Category: environmental science

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Interview with Chemical Engineer Eric Stevenson of the Bay Area Air Quality Management District

by Shoshana Harlem, Terra Linda High School

Eric Stevenson is a chemical engineer who works with the Bay Area Air Quality Management District. He helps figure out air quality issues such as how to reduce greenhouse gases. To find out more about his work, we interviewed him.



1. How did you first become interested in being a chemical engineer in the environmental field?

 I was always interested in the environment, even as a child.  As I progressed through school, I had an aptitude for math and chemistry, so chemical engineering seemed the logic choice.


2. What air quality issues are you currently working on? 

Right now, we are working on a rule to reduce risk from air pollutants at facilities throughout the Bay Area to the lowest levels achievable.  In addition, we are also working on a way to regulate and reduce greenhouse gases, first from refineries and then from other high GHG emitting facilities. 

3. How do you think the new presidential administration will impact your organization?
 Luckily, while we interact with EPA on a large number of issues, we do not receive much funding from them and we also have stricter regulations than them.  While I anticipate that the next four years will be difficult, the fact that we’re in California should help us weather the potential issues with EPA.

4. What does a typical work day look like for you? Also, what is the best and worst part of your job? 
I go to a lot of meetings and work with my staff to get them what they need to get their jobs done.  I do my best to anticipate issues and problems and plan for successful outcomes.  The people I work with are the best part of the job, as they are dedicated public servants, doing their best to protect the health of Bay Area residents.  The worst part of the job is difficult to define, but it’s hard trying to anticipate all of the issues that might come up, and that can make the job more difficult.

5. What advice do you have to people that want to be a chemical engineer in the environmental field? 

 Learn to work with data and listen to what the data are telling you.  Develop your ability for critical thought.

Want to hear more about Eric Stevenson and his job? Come join us on Wednesday, February 15, 2017 at Terra Linda High School from 7:30 PM – 8:30 PM in Room 207!
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Pollinators, Predator-Prey Relations, and Pursuing Your STEM Interests: an Interview with Biologist and MSS Speaker Amber Sciligo

by Talya Klinger, MSS Intern

Dr. Amber Sciligo, a scientist in the department of Environmental Science, Policy, and Management at UC Berkeley, researches the interactions between insects, plants, the environment, and human economies. Whether she directs her focus to examining self-fertilizing carnivorous plants, observing how native bee communities enhance crop pollination, or finding the optimal level of crop diversity for sustainable farming, Dr. Sciligo’s research has important implications for the wild world of botany. Attend her research presentation at Terra Linda High School, Room 207, from 7:30-8:30 pm on October 21st.

In Dr. Sciligo’s words:

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1.      How did you originally get interested in ecology and evolution?

Multiple life events led me down this path. The first was in my high school biology class, when I was taught how to catch insects and curate them as if they were to be kept in a museum (arrange their body parts and pin them so that they would dry out and be preserved). I LOVED it. I thought I would become an entomology museum curator. By the time I entered college though, I had changed my interests and thought I would save the dolphins (this was back in the 90s) and signed up for the marine biology major at UCSC. Then I took a scuba class in my sophomore year and damaged my ears. I realized my place was probably not underwater, so I changed my major to Ecology and Evolution, a new major that had the same prerequisites as marine biology. That’s when I took another entomology class, curated insects again, and was reminded how much I loved them! So from then on, I took classes that allowed me to specialize in the ecology and evolution of plant-insect interactions. And the rest is history.


2. Why did you decide to research sundew plants?

I kind of fell into the study system. Normally, one picks a study system to ask a research question. In this case I had my question in mind (is there pollinator-prey conflict in carnivorous plants in New Zealand and how do they deal with it?) without more than a vague idea of where I would conduct the work. I knew I wanted to study carnivorous plants and to ask this question. I knew that I wanted to go to graduate school in New Zealand. And when I put the two together, I landed on the system of Drosera (sundews), because it was the only feasible carnivorous plant that New Zealand had to offer. At the time, I didn’t realize that Australia, just a hop, skip and a jump away, had close to 200 species of carnivorous plants of many types, while NZ only had 12 species of two types. But I had chosen NZ, so sundews are what I got!


