Saturday, August 19, 2017

Sinclair Lewis, American Prophet Why His Legacy Deserves a Reevaluation, Beyond It Can't Happen Here

Sinclair Lewis, American Prophet

Why His Legacy Deserves a Reevaluation, Beyond It Can't Happen Here

March 6, 2017  By J. M. Henderson


It Can’t Happen Here, a 1935 novel about the rise of a fascist government in America has been garnering plenty of attention post-election, but even as it muscles its way onto bestseller lists and inspires think pieces in publications like the New York Times, the man behind the tale remains in the shadows. Sinclair Lewis was one of the most prolific and prominent American authors of the 1920s and 30s. He was the first American to win a Nobel Prize for Literature and turned down a Pulitzer in a fit of pique. It Can’t Happen Here might be the novel in the limelight, but his one-two-three gut punch of Main Street, Babbitt and Elmer Gantry, all written between 1920 and 1927, are more relevant today than they’ve ever been. The man himself deserves to have his reputation as one of America’s finest homegrown satirists restored.
Sinclair Lewis, born in Sauk Centre, MN in 1885, used to be somebody. In addition to the Nobel Prize for Literature and the Pulitzer he rejected in response to being denied it for an earlier work, he was a major commercial success during his lifetime. He sold the first magazine serial rights to his novel Arrowsmith (1925) for $50,000—what his publisher deemed to be the highest price paid for such rights at the time. The initial print run of Elmer Gantry (1927) was 140,000 copies. It was the largest first printing of any book at the time. He earned half a million dollars in royalties, serialization fees and movie rights for Cass Timberlane (1945), one of his later and weaker novels. In 1939, Colophon magazine asked readers to name the living American authors they thought people would consider “classics” in the year 2000. Sinclair Lewis topped the list.
This prediction did not come to pass.
 At first glance, the most common critiques leveled at Lewis’s work are not without merit. His books are dense and sprawling. They’re filled with clever but protracted monologues in the vernacular of the day. If you like Whit Stillman period-piece films built around pithy conversations meant to illuminate social classes or subcultures, you’ll love Sinclair Lewis’s novels. Most of them lack a coherent, forward-moving plot. Instead, there are loose vignettes or day-in-the-life recountings. You could easily summarize Babbitt (1922) as “insecure businessman feels as if there is something missing in his life, undertakes several minor intellectual and social rebellions to feel more alive, but is ultimately lead back to conformity by his lack of courage and fear of social and professional ostracism.” Main Street (1920) would be “ambitious young woman marries, moves to the Midwest, attempts to affect social change through sheer force of will, but ultimately learns to accept the strictures of geography and gender by which she’s bound.” Elmer Gantry is “morally bankrupt sociopath uses religion to manipulate those around him and society at large for his own gain and glorification.”

Yet, the critiques that Lewis was more sociologist than great author, that his novels don’t hold together as works of art because they’re too pessimistic and didactic, that his refusal to offer fully-fleshed counterpoints to the archetypes he mocks result in works more polemical than entertaining—these aren’t weaknesses; they’re the keys to his continued relevancy. Lewis was a satirist par excellence, but he was also a cultural sage almost a century ahead of his time, foreseeing our preoccupation with personal brands and self-curation, predicting the rise of the “business knows best” rhetoric that shapes policy and valorizes the entrepreneurial class, and laying bare the sociopathy at the heart of those who aspire to the greatest heights of power.
In his 1928 essay “Glass Flowers, Wax Works and the Barnyard Symphonies of Sinclair Lewis,” T.K. Whipple writes of Lewis’s characters, “The central vacuum at the core of these people is the secret which explains their manifestations. Having no substance in themselves, they are incapable of being genuine. They are not individual persons; they have never developed personality. Having no guide, no standard, in themselves, they are driven to adopting the standards and ideas of the herd. Their only existence is in the pack—naturally they fight for their tribal taboos with the ferocity of savages.” It’s easy enough to imagine the same being said today of “liberals” or “conservatives” or “Millennials.” Indeed, the critique Whipple makes of Lewis’s fictional characters is the same critique that more inflammatory corners of the present-day internet are making about flesh and blood Americans. We have those thinly-sketched, group-thinking denizens of places like Zenith and Gopher Prairie to thank for giving armchair pundits everywhere an enduring if lazy rhetorical device.Lewis was largely concerned with the power of conformity and how it shapes American life. Long before even TV, let alone the internet, his characters suffered FOMO—fear of missing out—as acutely as any one of us scrolling Instagram on Saturday night might today. A hundred years before social media, George Babbitt, Main Street’s Carol Kennicott, and the eponymous Elmer Gantry were valiantly trying to curate their public personas and paper over the cracks in their personal selves.

