Greenversations

Each week we write about the science behind environmental protection. Previous Science Wednesdays.

By Sarah Blau

I was recently asked if I knew EPA conducted research before I came to work here last October. “Yeah, sure…but I guess I never really thought about it,” was my response. So, I started to think about it…

What strikes me more than the fact that EPA does, in fact, perform research, is the attitude with which EPA performs research. In my own work—interviewing scientists, attending presentations, and participating in communications meetings, I have found that almost unfailingly, EPA scientists and staff confront environmental changes and threats with a determinedly optimistic approach.

Climate change, contaminated water and polluted air, oil spills and birds falling dead out of the sky… these things are quite terrifying. Confronted with these eventualities, I find myself wanting to run into the woods, hide in a cave, and pretend it will all go away.

These past few months I have realized that, in stark contrast to my flight instinct, EPA researchers exhibit the exact opposite reaction. EPA employees confront environmental problems with a “let’s tackle this problem, let’s find a solution” type of attitude. Nearly all of the EPA scientists I have been in contact with are motivated and optimistic, searching for the right questions and the right answers to solve environmental problems.

I have found that at EPA, even daunting environmental challenges drive a search for knowledge and foster an impressive attitude that with the right science, all our obstacles can and will be overcome. In a previous “Science Wednesday” post EPA’s Dr. Paul Anastas even introduced himself as a “strategic optimist.” I’m sure this attitude has served him well during his 20-year effort to promote green chemistry, as featured in a “Q&A” section in NatureNews.

Surrounded by this type of optimism, I am encouraged to run away less, to think more, and to attempt to confront more of the problems I encounter.

So, yes, EPA does a lot of important research. EPA research has had great effects on our society in the past, and undoubtedly will have in the future. Just as important as the research itself, however, is the attitude behind the research: that with science, these problems can be solved. Confronted with a daunting possibility? Hold your head high, be proactive, and believe that a solution is out there for us to find…and EPA researchers would bet we will find it.

About the Author: Sarah Blau is a student services contractor working with the science communications team in EPA’s Office of Research and Development, the science arm of the Agency.

Editor’s Note: The opinions expressed in Greenversations are those of the author. They do not reflect EPA policy, endorsement, or action, and EPA does not verify the accuracy or science of the contents of the blog.

Each week we write about the science behind environmental protection. Previous Science Wednesdays.

By Maureen Gwinn

As someone who enjoys doing scientific outreach, the U.S. Science & Engineering Festival was like a dream come true! Kids interested in science, or parents who want their kids to be interested in science, flocking to the National Mall to learn more about science was an amazing opportunity to engage kids in something I love.

There were science-based performances, games and activities, all geared to showing the fascinating and fun side of science.  This festival was in response to the steadily decreasing leadership role of the U.S. in science, which the organizers hoped to change by stimulating an interest in science for kids at a young age.

For our part, the EPA brought some interactive modules to showcase the role of science in our work at the Agency.

Assessing the safety of chemicals is a big part of what we do at EPA, and we engaged kids to help us determine what caused the reactions when mixing simple, everyday chemicals (baking soda, rock salt, water).

Kids were amazed to see that mixing these simple chemicals together (along with a pH indicator) led to a change in temperature, created a gas and changed colors.  We set out to teach kids about the importance of understanding chemicals and how they interact with each other and the environment, and from their responses also showed them their potential to be future scientists.

About the Author: Maureen is a toxicologist with EPA’s National Center for Environmental Assessment, where she works in human health risk assessment to understand the toxicity of environmental chemicals. Maureen is also the K-12 Task Force lead for the Society of Toxicology, and often volunteers in education outreach.

Note: Give it a try! You can download instructions to try the “Baggie Science” demonstration

Editor’s Note: The opinions expressed in Greenversations are those of the author. They do not reflect EPA policy, endorsement, or action, and EPA does not verify the accuracy or science of the contents of the blog.

Each week we write about the science behind environmental protection. Previous Science Wednesdays.

By Mario R. Sengco, Ph.D.

It was a great afternoon of scientific engagement and a showcase of knowledge and technologies at the Inaugural USA Science and Engineering Festival at the National Mall.