3. How do carnivorous plants satisfy their needs for insect pollinators and insects as food at the same time?

They do a pretty incredible job attracting different kinds of insects to their traps and to their flowers, usually by visual cues such as colors, or by emitting different smells from the traps and flowers. Often, smaller insects like ants and tiny flies will get trapped as prey, which provides the plants with the nutrients they need. Larger flies and bees will visit the flowers to provide pollination. Sometimes pollinators get trapped as prey. Maybe they were visiting the flowers and the trap was too close and the pollinators fall in or get tangled up. This can be bad for the plant if they need that pollinator to bring pollen from another flower in order to make seeds. But if the plant doesn’t need this, if it can self-fertilize without many inbreeding consequences, then catching a big juicy pollinator would provide a great feed for the plant.


4. What impact will your research on crop diversification and bee communities have on agriculture?

My current work is looking not just at how crop diversity improves native bee communities, (which is an important finding on its own as it demonstrates a way to leave land in production and support biodiversity at the same time), but also how crop diversity and other practices such as crop rotation, cover cropping, mixing annual and perennial crops, and planting flower strips or hedgerows affect multiple ecosystem services at once, e.g. pollination, natural pest control, and soil and air quality. This allows us to see whether farming techniques that improve biodiversity on a farm provides benefits or tradeoffs to ecosystem services (e.g. plants that attract pollinators might also attract pests, but then they might also attract natural predators of those pests). Farmers don’t think about each of these things independently, they see their farms as a whole system with pests and pollinators, and birds and everything else all interacting at once. So it’s important that if we are going to conduct research that results in management recommendations, then we need to study the farm as a whole too. Otherwise we might make conservation recommendations that are unfeasible and won’t be adopted.


5. What’s your advice for high school students who are passionate about ecology and environmental science?

Find what aspects about these fields specifically interest you and dive in! If you have a more broad interest then seek out as many opportunities as you can to expose yourself to multiple aspects of these fields (there are many) and run with those that bring you the most curiosity and excitement. Volunteer to teach younger children or other community members. Teaching is the best way to learn about something. And look for opportunities to work in research labs at universities. There you can learn what parts of the scientific process you like the most. And maybe you’ll find a system that really fascinates you and you can end up studying that for a senior thesis project at a university, or on your own if you prefer.

I would add that while the scientific research world needs enthusiastic students like you, there are many important roles for people who love the natural world: scientific research is one way to go, teaching in schools or public forums is another, or sharing your values through writing, painting, song or other artistic avenues is also a great way to inspire others around you to pay attention.


6. One last question: do you have a favorite carnivorous plant?

Well, to be honest, I’m not really familiar with too many species. In NZ, there are only 12 species and most of them are really, really small and easy to miss. For instance, my study species ranged from only 1/2”-4” in height. I always wanted to find Drosera pygmaea, whose sticky-trap rosette is only 0.25” in diameter!! It’s no wonder I never found them though…they are so small.

I am also fascinated by the bladderworts (Utricularia spp.). They too are very small and were also at my study sites. You can only spot them when they send out a tiny flowering stalk from the body of water in which they reside. The traps are underwater and act like a vacuum to catch tiny swimming insects. I don’t know how they manage to lure the insects into their little bladders, which is why I find them so interesting. They also have very pretty flowers of bright colors, which is not characteristic of the sundews.
To find out more, come to the upcoming MSS presentation at Terra Linda High School, on Wednesday, October 21st, 7:30 to 8:30 p.m. at Terra Linda High School, 320 Nova Albion Way in Room 207. 
Dr. Amber Sciligo’s Marin Science Seminar profile
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An Interview with Dr. Jenna Judge, Marine Biologist

by Talya Klinger, MSS Intern

Driftwood is a common sight on beaches, but what happens to driftwood when it sinks to the seafloor? Dr. Jenna Judge, a recent doctoral graduate of UC Berkeley’s Department of Integrative Biology, researches evolution and ecology in deep-sea habitats, such as driftwood, as well as hydrothermal vents and sunken whale bones. Her research shows that these unusual substrates host diverse, lively communities shaped by the wood they inhabit. Attend her research presentation at Terra Linda High School, Room 207, from 7:30-8:30 pm on September 9th.


