Wednesday, January 11, 2012

How National Building Codes Will Bridge America’s Intelligence Gap.

Our Capacity To Develop A National 21st Century Mixed Energy Use Brain Trust.

Have you ever asked yourself just exactly why you were born either extremely intelligent or extremely stupid?

I mean, think about it!

Here we all are as Americans dealing collectively with an issue that has consumed virtually every one of us for almost forty years and virtually none of us have any answers as to why in fact we have not been able to build a truly sustainable 21st century mixed energy use industrial economy thus far. As there are many arguments over why, the bottom line issue which boils down to asking ourselves why we were born either extremely stupid or extremely intelligent probably should be discussed.

As a carpenter who loves working with wood, who loves to take a piece of wood as small as an eight foot two by four and turn it into a variety of end products, I consider myself as being someone who is intelligent. As an architectural designer, quite capable of drafting a floor plan, a site plan, elevation drawings, etc., I also consider myself as being intelligent. As someone who has spent his life living and working in buildings, I can comfortably state that I have become somewhat aware of the fact that the hundreds of residential, commercial, manufacturing, medical and educational environments    that I’ve been in while experiencing life have all been designed, engineered and built by intellegent people. As I am very artistic and my artistic expression spills over into all aspects of interior design, landscape design, fabric and textile design, lighting design and so forth, I can in stating that I possess these talents, also state that I am very intelligent. While all of this is very true of me, and all of this is equally true of everyone else, it should be fairly obvious that with all of our collective national creativity, none of us should in any manner whatsoever, be experiencing anything other than continued economic prosperity.

Unfortunately, this is not the case and as it is not, however I may define my intelligence, or. how others define their own has little bearing on the fact that collectively as a nation, we are stupid.

As the reason why this is so clearly has to do with the fact that there are no set of organizational laws in place to enable the economic prosperity of intellegent 21st century, mixed energy use industrial development we all dream of to indeed flourish, looking honestly and comprehensively at these laws might be to our mutual national benefit.

The laws I am speaking about are the laws that regulate just exactly how a building is built. These laws are of course, defined as building codes. Building codes essentially state that before one puts a roof on a house, the walls that support that roof should probably be built first. Building codes are common sense benchmarks that enable both intelligent and stupid people to find common ground within the dialogue required to assure a certain sense of uniform quality goes in to the entire construction process.

As building codes have been in place for quite some time, indeed throughout the greater part of our 20th century industrial history, adherence to these codes enables among other things, a certain sense of industrial conformity which in turn enables or assures a certain sense of economic growth which in turn enables a certain continuity of social dialogue related to that growth and conformity. Today in our America, there is virtually no conformity when it comes to national building codes. Even though these codes do exist and in fact are somewhat well written, the lack of conformity I am speaking about has everything to do with the manner any one of literally tens of thousands of American communities go about either enforcing them, ignoring them altogether or putting forth the effort to educate the entire population of a given community as to why these building codes are so important. As there is not this unified nationwide effort to educate, my ability to claim any form of expertise in the industry I have been professionally involved in for four decades is as inconsequential as the expertise of a young man of barely twenty who has never held a hammer in his hand but none the less is compelled to spend his weekend sanding the floors of his ancient Chicago bungalow.

This particular young man contacted me recently for advice on how to refinish his floors. Being in the trades for as long as I have, it was fairly easy for me to give him such advice and in doing so, point out to him, all the little nuances he would encounter and have to address over the course of his working weekend. As I am writing this essay on the same weekend he is refinishing his floors, I won’t know how well he did on this project until the weekend is over and he contacts me. Knowing what I know about him and knowing that he is a very intelligent and hard working, detail oriented person, I am certain that his project will have been done well and he will of course be proud of his accomplishments.

The problem however, is that in as much as this young man is intelligent and hard working, he is just as stupid as I am. The reason he is stupid is that he has chosen to refinish the floors of his newly purchased ancient Chicago bungalow before other issues were addressed. As those other issues are clearly monumental in scope and floor refinishing is of course one of the very last steps in a successful whole building renovation, demolishing the walls, completely redoing the plumbing, electrical and HVAC, applying advanced roofing and insulation technologies, integrating a combination of advanced active and passive solar technologies, integrating equally advanced wind cogeneration technologies, applying green interior wall systems, exterior surface and rainwater systems, turning the landscape surrounding his home organic, and affectively integrating a host of 21st century green technologies into his home, his work place environment and the community at large both he and I as well as everyone else who should be involved with this project remain stupid due only to the fact that the laws needed to assure broad spectrum industrial and economic growth of America's building trades, simply aren’t in place anywhere in America.

Having said the above, national building codes with strong emphasis on regional environmental issues, strong emphasis on the research and development of historic building styles, strong emphasis on community based public and private sector education og applied 21st century mixed energy use technologies are, in all honesty, the only tools we have as a nation to move ourselves entirely away from the mindset of national architectural stupidity. As I use the word "stupidity" in my essays quite often, the reason I do is that this is the one word that accurately describes why in fact we in America are so stupid. All of the potential in the world resides in virtually every single one of our minds, but due to the fact that there is no system in place to integrate individual intelligence into the broader spectrum of community intelligence, stupidity reigns. As the adoption of national building codes is for all practical purposes, the very same thing as adopting a national anthem, adopting something all of us find a collective pride in singing, should in the same breath enable us all to find a collective pleasure in building. As what we are talking of building are state of the art homes for our families, we are as well stating within the context of individual home construction, broad spectrum community social and economic development will naturally follow. While all of this might sound hopelessly altruistic and entirely beyond the potential of the average mind, one must remember that there are no average minds in America, there are only brilliant minds stuck in stupid situations that produce far less than average results.

Getting specifically to the point of this essay, community economic growth hinges entirely upon the efforts put forth in a municipality’s code enforcement department. Code enforcement departments in the cities and towns all across America today are ultimately the final determining factors of a community’s overall economic success. Economic development authorities are useless. Chambers of Commerce, useless. Parks and Recreation boards, useless. Arts and Humanities Council’s, useless. Fire and Police Protection Agencies, useless. All segments of traditional municipal government are useless if the buildings and grounds that house the services of these otherwise needed agencies are devoid of 21st century industrial knowledge as that knowledge is applied across the board to every professional business entity even remotely related to the design, engineering, construction and advanced long term environmental management of all buildings and grounds that exist within that community.

Municipal Swimming Pools.
One Argument For The Holistic Development
of 21st Century National Building Codes.

Think about this.