Standing behind the EPA display, I saw young children, middle-schoolers and some high school students flock to EPA’s demonstration of permeable pavements, like a piece of iron filing to a magnet.  In their eyes, I saw the excitement and genuine interest in the things we had to say.  They wanted to touch, hear, smell and see the exhibits.  They want to get dirty and to figure things out.  To be sure, there were many adults there – especially the parents—whose inner child was drawn out by the science about water quality bio-indicators, or testing lung capacity, even by the EPA Panda.

As a scientist making a transition into the policy arena, I was pleased to engage the public and to demonstrate that science plays a crucial role in the work of the EPA.  Too often, the decision making process can be lost to the average person on the street.  Mixed messages about science, uncertainties in data, and debates about certain controversial topics have sometimes made the public uncomfortable.

But at that afternoon’s display, we were able to show that science is relatable, and that the concepts can be readily understood, and the implications to decision/policy-making can be appreciated.

About the Author:  Mario R. Sengco, Ph.D., a marine biologist, is 2009-11 American Association for the Advancement of Science (AAAS) Science and Technology Fellow in EPA’s Office of Water.

Editor’s Note: The opinions expressed in Greenversations are those of the author. They do not reflect EPA policy, endorsement, or action, and EPA does not verify the accuracy or science of the contents of the blog.

About the author: Jeffery Robichaud is a second generation scientist with EPA who started in 1998. He serves as Chief of the Environmental Assessment and Monitoring Branch in Kansas City.

I struggle with chit-chat at social gatherings when the inevitable, “What do you do?” question is asked. It is easy to say I work for the EPA. But if the party-goer probes further, my answer is usually, “Well I work with a group of scientists and engineers who do lots and lots of different complicated sciency things in the laboratory and in the field to protect public health and the environment.” Usually at this point they ignore me and turn to my wife, the professional photographer, in an effort to avoid being blinded with science.

Joking aside, science is at the very core of everything we do as an Agency. In a Regional office, most of the Science we perform is Applied Science…taking all of the data and conclusions of basic science research, national studies, and Agency policies and translating them into decisions that affect the public and the environment in a very real way, often in their own backyards. Here in Kansas City, I’m lucky to have a team of professionals that has received numerous top national awards and recognition in an ill-understood but extremely important scientific field, risk assessment. In fact, when I searched Greenversations it wasn’t even mentioned.

Risk Assessment is a scientific process used to characterize the nature and magnitude of health risks to humans, fish and wildlife from exposures to chemical contaminants and other stressors. It brings together many scientific disciplines including chemistry, biology, toxicology, geology, statistics and ecology, all with the goal of providing the scientific support behind the Agency’s decisions. Risk Assessment is the science behind the establishment of fish advisories, cleanup levels at hazardous waste sites, evaluating health risks associated with toxic air pollutants, and registration of pesticides.

Beyond the obvious ability to affect decisions regarding human health and the environment, those of us involved with risk assessment enjoy the discipline since it is constantly evolving. Updated information on the toxicity of chemicals continually emerges, new exposure pathways come to the forefront such as vapor intrusion and exciting activities are always around the corner such as the field as computational toxicology. It is both challenging and rewarding to ensure that the best science is brought to bear as we meet tough challenges in the coming years. We’ll be hard at work performing the science behind the scenes; however don’t be afraid to talk to one of us at a cocktail party. Scientists are people too.

Each week we ask a question related to the environment. Please let us know your thoughts as comments. Feel free to respond to earlier comments or post new ideas. Previous questions.

Many people are concerned with scientific issues around the world.  Health issues, climate change, water quality, sustainability, and many more. Tell us what issues you think scientists should focus on more.

Where do you think more scientific attention should be focused?

Each week we ask a question related to the environment. Please let us know your thoughts as comments. Feel free to respond to earlier comments or post new ideas. Previous questions.

Science has many branches – biology, physics, geology, chemistry, and others.  Tell us what kind of science you find most interesting and why.

What branch of science do you find most interesting?

Each week we ask a question related to the environment. Please let us know your thoughts as comments. Feel free to respond to earlier comments or post new ideas. Previous questions.

Science is a lot of things to a lot of people. Some folks think of science as beakers, test tubes and experiments, others as statistics and numbers. Tell us what science means to you.

What is your definition of science?

