Fracking – good for energy, bad for groundwater

Fracking (hydrofracking) is a largely talked about issue these days.  Getting the stores of natural gases out of the bedrock is helpful and highly useful for the energy needs of the planet.  With petroleum reserves running low, natural gas extracted through fracking has become a very large portion of the total energy for the United States, as well as other parts of the world.  This is good for keeping energy costs from skyrocketing, but the environmental impacts are just now beginning to be understood.

Despite gas company claims that they recover all of the fluid they use during the fracking process, when fracking fluid is pumped down into the wells where natural gas is stored deep in the bedrock, some of the fluid (10-40%) makes its way back up the well boring and leaches out into the surrounding soil.  Through the soil, which is usually unsaturated (lacking moisture content) in the areas where natural oil deposits are located, the fracking fluid can flow outward and is currently seen making its way into aquifers.  This doesn’t sound so bad, until you learn about the components of the fracking fluid.  Natural gas companies will tell you that the majority of the fluid is just water, which is in large part true.  But since the natural gas is held up in pores in rock hundreds of thousands of years old, and deep within the earth, water alone is not usually enough to dispense the gas from it’s stored locations.  To address this purpose, gas companies mix a variety of compounds (surfactants) meant to make the water slipperier, which allows the water to better displace the natural gas in the porous rock.  These surfactants are being found in aquifers near fracking sites, as well as a variety of other compounds that had previously been locked up in the bedrock with the natural gas.

The surfactant components as well as the particles that have been mobilized from deep within the rock bring up a whole new problem for environmental impact monitoring.  Each gas company uses a different mixture of surfactants, and the recipe for them is considered a trade secret, so they do not have to disclose them to the EPA or local agencies whose duty it is to monitor the surrounding areas for contamination.  Without knowing exactly what compounds are in the fracking fluids, it is impossible to monitor the movement of those compounds to ensure they do not end up in public water sources.  During water treatment for mass consumption, a series of methods are performed to remove pathogens and toxins that might be present in the water to ensure public safety for water consumption.  But without knowing what compounds are being introduced to the aquifer where the water is being drawn from, it is impossible to accurately develop methods of removing them all from public water.  For the same reason, it is increasingly difficult to ensure proper removal of all compounds that may be brought up from the bedrock from hundreds of thousands of years ago.

On top of other issues that fracking introduces to many areas of the country / globe, these chemical contaminants are of growing concern.  Without regulations on what chemicals are used, or the practice of collecting the fluid after use, it is impossible to initiate proper cleanup methods to ensure the safety of the public water supply.  Natural gas currently provides between 20-30% of the energy in the US, but at what cost?  What toxins is the practice of fracking introducing to the public domain?  And what energy source will replace natural gas when the stores run out?

Meet a SURFer: Christopher MacMahon

“It is the big “F” word that nobody ever wants to discuss. You rarely hear it at forums or conferences, nor will it make an appearance in published work: failure. In today’s environment society tends to view things in the absolute; either one is a failure, or one is a success. Yet research is often fluid, constantly evolving and changing, and an absolute is all but impossible.” Meet SURFer Christopher MacMahon and read about his thoughts on the role of failure in historical research.

Christopher MacMahon


Christopher MacMahon is a history student His interest is in Nineteenth Century American borderlands and plans to obtain a doctorate in history. Click to read his essay “The Role of Failure in Historical Research”

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What is up with H.R. 5, Student Success Act?

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As I grow into the amazing world of education, I am constantly immersed with new knowledge. This includes the important role the Federal government has in the educational system. As a young Chicana and future educator being informed of legislative changes in education is of great importance to me. It has been my experience that teaching comes with great responsibility. The role of a teacher is not solely based in the classroom, it is his/her active duty to also participate with the community at large. The personal is political. For this reason, I explore how legislation affects the future of all students.

Recently, I came across a letter made to the U.S. House of Representatives by the National Hispanic Leadership Agenda (NHLA), and the Hispanic Education Coalition (HEC).  This letter brought me to seek further knowledge on H.R. 5, the Student Success Act that has been re-introduced to the House as of February 2, 2015. Currently, this bill is still pending passage. Both the NHLA and HEC are opposing this bill and stated, “H.R. 5 violates these principles by block granting Title III programs for English learners, removing performance targets for the academic achievement of Latinos and English learners, and removing accountability for the achievement and learning gains of Latinos and English learners.”