Why is it that of all the municipal swimming pools found in communities all across America, the vast majority of them are uncovered and used only during the summer season? When all that is needed to utilize these facilities year round is to install advanced technology retractable canopies, why aren’t these canopies being built left and right all across America?

The simple answer to this question is that municipal code administrators are stupid. The larger answer to this question is that the reason they are stupid is that they have been told for decades that a public swimming pool is nowhere near as important as the local library or the local school(s). As a child only goes to the swimming pool in the summer when school is out and the local library cuts back its hours, the swimming pool is viewed more as a pacifier for idle and bored children rather than an integral part of that child's year long continueing education. This of course is stupid, as water therapy has been proven through the decades to improve the capacity of those who swim regularly to think clearly, why is it that Americans must shut down their municipal swimming pools during the period of fall, winter and spring when it has been proven in studies for decades, that the human mind grows in leaps and bounds over the course of these seasons in manners that that same human mind does not grow in the summer?

Again, the answer to this question is that we are stupid.

Think about this.

In the summer months that students and teachers are taking off and swimming in swimming pools, most members of the building trades are working. Yet in the coldest winter months when students and teachers are working, many members of the building trades are out of work.

Does the above scenario really make any sense?

What if we were to try the below scenario instead?

As the children are supposed to be taught the science and math that guarantees them among other things, year long employment once their education reaches a certain point, would the construction of retractable municipal swimming pool roofs enable the expansion of a proactive industrial dialog throughout the community which would lead to year long enviromental health and science educational dialogue between the construction worker, the parent, the teacher and student as well as the municipal building code enforcement department? If so, would the teacher, the trades person and the child be that much more equipped to apply that science and math to the broader economic dialogue of the community in general while also being able to swim year round? If on the top of that canopy were solar collectors and beneath that canopy were greenhouses designed to grow starter seedlings for the gardens in the parks surrounding that year round swimming environment, if beneath the canopy were winter classes in urban horticulture, would not the child, the teacher, the parent, the building contractor, the manufacturer of all related technologies and the retailer of all related technologies prosper accordingly?

No matter how one chooses to characterize the plight of our current national economic dilemma, this dilemma remains benchmarked in a stupidity that clearly does not need to exist. As it does exist, this author is firm in his belief that it does so only because we do not have in place in our nation a set of building codes that demand our combined intelligence be entwined with our larger social responsibilities to excel not only in science and math but in the manner we convey scientific and mathmatical information back and forth in an intellegent economic dialogue between all who live and work in our communities.

If I can put this into another perspective, let me put it into the perspective of what I entitle "our nationwide disease of recipricating personal fear".

Within the context of this fear, is the typical homeowner who is seeking to remodel his or her home and must go into the offices of his or her local code enforcement office to apply for a building permit. As that homeowner is often met by an individual who may know far more about the building process than they themselves, and, as is often the case, the homeowner with no knowledge of the building trades has infinite knowledge of accounting, business marketing, law, medicine, public education and so on. As this homeowner’s skills have come from attending schools, gathering degrees in higher education and succeeding in professional fields that have virtually nothing whatsoever to do with swinging a hammer, their fear of going into an office run by people who do have this experience and expertise is often met by the same fear of those who run this office and do not possess higher degrees in the fields the homeowner(s) work in.

Within this whole stupid cycle of one expert in one field being defensive toward another expert in another field, the whole knowledge that could be exchanged during the building permit application process often is not and as a result, the building inspector is left feeling insulted in every bit the same manner as the professional doctor is left feeling ignored. It is within this over arching sense of fear then that the building permit application process is met with the redundancy of our greater national stupidity. But again it does not have to be and the only reason such fear exists is that education devoted to one sector of our economy is not devoted equally to all.

The young man I spoke of earlier contacted me to ask for advice on how to refinish his wood floors. As I was able to give him such advice based upon the fact that he knew my knowledge on the subject was extensive, our relationship did not begin at this point. Instead, it began at the level of what I am writing about in this essay and all others contained within my blog.

His background is in professional community economic development. He is not a carpenter and probably never will be a carpenter, but he is an activist with a remakably detailed structural mind who in all likelihood will someday be a member of the US Congress or Senate. This is the beauty of our American life. When intelligent people come together for the singular purpose of breaking down barriers of our own stupid making, knowledge seemingly useless in and of our own isolated world, expands in a remarkable manner when it includes the knowledge of others.

Incorporation of national building codes, incorporation of far reaching industrial dialogue benchmarked by dedicated enforcement of these codes is virtually the only tool we in America have to move ourselves away from the redundancy that keeps us stupid.

Thanks for stopping by.

Mike Patrick Dahlke

Please take the time to visit some of my other essays.

Public and Private Sector Education and Training Models For Our 21st Century, Mixed Energy Use Industrial Economy

If there is a substantial understanding across America that education is the key to getting us from Point A to Point B in our national goal of creating a mixed use energy policy and within that energy policy, there is the greater goal of creating an economy that all can benefit from, it would probably be a good idea to define the point from which we are attempting to accomplish our national education goal first which will of course lead to our larger economic goal next.

As it seems appropriate to place a certain formal title to our educational starting point, Point A in this essay will be entitled "At The Educational Gateway To Our New 21st Century American Educational Imperative"

Here we go!

At The Educational Gateway To Our New 21st Century American Educational Imperative

I really don't think that there is anyone in America that cannot find tremendous flaws in our nation's public and private educational system today. As these flaws are clearly made most apparent by the fact that the children we as parents bring into this world end their entire American educational experience at about the age of twenty one and before they can prove that we as a nation have taught them anything whatsoever, they find themselves without a job in virtually any field either we as parents advised them as being a good career goal, or, what we patiently nurtured our children to find via their own educational choice on their journey toward "young adulthood career direction".

Even though we have exposed them to a varied collection of truly dedicated and sincere educators that have been in ours and our children's lives since preschool, the end product, that of "virtual educational uselessness" is all our children have to show for their efforts.

As many people have attempted to understand and define why this absurd reality is facing virtually every single one of our nation's young adults, and, as there is a small army of educators in our nation lamenting the need to correct our national path of educational uselessness, thus far, virtually nothing has been accomplished. Not only has nothing been accomplished towards creating a true and meaningful educational experience, but nothing has been done to eliminate the extreme budget shortfalls virtually every state in our nation is experiencing while we collectively wait for some sort of economic leadership to emerge from Washington DC.

