Spring 2009

T h e A l l i a n c e f o r E a r t h S c i e n c e s , E n g i n e e r i n g , a n d D e v e l o p m e n t i n A f r i c a

Climate Change • Health • Energy • Sustainable Resource Management

AESEDA INSIDER

The Challenges

Sub-Saharan Africa has vast potential in both human capital and natural resources. This potential is countered by the region’s equally vast social and economic challenges. Today much of Africa faces large-scale poverty, food insecurity, political instability, lack of adequate water, and huge social and economic costs associated with diseases. Each of these challenges pose a serious threat to economic and social development. Ultimately, none of these problems can be effectively solved in isolation, yet the combined structure is too complex for a single solution, and many of these issues will be compounded by global climate change. Climate has a direct impact on livelihoods; any change in climate will have both beneficial and adverse impacts on food and energy supply, health, and social and economical development. Although some of these issues are immediate and obvious, climate change and variability is likely to be the most serious long-term threat to economic development. A focus on climate change presents an opportunity for an organizing framework that allows AESEDA to examine the linkages between these multiple stressors and address policy at all levels from specific communities to countries and regions. (AESEDA Strategic Plan: Challenge and Opportunity 2008-2013)

Rob Crane, AESEDA Director

What is AESEDA?The Alliance for Earth Sciences, Engineering, and Development in Africa (AESEDA) aims to develop and foster interdisciplinary research, education, and outreach initiatives aimed at harnessing geo-resources for sustainable livelihoods in Africa. The Alliance pursues this mission to maximize the potential of both human and physical resources through partnerships between Penn State, Historically Black Colleges and Universities (HBCUs) in the United States, African universities, and public and private-sector organizations. Using tools such as summer enrichment programs, faculty and student exchange programs, joint development and delivery of courses, and real world “case studies,” AESEDA is showing students the many personal and global benefits to be found at the intersection of physical sciences, engineering, and social sciences.

Inside this IssueGhana 03 Climate Change and its Widespread Effects

Students and faculty document local techniques for understanding and coping with climate change in Africa.

04 Not all that Glitters is GoodSmall-scale gold mining is a dangerous business, but for some, is the only way to escape poverty.

Nigeria 06 Energy and Education: A New Approach

Addax Petroleum supports partnership for increased educational capacity in Nigeria.

Tanzania 07 Me, My Guide, and the Mountain of God

Students travel to Tanzania to study volcanic and human history.

08 Tanzania: The Trip of a LifetimeOne student’s account of his trip to Africa and how it has changed his view of the world.

South Africa 11 A Little Piece of “Haven”

Students and faculty travel to South Africa for study abroad program.

Jamaica 13 Shipping Containers with no 401K: Finding

Jobs after RetirementStudents use shipping container for their Honor’s Thesis to aid the disabled and promote sustainability in Jamaica.

14 Penn State in the Big AppleStudents travel to New York to present sustainability plans to the visiting Prime Minister of Jamaica.

Other News 15 Jackson State University (JSU) partners with

Penn State to develop Earth Systems Science (ESS) programJSU offers first ESS program at any historically black university in the U.S.

Meet the Director 16 Short chat with AESEDA Director, Rob Crane

Upcoming Programs 17 Summer Hydrogeology program at Penn State 17 SEEMS 2009

18 Study Abroad Spring 2010 in South Africa 18 Study Abroad Summer 2010 in Tanzania

Zebra and wildebeest migrating in the Serengetti plains of Tanzania.

"Water is life's matter and matrix, mother and medium.

There is no life without water." -Albert Szent-Gyorgyi

How do you know that climate change is happening? How easily can such change be detected? And, more importantly, what would you do if climatic changes actually made a difference in your life, either a welcomed or harmful one?

While people all around the world are asking these same questions, it is important to remember that not everybody is, or will be, experiencing climate change in the same way. Some people are better buffered against harmful consequences, either because they have irrigation for their fields when rainfall is limited or they enjoy air conditioning in their homes when a heat wave strikes.

Others are not as fortunate. Among the most vulnerable are those who depend directly on rainfall for their livelihood and well-being. And it is these populations who will bear the most difficult challenges as climate change becomes more evident.

This is especially true for farmers, herders, and fishermen in Ghana, like many other countries throughout Africa. Through research and active e n g a g e m e n t w i t h v u l n e r a b l e populations, AESEDA is seeking to understand what changes in climatic patterns people have already observed, how they have dealt with them, and how, together, we can better prepare for projected impacts of climate change

that are no longer avoidable.

Let’s take Chief Ransford (1) of Akeymfour as an example. He has been collecting rainfall data for over thirty years. After every rain, he uses his machete to measure infiltration—if the moist soil on the blade is at least as long as his index finger, he records the rainfall as significant.

Through a project called Climate Change Collective Learning and Observatory Network Ghana, rain gauges have been distributed to people like Chief Ransford to more accurately keep track of the rain that falls. This data is then used in combination with local indicators for floods and droughts,

Ghana

Climate Change and its Widespread EffectsObserving climatic changes as a collective learning process in Ghana

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historic meteorological records, and climate projections to discuss best possible adaptation options with communities, agricultural extension agents, and policy makers.

Using this technique, AESEDA is able to assist communities such as MemChemfre, Ghana. For children of this small village, their families’ daily need for water requires them to catch a ride on a charcoal truck to fetch water at the nearby lake. AESEDA is helping the community learn how to better employ existing techniques for rainwater harvesting to take advantage of increasingly heavy rainfall and floods due to climate change.

The next step of this research is to explore how people draw from their experience of past floods and droughts to enhance their anticipatory skills. Researchers are developing creative learning activities and methods of engaging communities for how to best prepare for and avoid harm now—rather than learning by shock later on.

One such method is to distribute video cameras to local participants who then film the changes they have observed in their environment (2). Some of these observations, together with climate modeling results, will serve as starting points for the creation of possible story lines (scenarios) for thinking about the future.