In Dr. Judge’s words:


1.   Why did you decide to become a marine biologist in the first place?

Well, I grew up in the mountains, but I was always interested in nature and science. I also loved the beach when my family would go on camping trips to the coast. However, I really decided to pursue marine biology in high school after learning about extreme deep-sea environments and the strange animals that live there from my AP Biology teacher. From there, I looked for colleges that offered a marine biology major for undergraduates and went to UC Santa Barbara. My interests in the ocean and the deep sea in particular were reinforced with each class I took and especially the semester abroad I spent in Australia doing a marine biology program. At the time, the obvious next step for me to take was to apply to graduate school to pursue a career as a marine biologist. While this route has served me well, I usually advise college students to take some time after graduation to explore options before jumping into graduate school. It is a big decision, and it’s important to have a strong sense of yourself and what you want to get out of an advanced program before choosing a program and an adviser.

2.  How did you decide to research driftwood?

I ended up studying sunken wood as a habitat for deep-sea animals after learning that the communities on wood are similar to other deep-sea ecosystems I was initially interested in, but had been much less studied. These ecosystems were hydrothermal vents (basically deep-sea volcanoes), cold seeps, and whale falls, which I’ll explain more about in my talk. Due to a series of conversations with scientists at the Monterey Bay Aquarium Research Institute, I was given the opportunity to test whether the kind of wood matters in shaping animal communities by sinking a bunch of wood at about 2 miles deep and waiting 2 years to see what happened. You’ll see what happened during my talk.

3.   How does your work on communities that form around driftwood relate to other ecosystems?

The experiment I did on sunken wood showed that, like forests and other terrestrial (land) ecosystems, the immediate habitat can act as a filter that shapes the community that colonizes that habitat. This means that the ocean isn’t just a big bathtub with a soup of organisms floating or swimming through it, but that even on small scales, the complexity of a habitat can significantly affect who decides to settle down there. I see all ecosystems as a connected web across the Earth, and I am especially interested in links between the land and the ocean, like wood, but also how the increase in artificial materials like plastic is affecting marine ecosystems.

4.  What advice do you have for high school students who aspire to be biologists?

Follow your curiosity! Ask questions and read about what interests you to keep learning and following your interests. Reach out to people who are doing things you find interesting. Scientists are always happy to hear from people who appreciate what they are doing, and it will help you learn more about what it might be like to pursue certain career paths. And once you have some ideas, research colleges that will support that passion and allow you to fully explore and develop your passion. You might find that the best program for you isn’t at the “top” university in the state or the country. For me, I was only looking at CA schools, and I was really excited about marine biology. So, I focused on applying to schools that had specific aquatic or marine biology majors like UCSB and UCSC, but I did not bother applying to UC Berkeley or UCLA even though they rank higher overall. I encourage you to find a good fit for your interests (and of course a good personal fit!) when choosing a college, and if you don’t have a clear idea about what you want to pursue (most people don’t, I was unusually focused), take your time. If you are looking to pursue marine biology in particular, here is a good site that lists all the programs across states: http://marinebio.org/marinebio/careers/us-schools/.

5.  One final question: do you have a favorite driftwood-dwelling creature?

My favorite wood-dwelling creatures would have to be limpets, since they are what led me to studying sunken wood in the first place. Limpets are snails that have no coil in their shell and a particular group of them are specialized to live in a wide range of deep-sea habitats, including hydrothermal vents, cold seeps, whale falls, and sunken wood. They also  live on empty shark egg cases, crab carapaces, worm tubes, squid beaks, algal holdfasts, and likely other organic substrates that sink to the bottom. 

Join us Wednesday, September 9th, 2015, 7:30 – 8:30 pm at Terra Linda HS, 320 Nova Albion, San Rafael – Room 207 – to hear Dr. Judge talk about her work.  Link to Dr. Judge’s Marin Science Seminar profile. 

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Interview with Alex Gunderson, Ph.D: The Price is Wrong

Join us Wednesday, November 19th, 2014 for:

Interview with Alex Gunderson Ph.D.
by Isobel Wright, MSS Intern, Tamalpais HS

How can you compare a game show to climate change and its effect on animals? Well, Alex Gunderson has. Alex Gunderson, Ph.D is a physiological ecologist who specializes in thermal biology and is currently a Postdoctoral Fellow at UC Berkeley. His current research is aimed at answering these questions. How do physiology and behavior interact to influence the vulnerability of ectotherms to climate warming?  How do divergent climatic habitats shape physiological phenotypes, and how does physiological divergence contribute to evolutionary radiations? To answer these questions, he has studied the Caribbean Anolis lizards but is now exploring the crustacean systems. Read the following interview to learn more about his life and work as a physiological ecologist. 

Alex Gunderson, Ph. D.

