Should I Stay, or Should I Go Now?
Content
Iceland: Renewable Energy, Technology, and Resource Economics (Summer 2014)
Starring……. Matthew McCann??
Just a little background, for anyone who doesn‟t know me very well. I am in my first year of studies of Environmental Science, specifically taking Renewable Energy and I have been accepted into a study abroad program in Iceland over the summer (June 16-July 31). This program. This program would truly be a once in a life time experience, as I would be studying the field I enjoy so much (renewable energy) in a place that heats 95% of its country with geothermal energy. However, this would mean leaving my kids for a month and a half (the longest I have been away from them is a few days), but more importantly leaving my Wife with every single duty of the household for 45 days. Here is a basic rundown of our household on a typical Monday-Friday school week: 7:00am Kids wake up, teeth brushed, dressed, and cereal poured 7:30am The day home kids get here. 7:45am Our kids are off to school 11:10am Our kids are picked up from school 11:30am All kids are served lunch 3:00pm & 4:00pm Keegan and Ang get home from school 4:30pm Day home kids picked up 5:00pm Supper served 6:00pm Bath time (Tuesdays and Thursdays) 7:30pm Bedtime However, the kids are done school at the end of June, so the summer (July) would look like this: 7:30 All dayhome kids get here, plus all of our kids are here….ALL DAY 12:00pm Lunch 4:30pm Dayhome kids gone 5:00pm Supper is served 7:30-8:00pm Bedtime Melissa have the dayhome kids, plus our kids after school, on the following days: June: 16, 17, 18, 19, 20, 23, 24, 25, 30 And have the dayhome kids plus our kids ALL day the following dates: July: 1, 2, 3, 4, 7, 8, 9, 10, 11, 14, 21, 22, 23, 24, 25, 28, 29, 30, 31 Melissa would have the following days off from the dayhome and from work (WestJet): June: 26, 27 July: 15, 16, 17, 18 This does not include weekends (which we obviously have no dayhome kids) and dayhome kids summer holidays (which are unknown at this point). Also, Melissa would have to switch to working the evening shift at WestJet (she works from home), so as to accommodate the dayhome children. This would mean working until 2:00am some of these days.
I need everyone‟s opinion! Is this something that I should/could do, or would it be putting far too much on Melissa‟s plate? Would it be selfish for me to do this, or would it be an acceptable m ove to make? Pros Experience of a life time I get to study renewable energy in one of the most renewable energy-friendly places on earth This would look really good on my resume, and possibly get me an even better job than I could have ever hoped I‟d get to go to friggin‟ Iceland! I‟d get to hike on glaciers, fjords, active volcanoes, geothermal hot springs and more! I am quite lucky to even be considered into this program, let alone accepted Cons Mel might jump off a bridge while Im gone Mel might jump off a bridge with the kids (possibly Thelma and Louise style) Mel would have to clean toilets and vacuum, things she mentioned in her wedding vows under „things I will never do‟ Mel would not get to go to Iceland I‟d miss my kids a lot I‟d miss my wife a lot I‟d….wonder what my cat was doing, occasionally It costs a lot…like a lot (like, $9,000+) So here is a rundown of the program:
*This program explores all aspects of renewable energy: from its sources in nature, to its technological utilization, to its social and environmental impacts. With lectures from interdisciplinary faculty, students investigate what it means to create a sustainable society, with Iceland serving as the primary case example. Students enjoy extraordinary access to experts, unique experience in the field, and exemplary support from program staff. *Exploring the Westfjords, Reykjavík, and Iceland‟s Ring Road The program is based in theWestfjords region where students study at the University Centre of the Westfjords and experience life in the tight-knit community of Ísafjörður amid dramatic fjords and mountains. The program also spends time in Iceland‟s capital, Reykjavik, the center of policymaking, where students meet with firms, agencies, and activists shaping the course of renewable energy in Iceland. During the excursion on Iceland‟sRing Road, students take in amazing landscapes of Iceland‟s highlands and coast and visit the controversial hydropower project Kárahnjúkar. *Learning Icelandic language and culture Students become familiar with Icelandic through the language course, designed for learners of all abilities. Learning Icelandic—which is distantly related to English and has changed very little in the thousand years since Iceland was settled—provides additional insights into Icelandic culture and elucidates course topics Firsthand exposure to renewable energy systems. Students gain insider access to the workings of renewable energy systems and to the individuals who design, maintain, and make decisions about them in the context of Iceland. Discussions on a wide range of renewable energy types. From small to large scales, hydroelectric to geothermal power, and hydrogen fuel cells to methane, students gain thorough knowledge across the gamut of renewable energy possibilities. Debate over the consequences of energy decisions. Students critique energy issues holistically and assess the impacts of energy projects from an interdisciplinary perspective.
