This paper presents preliminary data on a series of building comfort experiments conducted in the field. We performed physical in-situ measurements and solicited responses from 409 (184 female; 225 male) university students in six different classrooms at the University of Massachusetts-Amherst during three seasons (fall, winter and spring). Our questions focused on student perception of comfort in varied environmental (temperature and humidity, and air speed) conditions. We collected records of student academic performance in the classes, correlating their comfort perceptions to their test scores. Statistical analysis of classroom environmental variables, thermal satisfaction, and student scores suggest that by enhancing thermal comfort, we can improve academic performance.

This essay traces the development of the physical and cultural infrastructure of colonial flood control in the Indus valley. Reconstructing investigations into the causes of a series of floods illustrates the conflict between the idiosyncratic, local knowledge-based, approach of generalists and the reductionist, technological mentality of engineers. Repeated attempts to protect towns from the Indus River illustrate the growing dominance during the second half of the nineteenth century of an engineering mentality, despite its practical shortcomings. Complex engineering works replaced traditional warning systems and mobility, undermining alluvial farming systems as well as a precautionary approach to environmental management.

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