One of the most exciting elements of these learning activities is the involvement of students from both Penn State and our main partner institution, the University of Ghana.

Katie Dietrich (Penn State) examined the vulnerability of water management to climate change, Regina Sagoe (University of Ghana) is exploring the role of gender in adaptation, and Abu Mumuni (University of Ghana) is particularly interested in the links between climate change and migration (3). From the progress already made through these projects, i t i s becoming ev ident that d i rec t communication with local populations is imperative to help prepare for and properly predict climate change impacts. -Petra Tschakert Assistant Professor Geography

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1: Chief Ransford indicating the rainfall level on his machete. 2: Fulani herdsmen experimenting with the video camera. 3: Lucy Aditoh, Regina Sagoe, and Katie Dietrich on the ferry across Lake Volta. Opposite Bottom: Kids and containers on their way to fetch water. 4: A small-scale miner squeezing a piece of fabric that contains a gold-mercury amalgam. This is often done before the amalgam is burned and the mercury evaporates, leaving behind a gold sponge.

If you believe that only rich folk deal with gold, you are most certainly wrong. They may be wearing it, but in Africa alone, over 1.5 million men and women are involved in the mining of this precious mineral. Their small-scale operations typically include rudimentary techniques of mineral extraction, highly manual processes, and quite hazardous working conditions.

In Ghana, gold mining has a long history, going back at least 1,000 years. Today, up to 500,000 men, women, and children engage in small-scale gold mining activities outside of the thirty+ large concession lands (large-scale operations). Most of these miners (>85 percent) dig for gold without an official license—risking working illegally in an attempt to escape poverty. Locally known as galamsey operators, they work small-scale operations and often encroach on concession lands. In the media, they are portrayed as a ‘threat,’ ‘problem,’ or ‘headache.’ While galamsey miners try to eke out a living, they

are accused of being reckless env i ronmenta l po l lu t e r s because they use mercury—a highly toxic element harmful to fish, crops, and human health—to extract the gold from sediments (4).

You may be wondering what AESEDA researchers and students have to contribute in such a challenging environment? In fact, they can do a whole lot. In 2006, Penn State Professors Drs. Petra Tschakert (Geography) and Kamini Singha (Geosciences) started working with galamsey miners to understand their everyday living contexts, the various risks they faced, and their knowledge of mercury and potential health impacts. Dr. Tschakert used a participatory research method

Not all that Glitters is GoodSmall-scale mining, health, and poverty in Ghana 4

Climate Change Collective Learning and Observatory Network Ghana

(Funding: USAID)Collaborators: Petra Tschakert, William

Easterling, Michael Mann, Samuel Adiku, Mark Abekoe, and Samuel Codjoe

Anticipatory Learning for Climate Change Adaptation and Resilience

(Funding: NSF)Collaborators: Petra Tschakert, Robert Crane, Ken Tamminga, Chris Hoadley,

Esther Prins, Alex Asiedu, Elias Asiama, and Pius Yanda

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Spring 2009 4

known as body health mapping, which gave miners the ability to visualize their experienced pains and illnesses. Dr. Singha taught interested miners how to use ‘hot kits’ (chemical indicator strips) to measure water that was likely to be contaminated by mercury.

In 2007, fourteen Penn State undergraduate students, together with students from the University of Ghana, experienced small-scale gold mining sites first hand. During a three-week research trip, part of an AESEDA/CAUSE* course entitled Globalization and Sustainable Development in Africa, the students engaged with galamsey miners to consider alternative gold extraction techniques and improved health and safety measures on site.

Jessica Lehman (former Geography) was part of this student trip and truly fell in love with Ghana. She decided to conduct her Honor’s thesis on small-scale gold mining and health insurance, returning two more times to the mining sites (5). She distributed a health and safety manual for miners that her class group had produced. To date, nearly 1,000 copies of this manual are circulating in Ghana.

Jennie Karalewich, an AESEDA summer intern in 2007, explored linkages between mercury pollution from mining and fish consumption (6). It was her first encounter with Africa, and thanks to her wonderful peers Raymond Tutu and Jones Adjei (University of Ghana), she learned an enormous amount about how to conduct research and navigate a different culture.

So what’s next? Based on a workshop held in Ghana in July 2008, we are now looking forward to exploring complex connections between mining, land degradation, climate change, and the emergence of an aggressive ulcer, known as Buruli ulcer. With colleagues Drs. Erica Smithwick and Kamini Singha (Penn State), and our main Ghanaian collaborator Dr. Richard Amankwah (University of Mines and Technology), we hope to unravel poorly understood drivers of the transmission of the nasty bacterium that causes what the World Health Organization calls “the mystery disease.” -Petra Tschakert Assistant Professor Geography

* CAUSE is the Center for Advanced Undergraduate Studies and Experience in the College of Earth and Mineral Sciences at Penn State.

Top: Miners at an alluvial site, using sluices to separate gold particles from larger sediments. 5: Jessi Lehman and Dr. Petra Tschakert at a site used by women miners. 6: Jennie Karalewich conducting an interview with fish sellers.

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Nigeria

Nigeria depends upon oil for 95 percent of its export earnings, and is among the top fifteen exporters of oil to the U.S., providing 457,000 barrels of crude oil to the U.S. daily. Oil extraction in the Niger Delta and the adjacent off-shore oil fields has resulted in considerable revenue for the government, but also extensive environmental degradation and social unrest in the Niger Delta (see the National Geographic article Curse of the Black Gold: Hope and Betrayal on the Niger Delta, February 2007).

Nigeria has tremendous potential, both in human capital and natural resources, yet poverty, food insecurity, inadequate water among other social and infrastructural challenges undermine the growth potential of the most densely populated country in Africa and the eighth most densely populated country in the world.