Knowing all of the above is so very true, it seems to be quite important to ask just why, the largest industrial nation in the world, cannot create either industries that inspire students to focus on careers in those industries or schools that have any association whatsoever with anything that is industrially relevant to our larger American socio-economic agenda. With the exception of major research universities, the bulk of our national colleges do not in any manner whatsoever even begin to either look at the typical student as being crucial to our national economic success, or take the time to craft a curriculum that will indeed make it possible for that student to achieve such success. As the bulk of our nation's learning institutions have as their core educational philosophy, " the consciousness of federal conformity" which is essentially nothing more than an essay on how to get federal money sent to state governments in order to get state money to local school districts so that local educators can continue to be paid for preparing students for virtually nothing - well, the obvious has certainly become much more than obvious over the course of the last few educational decades here in the good old US of A.

Having said all of the above, let me also say that in spite of the fact that America hasn't produced one single example of public educational success in more than thirty years and that virtually every educator in America should be immediately let go, the larger and much more compelling truth about education in America over the course of the last thirty years is that although teachers have been given money to teach, and, indeed there are hoards of remarkably gifted teachers throughout America, none of them have ever been given the tools to teach with. While this statement has oft been repeated and it clearly implies that teachers are educationally hamstrung by the lack of tools and/or resources, the actual truth behind this statement belies the fact that Americans as a whole have not also been given the tools to build a truly advanced 21st century industrial economy. In other words, as we may lament the fact that our children can't find jobs and we can't find jobs and industries can't create jobs, somewhere along the way, it might become obvious that there are an enormous amount of jobs that need to be done and an equally enormous industrial blueprint that must be drafted in order to get the jobs done.


To be a bit more specific about public education in the fifties, the classes taught in that age enabled a relatively clear industrial dialogue to exist between children and parents. A child needed to be taught mathematics in order to understand how to fill a measuring cup with the proper amount of flour. A child needed to be taught mathematics in order to read a measuring tape. A child needed to be taught mathematics in order to understand how to balance a savings account. And, by and large, a child needed to learn English to communicate. If these two fundamentals were in place, a child would probably be prepared to go out into the world after childhood and succeed career wise and financially as an adult. Unfortunately, as time went on and the lessons in mathematics became more complicated, the tools of the measuring cup and tape measure remained for far too long in the classroom and as they did, the separation of our children from the basic industrial principles that existed in the fifties escalated much more rapidly in the 60s, 70s, 80s and 90s. Thus, as the measuring cup and the tape measure came to be viewed as "social tools" designed to help students cope with emotional responses to industrial change, they did nothing to prepare the student for industrial and economic responses to real technological change.

Within the realm of public education here in our America today, the overwhelming need to provide our children with real tools that address real needs to prepare them for real life in 2011 and soon to be 2012 competitive global technological economic accomplishment is in itself, overwhelming. As a crucial part of this need is to incorporate a truly expansive understanding of all aspects of environmental science -IE. = how all aspects of industrial economics truly interacts with all aspects of information related to the proper management of all the environmental technologies we as a nation have the capacity to bring on line, a "benchmark for true public education" must be defined and brought forth here in our United States of America today in every bit the same manner as it was in the 1950s. As that benchmark is simply about finding a very basic and fundamental expression of our actual ''productive and united American happiness" here in 2011, 2012 and beyond, I would like to introduce my readers to Point B of this essay.      

Before I do, and, as this essay is about getting from Point A to Point B in our collective search for 21st century industrial productivity and as this essay is also about bringing forth both public and private sector educational initiatives that will enable us to fulfill our larger national goal, I think that it is extremely important to understand that through each our nations' evolutionary industrial/economic cycles, there have always been just two people that were capable of explaining how the transition between these cycles actually unfolded. As one might surmise that one of these people were of a certain political persuasion whereas another was from another and a huge political battle unfolded as a result of their differences before industrial peace was actually found - this is not what I am talking about.

As what I am talking about is a woman named "Mom" and a man named "Dad", I think I will entitle Point B:

How the Old Woman and Old Man Left College With The Measuring Cup and Tape Measure and Went Home to Build 21st Century American Industrial Magnet Schools.

Somewhere along the line, our American industrial educational mandate has been hijacked by a sense of social entitlement that more or less states that instead of teaching our children with the industrial tools they need to thrive in a prolific and constantly growing and expanding technological world, we will instead take an obsessively inordinate amount of time talking to them about their right to express themselves emotionally. As this culture of dysfunctional and virtually useless social compassion has done nothing other than allow our children to think that pouting about their unfortunately lonely and deprived childhood has indeed produced an entire generation of pathetically self absorbed philosophically brilliant but pragmatically stupid industrial brats, the question becomes this - how do we alter the path of industrial redundancy that has become the mainstay of America's retarded socio-economic dialogue?

My answer to this question might surprise my readers.

For, as what I think is that our children are not at all emotional brats, but, instead, brilliant 21st century industrial thinkers that have simply become victims of the larger fact that American mothers and fathers have all but forgotten how to use measuring cups and tape measures in their daily response to basic industrial problems, those same mothers and fathers have failed to recall and retrieve the fundamental principles of using our basic American English language to continuously communicate to our children how important our knowledge of advanced management of whole environmental technologies is ultimately much more important than simply stating to them that "we are concerned and compassionate about our global environment". As managing that global environment actually has a continued socio-economic responsibility attached to it and is clearly defined within the basic American industrial principles contained in the measuring cup and tape measure, the objective must be
true industrial accomplishment.

Please, think about what I have just said!

Think about the fact that for the past thirty or forty years, our national educational mandate has not truly been about teaching industrial application, but, rather, exploring environmental theory as that theory pertains to how we as Americans have managed to convince the rest of the planet that quite literally, American based corporate cheeseburgers are economically more important to the social environment of literally dozens of emerging market economies worldwide even though not one child in America has been taught the basic and profoundly timeless or ageless industrial principles of the measuring cup and tape measure as those principles are applied to a substantive and progressive mixed use 21st century American national energy policy.

Let me get to the point.

In the 1950s, virtually every American had a direct and clear relationship with all aspects of the industrial/energy infrastructure that made America work flawlessly at the time. As that time was far simpler and had as its economic core, a certain set of natural resources or earth based commodities from which our entire economy could clearly rely upon back then, those very same earth based commodities still exist here today in 2011. While our capacity to understand today that earth based commodities are taking on entirely new forms, essentially the same natural resources that existed in the 1950s still exist today, and, as they do, the only real issue is how within the greater structure of our "civil" American mixed energy use dialogue here in 2011 do or can we collectively benefit from that dialogue?

As my essay on Solyndra clearly states our overwhelming need to adopt a truly mixed use national energy policy, without a true foundation of advanced public education policy pertaining to the nationwide adoption of mixed use energy systems, the basics of mathematics and English as those two subjects are applied to a host of new environmental control technologies will remain the most under utilized assets of our American society. This, of course, does not have to be the nonproductive educational reality of our America here in 2011.

