MW&A

Hydroclimatology and Solar Explorations

Climate & Weather Representations

Academics Study Climate Change At MW&A Site

I thought it might be of occasional interest to review visits to this site, for transparency if nothing else.  In this post I focus on visits from academic institutions but start with some basic overall stats for the past month.   Over October, this site has been visited by individuals from over 90 countries.  The total number of page visits this month was approximately 138,000.  Approximately 3.75 million kilobytes (KB) of information have been transferred as a result of these visits.  Visits were identified from approximately 2,090 subdomains.

Stanford University ranked 10th of all subdomain visit origins when ranked by the amount of information downloaded from this website.  That exceeds the KB totals from most countries over this month.  However, downloads by the European Union, Canada, and the Czech Republic were all larger (and Germany was close).

The total number of visits from U.S. academic institutions to this site (abeqas.com) over this period was 619 and counting.  The statistics for URLs ending in “.edu” over this month follow:

Web traffic to MW&A for October 2019
RANK KB Sent page visits US educational institution
1 7487 194 edu.ucr
2 30302.8 102 edu.stanford
3 4331.7 43 edu.berkeley.calvisitor
4 1251.6 37 edu.usna.gonavy
5 828.5 36 edu.ucla.host
6 1261.6 35 edu.siskiyous
7 843.1 35 edu.ucr.dyn
8 560.4 35 edu.umass.cs
9 3051.7 6 edu.wku.estb
10 1982 5 edu.colorado
11 1473.5 4 edu.berkeley.airbears2
12 2034.5 4 edu.ma.wsc
13 2034.4 4 edu.rutgers.nat
14 4431.9 4 edu.ucsc
15 183.2 4 edu.udel.host
16 2034.4 4 edu.wisc.uwnet
17 1525.8 3 edu.ucdavis
18 964.9 3 edu.umass.wireless
19 877.9 3 edu.umn.wireless.eduroam
20 1017.2 2 edu.bu
21 1017.2 2 edu.cod
22 1017.2 2 edu.collegeofthedesert
23 257.8 2 edu.columbia.dyn
24 830.2 2 edu.cornell.cit
25 643.3 2 edu.csulb.dhcp
26 2761.6 2 edu.lsu
27 526.7 2 edu.maine.um.wireless
28 1.2 2 edu.mit.media
29 1017.2 2 edu.noc
30 830.2 2 edu.syr
31 375.7 2 edu.tamu.iodp
32 830.2 2 edu.ucla.resnet
33 1017.2 2 edu.ucmerced
34 830.2 2 edu.ufl.xlate
35 1017.2 2 edu.und
36 830.2 2 edu.usf.laptops
37 180.6 1 edu.arizona.dynamic
38 508.6 1 edu.bloomu.resnet.wireless
39 321.6 1 edu.bowdoin.wireless
40 508.6 1 edu.cfcc
41 321.6 1 edu.colorado.rc
42 444.7 1 edu.csuchico
43 508.6 1 edu.cwu.d
44 508.6 1 edu.cwu.resnet
45 47.6 1 edu.dcccd
46 321.6 1 edu.elcamino
47 508.6 1 edu.gatech.lawn
48 508.6 1 edu.gmu.byod
49 321.6 1 edu.harvard.tch
50 321.6 1 edu.hws
51 508.6 1 edu.iastate.nat
52 321.6 1 edu.kent.net
53 99.4 1 edu.ksu.dhcp
54 82 1 edu.mesacc
55 68.2 1 edu.mst.device
56 321.6 1 edu.northern
57 508.6 1 edu.oregonstate.ptpg
58 321.6 1 edu.ou.wired-pat
59 321.6 1 edu.ou.wireless-pat
60 508.6 1 edu.pitt.resnet.greensburg
61 321.6 1 edu.princeton
62 47.6 1 edu.rit.ad.main
63 508.6 1 edu.saddleback
64 82 1 edu.santarosa
65 47.6 1 edu.siu.indoor
66 321.6 1 edu.siue.wpa
67 321.6 1 edu.tufts.boston
68 508.6 1 edu.uakron.vpn
69 508.6 1 edu.uci.mobile
70 508.6 1 edu.uconn.lib
71 508.6 1 edu.umbc.wireless
72 26.3 1 edu.uno.cs
73 68.2 1 edu.utah.mech
74 321.6 1 edu.utc.dynamic
75 487.3 1 edu.utexas.public
76 1079.3 1 edu.utoledo.hub.resnetwifi
77 321.6 1 edu.wou
78 508.6 1 edu.wwu.lab03

This MW&A site has been particularly popular over the current month among California-based universities, and I’ve made a simple composite of some of their logos for the featured image.  Again, Stanford University stands out in this review of site traffic, given that over 100 visits have originated from there and over 30,000 KB of information were downloaded.  There is not a direct way for me to map to the pages which they visit, but from a quick review it appears that nearly all of the 150+ posts at this site, this month, have been visited frequently regardless of URL origin.

No researchers or academics have contacted me from any university shown, in spite of the heavy reading traffic.  If you have a favorable or unfavorable experience from reading the posts at this site, and you are affiliated with an academic and/or research institution, your kind consideration to send a personal note or to comment below will be much appreciated.  If any content is utilized, it goes without saying that attribution is expected as well, just as I strive to attribute others where appropriate.

Most topics featured in this site are rooted in my recently published paper on solar forcing of climate [1], and so academics are also invited to first download and study that paper, which unlike the posts at this site, went through two years of rigorous and anonymous peer review.

As a site which focuses primarily on solar forcing of climate, there is much to wrestle with regarding inconsistencies with favored greenhouse gas climate forcing assertions.  We all cannot be right.  This site profiles data, theories, and numerical analyses, and integrates those towards issues covering a wide range of recognizable hydroclimatological patterns that most if not all academic institutions overlook.  My previous post provides what I think is an important example.  It profiles some of the most comprehensive, but least advertised data available, which appear to indicate that the globe is not warming or cooling over decadal time scales.  If true, that would naturally be of interest to many, which is why I draw attention to it.

Finally, some might wonder why I would claim that with only site visits to show for it, I would title this post to assert that academics study climate change at MW&A.  I don’t know why else they would be reading so many posts here, unless they are simply fans of my artworks.  And so I intend now to study what these institutions instruct their climate students on.  I’ll start with Stanford.

As a beginning, here is a quote from their Climate Education Program:

“A large body of scientific information indicates that global climate change is unequivocal, almost certainly is caused mostly by human activities, is already causing significant harm, and as it continues, holds great risks for our future. Addressing the risks of climate change requires global and local action to reduce greenhouse gases as well as to reduce vulnerabilities to climate change impacts.” [2]

Readers of this site may guess what I will likely have to say about each and every one of their claims.  For now, I have surveyed their pages on Curriculum and Research.  Apparently there are no labs, so they are unable to include any laboratory experiments to demonstrate the greenhouse gas effect.   Perhaps that is because no such experiment exists.  They also appear to be unaware that solar based cross regression (CRMA) forecasts and even everyday autocorrelation based (ARMA) forecasts such as those featured here, are far more accurate than greenhouse gas based forecasts.  I don’t know at this point what the tuition is for their program.

I hope more from Stanford and other educational institutions will continue to visit this site so that they can begin to understand what is not being taught there.

References:

[1] Wallace, M.G., 2019, Application of lagged correlations between solar cycles and hydrosphere components towards sub-decadal forecasts of streamflows in the Western US.   Hydrological Sciences Journal, Oxford UK  Volume 64 Issue 2.   doi: 10.1080/02626667.2019.

[2] https://earth.stanford.edu/climate-change-ed

 

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