 In addition to his characters’ supposed sheeple-like qualities, Lewis has drawn criticism for creating contexts that lack dimension or nuance, with his detractors asserting that he was more concerned with hammering home a thesis on a particular aspect of American culture than in verisimilitude. “With Lewis, the subject, the social section, always came first; systematic research sometimes conducted by research assistants and carrying Lewis himself into ‘the field’ like any cultural anthropologist, followed; the story came last, devised to carry home and usually limping under the burden of data,” sniffs biographer Schorer.


In particular, the sociopathic, unbelieving evangelist Elmer Gantry has come under fire for his lack of realism. Gantry’s feverish dreams of consolidating institutional power for his own gain were dismissed as “weird and crude” fantasy by D.J. Dooley in 1967’s The Art of Sinclair Lewis, but just read the passage he cites through the lens of our current political landscape:
He would combine in one association all the moral organizations in America—perhaps later, the entire world. He would be the executive of that combination; he would be the super-president of the United States, and some day the dictator of the world.
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Doesn’t sound so ludicrous now, does it?
Literary scholar Howell Daniels also had harsh words about the implausibility of a real-life Elmer Gantry. In 1971’s “Sinclair Lewis and the Drama of Dissociation,” he declares, “Elmer Gantry, for example, the most pungent and unremitting of all Lewis’s castigations of American life, is finally a novel that is difficult to take seriously. Written with considerable energy and gusto; it contains some of Lewis’s wittiest prose; but Elmer himself in the final stages of his dictatorship of world morality so conclusively disappears into caricature that he ends as an almost medieval illustration of lechery and hypocrisy incarnate.”
A little over 45 years later, we would go on to elect a billionaire reality TV star president who lives in a golden tower in the middle of New York City, refuses to separate his personal business dealings from the workings of the highest office in the land, uses Twitter as a bully pulpit to spread falsehoods about perceived foes, and has been caught on tape bragging about grabbing women by “the pussy” with impunity. Elmer Gantry could only dream of letting his freak flag fly so high.
Kingsblood Royal (1947), Lewis’s novel about racial tensions in America reaching a breaking point, was initially dismissed by white audiences as his most credulity-stretching work. But it no longer seems quite so far-fetched in the face of ongoing police violence against African Americans, a president who derides inner cities as crime-ridden hellscapes, and the recent, failed ‘Muslim Ban’ Executive Order. “What else, though, has Lewis fed on besides his own works that he continues to write so badly? His irresponsible exaggerations not only offend common sense but devastate fictional illusion,” wrote Warren Beck in his 1948 essay on Kingsblood Royal, “How Good Is Sinclair Lewis?” What Lewis’s detractors considered overwrought and histrionic at the time has, slowly but surely, been made real.
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Perhaps what has infuriated critics most about Sinclair Lewis was his refusal to definitively tell us how to feel about his work. For instance, T.K. Whipple writes, “Just as his people have no inner standards of their own, because they are not integral personalities, because they have not, in fact, developed any real personality at all, so Lewis himself shifts his point of view so often that finally we come to wonder if he has any.”
