Fate of a representative pharmaceutical in the environment

The purpose of this research was to determine the fate of amoxicillin in the City of Lubbock’s Water Reclamation Plant and to determine the antibiotic resistance patterns in the plant. Amoxicillin was detected in the influent of the plant during one month of the study, but amoxicillin was not detected at any other plant flow streams. The antibiotic resistance patterns of the LWRP varied monthly; heterotrophic bacteria were resistant to most of the antibiotics investigated during the nine month study

Long Term Biological Treatment of Space Habitation Waste Waters in a One Stage MABR: Comparison of Operation for N and C Oxidation With and Without Simultaneous Denitrification

Aerobic biological stabilization has been previously demonstrated for full size MABR?s (CoMANDR 1.0, CoMANDR 2.0, and R-CoMANDR) over operating periods of ~1 year. These systems have successfully treated a variety of possible habitation waste streams including an ISS (urine + flush and humidity condensate) and Early Planetary Base (EPB) wastewater (urine, flush water, hygiene wastewater, and laundry). Biological stabilization has a number of advantages including: 1) elimination of hazardous pre-treat chemicals; 2) production of NOx species (that can be easily rejected by evaporative or membrane systems); 3) elimination of volatile organic constituents; 4) a low pH effluent that facilitates membrane and distillation processes; and 5) a effluent that produces a better quality and less hazardous brine for water recovery. Previous work has primarily evaluated aerobic operation in which organic carbon and nitrogen is converted to CO2 and NOx-, respectively. An alternative to aerobic operation would be to include anoxic operation to promote denitrification and production of N2 gas. This allows for production of make-up gas as well as reduces the O2 demand and can increase ammonia oxidation efficiency. We evaluated the operation of a full scale (2 crew/day) MABR operated to perform oxidation of organic carbon and nitrogen with and without simultaneous reduction of oxidized N to N2 gas, simultaneous nitrification denitrification (SNDN). The system was challenged with a variety of space habitation wastewaters ranging from an ISS composition to a possible EPB waste stream under both continuous and on-production feeding modes. The system has been operated for over 2.5 years. We report on an overall comparison of aerobic oxidation and SNDN operational regimes to evaluate the system with the best overall attributes to support recycling of space habitation waste streams

Biologically Pre-Treated Habitation Waste Water as a Sustainable Green Urine Pre-Treat Solution

The ability to recover water from urine and flush water is a critical process to allow long term sustainable human habitation in space or bases on the moon or mars. Organic N present as urea or similar compounds can hydrolyze producing free ammonia. This reaction results in an increase in the pH converting ammonium to ammonia which is volatile and not removed by distillation. The increase in pH will also cause precipitation reactions to occur. In order to prevent this, urine on ISS is combined with a pretreat solution. While use of a pretreatment solution has been successful, there are numerous draw backs including: storage and use of highly hazardous solutions, limitations on water recovery (less than 85%), and production of brine with pore dewatering characteristics. We evaluated the use of biologically treated habitation wastewaters (ISS and early planetary base) to replace the current pretreat solution. We evaluated both amended and un-amended bioreactor effluent. For the amended effluent, we evaluated "green" pretreat chemicals including citric acid and citric acid amended with benzoic acid. We used a mock urine/air separator modeled after the urine collection assembly on ISS. The urine/air separator was challenged continually for >6 months. Depending on the test point, the separator was challenged daily with donated urine and flushed with amended or un-amended reactor effluent. We monitored the pH of the urine, flush solution and residual pH in the urine/air separator after each urine event. We also evaluated solids production and biological growth. Our results support the use of both un-amended and amended bioreactor effluent to maintain the operability of the urine /air separator. The ability to use bioreactor effluent could decrease consumable cost, reduce hazards associated with current pre-treat chemicals, allow other membrane based desalination processes to be utilized, and improve brine characteristics

Modification and Assessment of a Residential Summer Program for High School Women

