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Sample records for airborne geoscience workshop

  1. Fourth Airborne Geoscience Workshop

    NASA Technical Reports Server (NTRS)

    1991-01-01

    The focus of the workshop was on how the airborne community can assist in achieving the goals of the Global Change Research Program. The many activities that employ airborne platforms and sensors were discussed: platforms and instrument development; airborne oceanography; lidar research; SAR measurements; Doppler radar; laser measurements; cloud physics; airborne experiments; airborne microwave measurements; and airborne data collection.

  2. Fourth Airborne Geoscience Workshop: Summary Minutes

    NASA Technical Reports Server (NTRS)

    1991-01-01

    The general theme for the workshop revolved around global environmental change. Over 170 individuals participated in the presentations and ensuing discussions about the many agency activities using airborne platforms and sensors in support of the U.S. Global Change Research Program (GCRP). The U.S. GCRP was developed as a central component of the U.S. Government's approach to global change and its contribution to worldwide efforts. An all-encompassing U.S. plan was developed by the Committee on Earth and Environmental Sciences (CEES), which continues as the interagency coordinating group for the program. The U.S. GCRP was established as a Presidential initiative in the FY90 budget, making it a particularly relevant topic for the workshop. The following are presented in the appendices: (1) final agenda and list of registrants; (2) final list of poster presenters; (3) steering group luncheon participants; (4) the draft resolution; and (5) selected handouts.

  3. Summaries of the Third Annual JPL Airborne Geoscience Workshop. Volume 2: TIMS Workshop

    NASA Technical Reports Server (NTRS)

    Realmuto, Vincent J. (Editor)

    1992-01-01

    This publication contains the preliminary agenda and summaries for the Third Annual JPL Airborne Geoscience Workshop, held at the Jet Propulsion Laboratory, Pasadena, California, on 1-5 June 1992. This main workshop is divided into three smaller workshops as follows: (1) the Airborne Visible/Infrared Imaging Spectrometer (AVIRIS) workshop, on June 1 and 2; the summaries for this workshop appear in Volume 1; (2) the Thermal Infrared Multispectral Scanner (TIMS) workshop, on June 3; the summaries for this workshop appear in Volume 2; and (3) the Airborne Synthetic Aperture Radar (AIRSAR) workshop, on June 4 and 5; the summaries for this workshop appear in Volume 3.

  4. Summaries of the Third Annual JPL Airborne Geoscience Workshop. Volume 3: AIRSAR Workshop

    NASA Technical Reports Server (NTRS)

    Vanzyl, Jakob (Editor)

    1992-01-01

    This publication contains the preliminary agenda and summaries for the Third Annual JPL Airborne Geoscience Workshop, held at the Jet Propulsion Laboratory, Pasadena, California, on 1-5 June 1992. This main workshop is divided into three smaller workshops as follows: (1) the Airborne Visible/Infrared Imaging Spectrometer (AVIRIS) workshop, on June 1 and 2; the summaries for this workshop appear in Volume 1; (2) the Thermal Infrared Multispectral Scanner (TIMS) workshop, on June 3; the summaries for this workshop appear in Volume 2; and (3) the Airborne Synthetic Aperture Radar (AIRSAR) workshop, on June 4 and 5; the summaries for this workshop appear in Volume 3.

  5. Summaries of the 4th Annual JPL Airborne Geoscience Workshop. Volume 2: TIMS Workshop

    NASA Technical Reports Server (NTRS)

    Realmuto, Vincent J. (Editor)

    1993-01-01

    This is volume 2 of a three volume set of publications that contain the summaries for the Fourth Annual JPL Airborne Geoscience Workshop, held in Washington, D.C. on October 25-29, 1993. The main workshop is divided into three smaller workshops as follows: The Airborne Visible/Infrared Imaging Spectrometer (AVIRIS) workshop, on October 25-26. The summaries for this workshop appear in Volume 1. The Thermal Infrared Multispectral Scanner (TIMS) workshop, on October 27. The summaries for this workshop appear in Volume 2. The Airborne Synthetic Aperture Radar (AIRSAR) workshop, on October 28-29. The summaries for this workshop appear in Volume 3.

  6. Summaries of the 4th Annual JPL Airborne Geoscience Workshop. Volume 1: AVIRIS Workshop

    NASA Technical Reports Server (NTRS)

    Green, Robert O. (Editor)

    1993-01-01

    This publication contains the summaries for the Fourth Annual JPL Airborne Geoscience Workshop, held in Washington, D. C. October 25-29, 1993 The main workshop is divided into three smaller workshops as follows: The Airborne Visible/Infrared Imaging Spectrometer (AVIRIS) workshop, October 25-26 (the summaries for this workshop appear in this volume, Volume 1); The Thermal Infrared Multispectral Scanner (TMIS) workshop, on October 27 (the summaries for this workshop appear in Volume 2); and The Airborne Synthetic Aperture Radar (AIRSAR) workshop, October 28-29 (the summaries for this workshop appear in Volume 3).

  7. Summaries of the Third Annual JPL Airborne Geoscience Workshop. Volume 1: AVIRIS Workshop

    NASA Technical Reports Server (NTRS)

    Green, Robert O. (Editor)

    1992-01-01

    This publication contains the preliminary agenda and summaries for the Third Annual JPL Airborne Geoscience Workshop, held at the Jet Propulsion Laboratory, Pasadena, California, on 1-5 June 1992. This main workshop is divided into three smaller workshops as follows: (1) the Airborne Visible/Infrared Imaging Spectrometer (AVIRIS) workshop, on June 1 and 2; (2) the Thermal Infrared Multispectral Scanner (TIMS) workshop, on June 3; and (3) the Airborne Synthetic Aperture Radar (AIRSAR) workshop, on June 4 and 5. The summaries are contained in Volumes 1, 2, and 3, respectively.

  8. Summaries of the 4th Annual JPL Airborne Geoscience Workshop. Volume 3: AIRSAR Workshop

    NASA Technical Reports Server (NTRS)

    Vanzyl, Jakob (Editor)

    1993-01-01

    This publication contains the summaries for the Fourth Annual JPL Airborne Geoscience Workshop, held in Washington, D.C. on October 25-29, 1993. The main workshop is divided into three smaller workshops as follows: The Airborne Visible/Infrared Spectrometer (AVIRIS) workshop, on October 25-26, whose summaries appear in Volume 1; The Thermal Infrared Multispectral Scanner (TIMS) workshop, on October 27, whose summaries appear in Volume 2; and The Airborne Synthetic Aperture Radar (AIRSAR) workshop, on October 28-29, whose summaries appear in this volume, Volume 3.

  9. Proceedings of the geosciences workshop

    SciTech Connect

    1991-01-01

    The manuscripts in these proceedings represent current understanding of geologic issues associated with the Weldon Spring Site Remedial Action Project (WSSRAP). The Weldon Spring site is in St. Charles County, Missouri. The proceedings are the record of the information presented during the WSSRAP Geosciences Workshop conducted on February 21, 1991. The objective of the workshop and proceedings is to provide the public and scientific community with technical information that will facilitate a common understanding of the geology of the Weldon Spring site, of the studies that have been and will be conducted, and of the issues associated with current and planned activities at the site. This coverage of geologic topics is part of the US Department of Energy overall program to keep the public fully informed of the status of the project and to address public concerns as we clean up the site and work toward the eventual release of the property for use by this and future generations. Papers in these proceedings detail the geology and hydrology of the site. The mission of the WSSRAP derives from the US Department of Energy's Surplus Facilities Management Program. The WSSRAP will eliminate potential hazards to the public and the environment and make surplus real property available for other uses to the extent possible. This will be accomplished by conducting remedial actions which will place the quarry, the raffinate pits, the chemical plant, and the vicinity properties in a radiologically and chemically safe condition. The individual papers have been catalogued separately.

  10. Building Strong Geoscience Departments Through the Visiting Workshop Program

    NASA Astrophysics Data System (ADS)

    Ormand, C. J.; Manduca, C. A.; Macdonald, H.; Bralower, T. J.; Clemens-Knott, D.; Doser, D. I.; Feiss, P. G.; Rhodes, D. D.; Richardson, R. M.; Savina, M. E.

    2011-12-01

    The Building Strong Geoscience Departments project focuses on helping geoscience departments adapt and prosper in a changing and challenging environment. From 2005-2009, the project offered workshop programs on topics such as student recruitment, program assessment, preparing students for the workforce, and strengthening geoscience programs. Participants shared their departments' challenges and successes. Building on best practices and most promising strategies from these workshops and on workshop leaders' experiences, from 2009-2011 the project ran a visiting workshop program, bringing workshops to 18 individual departments. Two major strengths of the visiting workshop format are that it engages the entire department in the program, fostering a sense of shared ownership and vision, and that it focuses on each department's unique situation. Departments applied to have a visiting workshop, and the process was highly competitive. Selected departments chose from a list of topics developed through the prior workshops: curriculum and program design, program elements beyond the curriculum, recruiting students, preparing students for the workforce, and program assessment. Two of our workshop leaders worked with each department to customize and deliver the 1-2 day programs on campus. Each workshop incorporated exercises to facilitate active departmental discussions, presentations incorporating concrete examples drawn from the leaders' experience and from the collective experiences of the geoscience community, and action planning to scaffold implementation. All workshops also incorporated information on building departmental consensus and assessing departmental efforts. The Building Strong Geoscience Departments website complements the workshops with extensive examples from the geoscience community. Of the 201 participants in the visiting workshop program, 140 completed an end of workshop evaluation survey with an overall satisfaction rating of 8.8 out of a possible 10

  11. Meeting Review: Airborne Aerosol Inlet Workshop

    NASA Technical Reports Server (NTRS)

    Baumgardner, Darrel; Huebert, Barry; Wilson, Chuck

    1991-01-01

    Proceedings from the Airborne Aerosol Inlet Workshop are presented. The two central topics of discussion were the role of aerosols in atmospheric processes and the difficulties in characterizing aerosols. The following topics were discussed during the working sessions: airborne observations to date; identification of inlet design issues; inlet modeling needs and directions; objectives for aircraft experiments; and future laboratory and wind tunnel studies.