Students take field trips to experience Iceland‟s proudest cultural and historical accomplishments including:
UNESCO World Heritage site at Thingvellir — a rift valley between tectonic plates and an ancient parliament site Downtown Reykjavík — a modern cultural center and site of the 2008/2009 “Pots and Pans” revolution Geysir — the original geyser Sólheimar eco-village Viking Days festival in the Westfjords, which may include sailing on a Viking ship and watching a strongman competition
*Exploring the geology underneath Iceland‟s energy Students explore all of Iceland‟s astonishingly varied landscapes: glaciers, volcanoes, fjords, geothermal fields, highlands, lava flows, rugged coastline, and infinite waterfalls. Students experience the power of nature, which is evident in every aspect of this constantly transforming island. Witnessing Iceland‟s energy sources provides students with an essential understanding of the geology beneath energy utilization. *The Southwest and the Golden Circle During orientation in the first week, the program explores Iceland‟s southwest region, including the Golden Circle. The circle includes Geysir Geothermal Area, Gullfoss waterfall, and Thingvellir National Park. While hosted by the eco-village Sólheimar, students get a glimpse into one form of sustainable community. They also visit geothermal and hydropower plants, volcanic craters, and small fishing villages, thereby gaining an immediate introduction to the country. *Travel around the Ring Road Traveling around Iceland on the Ring Road, students take in Iceland‟s tremendous geologic diversity. Also known as the National Highway and Route 1, the Ring Road only recently became completely paved. The road leads students to such major sites as Mývatn Lake, an ecological and geological gem in the North; Kárahnjúkar, the highland site of the controversial large hydropower project of the same name; and Vatnajökull, the largest glacier in Europe. *Become a part of Icelandic culture and community. Students live with host families for two weeks in Ísafjörður, the capital of the Westfjords region. Host families are likely located close to the University Centre of the Westfjords where classes are held. Staying with an Icelandic family gives students insight into Icelanders‟ everyday life, culture, and language. Additionally, in living with an Icelandic family, students see how energy issues affect daily life and get to discuss these issues with their hosts around the dinner table, a favorite Icelandic pasttime. The homestay is typically one of the most meaningful experiences of the program.
Find more info at: http://www.sit.edu/studyabroad/overview_ice.cfm?cp=2014SSU
Starring……. Matthew McCann??
Just a little background, for anyone who doesn‟t know me very well. I am in my first year of studies of Environmental Science, specifically taking Renewable Energy and I have been accepted into a study abroad program in Iceland over the summer (June 16-July 31). This program. This program would truly be a once in a life time experience, as I would be studying the field I enjoy so much (renewable energy) in a place that heats 95% of its country with geothermal energy. However, this would mean leaving my kids for a month and a half (the longest I have been away from them is a few days), but more importantly leaving my Wife with every single duty of the household for 45 days. Here is a basic rundown of our household on a typical Monday-Friday school week: 7:00am Kids wake up, teeth brushed, dressed, and cereal poured 7:30am The day home kids get here. 7:45am Our kids are off to school 11:10am Our kids are picked up from school 11:30am All kids are served lunch 3:00pm & 4:00pm Keegan and Ang get home from school 4:30pm Day home kids picked up 5:00pm Supper served 6:00pm Bath time (Tuesdays and Thursdays) 7:30pm Bedtime However, the kids are done school at the end of June, so the summer (July) would look like this: 7:30 All dayhome kids get here, plus all of our kids are here….ALL DAY 12:00pm Lunch 4:30pm Dayhome kids gone 5:00pm Supper is served 7:30-8:00pm Bedtime Melissa have the dayhome kids, plus our kids after school, on the following days: June: 16, 17, 18, 19, 20, 23, 24, 25, 30 And have the dayhome kids plus our kids ALL day the following dates: July: 1, 2, 3, 4, 7, 8, 9, 10, 11, 14, 21, 22, 23, 24, 25, 28, 29, 30, 31 Melissa would have the following days off from the dayhome and from work (WestJet): June: 26, 27 July: 15, 16, 17, 18 This does not include weekends (which we obviously have no dayhome kids) and dayhome kids summer holidays (which are unknown at this point). Also, Melissa would have to switch to working the evening shift at WestJet (she works from home), so as to accommodate the dayhome children. This would mean working until 2:00am some of these days.