To move ourselves entirely into the full conversation of mixed use energy policy, the role public education plays in the private sector investment of mixed use energy technologies is absolutely essential to understand. As virtually all of these private sector energy technologies must become part of a massive nationwide utility grid, the only true vehicle from which the knowledge of these utilities can be collectively assimilated remains the poorly equipped fifth grade classrooms of eleven year old American children nationwide. Thus, the measuring cup and tape measure, or more appropriately, the engineers and the environmental scientists computer database that monitors the energy performance of the fifth grade classroom while in turn monitoring the energy performance of the fifth grader's home and in turn, monitoring the performance of the vehicle the fifth grader is driven to school in are all the tools 21st century parents must use in their daily lives if working in these advanced American 21st century industrial careers is ever to manifest itself in the lives of all Americans.

Unfortunately today here in 2011, and as all state governments have been conditioned to expect funding from federally orchestrated public school educational mandates, the federal government has been entirely absent in its' role of assuring mixed use national energy policy development moves forward. As this policy is clearly not moving forward and because it is not, nationwide economic growth is also not moving forward, public education reform remains at a standstill as well. So, the question remains, what happens next?

Much more to the point, the question becomes:

How are we going to make what happens next not only happen, but happen in a manner that assures that every single eleven year old child in todays' 21st century industrial America is fully aware of what industrial fields their mothers and fathers should be working in, but, currently and quite unfortunately, are simply not working in?

Even further to the point, the question becomes:

How do we as a nation assure that our eleven year old American fifth graders will have, at the end of their entire academic experience, an actual and real license to participate professionally in the industrial sectors their parents failed to recognize as being crucial to their own childs' professional future?

Still, and, even further to the point, the question becomes:

How do the eleven year old fifth graders of 2011 develop in their own emerging adult minds, the greater industrial philosophy of forming privately owned public utility investment portfolios that are assured through continued and cognitive observation on their part that the public utility's natural industrial evolutionary cycle of their generation does not deplete the economic strength of future generations they will eventually become responsible for raising and guiding?

While the answer to each of the above questions has a resoundingly simple benchmark from which 21st century American industrial common sense dialogue should flourish, unfortunately, we remain collectively as a nation wedded to the notion that brilliant scientific thought should not be the thought of the average guy or gal on the average American street. Thus, the larger discussion of applied solar technology, of applied wind management technology, of applied geothermal technology, of applied ocean wave technology, of applied advanced hydro-electric technology, of applied natural gas management technology, of applied oil mining and management technology, of applied coal mining and processing technology, of applied bio-fuel technology - all of which should make up the true and comprehensive nature of our whole American public utility infrastructure conversation here today in 2011, remains locked in the hopelessly abstract minds of pure and simple, profoundly stupid and arrogant political, scientific and economic scholars who have lost all touch with the basic American measuring cup and tape measure philosophy of true industrial accomplishment via direct and substantive public education curriculum.

Having said this, and knowing that all American public education teachers need the resources that will truly expose their brilliant eleven year old American fifth graders to the 21st century mixed energy use industrial economy that awaits them, it is again in America's 2011 industrial time frame the responsibility of mom and dad to introduce to their schools, their children and their communities the exact same industrial common sense dialogue these parents were offered when they were eleven year old American fifth graders in the 1950s.

Whereas American Public Education is the responsibility of the whole American community to both foster and assure, and, it is perfectly clear that today's economic problems have been manifested by remarkably opposed ideological environmental arguments that have for far too long had hidden economic reasons for such purposefully engineered social selfishness, it strikes me that it is clearly time to hand out ordinary American kitchen measuring cups and ordinary American wood shop measuring tapes once again. Once this is none, those who work in the solar technology sector and possess extraordinarily self defensive and false scientific egos will be able to merge emotionally with those who possess the same false egos in the coal industry, and so on with every conflicting personal ego in every conflicting energy sector. As from this whole American mixed use energy initiative will be the very real and substantial opportunity for now non-competing and past energy adversaries to merge, the place of all places to do this merging is clearly America's underfunded and poorly equipped fifth grade classrooms.

As I have had the privilege of working with a host of true American building trade professionals over the course of the last forty years, the potential to truly expand these trades in America in 2011 has been inhibited entirely by a small handful of remarkably selfish and self proclaimed brilliant environmental advocates or alternative energy advocates or oil drilling advocates or natural gas fr acting advocates or nuclear advocates, all of whom fail to be the advocates of their own eleven year old children and grandchildren.

If I can put this in another way, consider the fact that eleven year old Little John sits in the back of a classroom that holds thirty students. It is January in Vermont, cold and sunny. Little John's father is a nuclear engineer who helps operate the electrical plant that provides the power to electrify his sons' school. In the front row of this same classroom sits Little Sally. Little John by the way, is sitting in the back of the classroom in shirtsleeves while Little Sally is sitting in the front wearing a heavy sweater. Little Sally's father works in the wind turbine industry and he is out in the Atlantic Ocean building offshore rigs that will harvest prevailing wind currents that will provide electric energy to the communities close to where the turbines are located. Little Sally's father does not know Little Johns' father and in fact neither Little John or Little Sally know each other very well either. In fact, the only thing they actually know about each other is that Little John wears short sleeved T-Shirts and Little Sally wears long sleeve sweaters.

Other than these known facts, the only thing these two kids have in common is the fact that they are in the fifth grade in Vermont and it is cold but sunny outside. What they don't know is that the reason Little John is in shirt sleeves is that he is next to a south facing window basking in sunshine whereas Little Sally is all the way up in front feeling cool and drafty air as it is drawn from the cold northern corner of the classroom towards the warm southern part of the classroom. Even though there is a clear and rational scientific explanation as to why this interior transference of cold and hot air is occurring, neither Little John or Little Sally are aware of this factual and natural scientific occurrence.

As these two children are not aware of this, neither are their two fathers who both work in equally brilliant segments of America's mixed energy based economy. In the very center of the classroom however are three very inquisitive and troublesome eleven year old boys. The first little boy is considered "artistically gifted" as he always seems to be drawing unusual geometric shapes in the textbooks he is supposed to be reading. The second little boy is considered to be intellectually challenged and hyperactive because he is always "playing with his calculator" and leaving his seat. The third little boy is quite talkative and is more or less constantly disrupting the entire class.