  12. Summaries of the Sixth Annual JPL Airborne Earth Science Workshop. Volume 2; AIRSAR Workshop

    NASA Technical Reports Server (NTRS)

    Kim, Yun-Jin (Editor)

    1996-01-01

    The Sixth Annual JPL Airborne Earth Science Workshop, held in Pasadena, California, on March 4-8, 1996, was divided into two smaller workshops:(1) The Airborne Visible/Infrared Imaging Spectrometer (AVIRIS) workshop, and The Airborne Synthetic Aperture Radar (AIRSAR) workshop. This current paper, Volume 2 of the Summaries of the Sixth Annual JPL Airborne Earth Science Workshop, presents the summaries for The Airborne Synthetic Aperture Radar (AIRSAR) workshop.

  13. Teaching Introductory Geoscience: A Cutting Edge Workshop Report

    NASA Astrophysics Data System (ADS)

    Manduca, C.; Tewksbury, B.; Egger, A.; MacDonald, H.; Kirk, K.

    2008-12-01

    Introductory undergraduate courses play a pivotal role in the geosciences. They serve as recruiting grounds for majors and future professionals, provide relevant experiences in geoscience for pre-service teachers, and offer opportunities to influence future policy makers, business people, professionals, and citizens. An introductory course is also typically the only course in geoscience that most of our students will ever take. Because the role of introductory courses is pivotal in geoscience education, a workshop on Teaching Introductory Courses in the 21st Century was held in July 2008 as part of the On the Cutting Edge faculty development program. A website was also developed in conjunction with the workshop. One of the central themes of the workshop was the importance of considering the long-term impact a course should have on students. Ideally, courses can be designed with this impact in mind. Approaches include using the local geology to focus the course and illustrate concepts; designing a course for particular audience (such as Geology for Engineers); creating course features that help students understand and interpret geoscience in the news; and developing capstone projects to teach critical thinking and problem solving skills in a geologic context. Workshop participants also explored strategies for designing engaging activities including exploring with Google Earth, using real-world scenarios, connecting with popular media, or making use of campus features on local field trips. In addition, introductory courses can emphasize broad skills such as teaching the process of science, using quantitative reasoning and developing communication skills. Materials from the workshop as well as descriptions of more than 150 introductory courses and 350 introductory-level activities are available on the website: http://serc.carleton.edu/NAGTWorkshops/intro/index.html.

  14. Geoscience Applications of Airborne and Spaceborne Lidar Altimetry

    NASA Technical Reports Server (NTRS)

    Harding David J.

    1999-01-01

    Recent advances in lidar altimetry technology have enabled new methods to describe the vertical structure of the Earth's surface with great accuracy. Application of these methods in several geoscience disciplines will be described. Airborne characterization of vegetation canopy structure will be illustrated, including a validation of lidar-derived Canopy Height Profiles for closed-canopy, broadleaf forests. Airborne detection of tectonic landforms beneath dense canopy will also be illustrated, with an application mapping active fault traces in the Puget Lowland of Washington state for earthquake hazard assessment purposes. Application of data from the first and second flights of the Shuttle Laser Altimeter will also be discussed in an assessment of global digital elevation model accuracy and error characteristics. Two upcoming space flight missions will be described, the Vegetation Canopy Lidar (VCL) and the Ice, Cloud and Land Elevation Mission (ICESat), which will provide comprehensive lidar altimeter observations of the Earth's topography and vegetation cover.

  15. Summaries of the Sixth Annual JPL Airborne Earth Science Workshop. Volume 1; AVIRIS Workshop

    NASA Technical Reports Server (NTRS)

    Green, Robert O. (Editor)

    1996-01-01

    This publication contains the summaries for the Sixth Annual JPL Airborne Earth Science Workshop, held in Pasadena, California, on March 4-8, 1996. The main workshop is divided into two smaller workshops as follows: (1) The Airborne Visible/Infrared Imaging Spectrometer (AVIRIS) workshop, on March 4-6. The summaries for this workshop appear in Volume 1; (2) The Airborne Synthetic Aperture Radar (AIRSAR) workshop, on March 6-8. The summaries for this workshop appear in Volume 2.

  16. Workshop Results: Teaching Geoscience to K-12 Teachers

    NASA Astrophysics Data System (ADS)

    Nahm, A.; Villalobos, J. I.; White, J.; Smith-Konter, B. R.

    2012-12-01

    A workshop for high school and middle school Earth and Space Science (ESS) teachers was held this summer (2012) as part of an ongoing collaboration between the University of Texas at El Paso (UTEP) and El Paso Community College (EPCC) Departments of Geological Sciences. This collaborative effort aims to build local Earth science literacy and educational support for the geosciences. Sixteen teachers from three school districts from El Paso and southern New Mexico area participated in the workshop, consisting of middle school, high school, early college high school, and dual credit faculty. The majority of the teachers had little to no experience teaching geoscience, thus this workshop provided an introduction to basic geologic concepts to teachers with broad backgrounds, which will result in the introduction of geoscience to many new students each year. The workshop's goal was to provide hands-on activities illustrating basic geologic and scientific concepts currently used in introductory geology labs/lectures at both EPCC and UTEP to help engage pre-college students. Activities chosen for the workshop were an introduction to Google Earth for use in the classroom, relative age dating and stratigraphy using volcanoes, plate tectonics utilizing the jigsaw pedagogy, and the scientific method as a think-pair-share activity. All activities where designed to be low cost and materials were provided for instructors to take back to their institutions. A list of online resources for teaching materials was also distributed. Before each activity, a short pre-test was given to the participants to gauge their level of knowledge on the subjects. At the end of the workshop, participants were given a post-test, which tested the knowledge gain made by participating in the workshop. In all cases, more correct answers were chosen in the post-test than the individual activity pre-tests, indicating that knowledge of the subjects was gained. The participants enjoyed participating in these

  17. Summaries of the Fifth Annual JPL Airborne Earth Science Workshop. Volume 1: AVIRIS Workshop

    NASA Technical Reports Server (NTRS)

    Green, Robert O. (Editor)

    1995-01-01

    This publication is the first of three containing summaries for the Fifth Annual JPL Airborne Earth Science Workshop, held in Pasadena, California, on January 23-26, 1995. The main workshop is divided into three smaller workshops as follows: (1) The Airborne Visible/Infrared Imaging Spectrometer (AVIRIS) workshop, on January 23-24. The summaries for this workshop appear in this volume; (2) The Airborne Synthetic Aperture Radar (AIRSAR) workshop, on January 25-26. The summaries for this workshop appear in Volume 3; and (3) The Thermal Infrared Multispectral Scanner (TIMS) workshop, on January 26. The summaries for this workshop appear in Volume 2.

  18. Summaries of the Fifth Annual JPL Airborne Earth Science Workshop. Volume 2: TIMS Workshop

    NASA Technical Reports Server (NTRS)

    Realmuto, Vincent J. (Editor)

    1995-01-01

    This publication is the second volume of the summaries for the Fifth Annual JPL Airborne Earth Science Workshop, held in Pasadena, California, on January 23-26, 1995. The main workshop is divided into three smaller workshops as follows: (1) The Airborne Visible/Infrared Imaging Spectrometer (AVIRIS) workshop on January 23-24. The summaries for this workshop appear in Volume 1; (2) The Airborne Synthetic Aperture Radar (AIRSAR) workshop on January 25-26. The summaries for this workshop appear in volume 3; and (3) The Thermal Infrared Multispectral Scanner (TIMS) workshop on January 26. The summaries for this workshop appear in this volume.

  19. Summaries of the Fifth Annual JPL Airborne Earth Science Workshop. Volume 3: AIRSAR Workshop

    NASA Technical Reports Server (NTRS)

    Vanzyl, Jakob (Editor)

    1995-01-01

    This publication is the third containing summaries for the Fifth Annual JPL Airborne Earth Science Workshop, held in Pasadena, California, on January 23-26, 1995. The main workshop is divided into three smaller workshops as follows: (1) The Airborne Visible/Infrared Imaging Spectrometer (AVIRIS) workshop, on January 23-24. The summaries for this workshop appear in Volume 1; (2) The Airborne synthetic Aperture Radar (AIRSAR) workshop, on January 25-26. The summaries for this workshop appear in this volume; and (3) The Thermal Infrared Multispectral Scanner (TIMS) workshop, on January 26. The summaries for this workshop appear in Volume 2.

  20. International Workshops for Teachers at the European Geosciences Union

    NASA Astrophysics Data System (ADS)

    Laj, C.

    2005-12-01

    The 2005 edition of the EGU Geophysical Information for Teachers (GIFT) workshoptook place in April 2005 during the General Assembly of the European Gesciences Union. It reunited 70 teachers from 16 European Countries and 3 teachers from the USA. The general theme of this 2-days workshop was 'The history of the Earth' and it focussed on important, but somewhat ill-known aspects of the evolution of our planet. GIFT-2005 was preceeded by a one-day workshop on Natural Risk Assessment (NaRAs) which included aspects of seismology in the schools and two talks on the 2004 Sumatra tsunami. Both were organized by the Committee on Education of EGU. Both workshops comprised seminal talks by leading scientists in the field, but also presentations by science educators and presentations by the teachers themselved of some off-track activities in their schools. This combitation stimulated discussions between the teachers, scientists and science educators and among the teachers where the different languages did not appear to create major difficulties (the official language of the workshops was English). Some of the contacts between teachers are already evolving in long term collaborations between them and their respective schools. It clearly appears that reuniting teachers formed and teaching within different educational systems, leads to stimulating creative discussions and collaborations, each teacher benefitting from the different background of his/her colleagues. The great output of this kind of international workshop is to show that while there is no educational system 'better than all others', the interactions between teachers, scientists and sciences educators during a major scientific conference, create new stimulus and enthousiasm among the teachers and this will invariably lead to up-to-date and alive teaching of geo-sciences (and scicnes in general) in primary and secondary schools, i.e. where future geoscientist are formed.

