NEED (National Energy Education Development) Project in partnership with Owen Electric’s EnviroWatts program.

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The fourth grade teachers spent two weeks guiding their students as they learned the NEED solar activities. On the day of the celebration, the fourth grade students were responsible for teaching the second and third graders using the hands-on activities supplied in the NEED kit. The 103 fourth graders kept busy with over 100 second-graders participating in the morning and over 90 third graders participating during the afternoon session.

“The event was fabulous,” said Gosney. ‘Kids teaching kids,’ [the NEED motto] seems to be a way kids learn best. The students really did well and we got lots of positive responses from other teachers.”

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Student hospitality guides Jordan (on left) and Christina escorted visitors around the school to the five solar activity stations:
1. Radiometers, solar ovens, solar balloons
2. Solar songs and dances (written and choreographed by the students)
3. Solar games (created and designed up by the students)
4. Videos on solar energy
5. Solar bead bracelets, photos using solar sensitive paper, thermometer experiments

In one of the photos:
Morgan (on left) holds a solar fan that cools off the Energy House made out of a shoebox.

Outdoor solar lessons had students floating giant solar balloons, baking cookies in solar ovens and making bracelets out of solar beads. In this picture students huddle around to take “photos” of their hands using light-sensitive paper. Inside students did solar dances with hand motions and lyrics written by the students. In another class the students played solar games with game boards designed and created by the students.

In the middle of the day, a special ribbon-cutting ceremony took place to celebrate the 500 watt solar panel installed at the school. The funding for the PV panel came from Owen Electric’s EnviroWatts, a program that offers customers a renewable energy alternative.

It was a full day of Solar Celebration “The students are still talking about it,” says teacher Dena Gosney. “The lower grade students are excited about being fourth graders so they can do it, too!”


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