To make a long story short, the little boy drawing geometric shapes spent hours watching Little John in shirtsleeves on the south end of the classroom while spending an equal amount of time watching Little Sally on the north end of the classroom. The geometric shapes he was drawing were multi-colored ribbons of hot and cold currents of air that flowed constantly between Little John and Little Sally. With his calculator, the second little boy also had hidden in his back pocket two thermometers. The second little boy left his seat to place the thermometers near Little John and Little Sally. And, with his calculator was able to determine how much cold air was actually being drawn from the cold north part of the classroom all the way across to the warm southern part of the classroom. Being quite talkative and quite disruptive, the third little boy was simply trying to tell Little John in t-shirts on the south side and Little Sally in sweaters on the north side that there was a way to balance out the temperatures by building new micro-public utility management technologies into the architecture of the classroom and the public utility grid that joined Little Johnys' nuclear father with Little Sally's wind energy dad.

The teacher on the other hand didn't have enough measuring cups and tape measures to go around, lost her job and spent the rest of her life suffering from severe cold and hot flashes.

Technologically enhanced magnet schools.

If we as Americans are going to do what it is that we as Americans are supposed to do, it must become perfectly clear the mixed energy use is really a very good and productive idea. Unfortunately, all who comprise the hierarchy of competing energy sectors don't quite realize the very basic industrial principles of simple economically mixed use energy exchange policy. As within this policy all we are exchanging is the knowledge that where one energy sector leaves off, another begins, it is the intersection where competing energy sources merge where our true 21st century commodity exchange flourishes economically. Of all the places for this exchange to manifest itself, it is only within the walls of where our collective learning and teaching takes place that will guarantee that in fact it does take place. The more supposedly opposing private sector energy concerns can demonstrate the willingness to include public education into their whole financial investment curriculum, the greater the economic growth of the private sector utility that puts forth the effort to truly teach. As in the 1950s this author was exposed daily to the hard work of my father who worked for the telephone company, his friends who worked for the gas company, his friends who worked for the electric company, and, so on down the line, the tools these men brought home from work every single day and used on their days off from the corporation to help launch dynamic residential and commercial construction companies that truly benefited from the existence of the corporation- all of this effort back then - brought us as a nation to what we must do again now in 2015.

Its called working together.

Please take the time to read my education based essay.

                       It is entitled:

               Financing Our Mixed Energy Use, 21st Century American Public Education Imperative

Thanks for stopping by.

Mike Patrick Dahlke

Please visit some of my other essays.

Financing Our Mixed Energy Use, 21st Century Public Education Imperative

Mike Patrick Dahlke - The Green Collar Blue Industrialist

Let's, just for a moment, say, that our nation's entire public education system is virtually without funding. Let's say that just as our federal government is functioning entirely on borrowed funds that are virtually incapable of ever being paid back and state governments are in the same economic mess,  the only way for this mess to be straightened out will be to fund our public education system in an entirely new way.

Let's say that this new funding mechanism for public education will not come from the federal government, or, from the top down anymore, but, instead, this funding will come from the economic activity that takes place within the actual community any given school serves and that economic activity is all about building local businesses that specialize in applying federally mandated, mixed energy use industrial, environmental and economic mandates that assure maximum profitability to all of those who live and work in the community that surround the public school(s) every parent sends their children to.

Given the actual fact that the federal government is incapable of funding public education in America today and given the larger fact that the school funding coming from the federal government over the course of the last thirty years has done virtually nothing to assure a child who has gone through our national school system has been prepared to work in any of a multitude of energy based industries (or any other industries for that matter), perhaps it is time to look upon a public school not as a national institution that supposedly prepares its children for a "global American economic future" but, as a local institution that actually prepares its children to stay home and work in the very industries that build the local school using using state of the art mixed energy use technologies as those technology's are applied to a diverse menu of 21st century American construction, engineering, architectural, environmental, horticultural, etc. locally built and managed small businesses, mid-sized and regional public utility companies and mid-sized light industrial manufacturing corporations.

Let us also say that at the core of all of these state of the art locally based both private and publicly owned and operated corporate entities, there is a much larger association with regional and nationwide companies.taking place as well and as there are such relationships, each and everyone of them is focused on one specific goal.

With that goal being the establishment of an entirely new public education curriculum and an equally new public education funding mechanism, what would the funding mechanism in particular look like?


Think about the above subtitle for a moment. Think about the notion that the easiest funding fix for a massive public education - indeed the largest education system in the world, one that is responsible for retraining virtually every student in the largest industrial economy in the world, does not, in any manner, require billions of new educational dollars to produce the results we as Americans need to produce in order to achieve our intended 21st century, mixed energy use industrial goal.

When, or, perhaps if we think in these "pennies on the dollar public education funding terms" and, if, we look at how information management technologies have transformed our capacity to micro-manage every single aspect of our nation's current and obsolete industrial infrastructure, it is really not too difficult to understand how easy it would be to form altogether new public education micro-funding mechanisms that truly coincide with the micro-economic management of new mixed energy use, public utility infrastructure. As essentially we have, on a national research level, already determined the viability of a host of differing energy resources, and, as we have on a very broad and intelligent social level, concluded our collective need to embrace these new resources, looking upon the funding of public education in America as something that must start at the local level is simply logical in every bit the same manner as it is remarkably exciting. For as now, within the context of our collective understanding of how so many 21st century mixed energy use ideas can be correlated to work in unison with one another, we have, for the first time in our entire American industrial history, a broad social dynamic that enjoins children, educators, private sector localized small business entrepreneurs, mid sized manufacturing corporations and massive world wide corporations all of whom are clearly focused on the greater end goal of re-industrializing America's multiple energy sector national as well as global economy.

As this is the case, how does the funding of public education in our 21st century mixed energy use economy actually play out on the local level?

If you have been following my writing on the pathetic failure of the poorly structured federally funded initiative to nurture the growth of Solyndra,  and, the subsequent essays I've written on the need for fundamental industrial restructuring and financial re-blueprinting of our nation's entire public utility and public transportation grid as well as our nationwide need to develop both public and private sector education models, the preface "micro" comes up constantly within the explanations I give, and, that I think are crucial to our collective capacity to digest the scope of change we are capable as a nation of realizing. As this "micro- thought processing mentality" must come to fruition within the greater concept of our entire American 21st century industrial and economic dialogue, the same all encompassing truth must also come to fruition when blueprinting the funding of our nation's public education system.

Before I get into the nuts and bolts of what I consider to be the core of our 21st century public education funding blueprint, it is important to review where we as a nation have mistakenly been for decades on funding public education and in particular, where we have been since the "No Child Left Behind Act of 2001" was adopted.