1.    How did you decide to enter this line of work, as it is so specialized?
I think I gravitated toward biology as a profession because I love being in nature. I grew up in a very rural part of the Midwest where I spent a lot of time outside, on lakes and in the woods. That led me to be interested in how the natural world works.
2. Why did you decide to use the Price is Right as an analogy for the effects of global warming?
The Price is Right was as easy choice for me because it is one of my favorite game shows. When I was in grade school and would get sick and stay home, it was the show I looked forward to watching most. I have always wanted to spin the big wheel!
Anole Lizard

3. What have you learned from working with the Caribbean Anolis lizards?

I have learned a lot! Maybe one of the biggest things is how subtle nature can be. On Puerto Rico there are ten different species of Anolislizard and to most people they all just sort of look like a generic lizard. But when you look closely, you see that they have evolved all of these small differences that allow them to live and thrive in different habitats. It really is amazing!
4. What level of education do you need to do what you do?
It depends on what your ultimate goal is. You can get paid to do biology with a Bachelor’s degree, but many positions require graduate degrees like a Master’s or PhD. My goal is to be a college professor, so a PhD is required.  
5.  If there was one thing you could tell us to do to prevent climate change, what would it be?
The biggest road-block to making progress on climate change is political inaction, so speak up about it through your vote (if you are 18!), letters to politicians, and outreach activities. On a personal level, there are a lot of things you can do to reduce your contribution to climate change. The Nature Conservancy has a great website where you can calculate your carbon footprint and learn about ways to reduce it: http://www.nature.org/greenliving/carboncalculator/ 
6. What was your biggest “Aha” moment in life so far, relating to your work?
I think the biggest “Aha” moment I had was when I decided that I wanted to study how animals adapt to different climates. It was my first year as a PhD student, and I was in Puerto Rico for the first time. I thought I wanted to study the evolution of animal signals, or how animals communicate with one another. I had been studying one species in northern Puerto Rico, but I knew the same species also lived in southern Puerto Rico so I decided to drive down there. I was driving south through the mountains with my cousin Neil (he was helping me do my research) and all of a sudden, the landscape changed dramatically. It went from cool, shady tropical rainforest to hot, dry desert in just a few miles. I thought there was no way the same species could live in such different conditions. But sure enough, the same species was there. I wanted to know how they did it, and my fascination with thermal biology was born!
7. What are the best parts of your job? What are the worst parts?
There are two things that I think are best about my job. First, my job takes me amazing places to study amazing animals. Over the years, I have studied lizards in the Caribbean, frogs in the back-country wilderness of Montana, and seabirds in the Galapagos, to name a few. Hard to beat. Second, in many ways, I am my own boss. With some caveats, I get to decide what I study, where I study it, and how I study it. That kind of freedom is hard to come by in many professions.
The worst part of my job? Writing grants. Because most scientific research doesn’t generate profits like a business, you have to convince other people to give you money to do it. Those “other people”are usually government agencies like the National Science Foundation and the National Institutes of Health. It’s fantastic that they give the money, but the grant writing itself is often extremely tedious. 

Learn more about Alex Gunderson and his research here. 

Join us and Learn! 

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Saving Our Ocean Friends: An Interview with Dr. Claire Simeone of the Marine Mammal Center

