Greenversations

About the author: Ashley Sims, a senior at Indiana University, is a fall intern with EPA’s Office of Children’s Health Protection and Environmental Education through the Washington Leadership Program.

Managing money is something a student has to learn, particularly as the cost of living rises. If money grew on trees my life would be a lot easier - unfortunately it doesn’t. I try to save as much money as I can during the week so I can have plenty left over to enjoy my weekends. My roommates and I try to take a lunch to work every single day - eating out can be very expensive. Plus, some students might get fed up with school lunches. Packing your lunch is cheap, reduces trash and saves energy too!

Lots of trash is generated from the packaging on food and disposable lunches. Did you know that each school lunch generates 67 pounds of waste per school year? That means, just one average-size middle school creates over 40,000 pounds of lunch waste a year. That’s a lot of trash! Getting rid of the trash or waste uses energy and releases greenhouses gases into the environment. Start a waste-free program at your school to keep landfills from overflowing and reduce greenhouse gas emissions.

A waste-free lunch program involves educating students, parents, and school staff about where our trash ends up and how we can reduce the amount of trash we generate. Waste-free lunch programs support the use of reusable food containers, drink containers, utensils, and napkins. They discourage the use of disposable packaging, such as prepackaged foods, plastic bags, juice boxes and pouches, paper napkins, and disposable utensils.

Here are some tips to keep in mind while packing your lunch to school or work.
Do include:

• Sandwiches in reusable containers
• Whole fruits without packaging
• Drinks in containers that can be reused, such as a thermos, or recycled, such as a can
• Snacks purchased in bulk and brought in reusable containers

Don’t include:

• Individually wrapped snacks
• Plastic baggies that are not reusable
• Disposable forks and spoons
• Straws

Your waste-free lunch program will help create a new climate for action by reducing trash, saving energy and reducing greenhouse gas emissions. And you will save money too! Be sure to let me know what you are doing to reduce lunch waste.

For more information on Waste-Free Lunches go to http://www.epa.gov/epawaste/education/lunch.htm

About the Author: As the news director for EPA’s Office of Research and Development, Melissa-Anley Mills is always on the hunt for good science stories. She joined the Agency in 1998 as a National Urban Fellow.

Oh boy, it’s Sunday night, and I can’t wait to get to work tomorrow and tell my co-workers that this weekend I met The Raging Blue Robots, Saturnalia, Nuts for Squirrels and the Taco Buddahs. Now these aren’t the names of the latest bands to hit the DC music scene who hope to win legions of adoring fans, these are folks with an entirely different focus: winning the Marian Koshland Science Museum’s first annual eco-scavenger hunt called “The Green Hunt.”

You see, on Saturday, I helped staff The Green Hunt for the U.S. EPA. Free to the public, the event honored Earth Science Week 2008 and was designed to inform people about climate and earth science, and show that urban environments provide great learning opportunities for outdoor science activities.

As we neared the start time, we were anxious to see who’d burst through the Koshland doors proclaiming “We’re here for the Hunt!” From 11 until about 4:30 a diverse set of teams arrived, all ready to run around the neighborhood, looking for science clues: Teams of friends, teams of big sister/mentors, teams of college students on a homework mission, mom-headed teams, dad-headed teams, mom-and-dad-headed teams, abuela y padres headed teams.

Once their time cards were stamped, they were off! Dashing about DC’s Penn Quarter trying to complete the clues and challenges as fast as possible. There were challenges for the observant, brain teasers, some math, and things that you had to track down and take photos of or doodle. Once the teams checked back in and had their return time recorded they headed to the registration desk to have their answers checked.

Here are links to the map and clue sheet from the hunt you can use to set up a similar science event in your own town, city, or school. So, what did folks think? The general consensus was: FUN – for both the teams and for me! Not bad for my Saturday at “work!”

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.

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

About the author: Darius Davis is a summer intern in Cincinnati, Ohio.

I recently graduated from Withrow University High School and plan to attend Ohio State University in Columbus, OH in the fall of 2008. I will be studying Chemical Engineering with a minor in Pharmacy.