  1. Environmental GeoSciences Lectures and Transversal Public Workshops

    NASA Astrophysics Data System (ADS)

    Redondo, J. M.; Redondo, A.; Babiano, A.

    2010-05-01

    Co/organized by the Campus Universitari de la Mediterrania, which is a consortium between the City hall of Vilanova i la Geltru, The Universitat Politecnica de Catalunya and the Generalitat. A series of high level workshops and summer schools have been used to prepare specific, hands on science and scientific, divulgation material aimed at different types of public. Some of the most attractive topics in geosciences, prepared by well established scientists in collaboration with primary and secondary school teachers are used to stimulate science and environmental topics in the clasroom. A collection of CDs with lectures, videos and experimental visual results cover a wide range of topics such as: Cloud shape analysis, Cetacean Acoustics, Turbulence, Soil percolation, Dynamic Oceanograpy, Oil Pollution, Solar Physics, Rainbows and colour, Snail shell structure, etc.. Some of the most popular themes are chosen, studied and presented by the diferent aged pupils from local schools.

  2. Summaries of the Seventh JPL Airborne Earth Science Workshop January 12-16, 1998. Volume 1; AVIRIS Workshop

    NASA Technical Reports Server (NTRS)

    Green, Robert O. (Editor)

    1998-01-01

    This publication contains the summaries for the Seventh JPL Airborne Earth Science Workshop, held in Pasadena, California, on January 12-16, 1998. The main workshop is divided into three smaller workshops, and each workshop has a volume as follows: (1) Airborne Visible/Infrared Imaging Spectrometer (AVIRIS) Workshop; (2) Airborne Synthetic Aperture Radar (AIRSAR) Workshop; and (3) Thermal Infrared Multispectral Scanner (TIMS) Workshop. This Volume 1 publication contains 58 papers taken from the AVIRIS workshop.

  3. The ENGAGE Workshop: Encouraging Networks between Geoscientists and Geoscience Education Researchers

    NASA Astrophysics Data System (ADS)

    Hubenthal, M.; LaDue, N.; Taber, J.

    2015-12-01

    The geoscience education community has made great strides in the study of teaching and learning at the undergraduate level, particularly with respect to solid earth geology. Nevertheless, the 2012 National Research Council report, Discipline-based Education Research: Understanding and Improving Learning in Undergraduate Science and Engineering suggests that the geosciences lag behind other science disciplines in the integration of education research within the discipline and the establishment of a broad research base. In January 2015, early career researchers from earth, atmospheric, ocean, and polar sciences and geoscience education research (GER) gathered for the ENGAGE workshop. The primary goal of ENGAGE was to broaden awareness of discipline-based research in the geosciences and catalyze relationships and understanding between these groups of scientists. An organizing committee of geoscientists and GERs designed a two-day workshop with a variety of activities to engage participants in the establishment of a shared understanding of education research and the development of project ideas through collaborative teams. Thirty-three participants were selected from over 100 applicants, based on disciplinary diversity and demonstrated interest in geoscience education research. Invited speakers and panelists also provided examples of successful cross-disciplinary collaborations. As a result of this workshop, participants indicated that they gained new perspectives on geoscience education and research, networked outside of their discipline, and are likely to increase their involvement in geoscience education research. In fact, 26 of 28 participants indicated they are now better prepared to enter into cross-disciplinary collaborations within the next year. The workshop evaluation revealed that the physical scientists particularly valued opportunities for informal networking and collaborative work developing geoscience education research projects. Meanwhile, GERs valued

  4. Summaries of the Sixth Annual JPL Airborne Earth Science Workshop, March 4-8, 1996. Volume 2; AIRSAR Workshop

    NASA Technical Reports Server (NTRS)

    Kim, Yunjin (Editor)

    1996-01-01

    This publication contains the summaries for the Sixth Annual JPL Airborne Earth Science Workshop, held in Pasadena, California, on March 4-8, 1996. The main workshop is divided into two smaller workshops as follows: The Airborne Visible/Infrared Imaging Spectrometer (AVIRIS) workshop, on March 4-6. The summaries for this workshop appear in Volume 1. The Airborne Synthetic Aperture Radar (AIRSAR) workshop, on March 6-8. The summaries for this workshop appear in Volume 2.

  5. Preparing students in two-year colleges for geoscience degrees and careers: Workshop results

    NASA Astrophysics Data System (ADS)

    Macdonald, H.; Baer, E. M.; Blodgett, R. H.; Hodder, J.

    2012-12-01

    Building a strong and diverse geoscience workforce is a critical national challenge. Two-year colleges (2YCs) play an important role in increasing both the number and diversity of geoscience graduates. A workshop on Preparing Students from Two-year Colleges for Geoscience Degrees and Careers was held in Tacoma, WA in July 2012 to discuss the successes and challenges of programs, strategies, and activities that support career preparation of 2YC students for geoscience careers, either as geotechnical graduates or as geoscience majors at four-year colleges and universities, and to make recommendations for future efforts. At the workshop several successful partnerships between employers and two-year colleges as well as between two-year colleges and four-year institutions were discussed as potential models that could be replicated with adaptations for local employment needs. Participants shared successful techniques for supporting 2YC students in their career path such as internships, early opportunities for participating in research, joint fieldtrips with transfer institutions, and supportive curriculum alignment between two and four-year institutions. Professional organizations have much to offer including information about career options, networking opportunities, and more. Participants discussed strategies for supporting geoscience workforce development at 2YCs such as making connections between 2YCs and local employers, identifying geoscience students at 2YCs who are planning to transfer and building relationships with 4YCs, establishing internship programs, supporting student geoscience clubs, and developing a repository of geoscience employment information targeted to 2YC students. Participants recognized significant barriers to incorporating career training and information into the geoscience curriculum at two-year colleges. These barriers include a predominance of non-geoscience students in classes, lack of support or rewards for improving or increasing the

  6. Proceedings of the 11th JPL Airborne Earth Science Workshop

    NASA Technical Reports Server (NTRS)

    Green, Robert O.

    2002-01-01

    This publication contains the proceedings of the JPL Airborne Earth Science Workshop forum held to report science research and applications results with spectral images measured by the NASA Airborne Visible/Infrared Imaging Spectrometer (AVIRIS). These papers were presented at the Jet Propulsion Laboratory from March 5-8, 2001. Electronic versions of these papers may be found at the A VIRIS Web http://popo.jpl.nasa.gov/pub/docs/workshops/aviris.proceedings.html

  7. Geoscience Information for Teachers (GIFT) Workshops at the European Geoscience Union General Assembly

    NASA Astrophysics Data System (ADS)

    Arnold, Eve; Barnikel, Friedrich; Berenguer, Jean-Luc; Cifelli, Francesca; Funiciello, Francesca; Laj, Carlo; Macko, Stephen; Schwarz, Annegret; Smith, Phil; Summesberger, Herbert

    2016-04-01

    GIFT workshops are a two-and-a-half-day teacher enhancement workshops organized by the EGU Committee on Education and held in conjunction with the EGU annual General Assembly. The program of each workshop focuses on a different general theme each year. Past themes have included, for example, "Mineral Resources", "Our changing Planet", "Natural Hazards", "Water", "Evolution and Biodiversity" and "Energy and Sustainable Development". These workshops combine scientific presentations on current research in the Earth and Space Sciences, given by prominent scientists attending EGU General Assemblies, with hands-on, inquiry-based activities that can be used by the teachers in their classrooms to explain related scientific principles or topics. Participating teachers are also invited to present their own classroom activities to their colleagues, even when not directly related to the current program. The main objective of these workshops is to communicate first-hand scientific information to teachers in primary and secondary schools, significantly shortening the time between discovery and textbook. The GIFT workshop provides the teachers with materials that can be directly incorporated into their classroom, as well as those of their colleagues at home institutions. In addition, the full immersion of science teachers in a truly scientific context (EGU General Assemblies) and the direct contact with leading geoscientists stimulates curiosity towards research that the teachers can transmit to their pupils. In addition to their scientific content, the GIFT workshops are of high societal value. The value of bringing teachers from many nations together includes the potential for networking and collaborations, the sharing of experiences and an awareness of science education as it is presented in other countries. Since 2003, the EGU GIFT workshops have brought together more than 700 teachers from more than 25 nations. At all previous EGU GIFT workshops teachers mingled with others

  8. Geoscience Information for Teachers (GIFT) Workshops at the European Geoscience Union General Assembly

    NASA Astrophysics Data System (ADS)

    Macko, S. A.; Arnold, E. M.; Barnikel, F.; Berenguer, J. L.; Cifelli, F.; Funiciello, F.; Schwarz, A.; Smith, P.; Summesberger, H.; Laj, C. E.

    2015-12-01

    GIFT workshops are a two-and-a-half-day teacher enhancement workshops organized by the EGU Committee on Education and held in conjunction with the EGU annual General Assembly. The program of each workshop focuses on a different general theme each year. Past themes have included, for example, "Mineral Resources", "Our Changing Planet", "Natural Hazards", "Water" and "Biodiversity and Evolution". These workshops combine scientific presentations on current research in Earth and Space Sciences, given by prominent scientists attending EGU General Assemblies, with hands-on, inquiry-based activities that can be used by the teachers in their classrooms to explain related scientific principles or topics. Teachers are also invited to present their own classroom activities to their colleagues, regardless of the scientific topic. The main objective of these workshops is to communicate first-hand scientific information to teachers in primary and secondary schools, significantly shortening the time between discovery and textbook. The GIFT workshop provides the teachers with materials that can be directly incorporated into their classroom, as well as those of their colleagues at home institutions. In addition, the full immersion of science teachers in a truly scientific context (EGU General Assemblies) and the direct contact with leading geoscientists stimulates curiosity towards research that the teachers can transmit to their pupils. In addition to their scientific content, the GIFT workshops are of high societal value. The value of bringing teachers from many nations together includes the potential for networking and collaborations, the sharing of experiences and an awareness of science education as it is presented in other countries. Since 2003, the EGU GIFT workshops have brought together more than 700 teachers from more than 25 nations. At all previous EGU GIFT workshops teachers mingled with others from outside their own country and informally interacted with the

  9. Workshop for Early Career Geoscience Faculty: Providing resources and support for new faculty to succeed

    NASA Astrophysics Data System (ADS)

    Hill, T. M.; Beane, R. J.; Macdonald, H.; Manduca, C. A.; Tewksbury, B. J.; Allen-King, R. M.; Yuretich, R.; Richardson, R. M.; Ormand, C. J.