The importance of reducing the gender gap in engineering programs by recruiting and retaining female students is well recognized. Although women hold roughly half of all jobs in the United States, only 24% of STEM jobs are occupied by women. The problem is even more pronounced for engineering, where women held about 12% of jobs as of 2013 (Corbett & Hill, 2015). Consequently, interactive, hands-on outreach programs are a common tool used by universities to encourage interest in engineering from K–12 students. Engineering—Get Into Real Learning (E-GIRL) is a week-long, residential summer program offered by Texas Tech University for female high school students. The primary goal of the program is to help participants make informed decisions about engineering majors and careers. To this aim, the purposes of the program are: (1) to offer a platform for female high school students to learn about the various disciplines of engineering offered at Texas Tech University and other universities; (2) to provide a realistic university experience, including coursework, social, and professional development opportunities; and (3) to provide hands-on exposure to a real-world engineering problem. E-GIRL ran for the second time in the summer of 2016, based on the favorable support it received in 2015. Primary components of this year’s program were a multidisciplinary group project focused on the theme of CO2 capture and storage, as well as a series of two-hour classes taught by university faculty and graduate students in the following six engineering disciplines: chemical engineering, civil engineering, environmental engineering, industrial engineering, mechanical engineering, and computer science. This paper presents the multidisciplinary structure of the program and its connection to the project that was assigned to program participants. The curriculum structure, the in-class activities, and the method of delivery for each discipline are explained in depth. The assessment of the program’s second year, including comparisons to the results from the first year and modifications to the program based on feedback from previous program participants, are discussed. Assessment was conducted through engineering skills assessment questionnaires, which required students to self-evaluate their competence in 18 skill sets before and after the program. These skill sets are qualities often identified to be important for engineers, and encompass traits associated with problem solving, project management, teamwork, and communication skills. Key results show improved self-assessment for most of the engineering skills after the program. Additionally, the skills that did not show improved self-assessment ratings after the program were consistent throughout both years. Qualitative results show a more matured and complete understanding of engineering and the individual engineering disciplines upon completion of the program. Through oral presentations, participants demonstrated in-depth engagement with the environmental conservation theme of the project. The environmental conservation theme is consistent with the participants’ aspirations for considering an engineering career and championing sustainability, which was highlighted by program participants in 2015 as a desired additional focus of the program. Overall, the program provided an opportunity for participants to experience the multidisciplinary nature of engineering, aided participants’ understanding of the roles of individual engineering disciplines, and furnished a realistic preview of student life in a university

Teaching and Assessment of Innovation and Creativity in Civil Engineering: Why? How? Now!

The goal of this paper is to inspire and equip civil engineering educators to integrate creativity and innovation in their teaching practices. Among the six strategic goal statements adopted by the ASCE Board of Direction is “Civil Engineers develop and apply innovative, state-of-the-art practices and technologies.” Engineering education should set the stage for these skills and mindsets. In the recent activity to update the Civil Engineering Body of Knowledge (CEBOK3), creativity and innovation was proposed as a new outcome. Ultimately, it was decided to integrate these concepts explicitly into two of the twenty-one outcomes in the CEBOK3: Professional Attitudes (creativity) and Professional Responsibilities (innovation). In addition, these ideas were integrated into the text to help individuals fully understand the outcomes associated with critical thinking and problem solving, breadth in civil engineering areas, design, technical depth, sustainability, communication, teamwork & leadership, and lifelong learning. Rubrics for creativity and innovation in the cognitive and affective domains are provided. Some individuals argue that creativity cannot be taught and/or assessed. However, there are numerous examples that contradict these concerns. Problem based learning, building physical models, the analytic hierarchy process, the KEEN Innovator program, a leaderless classroom approach, and field trips are examples of methods that have been used to teach creativity and innovation. Methods used to assess creativity and innovation in engineering education settings include the Torrance Test of Creative Thinking, Purdue Creativity Test, revised Creative Engineering Design Assessment, and the CREAX test. We recommend that educators incorporate innovation and creativity into their teaching, in order to retain the best and brightest students in civil engineering and better prepare future civil engineering professionals

Research report (Texas Tech University. Center for Multidisciplinary Research in Transportation)

"This report presents the results from a research on the occurrence and distribution of hazardous materials spills along Texas highway during the period of record from 2002-2006.