top of page
Search
  • as10476

Phase 1, Post 4: Technology and Identity

Intersection between Lower Class and Renewable Energy

The intersection of renewable energy and class can be found right here in New York City, where Government programs under the EPA (environmental protection agency) is attempting to facilitate increased growth rate with cost incentives. Most lower income families in the United States and around the world do not make it a priority to switch their energy sources to more sustainable renewable energy. Reasons may include the deficit of a steady income to switch to alternative energy, which may have relatively high set up costs or maintenance, availability of such sources, or other economic burdens.

To make this technology more accessible, a guide published by the EPA: Energy Efficiency and Renewable Energy in Low-Income Communities: A Guide to EPA Programs, has listed incentives for lower income communities and leaders to switch to alternative sources of energy. Some of these examples include CHP (combined heat and power), which “[can] improve the reliability and efficiency of these (heat and power) systems, which in turn can reduce energy costs for building owners and residents.” Another example is using ENERGY STAR appliances at home, which can “help low-income households retain more of their income and use it for other essentials such as education, health care, and home ownership.” Through these incentives, lower income families can also contribute to building more sustainable communities and save money too.

When thinking about class, in the broader sense, perhaps technology can help bridge the gap no matter the circumstances. This can be done through government projects like such, and through development of more cost effective technology.


Source: https://www.epa.gov/sites/production/files/2016-03/documents/epa_low_income_program_guide_508_2-29-16.pdf

12 views1 comment

Recent Posts

See All

Phase 2, Post 5 - External Speakers

During class, we had the wonderful opportunity to hear from different speakers from a wide range of backgrounds and fields share their experience with Diversity, Inclusion and Technology. One thing th

Missing Post - Phase 1, Post 10: Salient Identities

Initial Project: At first, when I was continuing with the Posture Pack, the salient identities included ability, age, and class. Ability and age made up the primary focus of our target salient identit

Phase 2, Post 10: Bibliography

The following are the sources I used for my final project: Two of the sources are from class material: The field guide to human centered design, and Diversity and Design. Further references are made w

Post: Blog2_Post
bottom of page