Several concerns arise as I review H.R. 5 and other articles. The controversy can be summed in two topics: funding and the reduced role of the federal government in education. This is a major impact as local districts and states rely on Federal funds for important before/after school programs. Most of this programs include English Language Leaners (ELL) and children with disabilities.

Additionally stated in H.R. 5, funds that are granted to schools are designed to follow low-income students to a school of their parent’s choice. According to a National Review article, “These funds will follow low-income children to the district school or charter school of a parent’s choice. DOES NOT allow a private choice (even when the money is not allowed to go to private schools, leading it to charter schools is one preceding step.”

As a student that grew up in various underserved communities, I am aware on the difficulty of moving to “better” neighborhoods. I have also witnessed my own students face similar challenges. It is not only almost impossible to afford but transportation becomes a major problem. I had to reflect and ask myself, if this is leading towards to the privatization of our educational system? Will students living in poverty have the same advantages in school choice as those that are not?

My take on this is not about supporting or opposing H.R. 5. I simply reflected on my research that indeed, the personal is political. I have no doubt that many “affluent” individuals can identify this. My concern arises from those that are underserved and uninformed. How can a seven year old understand he/she depends on a political agenda? When will parents have the time to read through a 600 page bill while working endlessly to make ends meet?

Rep. Kline whom introduced the bill, stated directly from the House floor: “the legislation eliminates ineffective or duplicative programs so that each dollar makes a direct meaningful and lasting impact in classrooms”.

There is not right or wrong answer. Neither am I seeking to diminish the important role that our government has in many successful educational programs. I do not expect anyone to take my side or vice versa. Let me simply refresh politicians, teachers, parents, and all other advocates that the heart of the matter in education should always be students. Whether it is a five year old in kindergarten or a high school senior. Students are and should be the center of attention. Real change in education rises from the passion to do better for future generations, not placing a tag price on supporting them.

Medications

This week I talked to my mom and my fiance, Eddie,  about their medications.

Eddie takes levothyroxine regularly. He knows it is also called synthroid.  He knows this drug is for his thyroid and he is supposed to take it every morning, 1 hour before he eats. He does not know any side effects per say, but knows if he does not take it, he feels tired. OTC he takes Advil. He only knows this name and does not know the generic. When asked how often he can take it he responded, “however often the bottle says.”

My mom takes an inhaler for her asthma regularly. She could not remember the name as she has recently started taking it. She does not know any side effects.  She knows she is to use as needed for her symptoms. When asked how she uses the inhalers she stated she puts her mouth on and inhales as she depresses. OTC she takes multivitamins and calcium supplements. She takes Advil for pain as needed. She knows it is also called ibuprofen. Also did not know frequency she could take but knows to read the bottle.

Test Post

Posted from Kenner, Louisiana, United States.

This is a test of Log My Trip again

My location is Zeroed here

Who Knows About Drugs?

Who knows about drugs? Interestingly enough, not many people! I informally surveyed ten people, which included family members, friends, and classmates. The people who knew the most: moms. The least: classmates from other disciplines. This piece of knowledge seems intuitive given the fact that moms typically have a greater understanding with medication administration given their age and experience with raising children. Moreover, most college students are relatively healthy and only consume tylenol, aspirin, or various cold remedies when needed. My questions for each person were as follows: Do you know what acetaminophen is? Do you know the generic name of Tylenol? What is the difference between Ibuprofen, Motrin, and Advil? Do you know what a NSAID is? Do you ever consume cold/flu remedies and can you list any side effects associated with them? Are you aware of safe doses or even maximum doses of Tylenol or any other drugs? Are you familiar with any homeopathic remedies and if so, for what purpose(s) do you utilize them? Do you take any medications daily and if so, do you know the dose, side effects, and indication(s) of the drug(s)? Do you always finish taking your antibiotics in full?