Are you supposed to feel empathy for George Babbitt’s chafing against the expectations of a middle-class lifestyle, or should you scorn his weakness and lack of self-awareness? Should you dismiss Carol Kennicott as a flighty naïf or, as I do, relate to her unquenchable desire to remake her circumstances to suit her inchoate vision of a just, emotionally satisfying community? Was Lewis a straightforward chronicler of middle American mores or was he trolling early 20th-century coastal elites by seeming to validate all their preconceptions about the “other” (greedier, more parochial, conservative, small-minded) America? Before there were politically charged social media bubbles, there was Sinclair Lewis confusing readers and critics alike about whether we should laugh at the subjects of his novels or whether he was the one laughing at us.
Today, we wonder who should come in for more criticism: the people who don’t understand that Obamacare and the Affordable Care Act are one and the same, or those of us who share memes mocking fellow citizens for their ignorance? A fresh look at Lewis’s tight-lipped approach to satire may help us to confront this question.
And there is at least one modern voice calling for a reexamination of Lewis’s legacy. In 2014’s The Republic of Imagination: America In Three Books, Azar Nafisi makes the case for Babbitt as a key tome for understanding American culture. She argues that the privatization of education and the reorientation of curriculums from knowledge-building to career preparation are current examples of the same “business knows best” boosterism that Babbitt the character espouses and Babbitt the novel skewers. Yet, the novelty of her argument serves to show how far Lewis has fallen from public consciousness.
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With the 1984 film adaptation of George Orwell’s 1984 set to return to theaters across North America, a miniseries version of Margaret Atwood’s The Handmaid’s Tale coming to Hulu, and renewed enthusiasm for novels such as Brave New World and Fahrenheit 451, we’re looking at modern dystopian classics through the lens of our current political context and assigning them a new relevance. Though this impetus is also responsible for bringing It Can’t Happen Here back into critical discourse, it probably isn’t enough to secure a full-scale Sinclair Lewis revival. While, for example, Orwell’s and Atwood’s works vividly sketch engrossing portraits of dystopian futures, Lewis’s works meticulously pillory the venal but enduring human traits like insecurity, greed and pettiness that pave the way for those futures. The former may make for more gripping reading, but if novels like 1984 or The Handmaid’s Tale show us where we might end up, ones like Babbitt or Main Street point to how we got there, inch by unglamorous inch.
In his 1966 essay “Lewis’s Satire—A Negative Emphasis,” Daniel R. Brown offers an argument for Sinclair Lewis’s continued relevance: “The illiberality he exposed has not disappeared from the United States. Racial and religious bigotry, puritanical viciousness, business cheating and duplicity have not vanished. It is a serious mistake to dismiss Lewis’s novels as charming and quaint books filled with interesting if out-dated thoughts of American life.” Brown is right.
Indeed, if anything, these flaws in the American character have only grown more obvious and dangerous in the decades since Lewis documented them. Yet, what has also grown, especially in recent months, is a broader and newfound willingness to acknowledge them in our institutions, our leaders, and ourselves. “Sinclair Lewis,” Brown writes, “quite possibly may have a revival if readers once again discover that he captured much that is wrong in American civilization.” To truly question, without flinching, how and why our current political reality has come to be would necessitate reckoning with our own “illiberal” impulses. If we can do that, perhaps we will also be ready to re-embrace the oeuvre of an author who so aptly chronicled the public manifestations of Americans’ inner demons.


