Though it may seem unusual to discuss natural gas pipeline easement rules in an educational journal, many of our readers are aware of the Annales Universitatis Paedagogicae Cracoviensis’ reputation for interdisciplinary discourse. While that reputation may not have originated in the PSIE journal, it certainly has found its home there. That quality is part of the reason we are so excited to have Dr. Shafquat Vohra on our team, since he will provide us with interdisciplinary lessons for all of our journal topics.
As mentioned above, this article considers the rules surrounding natural gas pipelines, and their implications for all areas of education. In a way, this could be called a “generalized” guide. So, without further ado, we present our 10-point guide.
Keep in mind that this is not an exhaustive study. The website linked to below provides the most amount of information we were able to find researching gas pipeline easement rules. Follow along as we try to see how this issue relates to the social structure, and to pedagogy in general.
The first point may be more difficult than it sounds. As noted in Scientific Anthology’s article, “Gas Pipeline Easements” the document is simply a means of providing the right of way. Yet, it is important for scientists, educators, and society at large to realize that this only applies to energy companies, not anybody else, not even the government.
This is another point where the authors note that the rules have been amassed over hundreds of years. However, we are interested in modern infrastructure projects. There are certain unchartered rules, which are comprised of developments like “analytical data, uniform flow rates, and the 8300 Uniformity Running Test.” How do these data and parameters affect the way people learn? How do they affect our education system?
In order to see how easement rules affect learning environments, we must first look at the construction and growth of schools in areas near natural gas pipelines. Are there any studies that show the overall effect of easements on these structures? This is something that would require permission.
Scientists have a duty to help themselves and others learn about gas pipeline easement rules, and that duty comes from their scientific educations. As such, all of the studies above relate to the way that the changes to these rules affect educators.
The greatest challenge for educators in these communities is that they may have to alter their teaching styles when there are spontaneous changes to pipeline easement rules. What if easement size limits are increased to 5 feet or more? In that situation, teachers may have to spend time unteaching children about the previous easement size.
The expansion of gas pipelines should be considered as part of cross-disciplinary research, such as in this study about the tolerance of young school children for learning new information about the environment: elementary school-aged children. The purpose of this study was to determine how children would react to a “non-biased” view of public issues, and how it affects their ability to learn.
The purpose of this study was to review one such example, and the general idea is that students must learn about the legal implementation of easements (such as through impartial histories) in order to understand why changes to the rules affect them in social and environmental ways. While it may come as no surprise that these types of studies exist, it is still surprising how few exist – and furthermore, low-profile resources tend to be very non-credible or non-existent.
The topic of expanding gas pipelines is a delicate one, but one that must be discussed in order to reduce misinformation.