Eight out of ten people did not know what acetaminophen is and similarly, only two people could tell me the generic name of Tylenol. Nobody knew the difference between Ibuprofen, Motrin, and Advil. Only three people claimed they have only heard of the word “NSAID;” nobody knew the meaning and that it was an acronym. With cold remedies, some claimed they have briefly read the side effects but admitted to only focusing on the front of the box, which lists the indications for using the drug; they then follow the directions for how frequently they can consume the drug. Four moms knew that the maximum dose for tylenol was 4 grams/day! Likewise, about half of the people I interviewed said they prefer to use homeopathic remedies mostly for stress, sleep aids, ADHD, and energy. The people that consume daily medications knew the basic reason for taking it such as “for my high blood pressure,” “for my heart,” and “for my anxiety and/or pain.” They were not aware of particular side effects but instead claimed they “feel fine” consuming these medications, but if something changed, would contact their medical provider. Only half of those who consume medications daily were aware of the actual dose. Many people admitted that they stop taking their antibiotics once they feel better so they can “save them for the next time they do not feel well and experience the same symptoms.”

I found that people were more aware of the names of illicit drugs rather than OTC drugs. When I originally asked them about “drugs” they immediately said, “do you mean heroin, Adderall, marijuana, speed and Vicodin?” But instead of just asking them questions, I printed out the questions for each person, folded the paper in half, and answered the questions for them to reference. Education is a priority in the nursing profession. If I was not at their house for the interview, I encouraged each of them to go home and look at the medication(s) they consume or the ones sitting in their medicine cabinet. I asked them to look at the daily dose, maximum dose, indication for use, side effects, expiration date, and generic versus trade name. Additionally I asked them to share the information I provided for them with at least one other person. Education is the key to awareness and as nurses, we need to expand the knowledge of others! 

Eight lessons from two months: life as an Instructional Technologist

I’ve now been an instructional technologist for exactly two months so I thought I would be timely to share the top eight things that I’ve learned in this new role.

1

You might recall from my last post that I have worked in three different Divisions of the University:  Academic Affairs, Student Affairs and now Technology and Innovation.  I’ve had quite a few supervisors over the last 15 years and I’ve seen just as many leadership styles and degrees of effectiveness.  Something that holds true no matter what division I work in is that good leadership is good leadership.  I would be remiss as a scholar of leadership education if I did not tell you how I define good leadership before proceeding.  To me, a good leader is someone who recognizes the strengths of the individuals around her and does all in her power to empower them to achieve goals; good leadership is not about being in front of the crowd, having her name on the press release, or even being recognized.  Good leadership is being willing to make difficult decisions for the betterment of the team, but ultimately in order to ensure we do our best for students.  I’ve seen some pretty bold leadership (in men and women around me) in action over the last two months; things that will remain in my basket of examples for many years to come.  

2

I won’t belabor this point because it really isn’t a highlight or defining element of my experience, but by golly some of the logistical issues I experienced with the set up of working in a different space make me wonder how a University functions.  It took six weeks to get a desk and create a physical, permanent workspace; and I still do not have key code access to the spaces I need.  I’m not sure where the breakdown is in the system, but I know there’s something not working.

3

This point may be obvious to some, but having worked in departments one person (me) deep for MANY years, I have not had many opportunities to benefit from the true beauty of team work. I work with an incredible team (I’ll talk about that more later) and it’s so incredibly refreshing to be able to work on projects together where we can really dig in, brainstorm, and collaborate to generate the best result for learning and for… our students!  We’ve subconsciously identified each other’s strengths and use them to be effective in our work.   It’s not just that though… it’s not just about the work; it’s about this care that the team members have for each other.  There’s a genuine willingness to help each other out, forgiveness for our short comings, express interest and care for our personal lives and endeavors. 

4

It never occurred to me to apply for a job as an instructional technologist because I thought THAT person needed to be able to code and fix servers.  Don’t get me wrong- I’m pretty tech savvy, but I wasn’t sure I would be able to meet the demands of the job- technology-wise. So, when I got the job, I arrived with a bit of the imposter syndrome (which I’ve come to discover is a frequent visitor in my life as a first generation college student)…. I thought I would have to do a lot of “pretending that I belonged at the table.”  The good news is that the focus in what we do at CI is not technology, the focus is in teaching, learning, and student success; areas of which I have a great deal to contribute.   Sometimes the imposter syndrome rears its ugly head and sometimes I need reminders that I belong, this is why I feel lucky for #8.