Since its inception in 2002, a primary goal of AESEDA has been to build partnerships that foster human capacity development for sustainable management of geo-resources in Africa. This initiative led to the establishment of AESEDA Nigeria, a consortium of nine Nigerian universities and Penn State. AESEDA has sponsored many

workshops and conferences—hosted in the U.S. as well as in Nigeria—in an attempt to uncover critical areas that need to be addressed. In one such workshop in Abuja, Nigeria on the Role of AESEDA Nigeria in Capacity Building for the Sustainable Management of Nigeria’s Geo-resources, a diverse group of government, industry and university leaders identified the three thematic areas that have the greatest impact on Nigeria’s society and economy as:

• Petroleum Resources (Oil & Gas),• Solid Mineral Resources, and• Environment and Sustainable Livelihoods.

It was also apparent that tackling these issues by developing educational capacity within Nigerian Universities should lead to increased numbers of skilled Nigerians within the petroleum industry, who understand that the livelihoods of the people are directly impacted by the sustainability of the environment.

The group unanimously agreed that:

“The most urgent challenge facing Nigerian higher education is the aging of its faculty and the dearth of qualified PhD trained scholars to assume leadership roles within the academic departments.”

Dr. Thaddeus Ityokumbul, Associate Director of AESEDA and Associate Professor of Mineral Processing and Dr. Michael Adewumi, Vice Provost for Global Programs and Professor of Petroleum and Natural Gas Engineering, worked closely with members of the AESEDA Advisory Board (with special thanks to Nita Nautiyal and Tim Magner, Chevron Corporation) to develop the concept of the AESEDA Energy Consortium as a direct response to this challenge. In 2008 Addax Petroleum Development Limited became the inaugural member of the Consortium. Addax Petroleum is an international oil and gas exploration and production company that works primarily in Africa and the Middle East, and is one of the largest independent oil producers in West Africa. Approximately 38 percent of its employees are in Nigeria. This partnership is expected to enhance the capacity of graduate and undergraduate geosciences and petroleum engineering education in several Nigerian universities, while supporting diverse collaborations and problem solving strategies as they relate to the petroleum industry and livelihoods in Nigeria. Addax recently reaffirmed its commitment to this partnership by providing U.S. $240,000 to support doctoral training for Nigerian staff at Penn State, and a further $260,000 to promote Consortium activities and membership throughout the Gulf of Guinea.

ADDAX Petroleum employees hard at work.

Energy and Education: A New ApproachCapacity building in the Nigerian educational sector

Dr. Michael Adewumi (left) and Dr. Thaddeus Ityokumbul (right)

Spring 2009 6

Me, My Guide, and the Mountain of God

Top (large): The students pose with their Maasai guide in Tanzania. Top (small): John Smith and Sara Smith take a rest after finally reaching the peak of the volcano. Left: A map of northern Tanzania and a few of the locations visited by the group.

Q: Why were the students climbing the active volcano?A: To get to the other side of course - the volcano was in their way!

Well, not exactly. The real reason they were climbing was to study rocks from volcanoes across northern Tanzania. However, of the twelve students who attempted the trek, only one Penn State student made it to the top. Read below for his account of the unusual experience.

11:00 p.m. - Left campsite to begin our hike up Ol Doinyo Lengai, which means “Mountain of God” in Maa.12:00 a.m. (midnight) - Arrived at the base of the volcano to begin our climb up the steep, 10,000 ft volcano.2:30 a.m. - As our group climbed, the volcano began to get steeper and steeper. It also got very windy and very dark. At this point, the entire group is still together.5:00 a.m. - Most of the members of our group have turned back from exhaustion. I’m continuing to climb upwards with Godwin and Sara, an Italian grad student attending Rutgers University. The volcano is still getting steeper, and the air seems to get thinner.6:00 a.m. - The sky has begun to lighten up as the sun rises while I continue to climb. 8:00 a.m. - The three of us finally reach the top of Ol Doinyo Lengai! Godwin gave Sara and me a short lecture on the volcano as we collected rock samples to analyze for eruption statistics.9:00 a.m. - I notice steam coming from inside the volcano, and the sound of what seems to be a river. Asking Godwin what this is, he informs us that the volcano is still active. On that note, we begin to descend the volcano.12:00 p.m. (noon) - We reach the base and return to the campsite for much-deserved showers and rest. -Christopher Abraham, Junior - Earth Sciences

The Climb to the Top 6.21.08

Tanzania

In June 2008, twelve students were part of an AESEDA sponsored field trip studying volcanism and human evolution in Africa. Accompanied by Associate Director of AESEDA and Geosciences faculty member, Tanya Furman, and AESEDA post-doc, Godwin Mollel, the students traveled to Ngorongoro Volcanic Highland, Laetoli and Olduvai Gorge in Tanzania. With a busy line-up of activities, the group met with locals, traveled on safaris, and camped out under pristine star-filled skies. Erica Marden, a participant of the trip, said it was “such an exhilarating experience to feel so intimately connected with the area’s history and local wildlife.” Upon returning to Penn State, the students had a better appreciation of life in the developing world as well as a more complete understanding of volcanic and early human history.

Top: Students pose with their guide in Tanzania. Above: Erica Marden on a safari. Right: Christopher Abraham and Sara Mana atop the volcano.

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Imagine. What if you had the opportunity to explore the scenic and mystic African wilderness? What if you could hear the lions roar or hyenas howl? Many, ever since their childhood, have dreamed of just that. What if I told you that the dream can easily be achieved here at Penn State? With the help of AESEDA, your dreams can come true just like mine did.

As a freshman last year, I thought my opportunities would be limited. Those thoughts could not have been further from the truth! Last spring, I received an e-mail saying there was a class headed to northern

Tanzania to study the volcanism and anthropological importance of the region. My eyes grew big and I told myself, “I want to do this!” Then I thought to myself again, “This has got to be out of my price range. I probably am getting my hopes up for nothing.” After reading more, I was proven wrong yet again! For a price I could easily afford, I was able to fulfill one of my dreams: going to Africa.