    2015-12-01

    A vital strategy to educate future geoscientists is to support faculty at the beginning of their careers, thus catalyzing a career-long impact on the early-career faculty and on their future students. New faculty members are at a pivotal stage in their careers as they step from being research-focused graduate students and post-doctoral scholars, under the guidance of advisors, towards launching independent careers as professors. New faculty commonly, and not unexpectedly, feel overwhelmed as they face challenges to establish themselves in a new environment, prepare new courses, begin new research, and develop a network of support. The workshop for Early Career Geoscience Faculty: Teaching, Research, and Managing Your Career has been offered annually in the U.S. since 1999. The workshop is currently offered through the National Association of Geoscience Teachers On the Cutting Edge professional development program with support from the NSF, AGU and GSA. This five-day workshop, with associated web resources, offers guidance for incorporating evidence-based teaching practices, developing a research program, and managing professional responsibilities in balance with personal lives. The workshop design includes plenary and concurrent sessions, individual consultations, and personalized feedback from workshop participants and leaders. Since 1999, more than 850 U.S. faculty have attended the Early Career Geoscience Faculty workshop. Participants span a wide range of geoscience disciplines, and are in faculty positions at two-year colleges, four-year colleges, comprehensive universities and research universities. The percentages of women (~50%) and underrepresented participants (~8%) are higher than in the general geoscience faculty population. Multiple participants each year are starting positions after receiving all or part of their education outside the U.S. Collectively, participants report that they are better prepared to move forward with their careers as a result of

  10. The European Geoscience Union (EGU) Geoscience Information For Teachers (GIFT) Workshops

    NASA Astrophysics Data System (ADS)

    Macko, S. A.; Arnold, E. M.; Barnikel, F.; Berenguer, J.; Bokwa Bokwa, A.; Camerlenghi, A.; Cifelli, F.; Funiciello, F.; Laj, C.; Schwarz, A.; Smith, P.

    2010-12-01

    GIFT workshops are a two-and-a-half-day teacher enhancement workshops organized by the EGU Committee on Education and held in conjunction with the EGU annual General Assembly. The program of each workshop focuses on a different general theme each year. Past themes have included, for example, “The Polar Regions”, “The Carbon Cycle” and “The Earth From Space”. These workshops combine scientific presentations on current research in the Earth and Space Sciences, given by prominent scientists attending EGU General Assemblies, with hands-on, inquiry-based activities that can be used by the teachers in their classrooms to explain related scientific principles or topics. Participating teachers are also invited to present their own classroom activities to their colleagues, even when not directly related to the current program. The main objective of these workshops is to spread first-hand scientific information to teachers in primary and secondary schools, significantly shortening the time between discovery and textbook. The GIFT workshop provides the teachers with materials that can be directly incorporated into their classroom, as well as those of their colleagues at home institutions. In addition, the full immersion of science teachers in a truly scientific context (EGU General Assemblies) and the direct contact with leading geoscientists stimulates curiosity towards research that the teachers can transmit to their pupils. In addition to their scientific content, the GIFT workshops are of high societal value. The value of bringing teachers from many nations together includes the potential for networking and collaborations, the sharing of experiences and an awareness of science education as it is presented in other countries. Since 2003, the EGU GIFT workshops have brought together more than 500 teachers from more than 20 nations. At all previous EGU GIFT workshops teachers mingled with others from outside their own country, informally interacted with the

  11. Geoscience Information for Teachers (GIFT) Workshops at the European Geoscience Union General Assembly

    NASA Astrophysics Data System (ADS)

    Arnold, E. M.; Barnikel, F.; Berenguer, J. L.; Bokwa, A.; Camerlenghi, A. A.; Cifelli, F.; Funiciello, F.; Laj, C. E.; Macko, S. A.; Schwarz, A.; Smith, P.; Summesberger, H.

    2014-12-01

    GIFT workshops are a two-and-a-half-day teacher enhancement workshops organized by the EGU Committee on Education and held in conjunction with the EGU annual General Assembly. The program of each workshop focuses on a different general theme each year. Past themes have included, for example, "Natural Hazards", "Biodiversity and Evolution", "The Polar Regions", "The Carbon Cycle" and "The Earth from Space". These workshops combine scientific presentations on current research in Earth and Space Sciences, given by prominent scientists attending EGU General Assemblies, with hands-on, inquiry-based activities that can be used by the teachers in their classrooms to explain related scientific principles or topics. Participating teachers are also invited to present their own classroom activities to their colleagues, regardless of the scientific topic. The main objective of these workshops is to communicate first-hand scientific information to teachers in primary and secondary schools, significantly shortening the time between discovery and textbook. The GIFT workshop provides the teachers with materials that can be directly incorporated into their classroom, as well as those of their colleagues at home institutions. In addition, the full immersion of science teachers in a truly scientific context (EGU General Assemblies) and the direct contact with leading geoscientists stimulates curiosity towards research that the teachers can transmit to their pupils. In addition to their scientific content, the GIFT workshops are of high societal value. The value of bringing teachers from many nations together includes the potential for networking and collaborations, the sharing of experiences and an awareness of science education as it is presented in other countries. Since 2003, the EGU GIFT workshops have brought together more than 600 teachers from more than 25 nations. At all previous EGU GIFT workshops teachers mingled with others from outside their own country and informally

  12. Geoscience Information for Teachers (GIFT) Workshops at the European Geoscience Union General Assembly

    NASA Astrophysics Data System (ADS)

    Arnold, Eve; Barnikel, Friedrich; Berenguer, Jean-Luc; Camerlenghi, Angelo; Cifelli, Francesca; Funiciello, Francesca; Laj, Carlo; Macko, Stephen; Schwarz, Annegret; Smith, Phil; Summesberger, Herbert

    2015-04-01

    GIFT workshops are a two-and-a-half-day teacher enhancement workshops organized by the EGU Committee on Education and held in conjunction with the EGU annual General Assembly. The program of each workshop focuses on a different general theme each year. Past themes have included, for example, "Water!", "Natural Hazards", "Biodiversity and Evolution", "The Polar Regions", "The Carbon Cycle" and "The Earth from Space". These workshops combine scientific presentations on current research in the Earth and Space Sciences, given by prominent scientists attending EGU General Assemblies, with hands-on, inquiry-based activities that can be used by the teachers in their classrooms to explain related scientific principles or topics. Participating teachers are also invited to present their own classroom activities to their colleagues, even when not directly related to the current program. The main objective of these workshops is to communicate first-hand scientific information to teachers in primary and secondary schools, significantly shortening the time between discovery and textbook. The GIFT workshop provides the teachers with materials that can be directly incorporated into their classroom, as well as those of their colleagues at home institutions. In addition, the full immersion of science teachers in a truly scientific context (EGU General Assemblies) and the direct contact with leading geoscientists stimulates curiosity towards research that the teachers can transmit to their pupils. In addition to their scientific content, the GIFT workshops are of high societal value. The value of bringing teachers from many nations together includes the potential for networking and collaborations, the sharing of experiences and an awareness of science education as it is presented in other countries. Since 2003, the EGU GIFT workshops have brought together more than 600 teachers from more than 25 nations. At all previous EGU GIFT workshops teachers mingled with others from outside

  13. Geoscience Information for Teachers (GIFT) Workshops at the European Geoscience Union General Assembly

    NASA Astrophysics Data System (ADS)

    Arnold, Eve; Barnikel, Friedrich; Berenguer, Jean-Luc; Bokwa, Anita; Camerlenghi, Angelo; Cifelli, Francesca; Funiciello, Francesca; Laj, Carlo; Macko, Stephen; Schwarz, Annegret; Smith, Phil; Summesberger, Herbert

    2014-05-01

    GIFT workshops are a two-and-a-half-day teacher enhancement workshops organized by the EGU Committee on Education and held in conjunction with the EGU annual General Assembly. The program of each workshop focuses on a different general theme each year. Past themes have included, for example, "Water!", "Natural Hazards", "Biodiversity and Evolution", "The Polar Regions", "The Carbon Cycle" and "The Earth from Space". These workshops combine scientific presentations on current research in the Earth and Space Sciences, given by prominent scientists attending EGU General Assemblies, with hands-on, inquiry-based activities that can be used by the teachers in their classrooms to explain related scientific principles or topics. Participating teachers are also invited to present their own classroom activities to their colleagues, even when not directly related to the current program. The main objective of these workshops is to communicate first-hand scientific information to teachers in primary and secondary schools, significantly shortening the time between discovery and textbook. The GIFT workshop provides the teachers with materials that can be directly incorporated into their classroom, as well as those of their colleagues at home institutions. In addition, the full immersion of science teachers in a truly scientific context (EGU General Assemblies) and the direct contact with leading geoscientists stimulates curiosity towards research that the teachers can transmit to their pupils. In addition to their scientific content, the GIFT workshops are of high societal value. The value of bringing teachers from many nations together includes the potential for networking and collaborations, the sharing of experiences and an awareness of science education as it is presented in other countries. Since 2003, the EGU GIFT workshops have brought together more than 600 teachers from more than 25 nations. At all previous EGU GIFT workshops teachers mingled with others from outside

  14. Geoscience Information For Teachers (GIFT) Workshops at the the European Geoscience Union (EGU)

    NASA Astrophysics Data System (ADS)