5

Along the lines of what I noted above, I was confused by the title before and I’m still confused now.  And, when I tell others (faculty, students and staff alike) my title, they’re confused too.  The only people who weren’t confused were individuals I met at a recent ELI conference. Instructional technologist doesn’t fit because teaching about technology is such a small part of the job.  We spent very little tim helping people push buttons or “manage their class”, which I think is something one may assume when they read “Instructional Technologist.” What we do is to help lead, inspire, and motivate innovation, teaching, learning, and transformation.  Because I think it’s a bit of a cop out to say I don’t have a better solution, I decided to do a bit of research and thinking.  I came up with a title I think better represents what I do:  Leader of Innovation.  Just kidding.  I like the idea of being called a Teaching & Learning Innovations Specialist.  

Small title

Small title (1)

Sometimes I feel a bit confused about where I’m at… I’m a student affairs person, turned faculty, turned faculty development/IT.  I sometimes wonder if I am where I belong, but I’ve come to realize that my blended experience at the university makes for a unique, interesting fit for teaching and learning innovations.  As we explore conversations about “classroom” learning, I am able to draw upon my knowledge of research in student development, campus culture and retention to understand dynamics beyond the content.  When we work with student affairs colleagues, I’m able to share my understanding of what happens in the “classroom” to provide context for supporting and contributing to the curricular learning experience.  I won’t lie though, not having as much direct or indirect contact with students in my work has created a bit of a void.

7

You’ve probably noticed something that remains consistent in some of my previous learning lessons: students.  I’m pleased to say that whether it’s a team discussion about a new innovation, a one-on-one chat with a colleague about a new digital tool, or a faculty development program, we always bring the conversation back to the student.  We ask things like:  Will the students learn from this?  How can we communicate this so the students understand? Will students like this?  Will the technology be an aid or barrier? How will this contribute to student success?  It may be surprising to some that these types of discussions occur across campus, even in IT.  I’m pleased to say that students remain at the center of our work.

8

My last learning lesson has been the most pronounced, yet the most difficult to put into words:  michllethe experience of being a woman in EdTech.  I can’t really say I have been in any other environment where I have felt so… well… lifted up by my colleagues, especially other women.  I have solid relationships with other women with whom I have worked and I value.  But this is different… these women make me see in myself strengths I have not yet identified and they push me toward opportunities that facilitate my success.

They are strong, intelligent, creative, innovative, caring women who could choose to be competitive but jillinstead consciously choose to create a community of support, a community I am proud to be a part of and one that I believe will continue beyond this job.

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In closing, I recognize this post may be disappointing to some since I really couldn’t say that I have learned anything particularly ground breaking when it comes to technology.  But then, I guess that’s indicative of the approach that we take with our work; it’s not about the technology, it’s about the innovations, teaching, learning, faculty, staff, and STUDENTS.

Week 7 Hw

Since I worked today and work was probably going to be the most exposure to people that I was going to have, I decided to question co-workers; I asked a total of three co-workers.

Co-worker One: She is taking Accutane for acne. When asked what she knew about her medication she informed me that is it is for acne, she needs to stay out of the sun, she always needs to wear sunscreen, and she is on birth control because the medication can cause severe birth defects if she gets pregnant.

Co-worker two: She is taking Aspirin and blood pressure medications. When asked about what she knew about the Aspirin, she stated that she is taking it because of the stroke heart attack she had last year and the side effect she stated was bleeding.

Co-worker three: He uses the Nicoderm patch. When asked what he knew about the Nicoderm patch, he stated that he is using it to help him stop smoking, he cleans the area before putting it on or else “it won’t stick”, he changes a new patch every morning, and he applies them in a sequential order on his arms. With respect to side effects, all he stated was that he can become addicted to the patch.

In response to my co-workers’ answer I used my medication app and I just told them some basic information regarding their medications. Two of my co-workers seemed to really appreciate me educating them a little and the other didn’t seem very interested Pills