From that point on, I did not know what to expect. What was it really going to be like? On a daily basis, I would picture myself climbing the volcanoes and seeing the wildlife. What would the people be like? Daydreaming became regular, and for the rest of the year, it seemed as if time could not have been going any slower.

Once I was there, I was amazed! Life was so different from what I was used to. I don’t think anything I could have done could have prepared me for the vast differences I experienced. Of course, these vast differences were for the better. My daydreams didn’t even come close.

Once I stepped off the plane at Kilimanjaro Airport, time seemed to go so fast. Our daily trips into the field were full of exciting and interesting material. Working around the wildlife was wonderful, and all the while I still felt safe. We learned how to keep field notebooks that included sketches and in depth descriptions of what we were observing. We took rock samples of multiple volcanoes, which involved some light hiking. We then would analyze the samples and record our findings. We were able to interact with the local people and learn about the indigenous rituals and routines in which they partake. The most exciting groups included the Maasai, seen almost everywhere we went in the countryside, and the Hadzabe, the bushmen of Tanzania. The last facet of the course, the anthropology aspect, was fascinating as well. This included looking at fossils within Olduvai Gorge and walking at the site of the Laetoli footprints, something I never thought I would have been able to do.

If for some reason any of you have the opportunity to get involved with a program through AESEDA, I highly recommend you do so! The things you will learn, the sights you will see, and the friends you will make will all surprise you! Still to this day, I want to return to Tanzania. I miss just about every aspect of the trip, especially the friends I made from Penn State and from Tanzania. Never cheat yourself out of opportunities like these! Who knows what you will see or what other doors you may open up for yourself. It definitely will be the trip of a lifetime and a choice you will not regret!

-Adam Del Rosso, Freshman - Geoscience

“If for some reason any of you have the opportunity to get

involved with a program through AESEDA, I highly recommend you do so!”

Tanzania: The Trip of a Lifetime

Inside Ngorongoro Crater.

Piled up in the safari vehicles.

Learning a few hunting skills from local Hadzabe tribe members.

Participating in the ceremonial ritual known as adumu.Spring 2009 8

South Africa

NamibiaBotswana

Lesotho

SwazilandM

adag

asca

r

Mozambique

Zimbabwe

Zambia

Tanzania

Angola

Uganda

KenyaSomalia

Ethiopia

Sudan

EgyptLibya

Chad

Niger

Democratic Republic of the

Congo

Central African Republic

GabonEquatorial Guinea

Cameroon

Republic of the Congo

Nigeria

Indicates country focused on in this issue

African Partners Mentioned in this Issue:Ghana

• University of Ghana• University of Mines and Technology

Nigeria• AESEDA Nigeria• ADDAX Petroleum Development Limited

South Africa• University of Cape Town• Forte Hare University• Rhodes University• Eastern Cape Parks Board

MalawiBurundi

Rwanda

Angola

BeninTogo

GhanaCôte

d'Ivoire

Liberia

Sierra Leone

GuineaGuinea Bissau

Mali

Mauritania

Burkina FasoGambia

Senegal

Western

Sahara

Morocco

Algeria

Cape Verde

Comoros

Eritrea

Djibouti

Réunion

São Tomé and Príncipe

Seychelles

Tunisia

Culture Spotlight // MaasaiOne of the most well-recognized ethnic groups of Africa, the Maasai are a group of semi-nomadic herders living throughout Kenya and northern Tanzania. The traditional Maasai lifestyle was centered around cattle as a source of food and wealth. Cows were often used as a means of currency and could be traded in exchange for goods and at times to settle arguments. Cattle were also the staple of a Maasai diet, providing milk, blood, and meat to the community.

In recent years, things have begun to change for the Maasai. The influence of modern society (including tourism, growing populations, and government involvement with the preservation of natural parks) has made their traditional lifestyle harder to follow. Elders have less influence on the community, and more and more Maasai youth are looking for jobs and education. No longer able to rely entirely upon their cattle, many have settled down and learned farming. Although working and living within modern society, many Maasai will often exchange their modern clothes for a traditional shuka (colorful piece of cloth) and cow hide sandals at the end of the day or work week.

Others are using their culture to attract tourists and teach them about their traditions. One can easily find a group of Maasai performing a dance known as adumu—now more commonly referred to as "the jumping dance"—which is performed during the coming of age ceremony for young warriors of the community. Although their roles have changed during recent years, Maasai are still proud of their history and culture and continue to find ways to tie their traditions into modern society.

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Mauritius

Canary Islands

Madeira

A Maasai warrior wearing a traditional shuka walks through a

cornfield in northern Tanzania.

Spring 2009 10

A Little Piece of “Haven”Study abroad opportunities in South Africa

You could study abroad here! Find out how on pg. 18

The Webster dictionary defines a haven as “a place of shelter and safety, a refuge.” This is exactly what you will find at the quaint Haven Hotel located on the Transkei Wild Coast of South Africa.

The Haven is nestled between the Indian Ocean and a mix of coastal forests and open grasslands that make up the Dwesa-Cwebe Nature and Marine Reserve. Dwesa-Cwebe refers to two relatively small (~10,000 acres) twin reserves separated by the Mbashe River. Despite its small size and remote location, the Dwesa Cwebe Reserve came to international attention when conflict arose between the government and local communities over questions of land ownership. While many were celebrating democracy in South Africa in 1994, communities around the Dwesa-Cwebe Reserve were planning protest strategies that included mass invasions of the reserve, attracting significant media attention. This is described in the thought provoking book, From Conflict to Negotiation: Nature Based Development on the South African Coast. The author identifies the Dwesa-Cwebe Nature Reserve as one of the earliest efforts in a post-Apartheid South Africa to restore ownership of the land to the indigenous communities that depend upon the resources within the reserve for their livelihood and survival. The rich history of the reserve and its direct involvement in novel approaches to community-based ecotourism, conservation of protected land, and community development make Dwesa Cwebe the ideal location for a long term study abroad interdisciplinary program in “Parks and People.”