The NCLB Act was an attempt to design a public education system that prepared our children for their success in a global economy. The argument behind this act was that if we could establish certain generic or standardized high level performance criteria for teachers and school districts, the American children who were taught within these high level learning environments would somehow be able to sell fast food chicken and hamburgers, and, of course, automobiles and blow dryers much more efficiently in emerging global markets than their counterparts in either France or Somalia. Never for a moment thinking that perhaps American children had something a bit more substantial rumbling around in their advanced 21st century American industrial minds, the administration of George W. Bush was more than happy to fund this NCLB initiative. Thinking in such an entirely misguided manner that advanced technology American military might would bring a certain political stability to the Middle East and in turn place a certain amount of economic stability to the world's supply of oil. Tossing a few billion dollars to American children while investing trillions of dollars in the military toys of their fathers was more than justifiable as it was simply thought non military spending after the Gulf Wars would more than pay for our wartime expenditures.

Unfortunately, this did not quite happen.

As it did not and to date here at the end of 2011 has not, what we are left with in our America today is precisely the same reality those that live in every advanced industrial nation in the world are left with - the profoundly clear notion that in every bit the same manner that our advanced technology military complex must be maintained, the only possible way to accomplish this goal is to bring all other technology sectors, and, in particular our remarkably diverse and evolved mixed energy use sectors up to the same level of sophistication that our military enjoys today, there simply will not be that advanced military sector in our America's tomorrow.

As I could easily turn this essay into a rambling nitwit assault on former President George W. Bush's obsession with global industrial military might, all I will say is this man dealt with a national security issue so profound and so substantial, that if he had not, we would not today be able to sit down and address the whole dynamics of mixed energy use policy we indeed are enjoying even though the discussion is still quite difficult all of us to have.

Having said this, when I think about President Bush's public education initiative of "No Child Left Behind", I must also think of President Obama's public education initiative entitled "Race to the Top". As it is quite clear to me that both of these men truly love their country, both of them are obsessed with top down management of our nation's new 21st century mixed energy use industrial growth. As all of this growth is directly related to the installation of mixed energy sources and technologies on each and every individual home in America, I would like to suggest that "No American Child Will Be Left Behind Once We Build The 21st Century Industrial Footprint That Starts At The Bottom".

Thus, here is my prescription for funding American public education on a national, regional, statewide and local level.

The United States Department Of Applied Energy, Environmental And Educational Science

At the core of our nation's advanced 21st century, mixed energy use, public education system must be some type of organizational entity that provides progressive educational oversight or insight into the vast amount of information we as a technologically advanced society can rely upon for up to the minute information about the very science we are clearly capable of applying to our physical, industrial and economic environment. As the days of simply throwing a light switch, plugging in an appliance or turning a thermostat in one direction or another are clearly over, the capacity we do have to micro-manage the energy sources required to provide clean energy to whatever is on either side of the switch that is thrown is quite staggering. As we are to the point where the manufacturing of entirely new families of energy sources require entirely new job categories, as we are to the point where those energy sources need entirely new consumer education parameters to be universally applied, as we are to the point where education of the budding fifth grade, junior high school student of science has the exact same educational priority as that of educating the fifth graders' parent when it comes to the need to know certain crucial yet basic information even to run these advanced, mixed energy management systems - having a source from which all such information can be digested equally among an entire community - is essential.

This Department would be directly responsible for communicating technological advancements in the natural gas industry, the solar industry, the coal industry, the geothermal industry - any and every energy production sector that is crucial to the whole economic, environmental and educational needs of the region or locality where all such industries must interact with one another in. In other words, as our nation is made up of an enormous array of geographical regions that possess finite or infinite supplies of multiple energy resources, the job of this Department would be to regulate the positive interaction of these resources as that interaction pertains to the whole education of all who live, work and learn within the geographical boundaries of that region and who occupy in any manner the architectural housing, commercial or industrial collection of buildings existing within that geographical region.

Thus the community of San Antonio, Texas (for instance) would probably find itself immersed in the economic development and subsequent public and private sector education of active solar, horizontal axis wind turbine and geothermal applications of energy technologies to its architectural housing, commercial and industrial building stock whereas as the community of Oak Park, Illinois would find itself immersed in the economic development and subsequent public and private sector education of an entirely different micro-grid structure consisting of natural gas, passive solar, geothermal and vertical axis wind turbine energy technologies as those technologies are applied to its architectural housing, commercial and industrial building stock.

As Oak Park, Illinois sits on a geographical bluff which is the highest elevation in the entire Chicago land area, vertical axis wind turbine electrical generation technology applied to its building stock is simply much more suited for this community as wind within this community has the tendency to blast upwards and swirl between buildings whereas wind blowing along Lake Michigan and through the community of Evanston, Illinois which is located but a few miles from Oak Park and adjacent to Lake Michigan would be more suited for horizontal axis wind turbine micro-technology.

It is extremely important to me that my readers understand that I am an architectural designer and engineer and master carpenter who is speaking exclusively here of existing American architecture, existing American housing, commercial and industrial building stock in existing American communities of which there are literally tens of thousands of within the geographical boundaries of our great American 21st century industrial frontiers. As thus far within the context of our entire 19th, 20th and 21st century energy consumption dialogue, we have, as a nation focused on the industrial development of trains, planes and automobiles, and, in turn focused on building an economic infrastructure derived from fueling vehicles that enable us to leave our homes, it is my firm belief that the moment we focus our greater 21st century industrial imperative on rebuilding and refueling our nation's building stock as well as the public utility infrastructure needed to power it, we will find ample justification and direction in refueling our transportation infrastructure in the process.

Having said this, and, as this essay is about truly funding our nation's public education system, the role of The United States Department Of Applied Energy, Environmental And Educational Science would be quite clear and quite task specific.

If the children of Oak Park, Illinois are taught the whole scientific fundamentals of managing the mixed energy sources needed to keep their own homes glowing brightly, and if that scientific education is brought to them in grammar school and nurtured within them throughout their entire educational experience, they may or may not choose to continue to live and/or do business in Oak Park, Illinois once their educational experience has been completed. Regardless of their personal choice however, the fact that they were exposed to an entire spectrum of whole 21st century mixed energy use applied environmental sciences simply enables them to move freely about their whole 21st century American nation knowing that even as adults, all they have to do to adapt to the environmental, industrial and economic standards that exist within the region of say, San Antonio, Texas or Toledo, Ohio to simply apply for continuing education courses offered at community colleges in San Antonio or Toledo or Bethesda, Maryland;or Mynot, South Dakota.