About the Author: Dr. Kevin Teichman is the Deputy Assistant Administrator for Science in EPA’s Office of Research and Development, where he helps coordinate EPA’s research program. Dr. Teichman has BS, MS, and PhD degrees in Mechanical Engineering, and lives in Derwood, Maryland where he and his wife Marsha are proud “empty nesters.”

This year, once again, I resolved not to watch so much football and not to put on extra pounds doing so. I also resolved to take an active part in EPA’s Year of Science 2009. Now that I have broken my first resolution, I am even more resolved to keep my second resolution, and I need your help.
 
EPA is partnering with the Coalition for the Public Understanding of Science to support the Year of Science 2009 (YOS). This is a national, year-long celebration of science that will shine the spotlight on how science works, who scientists are, and why science matters. Activities and events will be led by a wide variety of scientific organizations, and I’m proud to say that EPA is one of them.

Each month will be organized around a specific theme, starting in January with the “Process and Nature of Science.” Given EPA’s world-class science and technology in support of our mission to protect human health and the environment, we’re looking forward to sharing real-world stories of EPA “Science in Action.”

Also, be sure to mark your calendars for EPA-sponsored activities during May. We’re taking the lead in organizing events and awards in support of the YOS theme of “Sustainability and the Environment,” because sustainability is an important topic across EPA. I plan to keep my New Year’s resolution by actively participating in May, and throughout the year. Please join me!

For more details about YOS, keep an eye on EPA’s Science Wednesdays, where you’ll find actionable information each month. Also, take a look at the site developed by the Coalition for the Public Understanding of Science, YearOfScience2009.org, to learn more about how you can get involved.

I can already tell it’s going to be a Happy New Year—of Science.

Be sure to check out our Year of Science Question of the Month, What kind of a scientist would you like to be?

Each week we write about the science behind environmental protection. Previous Science Wednesdays.

About the author: Alan D. Hecht is the Director for Sustainable Development in EPA’s Office of Research and Development. He has also served as the Associate Director for Sustainable Development, White House Council on Environmental Quality (2002-2003), and the Director of International Environmental Affairs for the National Security Council (2001-2002).

On October 9, 2007—the same day the stock market soared above 14,000 points—New York Times reporter Michael Grynbaum declared that Federal Reserve officials saw a cloudy economic forecast for months ahead. We all know what happened next. Financial warning signs were everywhere, but appropriate actions were not taken.

What does the financial crisis have to do with environmental sustainability? The clearest link is a critical lesson about the consequences of not paying attention to warning signs. Today nearly all ecosystems in the world are under serious stress:

• Approximately 60 percent (15 of 24) of the ecosystem services examined by the Millennium Ecosystem Assessment are being degraded or used unsustainably.
• The quantity of greenhouse gases in the atmosphere is continuing to rise.
• Signs of water scarcity—rivers running dry, wells going dry, and lakes disappearing—have become commonplace over the last half-century. Reports from WHO, the UN and other sources suggest water scarcity may be the least recognized resource issue facing the world today.

Like the financial world, the environmental world is threatened by collapse. It is time to examine basic principles and take corrective actions, such as making our industrial and energy systems as sustainable as possible. Three things are needed to make sustainability operational: advances in science and technology, implementation of appropriate government regulations and policies, and green business practices.

Regulatory and science agencies like EPA need to follow a broader mandate to undertake core research leading to a better understanding of the interactions among the economy, society, and the environment. EPA core research must expand basic knowledge of the environment, provide practical solutions to problems, and motivate actions. EPA’s Sustainability Research Strategy is a starting point. Its measure of success must be to develop tools, models, and approaches that inform public debate and help businesses make better decisions.

As in all previous financial crises, the stock market will recover. Unfortunately it may be far more difficult to respond as quickly to current and pending environmental crises. The time is clearly at hand to launch corrective actions.

About the author: Lina Younes has been working for EPA since 2002 and chairs EPA’s Multilingual Communications Task Force. Prior to joining EPA, she was the Washington bureau chief for two Puerto Rican newspapers and she has worked for several government agencies.

Lea la versión en español a continuación de esta entrada en inglés.
Some links exit EPA or have Spanish content.