by MSS Intern Isobel Wright, Tamalpais High School

From sea lions with cancer to stranded motherless seal pups, Dr. Claire Simeone knows just what to do. Dr. Simeone works as a Conservation Medicine Veterinarian at The Marine Mammal Center in Sausalito, California and at the National Marine Fisheries Service in Washington, DC. In addition to tending to sick animals, she travels the world to attend Unusual Mortality Events, international training programs, and works on the Marine Mammal Health Map. Dr. Simeone attended the University of Maryland College Park to receive her BSc in Physiology and Neurobiology, and graduated from veterinary school at Virginia Tech. Read the following interview to learn more about life at the Marine Mammal Center and working with animals. 
Claire Simeone, DVM
            Could you walk me through your typical day at The Marine Mammal Center?
One of the best things about working at The Marine Mammal Center is that every day is different. Some days, you’re caring for harbor seal pups that have been separated from their mother. Another day, you’re treating California sea lions with cancer. You might be medicating elephant seals that are dying of lungworms. Some days, you’re treating all of those animals, plus caring for the two hundred additional animals that are ALSO onsite. 
As a veterinarian, I usually start my day walking around the pens to check in on all of the animals on-site, and then our team starts procedures, which include blood draws, x-rays, and surgeries. If animals die, we perform post-mortem exams to determine why they died. At the same time, our volunteer crews (more than 1,000 committed people!) are preparing fish, feeding the animals, and cleaning their pens. Our night volunteer crews take care of the animals into the night, and the veterinarians and technicians are on-call 24 hours a day to make sure all of the animals receive the care they need.
What are the best and worst parts of your job?
There are so many best parts of my job. First, I’m lucky to be able to travel around the world to care for marine mammals and learn more about them. Second, I really feel that I’m making a difference with the work I’m doing – whether it’s saving a seal pup or training the next generation of marine mammal veterinarians. Third, I’m constantly learning new things – about marine mammals, their habitats, and what affects their health. 
Because I do work with animals, a difficult part of the job can be seeing animals that are suffering, often because of things humans do – but it helps to know that we are doing everything we can to bring that animal back to health.
What does it feel like to rescue an animal?
Imagine getting a call from someone who was on vacation, and saw a California sea lion that had fishing line around his neck. First, you feel focused – you take down the description of the animal from the citizen, check your maps, and plan out your strategy. Your rescue volunteers have confirmed that this animal is one you’ve been watching for months, and he’s asleep on the beach. You load up the truck, and make the drive to meet your team. You feel hopeful – he’s still snoring away. Holding your breath, you sneak up slowly, and then with a leap you throw the net over his head. He roars as he jumps up and finds himself trapped. With swift action your team boards him into a carrier, and as stealthily as you came, you load him into the truck. You feel elated as you watch him resting calmly on the way home. 
After a quick procedure to remove the line, it’s clear his wound will heal on its own, and he’s ready to go back to the ocean. After driving him back to the beach, you open the carrier, and he strides out into the waves and dives under the break. You feel proud that you’ve saved this animal’s life, and returned him to his ocean home. 
What’s the most common injury/disease you see in marine mammals? How can we prevent this?
Unfortunately, we commonly see injuries that are due to something called human interaction – entangled in fishing line, nets, or plastic packing straps; ingesting pieces of plastic; struck by a boat; or gunshot. In 1972 the Marine Mammal Protection Act was passed, making it illegal to harass or harm a marine mammal. However, many marine mammals are still harmed in passive ways from our trash or discarded items. You can prevent these entanglements by properly disposing of plastics, and helping to keep beaches clean by picking up any trash you see. Just a few weeks ago the annual International Coastal Cleanup Day brought 54,000 volunteers to California’s coasts. They removed over 680,000 pounds of trash in one day!
What level of education and experience do you need to obtain a job like yours?
As a veterinarian, I have a bachelor’s degree, as well as a DVM – Doctor of Veterinary Medicine. However, there are many ways that you can be involved with marine mammals or ocean conservation – through a Master’s or PhD, if you’re more science-focused, or you can have a completely unrelated career, and get your fill through volunteering at a facility like TMMC. We even have a Youth Crew volunteer program for teenagers 15-18 years old (learn more at http://www.marinemammalcenter.org/Get-Involved/volunteer/youth-crew ). As far as experiences go, I would recommend doing as much as you can to get a variety of experiences, which will help you decide what is really right for you. I’ve worked with dogs and cats, horses and cattle, birds and seals, and each experience set me up for the next step in my career. 
What have you learned from working with these animals?
I’ve learned that in order to conserve energy while diving, some seals can lower their heart rate to 10 beats per minute, and right before they surface, their body speeds the rate back up to 120. I’ve learned that a sea otter, if left alone, will unscrew all of the screws on a drain – that were placed with an electric drill! – with its bare paws. And I’ve learned that a harbor seal, blind from cataracts, can find fish by sensing the water movement with its vibrissae (whiskers). Each one of our patients has given me great stories with which to share the knowledge I’ve learned. 
What is an Unusual Mortality Event? What is it like to attend one? Tell me about the most recent one you attended? 
If a group of marine mammals are sick, they may strand on the beach near one another. Unusual Mortality Events (UMEs) are declared when the number of sick or dying animals is larger than expected in that area or time frame. A panel of experts is then called to lead a response to care for the animals, and to try to figure out why they are dying. A recent UME was close to home – in 2013, more than 1500 starving California sea lion pups washed up on southern California beaches. Thanks to the UME response team, it was determined that the reason the pups were starving was because the fish their moms were feeding on had moved farther offshore – meaning they had to go farther to forage. This caused moms to either lack the milk they needed to nurse them, or abandon their pups completely. Caring for hundreds of sea lion pups at a time is exhausting – most need to eat 3-4 times a day, and they may need treatment for vomiting, diarrhea, or pneumonia. It was thanks to hard-working rehabilitation centers, like TMMC, all along the California coast, that we were able to save so many pups. 
What is the Marine Mammal Health Map? How do you contribute to it?
Think about all of the animals we’ve talked about – starving sea lions, entangled elephant seals, gunshot animals or animals with cancer. Each one of these animals provides a unique look at what is happening in the ocean at that location. All of the animals that come through TMMC have a record with all of their health information. Similarly, all of the stranding centers across the country have records on all of their animals. However, there is no centralized database to collect these data, or display them for all to see. The Marine Mammal Health Map will be that space – so that biologists, veterinarians, and members of the public will know what’s happening to marine mammals in their area. I’m working with scientists from around the country to develop the Health Map and ensure that all of our marine mammals are represented. You’ll have to come to the talk to learn more!