Dwesa-Cwebe nature reserve, and more specifically, The Haven, will serve as the home, classroom, resting

spot and meeting ground for an AESEDA / Penn State study abroad program that will commence with a two-week class trip this May, and a ten-week research and education semester abroad program being offered in

Spring 2010 (see page 18 for more details).

Currently, an AESEDA course entitled Conservation and Climate is preparing the students for the two-week trip in May 2009. The class is made up of students studying geography, immunology and infectious diseases, material science and

engineering, biochemistry and molecular biology and bio-behavioral health. The class is co-taught by Drs. Robert Crane and Erica Smithwick. The diversity of the students only tells a fraction of the interdisciplinary nature of the course itself, with guest lectures ranging from geology to political ecology (see below for a list of involved faculty).

While in South Africa students and faculty will work on a range of projects in the reserve that will initiate the

The contrasts within the Eastern Cape coupled with its rich history

and current environmental and social challenges make it an ideal

location for a study abroad program

Professors and Guest Lectures for Conservation and Climate, Spring 2009:

ClimatologistForest EcologistSocial GeographerGeologistAgricultural EconomistResearcher in ForestryPolitical EcologistLandscape Architect

Robert Crane - Erica Smithwick – Petra Tschakert –Timothy White –

Jill Findeis –Michael Jacobson –

Brian King – Larry Gorenflo –

AESEDAINSIDER

South Africa

Spring 2009 12

research component of this long term partnership. Faculty and students from the University of Cape Town, Forte Hare University and Rhodes University will be working alongside Penn State to coordinate and facilitate the projects. Professor Bruce Hewittson (University of Cape Town and Penn State graduate) will be joining the group in May along with a team of honors students from the University of Cape Town. In addition, Dr. Frank Eckardt, faculty member at the University of Cape Town, has been offering a remote sensing course focusing on the Dwesa-

Cwebe Nature and Marine Reserve. Another critical partner in the success of this venture is the Eastern Cape Parks Board. The board oversees twenty-two reserves in the Eastern Cape including Dwesa-Cwebe.

While in South Africa, students will get a chance to experience the amazing beauty and diversity that exists in the other reserves within the Eastern Cape. Although one of the poorest provinces in South Africa, the Eastern Cape is the birthplace of great leaders such as anti-apartheid activist and former president of South Africa, Nelson Mandela. The

contrasts within the Eastern Cape coupled with its rich history and current environmental and social challenges make it an ideal location for a study abroad program. This program will generate educational and research projects focusing on parks and their impacts on the people that reside outside their borders. At the same time, the impact that the community has on the conservation efforts within the reserves will be studied - demonstrating the necessary need for a balanced and appropriate relationship between the parks and people.

3881.JPG

You are on the highway and along comes a tractor trailer with a 20 ft or even 40 ft shipping container in tow. It zooms by, your car does that gentle, yet not so soothing rock, and continues on ahead. Have you ever put a second thought into what happens to those big iron boxes when they can no longer roam the highways? Well, some grow old gracefully, some not so gracefully, but one in particular is now in the process of becoming a library for disabled youths in Jamaica.

Two Penn State students have given a happy ending to a 20 ft container in St Ann, Jamaica. The project is a part of an AESEDA venture where Penn State is partnering with Mustard Seed Communities (MSC), a non-profit organization, to build a self-sustaining village called Jacob’s Ladder. The community is situated on 105 acres of an abandoned bauxite mine and will house 500 disabled youths.

Currently, Jamaica has limited facilities, governmental or otherwise, that are geared towards caring for disabled youths over eighteen years of age. With chapters in Nicaragua, Haiti, Dominican Republic, Zimbabwe and the U.S., MSC has taken up the challenge of caring for these individuals. Jacob’s Ladder will take care of the residents while demonstrating that sustainable means of providing energy, water, food and other necessities can be affordable and practical. Thanks to the duo of Eric Sauder and Steve Marshall, two Mechanical Engineering Schreyer

Scholars, the first step was made to implement sustainable projects on site with the construction of the shipping container library.

Not only will the library provide an educational center for the site, but it will also support an array of solar panels and a wind turbine. The renewable energy sources will be used to charge electric golf carts currently used on-site and in surrounding communities. Presently, the golf carts provide a low maintenance means of transport to take supplies and food around the site. In addition, the carts are crucial in transporting workers

to and from the surrounding communities, as the area does not h a v e a f f o r d a b l e p u b l i c transportation. Other design e l e m e n t s f o r t h e s h i p p i n g container include a green roof and passive cooling and lighting elements that will help to keep the library cool under the Jamaican

sun. The structure is intended to educate individuals about sustainable construction design as they visit the site in the future.

Led by Dr. Neil Brown (AESEDA Research Associate), Eric and Steve, a team of Penn State students including Andrew Grim (Science), Vaughn Climenhaga (Mathematics), and Andrew McLean (Chemistry) traveled to Jamaica in November 2008 to assist in the construction of the library. The diverse group of students brought a variety of skills, perspectives and personalities to the trip that made for a fun-filled, educational experience.

“The diverse group of students...brought a variety of skills, perspectives and personalities to the

trip that made for a fun-filled, educational experience.”

Far Left: Steve Marshall assembles the windows for the library. Middle Left: Steve Marshall, and Eric Sauder work on the roof of the container library while Andrew Grim and Andrew McLean assemble air vents to be installed in the library. Middle Right: Eric Sauder cuts the hole for the door into the shipping container wall. Far Right: Neil Brown and Steve Marshall discuss plans for the site with MSC head Father Gregory Ramkissoon.