    Macko, S. A.; Laj, C. E.; The Europen Geoscience Union Committee on Education

    2011-12-01

    GIFT workshops are a two-and-a-half-day teacher enhancement workshops organized by the EGU Committee on Education and held in conjunction with the EGU annual General Assembly. The program of each workshop focuses on a different general theme each year. Past themes have included, for example, "The Polar Regions", "The Carbon Cycle" and "The Earth From Space". These workshops combine scientific presentations on current research in the Earth and Space Sciences, given by prominent scientists attending EGU General Assemblies, with hands-on, inquiry-based activities that can be used by the teachers in their classrooms to explain related scientific principles or topics. Participating teachers are also invited to present their own classroom activities to their colleagues, even when not directly related to the current program. The main objective of these workshops is to spread first-hand scientific information to teachers in primary and secondary schools, significantly shortening the time between discovery and textbook. The GIFT workshop provides the teachers with materials that can be directly incorporated into their classroom, as well as those of their colleagues at home institutions. In addition, the full immersion of science teachers in a truly scientific context (EGU General Assemblies) and the direct contact with leading geoscientists stimulates curiosity towards research that the teachers can transmit to their pupils. In addition to their scientific content, the GIFT workshops are of high societal value. The value of bringing teachers from many nations together includes the potential for networking and collaborations, the sharing of experiences and an awareness of science education as it is presented in other countries. Since 2003, the EGU GIFT workshops have brought together more than 500 teachers from more than 20 nations. At all previous EGU GIFT workshops teachers mingled with others from outside their own country, informally interacted with the scientists

  15. Geoscience Information for Teachers (GIFT) Workshops at the European Geoscience Union General Assembly

    NASA Astrophysics Data System (ADS)

    Arnold, E.; Barnikel, F.; Berenguer, J.; Bokwa, A.; Camerlenghi, A.; Cifelli, F.; Funiciello, F.; Laj, C.; Macko, S. A.; Schwarz, A.; Smith, P.; Summesberger, H.

    2012-04-01

    GIFT workshops are a two-and-a-half-day teacher enhancement workshops organized by the EGU Committee on Education and held in conjunction with the EGU annual General Assembly. The program of each workshop focuses on a different general theme each year. Past themes have included, for example, "Biodiversity and Evolution", "The Polar Regions", "The Carbon Cycle" and "The Earth from Space". These workshops combine scientific presentations on current research in the Earth and Space Sciences, given by prominent scientists attending EGU General Assemblies, with hands-on, inquiry-based activities that can be used by the teachers in their classrooms to explain related scientific principles or topics. Participating teachers are also invited to present their own classroom activities to their colleagues, even when not directly related to the current program. The main objective of these workshops is to spread first-hand scientific information to teachers in primary and secondary schools, significantly shortening the time between discovery and textbook. The GIFT workshop provides the teachers with materials that can be directly incorporated into their classroom, as well as those of their colleagues at home institutions. In addition, the full immersion of science teachers in a truly scientific context (EGU General Assembly) and the direct contact with leading geoscientists stimulates curiosity towards research that the teachers can transmit to their pupils. In addition to their scientific content, the GIFT workshops are of high societal value. The value of bringing teachers from many nations together includes the potential for networking and collaborations, the sharing of experiences and an awareness of science education as it is presented in other countries. Since 2003, the EGU GIFT workshops have brought together more than 500 teachers from more than 25 nations. At all previous EGU GIFT workshops teachers mingled with others from outside their own country and informally

  16. Geoscience Information for Teachers (GIFT)Workshops at the European Geoscience Union General Assembly

    NASA Astrophysics Data System (ADS)

    Arnold, Eve; Barnikel, Friederich; Berenguer, Jean-Luc; Bokwa, Anna; Camerlenghi, Angelo; Cifelli, Francesca; Funicello, Francesca; Laj, Carlo; Macko, Stephen; Shwarz, Annagret; Smith, Phil; Summesberger, Herbert

    2013-04-01

    GIFT workshops are a two-and-a-half-day teacher enhancement workshops organized by the EGU Committee on Education and held in conjunction with the EGU annual General Assembly. The program of each workshop focuses on a different general theme each year. Past themes have included, for example, "Biodiversity and Evolution", "The Polar Regions", "The Carbon Cycle" and "The Earth from Space". These workshops combine scientific presentations on current research in the Earth and Space Sciences, given by prominent scientists attending EGU General Assemblies, with hands-on, inquiry-based activities that can be used by the teachers in their classrooms to explain related scientific principles or topics. Participating teachers are also invited to present their own classroom activities to their colleagues, even when not directly related to the current program. The main objective of these workshops is to spread first-hand scientific information to teachers in primary and secondary schools, significantly shortening the time between discovery and textbook. The GIFT workshop provides the teachers with materials that can be directly incorporated into their classroom, as well as those of their colleagues at home institutions. In addition, the full immersion of science teachers in a truly scientific context (EGU General Assembly) and the direct contact with leading geoscientists stimulates curiosity towards research that the teachers can transmit to their pupils. In addition to their scientific content, the GIFT workshops are of high societal value. The value of bringing teachers from many nations together includes the potential for networking and collaborations, the sharing of experiences and an awareness of science education as it is presented in other countries. Since 2003, the EGU GIFT workshops have brought together more than 500 teachers from more than 25 nations. At all previous EGU GIFT workshops teachers mingled with others from outside their own country and informally

  17. Designing and Using Videos in Undergraduate Geoscience Education - a workshop and resource website review

    NASA Astrophysics Data System (ADS)

    Wiese, K.; Mcconnell, D. A.

    2014-12-01

    Do you use video in your teaching? Do you make your own video? Interested in joining our growing community of geoscience educators designing and using video inside and outside the classroom? Over four months in Spring 2014, 22 educators of varying video design and development expertise participated in an NSF-funded On the Cutting Edge virtual workshop to review the best educational research on video design and use; to share video-development/use strategies and experiences; and to develop a website of resources for a growing community of geoscience educators who use video: http://serc.carleton.edu/NAGTWorkshops/video/workshop2014/index.html. The site includes links to workshop presentations, teaching activity collections, and a growing collection of online video resources, including "How-To" videos for various video editing or video-making software and hardware options. Additional web resources support several topical themes including: using videos to flip classes, handling ADA access and copyright issues, assessing the effectiveness of videos inside and outside the classroom, best design principles for video learning, and lists and links of the best videos publicly available for use. The workshop represents an initial step in the creation of an informal team of collaborators devoted to the development and support of an ongoing network of geoscience educators designing and using video. Instructors who are interested in joining this effort are encouraged to contact the lead author.

  18. A Personal Perspective on the Impact of Professional Development Workshops within the Geosciences

    NASA Astrophysics Data System (ADS)

    Soule, D. C.

    2014-12-01

    In June of 2014 I attended the Cutting Edge workshop "Preparing for an Academic Career in the Geosciences," designed to mentor graduate students, post-doctoral fellows, and others who are interested in pursuing academic careers in the geosciences. Faculty members and administrators provided guidance and information that helped me become a stronger candidate for academic positions. Session topics focused on becoming both a successful teacher and researcher. In addition to the opportunity to network extensively with peers and academic leaders in the geosciences, I was helped to develop a plan for how to best use my final graduate school to optimize the transition to my next career stage. I will present both qualitative descriptions and quantitative measures of the effect this experience has had on my activities both pre- and post-participation. I will discuss how the workshop has impacted my perceptions on the job search process and my teaching beliefs. I will support my qualitative perceptions with the results of my pre- and post-workshop questionnaire "Beliefs About Reformed Science Teaching and Learning" (BARSTL). I will discuss the ways in which this experience has given me take home ideas that will improve my teaching immediately, supports my successful transition from school to career, and provides some of the tools needed to succeed in academic jobs.

  19. Proceedings of the Third Airborne Synthetic Aperture Radar (AIRSAR) Workshop

    NASA Technical Reports Server (NTRS)

    Vanzyl, Jakob J. (Editor)

    1991-01-01

    The Third Airborne Synthetic Aperture Radar (AIRSAR) Workshop was held on 23-24 May 1991 at JPL. Thirty oral presentations were made and 18 poster papers displayed during the workshop. Papers from these 25 presentations are presented which include analyses of AIRSAR operations and studies in SAR remote sensing, ecology, hydrology, soil science, geology, oceanography, volcanology, and SAR mapping and data handling. Results from these studies indicate the direction and emphasis of future orbital radar-sensor missions that will be launched during the 1990's.

  20. The NCAR Modeling in the Geosciences Workshop for Middle and High School Educators

    NASA Astrophysics Data System (ADS)

    Johnson, R. M.; Henderson, S.; Snow, J. T.; Fitzpatrick, C.

    2003-12-01

    The National Center for Atmospheric Research initiated a new workshop, "Modeling in the Geosciences," in the summer of 2003 with support from the NASA-funded Earth System Modeling Framework Project. This multi-part, multi-year effort, introduced 20 middle and high school educators from across the country to models and the modeling process. The workshop focused on what models are, how scientists use models in their research, and how models can be used for engaging, inquiry-based education in the middle and high school science classroom. Teachers received training on STELLA and ArcView software during the two-week workshop, as well as hands-on activities and demonstrations that illustrate concepts in modeling. Topical areas of emphasis for the workshop included the water cycle, the carbon cycle, population dynamics, and Earth energy balance. Participants are required to develop a unit for use in their own classrooms, based on the resources provided in the workshop, and to report back to the group through extension workshops this fall (facilitated on-line) and in the spring of 2004 (at the National Science Teachers Association Meeting in Atlanta, GA). In addition, participants were provided STELLA and ArcView site licenses for their schools, and are required to provide training to 40 educators per year based on the resources provided to them during the workshop.

  1. The Role of Geoscience Departments in Developing the Earth Science Teacher Workforce: A Workshop Report

    NASA Astrophysics Data System (ADS)

    Manduca, C. A.; MacDonald, R. H.; Karsten, J.