The Proposals of Individual Differences and Multiple Intelligences




Education

The Proposals of Individual Differences and Multiple Intelligences

This is a general education post on how students can use their “individual differences” in the classroom to understand subjects clearly. There are four proposals on how individual differences should be used in a classroom environment, and this post is dedicated to merging the theory of “multiple intelligences” into the four proposals. Disclaimer: this post was used for a general education course and was given a grade. However, it has since been
When it comes to the psychology and sociology behind individual differences, many education systems tend to ignore individuality in favor of statistics and systematic grading formulas. Individual differences, labeled by psychologists as differential psychology, address the empathetic differences between every individual or individuals residing within groups. An individual in the educational sense would be your “typical” student; and a group in the educational sense would be a “typical” classroom.
In summary, a student is an individual human being – possessing needs, skills, goals, and interests that separate them from other individuals. As I’ve talked about in previous units, students are oftentimes ignored by bureaucratic administrations in favor of repetitive statistics and asinine lesson plans, the status quo.
With that in mind, it is important to realize that not every teacher – or administrator, for that matter – recognizes the impact individual differences have on individuals residing within classrooms across the country. With every student residing on their own plane of intelligence and possessing their own concept for what an education is, it is horrifying to lay down a simplistic, “one-size-fits-all” education system for every child in America. From a previous course, I’ve been shown four major proposals for implementing student’s individual differences in the classroom:
Proposal A  
A systemic approach to dealing with individual differences is diagnostic testing (the identification of an individual’s strengths and weaknesses in a subject) of learning styles. Teachers should match instruction to fit learning styles, and then choose assessments that fit measurable program goals. Match instruction to fit learning style, incorporate a student’s individuality with the overall goals of the administration.
Proposal B  
Common sense (sound judgment of the practical matter at hand) dictates that all students have individual differences.  Teachers should design activities that help the student better understand themselves, and therefore better understand what is relevant for them to study. Teach students how to understand themselves so teachers understand what’s best to incorporate into the system.
Proposal C   
If we treat all students alike, their differences become exaggerated.  Teachers should pay careful attention to the needs and interests of each student. Pay attention to the needs and interests of every student to avoid the exaggeration of differences within the classroom.
Proposal D  
Individual differences are exaggerated today in education.  At the root of all individual needs are common situations we all face.  Teachers should point out these similarities, which are exposed in the social sciences and quality literature. Ignore the individual differences in favor of referencing commonplace similarities.
In reference to the movie The Marva Collins Story, we witness an abundance of individual differences clash together to form a rather interesting problem in the plot-line. In the  “ghettos” of an urban city, students were not only unmotivated to learn – they were discouraged. With this in mind, it’s important to realize that the discouragement residing within the education system sunk into these children and their individual differences. Several students were deemed “slow”, one had incredible anger issues, at least one dealt with panicking and social problems, and overall these students came from families “below the poverty line” in a socioeconomic sense.
Mrs. Collins had to identify the individual differences throughout the film, and she did a fantastic job when it came to incorporating these differences into her teaching methods. Not only did her teaching method – described in the next section – work, it encouraged the individual learning styles and differences each one of her students had.
I will always reference Mrs. Collins’ fantastic method of teaching all the students a single topic while using the grade-leveled concept to teach students opposing subjects whenever applicable. If you recall from my previous post on the subject, the overall subject at hand was literature – the entire class was coming together to learn Shakespeare’s The Merchant of Venice. She did a great job merging subjects together – not only as a way to keep the students interested, but also as a way to get them on the level of knowledge they should have according to their grade level. I’d have to theoretically classify this method as Proposal A, a systematic approach which matches instruction to fit different learning styles.
For Marva Collins, this concept of teaching was not only a genius idea, it was necessary. Proposal A seems to work for these sorts of situations, where not every student is on the same grade level, let alone subject level. However, it seems that if this proposal isn’t used properly, it can just turn into a systematic compromise with the statistical push by administrators.
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As for the other proposals – B, C, and D – we have to discuss how each proposal could be used in a classroom environment. Proposal B, my personal number one when it comes to my current thinking, acknowledges the individual differences every student has and thus incorporates each student’s style into the lesson plan. Several “brain break” and brainstorming activities revolve around this. It allows teachers to get to know the students better and, in turn, incorporate their interests and learning abilities into what they can teach. Proposal B basically allows the teachers to create lesson plans around the students, making the classroom environment of the students, by the students, and for the students. Proposal C sounded decent, but it didn’t leave the impact that Proposals A and B did.
