scholarly journals Borehole research in New York State can advance utilization of low-enthalpy geothermal energy, management of potential risks, and understanding of deep sedimentary and crystalline geologic systems

2020 ◽  
Vol 28 ◽  
pp. 75-91
Author(s):  
Teresa Jordan ◽  
Patrick Fulton ◽  
Jefferson Tester ◽  
David Bruhn ◽  
Hiroshi Asanuma ◽  
...  

Abstract. In January 2020, a scientific borehole planning workshop sponsored by the International Continental Scientific Drilling Program was convened at Cornell University in the northeastern United States. Cornell is planning to drill test wells to evaluate the potential to use geothermal heat from depths in the range of 2700–4500 m and rock temperatures of about 60 to 120 ∘C to heat its campus buildings. Cornell encourages the Earth sciences community to envision how these boreholes can also be used to advance high-priority subsurface research questions. Because nearly all scientific boreholes on the continents are targeted to examine iconic situations, there are large gaps in understanding of the “average” intraplate continental crust. Hence, there is uncommon and widely applicable value to boring and investigating a “boring” location. The workshop focused on designing projects to investigate the coupled thermal–chemical–hydrological–mechanical workings of continental crust. Connecting the practical and scientific goals of the boreholes are a set of currently unanswered questions that have a common root: the complex relationships among pore pressure, stress, and strain in a heterogeneous and discontinuous rock mass across conditions spanning from natural to human perturbations and short to long timescales. The need for data and subsurface characterization vital for decision-making around the prospective Cornell geothermal system provides opportunities for experimentation, measurement, and sampling that might lead to major advances in the understanding of hydrogeology, intraplate seismicity, and fluid/chemical cycling. Subsurface samples could also enable regional geological studies and geobiology research. Following the workshop, the U.S. Department of Energy awarded funds for a first exploratory borehole, whose proposed design and research plan rely extensively on the ICDP workshop recommendations.

Author(s):  
Catherine J. Crowley ◽  
Kristin Guest ◽  
Kenay Sudler

What does it mean to have true cultural competence as an speech-language pathologist (SLP)? In some areas of practice it may be enough to develop a perspective that values the expectations and identity of our clients and see them as partners in the therapeutic process. But when clinicians are asked to distinguish a language difference from a language disorder, cultural sensitivity is not enough. Rather, in these cases, cultural competence requires knowledge and skills in gathering data about a student's cultural and linguistic background and analyzing the student's language samples from that perspective. This article describes one American Speech-Language-Hearing Association (ASHA)-accredited graduate program in speech-language pathology and its approach to putting students on the path to becoming culturally competent SLPs, including challenges faced along the way. At Teachers College, Columbia University (TC) the program infuses knowledge of bilingualism and multiculturalism throughout the curriculum and offers bilingual students the opportunity to receive New York State certification as bilingual clinicians. Graduate students must demonstrate a deep understanding of the grammar of Standard American English and other varieties of English particularly those spoken in and around New York City. Two recent graduates of this graduate program contribute their perspectives on continuing to develop cultural competence while working with diverse students in New York City public schools.


Author(s):  
Marvin S. Swartz ◽  
Jeffrey W. Swanson ◽  
Henry J. Steadman ◽  
Pamela Clark Robbins ◽  
John Monahan

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