    2003-12-01

    Undergraduate geoscience departments play a critical role in the preparation of future teachers. This workshop sponsored by AGU and NAGT with funding from NSF brought together geoscience faculty known for their work in teacher preparation, Earth Science teachers and representatives from schools of education. Discussion focused on critical contributions of geoscience departments in recruiting, mentoring and advising future teachers; designing research and teaching experiences for future teachers; developing links between education and geoscience departments; supporting alumni in the teaching profession; and the role of introductory courses in teacher preparation. Each participant contributed a short essay describing the strengths of their program for teachers. The essay collection provides a snapshot of the breadth and innovative nature of current practice in geoscience departments around the country (serc.carleton.edu/NAGTWorkshops/teacherprep03). A summary of the program, powerpoint presentations, and discussion highlights are also available on the website. Of special interest are 1) approaches to introductory courses including revision of teaching methods in the general introductory course to demonstrate a range of pedagogy; separate introductory course sections or laboratory sections for pre-service teachers; and an integrated science approach for pre-service elementary teachers; 2) results of brainstorming sessions on mechanisms for recruiting and supporting Earth Science teachers suggesting a range of activities taking place before, during, and after participation in the geoscience program; 3) a summary of why teaching and research experiences are important for pre-service teachers and recommendations for program elements that lead to successful experiences and 4) plenary presentations on lessons learned from the NSF programs (Prival) and effective program design (Ridkey).

  2. Teaching Service Learning in the Geosciences: An On the Cutting Edge Workshop Report

    NASA Astrophysics Data System (ADS)

    Bruckner, M. Z.; Laine, E. P.; Mogk, D. W.; O'Connell, S.; Kirk, K. B.

    2010-12-01

    Service learning is an instructional method that combines community service and academic instruction within the context of an established academic course. It is a particularly effective approach that uses active and experiential learning to develop the academic skills required of a course of study and to simultaneously address authentic community needs. Service learning projects can energize and motivate students by engaging a sense of civic responsibility by working in concert with community partners. The geosciences provide abundant opportunities to develop service learning projects on topics related to natural hazards, resources, land use, water quality, community planning, public policy, and education (K-12 and public outreach). To explore the opportunities of teaching service learning in the geosciences, the On the Cutting Edge program convened an online workshop in February 2010. The goals of the workshop were to: 1) introduce the principles and practices of effective service learning instructional activities; 2) provide examples of successful service learning projects and practical advice about "what works;" 3) provide participants with the opportunity to design, develop, and refine their own service learning courses or projects; 4) develop collections of supporting resources related to the pedagogy of service learning; and 5) support a community of scholars interested in continued work on service learning in the geoscience curriculum. The workshop consisted of a series of web-based synchronous and asynchronous sessions, including presentations from experienced practitioners of service learning, panel discussions, threaded discussions, and editable web pages used to develop new material for the website. Time was also provided for small group and individual work and for participants to peer-review each others' service learning projects and to revise their own activities based on reviewer comments. Insights from the workshop were integrated into new web pages

  3. Developing a Diverse Professoriate - Preliminary Outcomes from a Professional Development Workshop for Underrepresented Minorities in the Geosciences

    NASA Astrophysics Data System (ADS)

    Houlton, H. R.; Keane, C. M.; Seadler, A. R.; Wilson, C. E.

    2012-12-01

    A professional development workshop for underrepresented minority, future and early-career faculty in the geosciences was held in April of 2012. Twenty seven participants traveled to the Washington DC metro area and attended this 2.5 day workshop. Participants' career levels ranged from early PhD students to Assistant Professors, and they had research interests spanning atmospheric sciences, hydrology, solid earth geoscience and geoscience education. Race and ethnicity of the participants included primarily African American or Black individuals, as well as Hispanic, Native American, Native Pacific Islanders and Caucasians who work with underrepresented groups. The workshop consisted of three themed sessions led by prestigious faculty members within the geoscience community, who are also underrepresented minorities. These sessions included "Guidance from Professional Societies," "Instructional Guidance" and "Campus Leadership Advice." Each session lasted about 3 hours and included a mixture of presentational materials to provide context, hands-on activities and robust group discussions. Two additional sessions were devoted to learning about federal agencies. For the morning session, representatives from USGS and NOAA came to discuss opportunities within each agency and the importance of promoting geoscience literacy with our participants. The afternoon session gave the workshop attendees the fortunate opportunity to visit NSF headquarters. Participants were welcomed by NSF's Assistant Director for Geosciences and took part in small group meetings with program officers within the Geosciences Directorate. Participants indicated having positive experiences during this workshop. In our post-workshop evaluation, the majority of participants revealed that they thought the sessions were valuable, with many finding the sessions extremely valuable. The effectiveness of each session had similar responses. Preliminary results from 17 paired sample t-tests show increased

  4. On the Cutting Edge Professional Development Program: Workshop and Web Resources for Current and Future Geoscience Faculty

    NASA Astrophysics Data System (ADS)

    MacDonald, R.; Manduca, C. A.; Mogk, D. W.; Tewksbury, B. J.

    2004-12-01

    Recognizing that many college and university faculty receive little formal training in teaching, are largely unaware of advances in research on teaching and learning, and face a variety of challenges in advancing in academic careers, the National Science Foundation-funded program On the Cutting Edge provides professional development for current and future faculty in the geosciences at various stages in their careers. The program includes a series of six multi-day workshops, sessions and one-day workshops at professional meetings, and a website with information about workshop opportunities and a variety of resources that bring workshop content to faculty (http://serc.carleton.edu/NAGTWorkshops). The program helps faculty improve their teaching and their job satisfaction by providing resources on instructional methods, geoscience content, and strategies for career planning. Workshop and website resources address innovative and effective practices in teaching, course design, delivery of instructional materials, and career planning, as well as approaches for teaching particular topics and strategies for starting and maintaining a research program in various institutional settings. Each year, special workshops for graduate students and post-doctoral fellows interested in academic careers and for early career faculty complement offerings on course design and emerging topics that are open to the full geoscience community. These special workshops include sessions on topics such as dual careers, gender issues, family-work balance, interviewing and negotiating strategies. The workshops serve as opportunities for networking and community building, with participants building connections with other participants as well as workshop leaders. Workshop participants reflect the full range of institutional diversity as well as ethnic and racial diversity beyond that of the geoscience faculty workforce. More than 40 percent of the faculty participants are female. Of the faculty

  5. Proceedings of the Airborne Imaging Spectrometer Data Analysis Workshop

    NASA Technical Reports Server (NTRS)

    Vane, G. (Editor); Goetz, A. F. H. (Editor)

    1985-01-01

    The Airborne Imaging Spectrometer (AIS) Data Analysis Workshop was held at the Jet Propulsion Laboratory on April 8 to 10, 1985. It was attended by 92 people who heard reports on 30 investigations currently under way using AIS data that have been collected over the past two years. Written summaries of 27 of the presentations are in these Proceedings. Many of the results presented at the Workshop are preliminary because most investigators have been working with this fundamentally new type of data for only a relatively short time. Nevertheless, several conclusions can be drawn from the Workshop presentations concerning the value of imaging spectrometry to Earth remote sensing. First, work with AIS has shown that direct identification of minerals through high spectral resolution imaging is a reality for a wide range of materials and geological settings. Second, there are strong indications that high spectral resolution remote sensing will enhance the ability to map vegetation species. There are also good indications that imaging spectrometry will be useful for biochemical studies of vegetation. Finally, there are a number of new data analysis techniques under development which should lead to more efficient and complete information extraction from imaging spectrometer data. The results of the Workshop indicate that as experience is gained with this new class of data, and as new analysis methodologies are developed and applied, the value of imaging spectrometry should increase.

  6. Systems, Society, Sustainability and the Geosciences: A Workshop to Create New Curricular Materials to Integrate Geosciences into the Teaching of Sustainability

    NASA Astrophysics Data System (ADS)

    Gosselin, D. C.; Manduca, C. A.; Oches, E. A.; MacGregor, J.; Kirk, K. B.

    2012-12-01

    Sustainability is emerging as a central theme for teaching about the environment, whether it be from the perspective of science, economics, or society. The Systems, Society, Sustainability and the Geosciences workshop provided 48 undergraduate faculty from 46 institutions a forum to discuss the challenges and possibilities for integrating geoscience concepts with a range of other disciplines to teach about the fundamentals of sustainability. Participants from community college to doctorate-granting universities had expertise that included geosciences, agriculture, biological sciences, business, chemistry, economics, ethnic studies, engineering, environmental studies, environmental education, geography, history, industrial technology, landscape design, philosophy, physics, and political science. The workshop modeled a range of teaching strategies that encouraged participants to network and collaborate, share successful strategies and materials for teaching sustainability, and identify opportunities for the development of new curricular materials that will have a major impact on the integration of geosciences into the teaching of sustainability. The workshop design provided participants an opportunity to reflect upon their teaching, learning, and curriculum. Throughout the workshop, participants recorded their individual and collective ideas in a common online workspace to which all had access. A preliminary synthesis of this information indicates that the concept of sustainability is a strong organizing principle for modern, liberal education requiring systems thinking, synthesis and contributions from all disciplines. Sustainability is inherently interdisciplinary and provides a framework for educational collaboration between and among geoscientists, natural/physical scientists, social scientists, humanists, engineers, etc.. This interdisciplinary framework is intellectually exciting and productive for educating students at all levels of higher education

  7. Broadening Diversity in the Geosciences through Teacher-Student Workshops that Emphasizes Community-Based Research Projects

    NASA Astrophysics Data System (ADS)

    Napieralski, J.; Murray, K.; Luera, G.; Brown, K. Thomas; Reynolds Keefer, L.