Proposal D is the opposite. The idea of bringing children together through their similarities may work in an anti-bullying seminar, but it has no real place when it comes to making lesson plans and making sure everyone is on the same page in a particular unit. Every student is not similar when it comes to how they take information, and some researchers have actually shown that students oftentimes find themselves separated by seven learning premises.
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I’d like to turn away from the proposals of implementing individual differences to focus on the “seven intelligences” that stem from the History Alive! constructivist strategies (Links to an external site.). I remember being forced to read this middle-school-esque mini-textbook when approached with how to handle students on a general education level of history, and I still have my marked-up copy. History Alive! claimed that there were seven premises when it came to human cognition and student learning – the verbal-linguistic, logical-mathematical, visual-spatial, body-kinesthetic, musical-rhythmic, interpersonal, and intrapersonal.
Throughout the textbook, they gave examples on how to pair these types of students together and how to construct different lesson plans to incorporate after they conducted activities that could be summarized as Proposals B and D.
These different learning styles come from Howard Gardner’s concept of Multiple Intelligences. Here’s a link to a brief summarization of Howard Gardner’s psychological summary, and I’d like to quickly break down the seven concepts in terms of what said students excel in and how teachers can influence their learning abilities:
multiple intelligences
VERBAL-LINGUISTIC
When you think of students that are verbal-linguistic, you oftentimes find yourself referring to students that love and excel in English literature, poetry, and foreign language classes. A sample activity for this assortment of students would be to have them engage in Socratic seminars to digest information.
LOGICAL-MATHEMATICAL
When you think of students that are logical-mathematical, you oftentimes find yourself referring to students that love and excel in science, technology, engineering, and mathematics classes. A sample activity for this assortment of students would be to have them relate to a project through a puzzle project or through the creation of an outline.
VISUAL-SPATIAL
When you think of students that are visual-spatial, you oftentimes find yourself referring to students that love and excel in arts and crafts classes. A sample activity for this assortment of students would be to have them visualize the topic at hand through art projects.
BODY-KINESTHETIC
When you think of students that are bodily-kinesthetic, you oftentimes find yourself referring to students that are goal-oriented through sports, dancing, and theatre classes. A sample activity for this assortment of students would be to have them make a game out of the materials relating to the day’s lesson.
MUSICAL-RHYTHMIC
When you think of students that are musical-rhythmic, you oftentimes find yourself referring to students that excel in music, choir, and drama classes. A sample activity for this assortment of students would be to have them listen to music while studying to increase mood and memorization.
INTERPERSONAL
When you think of students that are interpersonal, you oftentimes find yourself referring to students that excel in psychology, education, and sociology classes. A sample activity for this assortment of students would be to have them talk out the problems at hand in order to work in large groups to divide tasks and understand all aspects of the project.
INTRAPERSONAL
When you think of students that are intrapersonal, you oftentimes find yourself referring to students that excel in business management, general courses, and motivational classes. A sample activity for this assortment of students would be to have them study alone to reflect on the day’s assignment.
There is sometimes an eighth type of student in Howard Gardner’s theory of multiple intelligences within the educational world, and it is oftentimes referred to as the NATURALISTIC. This form of student excels in science classes, but it is oftentimes removed from courses like History Alive! due to the existence of the Body-Kinesthetic category.
With these seven major ways of learning by Howard Gardner identified, the question can be asked (and answered!): How can they can be related to the four proposals at hand?
As the History Alive! textbook attempts to say, teachers in social science classes should strive to “employ as many of these seven intelligences as possible” when teaching every class. The book went on to say, throughout different examples of activities, that students tend to work better in smaller groups composed of one student per learning style. That way, when each student is assigned a task, it can turn into a Marva Collins styled format of getting the overall unit across.
Personally, I still believe my current mindset sees that as PROPOSAL B. Any teacher that uses the seven intelligences understands the individual differences within their students. Thus, the activities designed would help students understand themselves, understand others, and helps the teacher understand how to get the subject across for all levels of learning ability.
If this proposal is implemented with PROPOSAL A, then it still proves itself to work. Teachers have matched instruction to fit all learning styles; and an assignment that fit the program goals was implemented in a way that worked for all students.
If this proposal is implemented with PROPOSAL C, we still witness success through lesson plans. The teacher had paid close attention to each student’s interests to split them apart into activities that worked specifically for them.
If this proposal is implemented with PROPOSAL D, we can still witness some version of success. Although the proposal specifically claims that teachers should point out similarities, this idea can still be accomplished through the creation of “similar groups” in a way that students can still learn the subject in a comfortable way.
Overall, the four proposals here were all, in a way, implemented in Marva Collins’ classroom environment through the Merchant of Venice scene seen towards the end of the film. Any teacher can be successful in individualizing their instructions if they work with students throughout any of the four concepts at hand. For students that have exaggerated differences, they just need to be placed in an educational environment that works best for them.
It’s up to the teacher to decide which proposal seems best, and how the seven intelligences may be  incorporated into their lesson plans.