We actually have the potential to realize this advanced industrial American dream in our "American Today Whole Experience". Unfortunately, what we don't have is a federal environmental regulatory agency that actually awards either regional, national or local scientific excellence. As the current framework of the Environmental Protection Agency is every bit as obsolete as our No Child Left Behind congressional public education mandate, it is clearly time to rectify the failed federal blueprints that are continuously causing all of us in America to remain scientifically stupid, industrially angry and economically short sighted.

The idea behind The United States Department Of Applied Energy, Environmental And Educational Science is to merge the valid educational criteria embodied in our nation's public education system with the Environmental Protection Agency's equally valid environmental criteria while in the same breath, eliminating criteria that has virtually no bearing on our successful 21st century national environmental, industrial and economic "Goals Of Accomplishment."

Having said this, and, reminding my readers that this essay began with my belief that bottom up management of public education reform and financing is at the core of this 21st century, mixed energy use, public educational funding "Re-Blueprinting", it indeed is.

Community College
Environmental Science
And Architectural
Advisory Boards

If the scientific, mixed energy use and/or consumption criteria of any given geographical region within our nations' borders is indeed known (and it is), and, at the same time, the same scientific knowledge of regional weather patterns and naturally occurring temperate shifts is also known (and these are), regional advisory boards that can be utilized by the homeowner in the progressive whole energy needs assessment and subsequent retrofitting of their home become really quite important to establish.

In the same breath, providing a scholastic environment for those associated with the development of either private or public sector utilities needed to provide these homes with "architectural mixed energy infrastructure", becomes equally important to establish as does providing the professional builders who live within that region a set of building standards that enable these professionals the ability to provide their homeowner/building owner client base with quality built, 21st century mixed energy use living, working and manufacturing (light, medium and heavy industrial)
architectural environments.

As the establishment of the community college environment was originally seen as a means to provide those who attended them with a learning leg up environment from which attendees could either move on to four year college environments or, simply attain enough skills to become employed in the industries that occupied the geographical region those attendees lived, worked and paid taxes in, today's community college is experiencing the very same budget shortfalls of all other both public and private learning institutions. The great irony of our nationwide budgetary educational shortfall today however is the fact that community colleges that never really provided any type of dynamic exposure to advanced scientific, engineering, environmental or economic growth are, because of our technological capacity to "microtize" our entire energy infrastructure blueprint, the only places in our nation where large volumes of people can actually "educationally congregate" for a true and comprehensive greater American, 21st century industrial and economic purpose.

As at the core of our entire national public educational funding imperative lies the economic foundation of our nation's entire 21st century mixed energy based industrial expansion, it should become perfectly clear that if every major corporate level energy provider in our United States, if every major public utility operating with state of the art information technologies, if every American building contractor is charged with retrofitting every building in America, public education funding resources are as plentiful as workers and taxpayers involved in assuring our 21st century mixed energy based industrial expansion actually occurs.

Because our nation's public education system is being financed by parents who either own, work in or invest in 21st century mixed energy use construction and manufacturing industries and through such financing their children may decide to pursue careers in the mixed energy use architectural industries or mixed energy use transportation industries that are spawned from the mixed energy use architectural construction industries, these children know that moving to San Antonio, Texas from Oak Park, Illinois will clearly enable them to get involved in mixed energy use architectural industrial fields that are more to their geographical, climatic and environmental needs while driving hybrid automobiles on hybrid American mixed energy use interstates.

The greater industrial history of our America has always been about the notion that one industrial hand naturally helps the other. Within this history, the definition of help has often been that of compromise through conflict, none the less, the inevitability that change was upon an entire nation has always brought about a remarkable sense of across the board industrial cooperation only after all parties involved truly grasped the across the board economic benefits of such cooperation.

Having said this, and, expanding further upon the notion of our need to restructure our public education mandate, two additional issues must be addressed before I will feel comfortable with the notion of ending this particular essay.

Clearly the most troublesome aspect of our nationwide economic recession today is the fact that a massive segment of our nation's architectural, engineering and building industries remain economically sidelined. With American building professionals more or less idle, with the value of personal, commercial and industrial real estate continuously declining, the very thing all Americans have had to fall back on throughout our entire industrial history, which is the value of that real estate and the buildings they have erected on that real estate to increase their personal net worth via investment of earnings found through working in sustainable and diverse industrial fields, has simply evaporated from our nation's economic blueprint.

Knowing (as we all do) that until this massive economic stumbling block is removed completely from our national recessionary public dialogue, it is again the notion of advancing a nationwide public education dialogue that will indeed remove this massive economic stumbling block. As within the complexity of our emerging micro-managed mixed energy based economy opportunity for broad spectrum industrial/economic growth is virtually all around us, getting that information out and into the minds of every building professional in our America is crucial. Thus, once again, establishing a physical space within a community from which such comprehensive information is provided is equally crucial.

Community College
Building Code Regulatory
And Educational
Advisory Boards

As an architectural designer and master builder, there is one consistently disturbing reality I have had to face over the course of the last forty years. That one thing is the sheer volume of technologically advanced information of the building process available nationwide that goes entirely untapped due to the fact that building code enforcement within any given community is entirely dependent upon the digression of the local code official. As in so many communities nationwide, that official is picked from a haphazard collection of local tradesmen, the knowledge these tradesmen actually possess of the entire building process is much more based upon what has become the historical norm of the community they live and work in. As that norm is, much more often than not, a justification of what their fathers and grandfathers did 50 to 100 years ago, the entire concept of advanced technology construction education goes entirely by the wayside in a huge portion of our United States. Thus, as the movie "Dumb and Dumber" was a relatively huge success, the demographics of those who enjoyed the concept of the movie were in fact, inhabitants of communities nationwide made up of dumb and dumber American tradesmen. Smart enough to spend a few of their earned construction dollars on low level entertainment, but not at all wise enough to realize that truly applied 21st century building trade technologies might actually help improve our entire national industrial economy while in the same breath, improving the real estate value of the land they live on or the larger economic value of the entire community they actually live and work in.

While some might find the above analogy humorous, the far greater structural economic analysis of this situation is nothing less than economically terrifying.

What has happened in our United States of America over the course of the last fifty years is the slow but steady erosion of practically applied industrial common sense. As this common sense was once bench marked by the inoculation of every new industrial method into the very American communities every American industrial worker lived in, because there are virtually no industrial workers left in our America, there is virtually no industrial value to either America's real estate nor the hopelessly outdated architectural edifices built on that real estate. As a result of this doomed property value reality there is as well, a doomed mortgage value and/or a doomed mortgage lending reality.