    2012-04-01

    The Geosciences Institute for Research and Education at the University of Michigan-Dearborn (UM-D) has been an example of a successful and effective model in increasing the participation of underrepresented groups in the geosciences. The program emphasizes involving middle school and at-risk high school students from Detroit area public schools along with their teachers in urban geology research projects through a series of spring and summer workshops. The workshops introduce students to the geosciences by emphasizing how geology can be used as a tool to solve community-based environmental problems in a metropolitan setting. Students work alongside their teachers and UM-D faculty on projects that include the assessment of brownfield sites, installation of groundwater monitoring wells, and evaluation of land use impact on groundwater and surface water quality. Spring workshops focused on students from three middle schools in Detroit, while the summer workshops focused more on middle school and high school teacher training, but also included a small group of middle school and high school students. Instruments used to evaluate the effectiveness of the summer workshops included the Science Teaching Efficacy Belief Instrument (STEBI), Geoscience Concept Inventory (GCI), and pre- and post-workshop questionnaires and focus groups demonstrate that we have not only increased student awareness of the geosciences but are motivating students to pursue career opportunities in science. Since the Institute began in 2005, we have reached over 100 middle and high school students and 75 teachers, and the Earth Science major at UM-D has tripled in size and we have quadrupled the number of minority students taking introductory geology courses during this time.

  8. Goodard Space Flight Center/Wallops Flight Facility airborne geoscience support capability

    NASA Technical Reports Server (NTRS)

    Navarro, Roger L.

    1991-01-01

    Goddard Space Flight Center's Wallops Facility (GSFC/WFF), operates six aircraft which are used as airborne geoscience platforms. The aircraft complement consists of two UH-1B helicopters, one twin engine Skyvan, one twin jet T-39, and two four engine turboprop aircraft (P-3 and Electra) offering the research community a wide range of payload, altitude, speed, and range capabilities. WFF's support to a principal investigator include mission planning of all supporting elements, installation of equipment on the aircraft, fabrication of brackets, and adapters as required to adapt payloads to the aircraft, and planning of mission profiles to meet science objectives. The flight regime includes local, regional, and global missions. The WFF aircraft serve scientists at GSFC, other NASA centers, other government agencies, and universities. The WFF mode of operation features the walk on method of conducting research projects. The principal investigator requests aircraft support by letter to WFF and after approval is granted, works with the assigned mission manager to plan all phases of project support. The instrumentation is installed in WFF electronics racks, mounted on the aircraft, the missions are flown, and the equipment is removed when the scientific objectives are met. The principal investigator reimburses WFF for each flight hours, any overtime and travel expenses generated by the project, and for other mission-related expenses such as aircraft support services required at deployment bases.

  9. Geosciences Information for Teachers (GIFT) Workshops held in Conjunction with Alexander von Humboldt (AvH) EGU Conferences.

    NASA Astrophysics Data System (ADS)

    Laj, C. E.; Cifelli, F.

    2014-12-01

    Given the increasing success of the GIFT workshops held in conjunction with the General Assemblies, since 2010 EGU has also developed a series of GIFT workshops held in conjunction with AvH conferences. The Alexander von Humboldt Conference Series of the European Geosciences Union are a series of meetings held outside of Europe, in particular in South America, Africa or Asia, on selected topics of geosciences with a socio-economic impact for regions on these continents, jointly organised with the scientists and their institutes and the institutions of these regions. Associated GIFT workshops were held in Merida, Yucatan, on the theme of Climate Change, Natural Hazards and Societies (March 2010), then in Penang, Malaysia (June 2011) on the theme of Ocean Acidification, in November 2012 in Cusco (Peru) on the theme of Natural Disasters, Global Change and the Preservation of World Heritage Sites, finally in Istanbul (March 2014) on "High Impact Natural Hazards Related to the Euro-Mediterranean Region. The next GIFT workshop is already planned for October 2015 in Adis Ababa (Ethiopia) on the theme "Water". In each case, the GIFT workshop was held on the last two days of the AvH conference and reunited 40-45 teachers from the nation where the AvH was held. Keynote speakers from AvH were speakers to the GIFT workshops which also included hands-on activities animated by sciences educators. In 3 cases of the 4 cases, these GIFT workshops represented the first workshop specifically aimed at teachers held in the country, and therefore represents a significant Earth Sciences contribution to secondary education in non European countries.

  10. Geosciences Information for Teachers (GIFT) Workshops held in Conjunction with Alexander von Humboldt (AvH) EGU Conferences

    NASA Astrophysics Data System (ADS)

    Laj, Carlo; Cifelli, Francesca

    2015-04-01

    The Alexander von Humboldt Conference Series of the European Geosciences Union are a series of meetings held outside of Europe, in particular in South America, Africa or Asia, on selected topics of geosciences with a socio-economic impact for regions on these continents, jointly organised with the scientists and their institutes and the institutions of these regions. Given the increasing success of the GIFT workshops held in conjunction with the General Assemblies, since 2010 EGU has also developed a series of GIFT workshops held in conjunction with AvH conferences. Associated GIFT workshops were held in Merida, Yucatan, on the theme of Climate Change, Natural Hazards and Societies (March 2010), then in Penang, Malaysia (June 2011) on the theme of Ocean Acidification, in November 2012 in Cusco (Peru) on the theme of Natural Disasters, Global Change and the Preservation of World Heritage Sites, finally in Istanbul (March 2014) on "High Impact Natural Hazards Related to the Euro-Mediterranean Region. The next GIFT workshop is already planned for October 2015 in Adis Ababa (Ethiopia) on the theme "Water". In each case, the GIFT workshop was held on the last two days of the AvH conference and reunited 40-45 teachers from the nation where the AvH was held. Keynote speakers from AvH were speakers to the GIFT workshops which also included hands-on activities animated by sciences educators. These GIFT workshops represented the first workshops specifically aimed at teachers held in the country, and therefore represents a significant Earth Sciences contribution to secondary education in non European countries.

  11. Workshop on Requirements for Robotic Underwater Drills in U.S. Marine Geoscience Research

    NASA Astrophysics Data System (ADS)

    Sager, W. W.; Johnson, H. P.; Dick, H.; Fryer, P.

    2001-05-01

    At present, subsurface hard rock samples and sediment cores deeper than ~30 m must be acquired using a drill ship, but a drill ship has severe limitations: high cost, limited availability, and poor performance in some lithologies. Many marine geoscience studies require more sampling than can be provided by the drill ship, samples from those problem lithologies, or samples from locations where the drill ship cannot go. Robotic underwater drills may help satisfy this need. Twenty-five scientists and engineers, representing a variety of academic institutions and scientific interests, met on November 3 and 4, 2000, to discuss how to bring about the ready access to robotic underwater drills for scientists engaged in academic research. The workshop considered what science programs would benefit from robotic drills, how many drills of what specifications are needed, and how such drills should be supported. The consensus was that there is a widespread need for a several drills. Most scientists wish for a Robotic Ocean-Bottom drill (ROBO-drill) that can core 50-100 m below the seafloor, with either rotary diamond bits or hydraulic corer, and retrieve cores >5 cm diameter from water depths up to ~4500 m. Although this big ROBO-drill has the widest application, attendees also favored three "niche" drills with different configurations. On the smaller end, there is a need for mini-ROBO-drill that is simple, can work in deeper water, is easily shipped and maintained, and would likely have a single core barrel 1-2 m in length. This drill would be for projects in which small penetration is adequate but cost is a primary concern. An ROV-based drill is also needed, attached to a widely available platform. With high maneuverability and excellent imaging capability, the ROV-drill would be the equivalent of a geologist roaming the seafloor with a rock hammer. There also may be a need for a slightly larger, single-barrel drill that can core up to ~5 m depth to reach below small sediment

  12. Software Writing Skills for Your Research - Lessons Learned from Workshops in the Geosciences

    NASA Astrophysics Data System (ADS)

    Hammitzsch, Martin

    2016-04-01

    reviews. This assumes that scientist learn to write and release code and software as they learn to write and publish papers. Having this in mind, software could be valued and assessed as a contribution to science. But this requires the relevant skills that can be passed to colleagues and followers. Therefore, the GFZ German Research Centre for Geosciences performed three workshops in 2015 to address the passing of software writing skills to young scientists, the next generation of researchers in the Earth, planetary and space sciences. Experiences in running these workshops and the lessons learned will be summarized in this presentation. The workshops have received support and funding by Software Carpentry, a volunteer organization whose goal is to make scientists more productive, and their work more reliable, by teaching them basic computing skills, and by FOSTER (Facilitate Open Science Training for European Research), a two-year, EU-Funded (FP7) project, whose goal to produce a European-wide training programme that will help to incorporate Open Access approaches into existing research methodologies and to integrate Open Science principles and practice in the current research workflow by targeting the young researchers and other stakeholders.

  13. Geoscience instrumentation

    NASA Technical Reports Server (NTRS)

    Wolff, E. A. (Editor); Mercanti, E. P.

    1974-01-01

    Geoscience instrumentation systems are considered along with questions of geoscience environment, signal processing, data processing, and design problems. Instrument platforms are examined, taking into account ground platforms, airborne platforms, ocean platforms, and space platforms. In situ and laboratory sensors described include acoustic wave sensors, age sensors, atmospheric constituent sensors, biological sensors, cloud particle sensors, electric field sensors, electromagnetic field sensors, precision geodetic sensors, gravity sensors, ground constituent sensors, horizon sensors, humidity sensors, ion and electron sensors, magnetic field sensors, tide sensors, and wind sensors. Remote sensors are discussed, giving attention to sensing techniques, acoustic echo-sounders, gamma ray sensors, optical sensors, radar sensors, and microwave radiometric sensors.

  14. Proceedings of the Third Airborne Imaging Spectrometer Data Analysis Workshop

    NASA Technical Reports Server (NTRS)

    Vane, Gregg (Editor)

    1987-01-01

    Summaries of 17 papers presented at the workshop are published. After an overview of the imaging spectrometer program, time was spent discussing AIS calibration, performance, information extraction techniques, and the application of high spectral resolution imagery to problems of geology and botany.

