UPPERWEATHER.COM _{-Meteorological Musings}

When you look at the webpage it really shows how slanted this degree is:

If you seek to learn about:

• Why the world community cannot agree to combat climate change through the Kyoto convention
• How cardboard production in the developed world leads to tropical deforestation in Borneo
• How the earth system can abruptly change, creating new climates world wide
• Why the social movement against genetically modified crops has gained global currency
• Will sea level rise endanger New England settlements
• Why social justice and environmental justice are intertwined
• How the recent California fires could have been prevented through satellite monitoring
• How to build a more sustainable human-environment relationship

This makes me really sad. It really devalues the hard work of everyone with a bachelors degree. Especially those with a Bachelors of Science.

Look at some of the courses that you can expect to take with this major

GES090 Native Americans and Natural Resources

GES125 Suburban Sprawl under the Microscope

bold GES136 Gender and Environment

GES180 The Earth Transformed by Human Action

GEOG222 Why Global Warming Matters II

GES237 Feminism, Nature and Culture

EN103 The Sustainable University

EN124 Global Warming: How to Respond?

EN207 Climate Change, Energy and Development

EN277 Sustainable Consumption and Production

GEOG277 Gender, Environment and Development

ID269 Raced Nature, Gendered Developments: The Political Economy of Environmental Conservation

MGMT252 Green Business Management

You can read about a typical week in the life of a student, by Ashley Trull.

For example:

On Thursday night I did something pretty awesome for my Global Environmental Justice class; we did an activity called the Political Ecology of the Dinner Plate. Basically we all came together with different ingredients and cooked a dinner together as a class. We saved all the labels and packaging and are now figuring out where our food came from, how it got there, and what social/environmental effects it carried with it, looking at things like what country it was grown in, what kind of labor was used, what kind of chemicals were used in its production, and how far it had to travel and what that means for carbon emissions. It was really fun and interesting!

When I was In College I had to take a Multi-Cultural Studies class, and it was the most horrible anti-white, anti-American, and anti-male thing I have ever seen. It was also very weird, as there were no facts. We were to take the professor's ideas as fact and be tested on them.

We were told that the Mexican Day of the Dead was the correct way to celebrate Halloween, and Americans are wrong. Which is sad because I would like to learn about the way it is celebrated in other cultures. I would love to learn about the origins of the holiday. Just don't don't tell me that my culture is wrong.

We were told stupid statistics that compared apples to oranges. Like "The population of the US is 13.7% Hispanic, and the percentage of Hispanic people from Los Angeles that have died in Iraq is 22.8%" If you do not have a doctorate in idiocy like this professor, then you know that this statistic is Apples to Oranges. You have to compare the percentage of Hispanics in Los Angeles that joined the military to the percentage of Hispanics from Los Angeles that died in Iraq in order to make a racial case. Los Angeles has a 46.53% Hispanic population. You know that if those numbers added up the way that the professor presented them, then the MSM would go crazy! The entire class was shocked with how racist the United States was.

Look at the course description for GES090 Native Americans and Natural Resources

In June of 1975, a gunfight between the F.B.I. and the American Indian Movement (A.I.M.) occurred in South Dakota. The shoot-out was due, in part, to the transfer of Indian land to the U.S. government for uranium and coal development. Some of the most extensive reserves of uranium, coal, oil and gas, gold, copper, timber, water, and other resources lie within reservation boundaries and their development has been fiercely contested by many Native Americans. This course deals principally with the efforts of Native Americans to manage resources, to resist land and resource seizures by corporations and federal and state governments, and to repair damage done to ecological systems. We will examine the history of Native Americans; the appropriation of their lands; corporate natural resource development impacts; contested concepts of “development” and “progress”; and new approaches to resource management including salmon restoration, buffalo management, and wolf reintroduction.

Whoever is teaching this course had to make a far stretch to connect all that.

Do you think that a class that calculates the carbon footprint of a meal (without any math prerequisites) will objectively discuss the issue?

I feel really sorry for this girl who is so well indoctrinated that she thinks this degree will actually provide a job. She thinks that she is being given a real education.

I am sorry kids but there is absolutely no way to know much about Climate Science without MATHEMATICS!! If you are learning about Global Warming at a college level, and you have not taken some high level statistics courses. You are being hoodwinked.

Imagine getting a degree in Muslim physics