Watch this video below to see the process of the rescuing, rehabilitation and release of a sea lion…

Join us for “Sick Seals and Seizing Sea Lions: What Marine Mammals Can Tell Us About the Health of Our Oceans” with Claire Simeone DVM of The Marine Mammal Center, Sausalito – Wednesday, October 8th, 2014 at Marin Science Seminar

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Rethinking Buildings with Cyane Dandridge

by Claire Watry, Terra Linda HS
 
When I was asked by upcoming MSS speaker Cyane Dandridge, executive director and founder of Strategic Energy Innovations and executive director of the Marin School of Environmental Leadership, what the 5 “R”s are, I easily breezed through the first 3 – reduce, reuse, recycle – and managed to recall the fourth one – rot – but I could not think of the mysterious fifth “R”. Rethink is the fifth “R” and a very important one at that. As a community and as a society we must rethink how we use energy. For Cyane Dandridge and Strategic Energy Innovations, it begins with rethinking all aspects of buildings. People don’t normally think of buildings as the gateway to a more environmentally-friendly and energy-conscious society, but Dandridge maintains that they should be at the forefront. The various components of buildings – space for the building, resources for construction the building, electricity to power the building, even the stuff in the building – can be carefully considered, scrutinized, and altered to be more green.
Statistics from the EPA
Dandridge got an early start in the energy-efficient building movement. While attending a boarding school, Dandridge built a small house for two people using passive solar to capture heat. She then went to study physics at Reed College in Oregon. She served as a consultant to help people get solar installed. Dandridge then went on to MIT to study in the new building energy efficiency program. After her time at MIT, Dandridge worked for the EPA designing the energy star programs before founding Strategic Energy Innovations. 



Dandridge founded Strategic Energy Innovations (SEI) in 1997 to answer the question of how can we help communities engage in sustainable practices. SEI is based on four pillars – jobs, government, housing, and education – and a collaboration of the four pillars to achieve sustainability within communities. See the video below to see more of what SEI does. 

Visit the SEI website for more information


 The project-based boarding school that Dandridge attended served as inspiration for the Marin School of Environmental Leadership. The goal of the program is to create strong  leaders and use the environment to address critical issues. The students in the program learn imperative 21stcentury skills – how to be engaged, how to take initiative, how to communicate effectively, how to think critically, and how to be innovative through project-based learning. The goal is to expand the program and spread the model to other schools. 


Visit http://www.thesel.org/ for more information about the Marin School of Environmental Leadership.

Below are a few of the world’s green buildings

From top left clockwise to bottom left: School of Art, Design and Media at Nanyang Technological University in Singapore, Acros Building in Fukuoka, Japan, California Academy of Sciences in San Francisco, and 30 St. Mary Axe in London, England

Learn more about energy-efficent buildings at “Innovations for Combating Climate Change: Clean Energy, Green Building & Energy Efficiency” with Cyane Dandridge, executive director and founder of Strategic Energy Innovations and executive director of the Marin School of Environmental Leadership on Wednesday, November 13, 2013, 7:30 – 8:30 pm, Terra Linda High School, San Rafael, Room 207

Get the flyer here

Sources:
http://www.seiinc.org/
http://inhabitat.com/
http://www.epa.gov/
~Claire Watry


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