NY steps up

Earth wise radio
Paris agreements
Clean Climate Careers Initiative
https://earthwiseradio.org/2017/08/new-york-steps-up/
Trump's disastrous environmental policies

http://www.renewableenergypost.com/legislation/

New York Announces Major Climate Policies in Response to President Trump: A Multi-State "Climate Alliance" and 40,000 Clean Energy Jobs Projected by 2020



New York Announces Major Climate Policies in Response to President Trump: A Multi-State "Climate Alliance" and 40,000 Clean Energy Jobs Projected by 2020

Renewable_Energy.jpgOn June 1, 2017, New York Governor Cuomo, California Governor Brown and Washington State Governor Inslee declared their states’ commitment to the ideals of the Paris Climate Agreement (“Agreement”) by forming a United States Climate Alliance (“Alliance”). This action came in response to President Trump’s announcement earlier that day which stated the United States would immediately cease implementation of the Agreement which they joined in 2016. Governor Cuomo also issued an Executive Order which condemned President Trump’s decision as “an abdication of leadership” which “threatens the environmental and economic health of all New Yorkers.”
The Alliance’s membership grew to nine states by the end of June 2, when Connecticut, Rhode Island, Massachusetts, Vermont, Oregon and Hawaii chose to join the three founding states. The nine member states are predominantly Democratic, though both Massachusetts and Vermont joined the Alliance under the leadership of Republican Governors. As described by New York’s official announcement, the function of the Alliance is to “act as a forum to sustain and strengthen existing climate programs, promote the sharing of information and best practices, and implement new programs to reduce carbon emissions from all sectors of the economy.” Whether a Constitutional issue will arise under a Compact Clause analysis may depend on the extent to which the Alliance fashions itself as an entity bound by explicit terms, as opposed to a loose “understanding” between the member states.
As a further measure, Governor Cuomo announced on June 2 that New York would partner with Cornell University’s Worker Institute and Climate Jobs NY in a Clean Climate Careers initiative. The initiative seeks to create 40,000 new jobs both directly and indirectly by 2020 through a three-pronged strategy: (1) investing up to $1.5 billion in clean technology development, (2) a $15 million commitment to training and apprenticeship opportunities for applicable trades and unions, and (3) advancing environmental justice through the creation of a Working Group to help underserved communities. To launch the Clean Climate Careers initiative, the New York State Energy Research and Development Authority (“NYSERDA”) and the New York Power Authority (“NYPA”) issued solicitations to procure a total of 2.5 million MWh of renewable energy per year. NYSERDA will host a webinar on June 14, 2017, pertaining to the application process for its RFP, which totals 1.5 million MWh. Those two Requests for Proposals (“RFPs”) are the first wave of solicitations under the Clean Climate Careers initiative, and are expected to be followed by a series of major procurements that will result in the development of 40 to 60 large-scale renewable energy projects by 2022—the largest clean energy procurement by any state in U.S. history.
While it is too early to predict what the coming weeks will bring for the Alliance, it seems clear that New York will strive to be a leader in the clean energy marketplace of goods and ideas.
Additional Assistance
Phillips Lytle Associate, Kevin C. Blake, was assisted in the preparation of this article by Matthew J. Fitzgerald.
Phillips Lytle’s Energy Practice Team has extensive expertise in Public Service Commission/Utility regulatory matters, including all aspects of retail energy regulation in New York and formal petitions to the Public Service Commission. For more information about Phillips Lytle’s Public Service Commission expertise, please contact Thomas F. Puchner, Partner, at (518) 472-1224 Ext. 1245, tpuchner@phillipslytle.com, or Kevin C. Blake, Associate, at (716) 847-7082, kblake@phillipslytle.com.

 that the Trump administration announced that the United States would cease implementation of the Paris Climate Agreement, various state, local and corporate entities in this country have been stepping up to assume climate leadership.

On June 1st, New York Governor Cuomo, California Governor Brown, and Washington State Governor Inslee declared their states’ commitment to the goals of the Paris Agreement by forming a United States Climate Alliance.  Governor Cuomo also issued an Executive Order stating that the Administration’s decision was “an abdication of leadership which threatens the environmental and economic health of all New Yorkers.”
Within a day, six more states joined the Alliance:  Connecticut, Rhode Island, Massachusetts, Vermont, Oregon and Hawaii.  A few days later, Virginia, Minnesota, Delaware and Puerto Rico also signed on.   An additional 10 states and the District of Columbia have also pledged support for the Paris Agreement without joining the Alliance.  These are Colorado, Maryland, Montana, North Carolina, Ohio, Pennsylvania, New Mexico, Iowa, Illinois and Maine.   Taken together, all these states produce about 40% of the total U.S. carbon emissions.
The US Climate Alliance is dedicated to upholding the 2015 Paris Agreement within their borders by achieving the U.S.  goal of reducing carbon emissions and meeting or exceeding the targets of the federal Clean Power Plan.
In New York, Governor Cuomo also announced that New York will partner with Cornell University’s Work Institute and Climate Jobs NY in a Clean Climate Careers initiative.  It seeks to create 40,000 new jobs both directly and indirectly over the next 3 years.
How all of this will play out is uncertain, but it does seem clear that New York is striving to be a leader in the clean energy marketplace of goods and ideas.
Renewable_Energy.jpg