I need everyone‟s opinion! Is this something that I should/could do, or would it be putting far too much on Melissa‟s plate? Would it be selfish for me to do this, or would it be an acceptable m ove to make? Pros Experience of a life time I get to study renewable energy in one of the most renewable energy-friendly places on earth This would look really good on my resume, and possibly get me an even better job than I could have ever hoped I‟d get to go to friggin‟ Iceland! I‟d get to hike on glaciers, fjords, active volcanoes, geothermal hot springs and more! I am quite lucky to even be considered into this program, let alone accepted Cons Mel might jump off a bridge while Im gone Mel might jump off a bridge with the kids (possibly Thelma and Louise style) Mel would have to clean toilets and vacuum, things she mentioned in her wedding vows under „things I will never do‟ Mel would not get to go to Iceland I‟d miss my kids a lot I‟d miss my wife a lot I‟d….wonder what my cat was doing, occasionally It costs a lot…like a lot (like, $9,000+) So here is a rundown of the program:
*This program explores all aspects of renewable energy: from its sources in nature, to its technological utilization, to its social and environmental impacts. With lectures from interdisciplinary faculty, students investigate what it means to create a sustainable society, with Iceland serving as the primary case example. Students enjoy extraordinary access to experts, unique experience in the field, and exemplary support from program staff. *Exploring the Westfjords, Reykjavík, and Iceland‟s Ring Road The program is based in theWestfjords region where students study at the University Centre of the Westfjords and experience life in the tight-knit community of Ísafjörður amid dramatic fjords and mountains. The program also spends time in Iceland‟s capital, Reykjavik, the center of policymaking, where students meet with firms, agencies, and activists shaping the course of renewable energy in Iceland. During the excursion on Iceland‟sRing Road, students take in amazing landscapes of Iceland‟s highlands and coast and visit the controversial hydropower project Kárahnjúkar. *Learning Icelandic language and culture Students become familiar with Icelandic through the language course, designed for learners of all abilities. Learning Icelandic—which is distantly related to English and has changed very little in the thousand years since Iceland was settled—provides additional insights into Icelandic culture and elucidates course topics Firsthand exposure to renewable energy systems. Students gain insider access to the workings of renewable energy systems and to the individuals who design, maintain, and make decisions about them in the context of Iceland. Discussions on a wide range of renewable energy types. From small to large scales, hydroelectric to geothermal power, and hydrogen fuel cells to methane, students gain thorough knowledge across the gamut of renewable energy possibilities. Debate over the consequences of energy decisions. Students critique energy issues holistically and assess the impacts of energy projects from an interdisciplinary perspective.
Students take field trips to experience Iceland‟s proudest cultural and historical accomplishments including:
UNESCO World Heritage site at Thingvellir — a rift valley between tectonic plates and an ancient parliament site Downtown Reykjavík — a modern cultural center and site of the 2008/2009 “Pots and Pans” revolution Geysir — the original geyser Sólheimar eco-village Viking Days festival in the Westfjords, which may include sailing on a Viking ship and watching a strongman competition
*Exploring the geology underneath Iceland‟s energy Students explore all of Iceland‟s astonishingly varied landscapes: glaciers, volcanoes, fjords, geothermal fields, highlands, lava flows, rugged coastline, and infinite waterfalls. Students experience the power of nature, which is evident in every aspect of this constantly transforming island. Witnessing Iceland‟s energy sources provides students with an essential understanding of the geology beneath energy utilization. *The Southwest and the Golden Circle During orientation in the first week, the program explores Iceland‟s southwest region, including the Golden Circle. The circle includes Geysir Geothermal Area, Gullfoss waterfall, and Thingvellir National Park. While hosted by the eco-village Sólheimar, students get a glimpse into one form of sustainable community. They also visit geothermal and hydropower plants, volcanic craters, and small fishing villages, thereby gaining an immediate introduction to the country. *Travel around the Ring Road Traveling around Iceland on the Ring Road, students take in Iceland‟s tremendous geologic diversity. Also known as the National Highway and Route 1, the Ring Road only recently became completely paved. The road leads students to such major sites as Mývatn Lake, an ecological and geological gem in the North; Kárahnjúkar, the highland site of the controversial large hydropower project of the same name; and Vatnajökull, the largest glacier in Europe. *Become a part of Icelandic culture and community. Students live with host families for two weeks in Ísafjörður, the capital of the Westfjords region. Host families are likely located close to the University Centre of the Westfjords where classes are held. Staying with an Icelandic family gives students insight into Icelanders‟ everyday life, culture, and language. Additionally, in living with an Icelandic family, students see how energy issues affect daily life and get to discuss these issues with their hosts around the dinner table, a favorite Icelandic pasttime. The homestay is typically one of the most meaningful experiences of the program.
Find more info at: http://www.sit.edu/studyabroad/overview_ice.cfm?cp=2014SSU