This is my second year interning at EPA through the black employment program. I feel that this program has not only opened up many opportunities for me, but allowed me to get a hands-on experience in the science field. The last two years I have worked in two different areas at the EPA. The first year, which was my junior year in high school, I worked with microbiology and this year with drinking water. While in the microbiology area, I worked and did experiments with E.coli bacteria. The name of this experiment was UV Disinfection on E. coli Bacteria. I really enjoyed working in this area because there were many chemicals involved and we used a lot of different machinery in order to carry out the experiment. This year with drinking water was also very interesting. I was able to work with a database and observe a lot about the copper pipes, which were sent in from various locations throughout the country. I was then able to make reports about the pipes and what we observed from them. The objective was to figure out why the water that ran through these pipes were forming holes in the pipe and what could be done to prevent the holes from forming within the pipe. While at EPA, I was also acknowledged for my once in a lifetime achievement of receiving the Gates Millennium Scholarship. This scholarship covers ten years of my college education through my doctoral degree at the college of my choice with ALL expenses paid, including one year of study abroad.

I feel that working at the EPA really broadened my horizons on what all goes into making the environment a better place to live. This experience also made me more confident with studying the sciences when I attend college. Anyone who is ever offered an opportunity like this one should definitely take advantage of it, because in the end it will all be worth it!

About the author: Kelly Leovic has been with EPA in Research Triangle Park, NC since 1987 and has served as the Project Officer for the Research Apprenticeship Program since 1996.

Last month I “introduced” eight high school student interns in EPA’s Research Apprenticeship Program, a collaborative program between EPA and Shaw University. The Program encourages high school students to pursue advanced degrees in environmental science.

The internship provides students with hands-on research experience by immersing them in an EPA laboratory or computer project. This summer, the students learned cell culturing techniques, identifying cell DNA damage, fluorescent microscope use, analyzing filters to measure air pollution, and the application of databases in environmental research and regulations.

About halfway through the internship the students began to get really serious and a bit nervous. Why? Because on July 18 they would be presenting their projects to nearly 100 people, including their peers, parents, and EPA mentors.

On July 16, my coworker Suzanne gathered the students for a “dry run.” Some needed more work than others, but this is why we practice. The next day, we did another practice session – things were getting better. We share tips from previous years such as avoiding slides that are too fancy and, my personal pet peeve, for every slide that has a graph EXPLAIN the x and y variables FIRST.

As the students took the podium on July 18, I could tell that they were ready. All gave professional presentations on very complex topics, showing their understanding of the work that they did during their internship. Once they completed their presentations, they would each pause to ask, “Any questions?” Fortunately, we had a lively audience, so most of the students had at least a question or two. Although they dread this part, I tell them that it will make them stronger and that they will appreciate it in ten years.

We are so proud of the students who have interned at EPA. As of June 2008, 109 students have completed the four-year program, and 100% of these students attended college, with 62% majoring in a field of study related to science or math. In addition, 57% have gone to graduate school. The extra support provided by the program has also helped many of the students to receive scholarships. I guess you could say that they “took the podium and kept on going!”

About the author: Kelly Leovic has been with EPA in Research Triangle Park, NC since 1987 and has served as the Project Officer for the Research Apprenticeship Program since 1996.

June 11 was my second favorite day of work during the summer. Eight high school seniors arrive on campus at 7:40 a.m. to begin their 6 week internships. The students are excited, yet quiet and polite, and I get the sense that this is going to be a great group.

The students are in their 4th and final year of the Research Apprenticeship Program, a cooperative training agreement between EPA’s Office of Research and Development and Shaw University, a Historically Black University in Raleigh. The Program began in 1990 to encourage high school students to pursue advanced degrees in environmental science. During the first 3 years, students take classes at Shaw, and the summer before their senior year, they intern at EPA.

I begin by explaining that they will learn a new language this summer called “Acronym Soup” and not to be intimidated. “Nicolle, you’ll be working in ORD in NHEERL’s ECD and, if you look across the lake, you can see NIH’s NIEHS. Caitlin will be in OAQPS which is part of OAR.”

It is a smart group of kids but, because they are teenagers, we review the program guidelines and dress code, i.e., EPA is a workplace, not a nightclub. Conveniently, cell phone use isn’t an issue because we don’t get reception inside. Next, it is time for safety training. Only a few labs on campus allow high school students, so it is important that they know the rules.

My coworker Suzanne then takes the students for ID badges. They always enjoy this part and, when the program ends, are usually bummed that they have to return their EPA badges. The students relax during lunch and genuinely seem to enjoy each other’s company. Being a mom myself, I try and strike a balance between giving them free time to “chill” and learning a bit more about them individually, such as where they would like to go to college. Finally, their mentors arrive, we make the introductions, and then send them off for a 6-week science adventure.