It’s been almost a month since our kids have been back in school. However, a radio report that I heard on the morning my youngest returned to school is still bugging me. In essence, the report mentioned that most students seem to “lose interest” in academic pursuits in middle school. The way parents, teachers, and the students themselves address the situation during that timeframe basically determines if they obtain a college degree or if they ultimately drop out of school.

I regret not having looked for the referenced study that same day, but I have found another article on why middle school matters that I’m sharing with you. I would like to give some suggestions, and welcome your opinions as well, as to how we can engage students to go on to college. I’m particularly interested in encouraging these young students to pursue careers in the sciences, mathematics and technical fields.

While Bill Gates, the founder of Microsoft has been sounding the alarm for years now, I think that we as parents have to take a more proactive approach in encourage students to like science and math from an early age. We don’t have to be scientists ourselves, but we have to make science studies relevant to them. We should help them understand more about our environment. Children of all ages need to know that the simple steps they take at home, at school, at work, and in the community have a greater impact on the environment as a whole.

With this recent interest in having greener schools we can help our students learn more about renewable energy sources, the importance of protecting our water supply, air quality, greenscaping, etc. All these issues are based on science. Love for the environment does not come from a text book. It starts at home, our backyard or local playground. We shouldn’t wait until middle school to encourage them to discover nature. By then it might be too late.

I could go on an on, but I would like to here from you. How can we help our children become better environmental stewards while helping them do better in school?

Retorno a la escuela verde

Sobre la autor: Lina M. F. Younes ha trabajado en la EPA desde el 2002 y está a cargo del Grupo de Trabajo sobre Comunicaciones Multilingües. Como periodista, dirigió la oficina en Washington de dos periódicos puertorriqueños y ha laborado en varias agencias gubernamentales.

Hace casi un mes que los niños regresaron a la escuela. Sin embargo, un informe de radio que escuché la mañana en que mi pequeña regresaba a clases se me quedó en la cabeza. En el esencia, el informe mencionaba que la mayoría de los estudiantes parecen “perder interés” en los estudios cuando llegan a la intermedia. La manera en la cual los padres, maestros y los estudiantes mismos abordan la situación durante esos años básicamente determina si ellos obtendrán un diploma universitario o si abandonarán la escuela del todo.

Lamento no haber tomado nota del referido estudio ese mismo día, pero he encontrado otro artículo sobre el por qué la escuela intermedia es importante que comparto con ustedes. Quisiera brindar algunas sugerencias e invito que ustedes contribuyan sus opiniones al respecto sobre cómo podemos lograr un mayor interés de nuestros jóvenes para cursar estudios universitarios. En particular, estoy interesada en alentar a estos jóvenes estudiantes a considerar carreras en las ciencias, matemáticas y profesiones técnicas.

Mientras Bill Gates, el fundador de Microsoft lleva años dando la voz de alarma, pienso que nosotros como padres debemos adoptar un enfoque más proactivo por alentar a los estudiantes a interesarse por las ciencias y matemáticas a temprana edad. Nosotros no tenemos que ser científicos de profesión, pero sí debemos hacer los estudios de ciencia más relevantes para los jóvenes. Debemos ayudarles a entender más sobre nuestro medio ambiente. Los niños de todas las edades deben saber que los pasos sencillos que toman en el hogar, la escuela, el lugar de trabajo y en la comunidad tienen un gran impacto en el medio ambiente como tal.

Con este creciente interés en tener escuelas más “verdes” podemos ayudar a nuestros hijos a aprender más sobre las fuentes de energía renovables, la importancia de proteger nuestra suministro de agua potable, la calidad del aire, y la jardinería verde, etc. Todos estos asuntos están basados en ciencia. El amor por el medio ambiente no proviene de un libro de texto. Comienza en el hogar, [http://www.epa.gov/epahome/home.htm] en el patrio, en el parque local. No tenemos que esperar a la escuela intermedia para alentarlos a que descubran la naturaleza. Para esa fecha, podría ser demasiado tarde.

Podría continuar argumentando sobre el tema, pero quiero escuchar su opinión. ¿Cómo podemos ayudar a nuestros hijos a ser mejores guardianes del medio ambiente mientras les ayudamos a ser exitosos en sus estudios? Sus comentarios son bienvenidos.