Community College
And Economic
Advisory Boards

If a homeowner cannot afford (and no homeowner can today,) to technologically upgrade his or her private real estate holdings and the mortgage holder cannot afford to foreclose on that home due to the fact that every other home within that community is also not technologically upgradeable, obviously there is a rather serious problem within the community. As the building trade sector is pathetically under-educated, as the homeowner is equally under-employed, as the existing public utility sector within that community cannot afford to retrofit its infrastructure and as lending institutions are tremendously under capitalized, it only stands to reason that some type of all encompassing overview and economic correction mechanism needs to be put into place.

As there was at one point in time during our American industrial history a rather basic banking concept entitled a loan guaranty, such a document took on many clearly definable terms. Perhaps one of the most striking, if not most remarkably human aspects of that ancient lending practice was the personal loan guaranty. This lending agreement was entered into by a officer of the bank and an individual whom the bank officer often knew quite well and quite personally - a friend who worked in a bank lending money to another friend who worked at the bakery down the street from the bank. There was little stress involved in such a transaction as there was little doubt on the part of either party as to the belief that the loan would be paid back within the terms of the loan. As the amount of the loan increased, the name of the loan would be changed and as a personal loan might have a payback time of six months, a mortgage loan might have a payback time of fifteen years. Regardless of the loan type however, the basic principle, or, the basic assumption was that the individual applying for the loan worked in the industrial community the bank served and both the homeowner and the bank officer knew that the money being loaned was going towards helping all the other businesses in the community thrive.

As communities grew and technology advanced, the type of loan being guaranteed did the same.

When it came to building new roads, when it came to building new schools, municipal bonds were offered for sale within the entire community and thus the cost of such infrastructure improvements were spread evenly throughout the community and in the end, roads and schools were paid for in full whereas in the same breath, the entire community benefited in full as well. The same was true of public energy utilities. As technology expanded and electrical transmission and natural gas pipelines were installed, as municipal water supplies reached every property, bonding or funding the installation of the required infrastructure took on yet another definition of loan making and loan repayment. Public utility stocks were offered to the consumers of these energy resources whereas in the same breath, monthly bills for the consumption of the energy used were sent out to the consumers of the energy source.

For all practical purposes, there actually was a time in our industrial American history where the entire concept of broad spectrum industrial based bank lending actually worked. Unfortunately, as our national economy expanded globally and the very industries we as Americans actually created followed, what certainly did not follow was the realization that both the vision and profits of one industrial age would eventually come to be recognized as the stumbling blocks preventing us from attaining the industrial and economic goals of our next industrial age. As this is precisely where we are at today, and so many in America are still convinced that the creation of exotic global financial instruments will somehow maintain our global industrial and economic superiority in a world market that is increasingly focused on the re-prioritizing of economic interests as those interests pertain to individual nations - simply put, in spite of our best Geopolitical efforts, the people of the United States of America still can't get a loan to retrofit their homes, incorporate new mixed energy technologies into their public energy utility infrastructure or find jobs in the very advanced industrial fields that would give them the financial ability to actually do any of the above.

Having said all of the above, and in spite of the blind arrogance of our "fictional global banking community", there remains the fundamental concept of the personal loan, the mortgage loan, the small business loan, the municipal public improvement bond and clearly the most dynamic industrial financial instrument of our mixed energy use 21st century economy - the public stock offering of micro-managed and micro-structured mixed energy based and regionally developed public utility companies. These companies represent the whole of our nation's entire 21st century industrial potential, and, as they do, the imperative we as a nation have to intertwine them with virtually every aspect of our larger societal and economic purpose is crucial to understand.

As I have described the funding mechanism of our public education system in quite some detail. As I have outlined a mechanism from which the entire nation can seek advanced industrial education via our vast nationwide network of community colleges. As I have outlined a mechanism from which America's building trades can work in unison with themselves, outlining a new method from which virtually any type of bank loan is directly tied to the development of all aspects of our emerging 21st century mixed energy use industrial economy is most certainly a priority in need of address.

While it would certainly be nice if any homeowner in America could simply walk into any bank in America, immediately apply for and receive a personal loan based upon the same down home friendly lending practices of previous industrial eras, today, this is simply an impossibility. The reason this simple notion is impossible is due to the fact that instead of seriously integrating the vast array of alternative energy technologies that clearly began to emerge from our national industrial dialogue almost forty years ago, tremendously stupid people with equally redundant industrial egos have done nothing more than fight about who might or might not get a piece of our next industrial mixed energy use economic pie. Thus as a single homeowner would probably love to be able to walk into a bank and get a personal loan for the installation of solar collectors on his or her home, the solar collector itself is not viewed by the banker as a critical industrial or economic asset to the whole community the bank serves. As in the banker's eye, he or she might find the installation of a solar panel as quite the altruistic goal, because there is virtually no mechanism in existence within the community to attach one solar collector to another, continues to make the entire loan discussion a mute point.

Yet the moment the solar collector becomes an integral part of an equally integral mixed energy use public utility infrastructure, the capacity to lend becomes remarkably solvent. Thus, the blueprint of our mixed energy use 21st century industrial infrastructure must be put into place before anyone seeking any type of either a small or massively large bank loan can expect to either get the loan, work in the industries that build the infrastructure that enables anyone to pay the loan back, or expect to see a return on investment into the whole industrial expansion of the solar panel and all of its related industrial micro-structures.

Federally Guaranteed,
Regionally Based 
And Industrial
Lending Banks

Knowing full well that virtually every existing building in the United States of America has, within its entire architectural footprint, the capacity to attach some form of solar technology to its facade, knowing full well the same facade can have some type of wind turbine technology also attached to its facade, knowing full well that the same facade has some type of rainwater management technology that can also be attached, knowing full well that the same facade has natural gas technology that can be re-engineered to perform much more efficiently within the enclosed square footage of that facade, knowing in turn, that same natural gas technology can be utilized now to fuel vehicles coming and going from the same facade, knowing quite comprehensively that the success of our whole national 21st century industrial imperative is dependent upon the application of a massive set of environmental controls that assure the application of these controls universally across our entire nation, federally guaranteed regional environmental and industrial lending banks would exist for the singular purpose of funding the larger public utility structures required for that region to generate substantial long term mixed energy use industrial prosperity.

While the above sentence is extremely long winded, it is 100% accurate. As there are multiple environmental and mixed energy use industrial regions throughout our nation's whole geographical footprint, each region, properly structured represents multiple opportunities for substantial economic growth potential.

Thanks for stopping by

Mike Patrick Dahlke

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