In case you were wondering…my favorite day of work will be July 18, when the students present their summer projects to an audience of nearly 100, including mentors, co-workers, family, and friends.

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.

Equipped with my new pedometer, I decided to brave the 100 degree Fahrenheit heat during my lunch hour to stroll down Pennsylvania Avenue and visit one of the newest Washington, DC attractions—the Newseum. This interactive museum offers visitors numerous exhibits which will immerse you in major events that have shaped our nation’s history.

This midday stroll was going to satisfy two of my basic needs—one, getting some exercise and two, getting my daily dosage of news. Yes, I have to confess. I am, as we say in English, a news-junkie. I need my daily fix. While the worldwide Web allows me to surf for news from all over the world in several languages just sitting in front of my computer, I still relish the experience of taking a real newspaper in my hands—ink and all–and reading it thoroughly.

In front of the Newseum, they display in showcases, the front pages of newspapers from across America and several foreign countries. The showcases are updated daily. As I walked—I noticed a common theme. Yes, there were many stories on the scorching heat, the high price of gas at the pump (the new U.S. average is $4.00 per gallon), the high price of oil, the economy, etc. However, what really struck me was the high number of front page stories dedicated to environmental issues. Energy conservation, water conservation, changing commuting habits to save money, recycling, reducing the carbon footprint were some of the issues covered on the front pages of the newspapers featured today at the Newseum. Some of the most interesting articles I found were from Delaware and Oregon respectively–“Seaford schools teach green lessons”, “Flower brigade: Volunteers help native plants flourish through the summer,” It all boils down to the fact—environmental protection is everyone’s responsibility. The simple steps we take at home, at school, at work, or in our community have an environmental impact. So, while many of us in EPA are doing our part to increase environmental awareness, I’m happy to see that the media and the general public are proactively trying to plant the seed of going green.

El Medio Ambiente Domina Los Titulares

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.

Con mi nuevo pedómetro, decidí enfrentar el calor de 100 grados Fahrenheit durante mi hora de almuerzo para caminar por la avenida Pensilvania y visitar un nuevo lugar de interés en Washington, DC—el Newseum. Este nuevo museo interactivo ofrece numerosas exposiciones sobre los principales eventos noticiosos que han formado la nación.

Este paseo iba satisfacer dos de mis necesidades básicas—primero, estar más activa, y en segundo lugar, mi dosis diaria de noticias. Sí, tengo que confesar que soy lo que se le dice en inglés, una news-junkie, soy adicta a las noticias. Mientras el Internet me permite viajar por todo el mundo leyendo periódicos en varios idiomas mediante mi computadora, todavía disfruto de la experiencia de tener un verdadero periódico en mis manos—con tinta y todo—y leerlo de rabo a cabo.

Frente al Newseum, hay vitrinas con las primeras planas de los diarios de Estados Unidos y varios países extranjeros. Se actualizan los periódicos diariamente. Mientras caminaba mirando los diarios, pude identificar un tema en común. Sí, habían muchas historias sobre la ola de calor, el elevado precio de la gasolina (el nuevo promedio en Estados Unidos es de $4.00 por galón), el alto precio de petróleo, la economía, etc. Sin embargo, lo que me saltó a la vista fue el alto número de historias de primera plana dedicada a asuntos medioambientales. La conservación energética, la conservación de agua, los cambios en los hábitos de viajar al trabajo para ahorrar dinero, el reciclaje, la reducción de la huella de carbono eran tan sólo algunos de los temas destacados en las primeras planas proyectadas en el Newseum . Algunos de los artículos que me parecieron más interesantes fueron de Delaware y Oregón respectivamente—“Escuelas de Seaford enseñan lecciones verdes”, y “Brigada de flores: Voluntarios ayudan a que las plantas nativas prosperen durante el verano”.
En fin, la situación se resume de la siguiente manera—la protección ambiental es responsabilidad de todos. Hay pasos sencillos que tomamos en el hogar, la escuela, en el trabajo o en nuestra comunidad que tienen un impacto ambiental. Mientras muchos en EPA estamos poniendo de nuestra parte para fomentar la concienciación ambiental, me alegra ver que los medios y el público en general están tratando de manera preactiva de sembrar la semilla para ser verde.