Q: So why does AESEDA work in the Caribbean?

A: AESEDA recognizes that many of the development difficulties

which Africa faces are also present in developing countries throughout

the world, including countries of the Caribbean. Therefore, many

of the strategies implemented in countries such as Jamaica, can

similarly be applied to countries within Africa. For this reason,

AESEDA is developing projects throughout the Caribbean to

provide cheaper and easier opportunities for Penn State students to

gain international and sustainable development experiences.

Q: Where is the largest body of water near Jamaica?

A: THis sis apot let me count the wats and if I were to jump into the travel then let mey heart be broken by the cup in the water which looks back at me A: This sis apot let me count the and if I were to jump into the travel then let mey heart be broken by the cup in the water which looks back at me A: THis sis let me cous apot let me count the wats and if I were to jump into the travel then let mey heart be broken by the cup in

Q: So why does AESEDA work in the Caribbean?

A: AESEDA recognizes that many of the development

problems facing Africa are also present throughout the

Caribbean. Therefore, information and experiences

gained from work in the Caribbean are transferrable

to current and future AESEDA projects across Sub-

Saharan Africa. By working in Jamaica, AESEDA has

been able to establish readily accessible projects for

Penn State students to help develop global citizens.

Shipping Containers with no 401K: Finding Jobs after RetirementJacob’s Ladder, Jamaica

Jamaica

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Normal Thanksgiving breaks do not involve hacking through the bush with a machete, painting a shipping container in the middle of the night, and building windows, doors, and bookshelves which will turn that shipping container into a library.Normal Thanksgiving breaks do not involve working from sun-up until well after sun-down, and still finding time to swim in the Caribbean and give directions to a wayward group of Jamaican soldiers.Come to think of it, normal Thanksgiving breaks are kind of boring.- Vaughn Climenhaga

There were a few things that weren't thoroughly explained before we agreed to take part in the trip: how to haggle at a Jamaican craft market, how to climb up waterfalls, and how exactly we were to transform a shipping container into a library. Despite not quite knowing what to expect, the trip was a fantastic experience that not only allowed us to get our hands dirty with some construction work, but also gave us a sense of the struggles faced by developing communities.- Andrew McLean

The trip was a great oneNot too long; not too short.We went to a land That was quite grand What more can I say?We earned all our 'pay.' Much work was doneWith progress to report! - Andrew Grim

One week worth of hands-on design and problem solving proved to be far more beneficial than one semester worth of classroom learning. - Steve Marshall

Life isn't a textbook problem; it makes such a difference when students can see the faces behind the projects.- Eric Sauder

Above: The build team (left to right: Eric Sauder, Andrew Grim, Vaughn Climenhaga, Neil Brown, Andrew McLean, and Steve Marshall) which traveled to Jamaica in November 2008 to assist in construction of the shipping container library. Shown here, the team took a day off to climb Dunn’s River Falls, a popular tourist location in Ocho Rios, 30 minutes from the site.

In September 2008, engineering students Steve Marshal l and Eric Sauder accompanied AESEDA Research Associate Dr. Neil Brown to New York City (NYC) to present at a Mustard Seed Communities (MSC) annual fundraising banquet. Held at the NYC Hilton Hotel, the team of Penn Stater’s discussed their vision for the latest MSC site, Jacob’s Ladder. Among the crowd of 500 was Bruce Golding, the Prime Minister of Jamaica.

Many in attendance were also Jamaicans who now live and work in NYC. As a result, the event provided an excellent opportunity for the design team to network with individuals who could aid

in the project as well as give feedback on plans for the site.

A few of the Jacob’s Ladder plans discussed at the event included:

• the implementation of a biodiesel production plant,

• the design of low-cost water catchments for use in rural regions of Jamaica, and

• the overall site layout, including residential, research, and business sections.

A f t e r a p r o d u c t i v e d a y o f presentations, the team returned to Penn State, satisfied with a job well done (although perhaps even more satisfied with the New York style cheesecake traveling back to State College with them).

This trip could not have been made possible without the support of Dr. Thomas Colledge, Assistant Professor of Engineering Design at Penn State. Financial support from the Schreyer Honors College and equipment donations from the Center for Sustainability were also critical. The willingness of MSC to provide housing for the team, materials and tools for construction, and support for the project not only made the trip

a success, but also established a solid foundation for a long term partnership between Penn State and MSC. As a result, students will be able to travel to Jamaica on a regular basis to work on multi-disciplinary projects relating to sustainability and community development. For more information about how you can get involved with the project, visit the website below.

Student Perspectives...

www.engr.psu.edu/jacobsladder

Top: Dr. Neil Brown shows a physical model of Jacob’s Ladder to Jamaican Prime Minister Bruce Golding and

explains the vision for the site. Bottom: (left to right) Matt Moran, Steve Marshall, Eric Sauder, and Neil Brown pose

in front of the Jacob’s Ladder display.

Penn State in the Big AppleTeam travels to New York to present to the visiting Prime Minister of Jamaica

Spring 2009 14

What do NASA, the Discovery Channel and the Magic School Bus all have in common? They all study Earth Systems Science (ESS).

Earth Systems Science is the study of the entire Earth, striving to understand and explain all its different parts and how they interact. Currently, AESEDA is partnering with Jackson State University (JSU), a historically black university located in Jackson, Mississippi as they develop the first ESS program in the state of Mississippi and the only one to be offered at any Historically Black College or University (HBCU) in the U.S. This degree, a Bachelors of Science, was opened to students in Fall 2008 and is being offered by the Department of Physics, Atmospheric Sciences and Geosciences at JSU.

In AESEDA’s mission to promote diversity in the College of Earth and Mineral Sciences (EMS) at Penn State, a high priority is given to partnering with HBCUs to develop programs designed to attract underrepresented students to science and engineering. This program would serve as a pipeline for minority students into graduate programs in EMS.

This collaboration was initiated by Dr. Tanya Furman, Associate Director of AESEDA and Professor of Geosciences at Penn State and Dr. Quinton Williams, Department Chair for Physics, Atmospheric Sciences and Geosciences at JSU. A key member to the success of this partnership is Dr. Ezat Heydari, a Professor of Geology at JSU who earned his Master of Science degree at Penn State.

AESEDA’s role in this partnership is to inform and expose students to the many graduate and research opportunities at Penn State as well as the variety of career options related to ESS. Additionally, AESEDA strives to aid students in the transition to graduate school.

Dr. Neil Brown, Research Associate for AESEDA, serves as the liaison between JSU and Penn State. In order to generate interest in ESS across the JSU campus, Dr. Brown is developing an introductory field course to expose students to the many disciplines within ESS.

Jamaica is ideal for such a course, as it is small enough for students to get a relatively comprehensive overview of the island through different disciplines, yet large enough so that the diversity within the island

gives students a wide range of experiences. Jamaica is known throughout the world for its beautiful beaches and tropical climate; but there are also amazing limestone caves, expansive mountain ranges, and dense forests. Additionally, Jamaica is home to Port Royal, a port that has been transformed from a vibrant refuge for pirates and buccaneers to a sleepy fishing village due to a devastating earthquake in 1692.

Working alongside Dr. Parris Lyew-Ayee, Director of the Mona Geoinformatics Institute, the program will help to expose students to disciplines ranging from geology, meteorology, climatology, and oceanography. Eventually, students will have the opportunity to travel throughout Jamaica while studying from experts within each of these fields.

Jackson State University (JSU) partners with Penn State to develop Earth Systems Science (ESS) program

First ESS program to be offered at any Historically Black College or University (HBCU) in the U.S.

(clockwise from upper left) Dr. Quinton Williams, Dr. Tanya Furman, Dr. Neil Brown, and Dr. Ezat Heydari.

Jackson State University

New Orleans

Louisiana

Mississippi

Arkansas

15 AESEDAINSIDER

Q: What are the challenges currently facing AESEDA?

A: The greatest challenge

facing AESEDA at present is that it doesn’t fit the academic model we are used to. AESEDA

was established largely as a service and outreach program. For most departments the primary focus is research and teaching, and we tend to measure success in those terms. Outputs and measures of success for a service organization may be a lot less tangible. Over the last year we have been working to bring research and teaching more to the forefront, while still trying to maintain the human capacity building that was the focal point of the Alliance.

Q: Where do you see AESEDA five years from now?

A: This newsletter gives a good indication of where we are heading. We have the beginnings of a consortium—with inaugural funding from Addax Petroleum—that will work to address capacity building in geosciences and petroleum engineering in the Gulf of Guinea, but we also have research projects on small-scale gold mining in Ghana, and adaptation to climate change in Ghana and Tanzania. Subsequent issues of the newsletter will talk about research on climate change in Sub-Saharan Africa, land tenure in southern Africa, social and economic consequences of HIV/AIDS, and climate change and malaria in the East African Highlands. We have run several short-term field classes in Africa (South Africa, Ghana, and Tanzania), and in spring 2010 we will be running a ten-week study abroad program in a nature reserve in South Africa. Colleagues in the School of Architecture and Landscape Architecture will run something similar in Tanzania in summer 2010. Both of these are expected to be long-term 7–10 year programs. So in five years time, I expect AESEDA to have two distinct branches. One branch will focus on capacity building in tertiary education, specifically aimed at helping to build strong doctoral programs in geosciences and petroleum engineering in the Gulf of Guinea, and the other will focus on long-term programs that integrate teaching, research and service around a few distinct themes (e.g. parks and people, health, climate change and adaptation) in partnership with a number of universities in Sub-Saharan Africa. Each will be driven by collaborative research projects that provide instructional, research, and service/internship opportunities for undergraduates, and each will, in some way, help build human capacity for communities, educational programs, or public and private sector agencies.

Q: Multidisciplinary research has become a focus within academia - how do you see AESEDA assisting faculty and students in this respect?

A: To some degree, I answered that in the last question.

Everything AESEDA does is inherently multidisciplinary, and everything we do is in partnership with African institutions of various sorts. We try and develop all of our projects so that they integrate undergraduate education with faculty and grad student research, and all of them have some sort of service or capacity building element built in. What AESEDA offers faculty, staff and students is the opportunity for engagement, where their work or their education has the potential to improve, if only in a small way, the well-being of people and institutions in Africa.

Q: As a geographer, you’ve had the opportunity to travel the world - what is your favorite country?

A: Favorite country—that’s tough! If I had to pick one it would be South Africa. Oceans with dolphins, penguins and migrating whales; spectacular coastlines with cliffs, rocky estuaries, and hundreds of miles of empty beach; beautiful mountain ranges that border the coasts; interior deserts; amazing plant and animal life; and if you have to be in a city–Cape Town is it. The physical and cultural environment of South Africa is hard to beat. And the diving is great! But talking of diving, the hammerhead sharks in Mozambique made quite an impression, and the best diving I have ever done was on Pemba (one of the Zanzibar islands). Coming back to cities, Venice may compete with Cape Town, but for very different reasons. Listening to my daughter play the fiddle in a pub in County Kerry made Ireland pretty memorable too. And then there was Greece, and Norway, and …..

AESEDA Insider sits down with Director Rob Crane to get a few answers

Meet the Director

Spring 2009 16

Opportunity for High School Students:

Summer Experience in Earth and Mineral Sciences 2009 (SEEMS)

The summer experience in Earth and Mineral Sciences (SEEMS) is a six-week summer

program that is offered to participants in the Upward Bound Math and Science (UBMS)

Program (http://www.equity.psu.edu/ubms/). The UBMS Program is one of the federally

funded TRIO Programs designed to support and motivate students from disadvantaged

backgrounds. The program focuses on first-generation college students, providing academic

enrichment throughout the year as well as an intensive six-week program each summer

while the student is still in high school. Each year faculty members are asked to volunteer

their time to create a research experience for the students, which will be concluded with an

oral presentation by the group. Each group consists of five to

six students, and faculty will meet with students twice weekly,

on Tuesday and Thursday afternoons from 1:00–4:00 p.m.

Faculty members are being asked to:

• provide research opportunities that allow students a view into the lives of researchers

• allow them to conduct hands-on research and experience the scientific method

• give opportunities for students to present their research orally and in writing and have it evaluated by

defined criteria.

Penn State UBMS holds a 100 percent post-secondary education acceptance rate and a 100 percent high

school graduation rate for participants in the program. AESEDA has coordinated SEEMS for the past four

years. This year SEEMS will be run out of the office of Catherine Lyons, the Associate Dean for Educational

Equity in EMS. If you are interested in SEEMS or need more information, please contact Curtis Price at

cbp100@psu.edu.

Upcoming Programs

This summer, nine undergraduate students will be taking Geosc 497A: The Hydrogeophysics Field Experience with Dr. Kamini Singha from May 18 to June 5. Four of the students are from Penn State, three from Jackson State University in Mississippi, and one each from Fort Valley State University in Georgia and Elizabeth City State University in North Carolina. These students will combine field experimentation, data analysis, and numerical modeling with in-class instruction during the three-week program to develop hypotheses regarding the processes controlling solute transport. The Shale Hills Critical Zone Observatory near Shaver's Creek Environmental Center is the "home base" for this field camp due to its proximity to the Penn State campus and its facilities. Environmental consultants, government employees, and small companies will be coming through the field camp to demonstrate hydrogeophysical field equipment and highlight jobs in environmental fields. Any AESEDA students, staff, or faculty, interested in hydrology or environmental science are welcome to attend field demonstrations. Please contact Kamini Singha at kxs55@psu.edu.

Hydrogeophysics Program @ Penn State - Summer 2009

Editors and Writers: Neil Brown neb141@psu.eduSteve Marshall sfm5007@psu.edu Lisa Skripek skripek@aeseda.psu.eduLayout and Design:Steve Marshall

Publication InformationCover Image:Sophie Feather-GarnerTable of Contents Image and pg. 10 Maasai Image :Steve MarshallBack Globe Image:NASA

17 AESEDAINSIDER

ATTENTION STUDENTS: Study Abroad in South Africa Spring 2010Parks and People: Conservation, Ecosystems, Land Management, Community DevelopmentIntegrating Learning, Research, and Service in Nature Reserves and their Surrounding Communities

This is a ten-week, 15-credit program that will take place in the nature reserves of the Eastern Cape Province of South Africa.

Twenty-five Penn State students will travel to South Africa, take classes (9 credits), and conduct research and service projects (6 credits) in the parks and in the communities that surround them. During the ten weeks, they will be joined at different times by students and staff from several partner universities in South Africa. Penn State faculty will direct the program and teach the classes, in collaboration with South African faculty.

The 9 credits of course work (400-level) will cover the physical geology and geography of South Africa,

its cultural and political history, ecology and land management. The research and service component will receive 6 credits of independent study.

Exact dates and costs are to be determined, but the program will run during Spring semester 2010. Students will not be resident at Penn State during that semester. Students will pay their regular Penn State tuition, the airfare, and a program fee. The total cost will be approximately $1,500 more than a regular semester’s tuition, fees, room and board.

Eligibility: The course is directed at sophomores and juniors who have taken at least 6 credits of natural science classes. However, freshmen who may be interested should contact the program director. The course is open to students from all disciplines. Entry to the course is by application.

For further Information, contact Robert Crane at aeseda@psu.edu.

In March 2009, AESEDA participated in EMEX 2009, an event that targets prospective students and introduces them to various g roups and opportunities a v a i l a b l e within Earth and Mineral Sciences.

EMEX 2009: Spreading the word about AESEDA

Earth and Mineral Sciences Exposition

Udzungwa Mountains National Park is one of the most biologically diverse protected

areas in Sub-Saharan Africa, containing as many as half the species in the entire nation

of Tanzania. It is also experiencing human pressure from villages along the eastern

edge of the park, which occur in a narrow strip defined by the edge of the mountainous

park on one side and commercial sugar cane and rice fields on the other. Following

recommendations from contacts in conservation non-governmental organizations,

Brian Orland (H. Campbell and Eleanor R. Stuckeman School of Architecture and

Landscape Architecture) and Larry Gorenflo (Department of Landscape Architecture)

are developing an integrated research and study-abroad project at this park that will

involve Penn State students and faculty.

The emphasis of both the research and

educa t i ona l componen ts , wh ich

tentatively will begin in summer 2010 and

continue over the following 5–10 years,

will be to identify planned solutions for

land use and local economies that will

enable local villagers to live and support

themselves without exploiting resources

inside the park. If you are interested in

the program, please contact Larry

Gorenflo at ljg11@psu.edu.

Study Abroad in Tanzania Summer 2010

Landscape Design for Biodiversity Conservation and Human Wellbeing in

Udzungwa Mountains National Park, Tanzania

Spring 2009 18

Want more information…

221 Walker BuildingUniversity Park, PA 16802

814-863-7598 (voice)814-863-3518 (fax)aeseda@psu.edu

Or visit us online at:

www.aeseda.psu.edu

http://www.gsfc.nasa.gov/topstory/2002/1203apollo17.html

Penn State is committed to affirmative action, equal opportunity, and the diversity of its workforce This publication is available in alternative media on request. U.Ed. EMS 09-108