  15. Geoscience Information for Teachers (GIFT) workshops at the EGU General Assemblies

    NASA Astrophysics Data System (ADS)

    Arnold, Eve; Barnikel, Friedrich; Berenguer, Jean-Luc; Bokwa Bokwa, Anita; Camerlenghi, Angelo; Cifelli, Francesca; Funiciello, Francesca; Laj, Carlo; Macko, Stephen; Schwarz, Annegret; Smith, Phil

    2010-05-01

    GIFT workshops are a two-and-a-half-day teacher enhancement workshops organized by the EGU Committee on Education and held in conjunction with EGU's annual General Assembly. The program of each workshop focuses on a different general theme each year. Past themes have included, for example, "The Polar Regions", "The Carbon Cycle" and "The Earth From Space". The workshop combines scientific presentations on current research in the Earth and Space Sciences, given by prominent scientists attending EGU General Assemblies, with hands-on, inquiry-based activities that can be used by the teachers in their classrooms to explain related scientific principles or topics. Participating teachers are also invited to present their own classroom activities to their colleagues, even when not directly related to the current program. The main objective of these workshops is to spread first-hand scientific information to science teachers of primary and secondary schools, significantly shortening the time between discovery and textbook. The GIFT workshop provides the teachers with materials that can be directly incorporated into their classroom, as well as those of their colleagues at home institutions. In addition, the full immersion of science teachers in a truly scientific context (EGU General Assemblies) and the direct contact with world leading geo-scientists are expected to stimulate curiosity towards scientific research that the teachers will transmit to their pupils. In addition to their scientific content, the GIFT workshops are of high societal value. The value of bringing teachers from many nations together includes the potential for networking and collaborations, the sharing of experiences, and an awareness of science education as it is presented in other countries. Since 2003, the EGU GIFT workshops have brought together more than 500 teachers from more than 20 nations. At all previous EGU GIFT workshops teachers mingled with others from outside their own country, dined

  16. Abstracts for the Venus Geoscience Tutorial and Venus Geologic Mapping Workshop

    NASA Technical Reports Server (NTRS)

    1989-01-01

    Abstracts and tutorial are presented from the workshop. Representative titles are: Geology of Southern Guinevere Planitia, Venus, Based on Analyses of Goldstone Radar Data; Tessera Terrain: Characteristics and Models of Origin; Venus Volcanism; Rate Estimates from Laboratory Studies of Sulfur Gas-Solid Reactions; and A Morphologic Study of Venus Ridge Belts.

  17. *Evaluating the toxicity of airborne particulate matter and nanoparticles by measuring oxidative strett potential - A workshop report and consensus statement

    EPA Science Inventory

    BACKGROUND: There is a strong need for laboratory in vitro test systems for the toxicity of airborne particulate matter and nanoparticles. The measurement of oxidative stress potential offers a promising way forward. OBJECTIVES: A workshop was convened involving leading workers f...

  18. The Role of Geoscience Departments in Preparing Future Geoscience Professionals

    NASA Astrophysics Data System (ADS)

    Ormand, C. J.; MacDonald, H.; Manduca, C. A.

    2010-12-01

    The Building Strong Geoscience Departments program ran a workshop on the role of geoscience departments in preparing geoscience professionals. Workshop participants asserted that geoscience departments can help support the flow of geoscience graduates into the geoscience workforce by providing students with information about jobs and careers; providing experiences that develop career-oriented knowledge, attitudes and skills; encouraging exploration of options; and supporting students in their job searches. In conjunction with the workshop, we have developed a set of online resources designed to help geoscience departments support their students’ professional development in these ways. The first step toward sending geoscience graduates into related professions is making students aware of the wide variety of career options available in the geosciences and of geoscience employment trends. Successful means of achieving this include making presentations about careers (including job prospects and potential salaries) in geoscience classes, providing examples of practical applications of course content, talking to advisees about their career plans, inviting alumni to present at departmental seminars, participating in institutional career fairs, and publishing a departmental newsletter with information about alumni careers. Courses throughout the curriculum as well as co-curricular experiences can provide experiences that develop skills, knowledge, and attitudes that will be useful for a range of careers. Successful strategies include having an advisory board that offers suggestions about key knowledge and skills to incorporate into the curriculum, providing opportunities for students to do geoscience research, developing internship programs, incorporating professional skills training (such as HazMat training) into the curriculum, and teaching professionalism. Students may also benefit from involvement with the campus career center or from conducting informational

  19. Proceedings of the Airborne Visible/Infrared Imaging Spectrometer (AVIRIS) Performance Evaluation Workshop

    NASA Technical Reports Server (NTRS)

    Vane, Gregg (Editor)

    1988-01-01

    The focus of the workshop was the assessment of data quality by the AVIRIS project. Summaries of 16 of the presentations are published. The AVIRIS performance evaluation period began in June 87 with flight data collection in the eastern U.S., and continued in the west until Oct. 87, after which the instrument was returned for post flight calibration. At the beginning, the sensor met all of the spatial, spectral and radiometric performance requirements except in spectrometer D, where the signal to noise ratio was below the required value. By the end, sensor performance had deteriorated due to failure of 2 critical parts and to some design deficiences. The independent assessment by the NASA investigators confirmed the assessment by the AVIRIS project. Some scientific results were derived and are presented. These include the mapping of the spatial variation of atmospheric precipitable water, detection of shift in chlorophyll red, and mineral identification.

  20. Global Positioning System for the Geosciences: Summary and Proceedings of a Workshop on Improving the GPS Reference Station Infrastructure for Earth, Oceanic, and Atmospheric Science Applications

    NASA Technical Reports Server (NTRS)

    1997-01-01

    This report, which represents the results of the workshop, is divided into two sections. Section I includes an executive summary, a chapter introducing the reader to GPS and its usefulness for Earth, oceanic, and atmospheric research, and four chapters summarizing the themes of the workshop presentations, poster papers, and working group discussions. Section II contains the proceedings of the workshop and is divided into five chapters corresponding to the five categories of invited papers written by workshop speakers and authors of poster papers. The appendices contain additional information about the workshop and the Steering Committee.

  1. Geoscience Information Network

    NASA Astrophysics Data System (ADS)

    Allison, M. L.; Gundersen, L. C.

    2007-12-01

    Geological surveys in the USA have an estimated 2,000-3,000 databases that represent one of the largest, long- term information resources on the geology of the United States and collectively constitute a national geoscience data "backbone" for research and applications. An NSF-supported workshop in February, 2007, among representatives of the Association of American State Geologists (AASG) and the USGS, recommended that "the nation's geological surveys develop a national geoscience information framework that is distributed, interoperable, uses open source standards and common protocols, respects and acknowledges data ownership, fosters communities of practice to grow, and develops new web services and clients." The AASG and USGS have formally endorsed the workshop recommendations and formed a joint Steering Committee to pursue design and implementation of the Geoscience Information Network (GIN). GIN is taking a modular approach in assembling the network: 1. Agreement on open-source standards and common protocols through the use of Open Geospatial Consortium (OGC) standards. 2. A data exchange model utilizing the geoscience mark-up language GeoSciML, an OGC GML-based application. 3. A prototype data discovery tool (National Digital Catalogue - NDC) developing under the National Geological and Geophysical Data Preservation Program run by the USGS. 4. Data integration tools developed or planned by a number of independent projects. A broader NSF-sponsored workshop in March 2007 examined what direction the geoinformatics community in the US should take towards developing a National Geoinformatics System. The final report stated that, "It was clear that developing such a system should involve a partnership between academia, government, and industry that should be closely connected to the efforts of the U. S. Geological Survey and the state geological surveys..." The GIN is collaborating with 1-G Europe, a coalition of 27 European geological surveys in the One

  2. Issues, Challenges, and Opportunities in Geoscience Education and Broadening Participation in the Geosciences at Two-year Colleges

    NASA Astrophysics Data System (ADS)

    van der Hoeven Kraft, K.; Guertin, L. A.; Filson, R. H.; Macdonald, H.; McDaris, J. R.

    2011-12-01

    A workshop on The Role of Two-Year Colleges in Geoscience Education and Broadening Participation in the Geosciences was held at Northern Virginia Community College in June 2010 to identify issues, challenges, and opportunities for geoscience faculty and students in two-year colleges (2YC) and to make recommendations for strengthening this component of the geoscience community. Given the wide diversity of 2YC students, a long term goal for this workshop was to work toward broadening the participation of underrepresented students to the geosciences. The workshop included sessions on strategies for supporting all students to be successful, the role of 2YC in broadening participation in the geosciences, and preparing geoscience students for the future (recruiting and retaining students in the geosciences, career preparation and workforce development, and transfer and 2YC and 4YC partnerships). Conversations between participants and professional organizations and societies focused on how increased communication with 2YC faculty could support faculty and students from two-year colleges. Participants considered strategies for addressing isolation and building community including interdisciplinary collaborations, scholarly practices, using Web 2.0, and working with adjunct faculty. Working groups addressed the following topics: establishment of a geoscience 2YC community, best practices for geoscience 2YC programs, faculty professional development, recruitment and retention of students, diversity in the geosciences, the role of 2YC in K-12 teacher preparation, and ocean science education in 2YC. Recommendations included the need to collect and disseminate information about 2YC including demographic information and best practices of 2YC geoscience programs, the desire to establish an organization for 2YC geoscience faculty, more opportunities to communicate (workshops and electronic communications), and other approaches for supporting 2YC students, faculty, and programs

  3. The Earth Exploration Toolbook and DLESE Data Services Workshops: Facilitating the Use of Geoscience Data to Convey Scientific Concepts to Students

    NASA Astrophysics Data System (ADS)

    Ledley, T. S.; Dahlman, L.; McAuliffe, C.; Domenico, B.; Taber, M. R.

    2005-12-01

    Although Earth science data and tools are officially freely available to the public, specific data are generally difficult to find, and are often provided in formats that are difficult to use. The Earth Exploration Toolbook (EET, http://serc.carleton.edu/eet) and DLESE (Digital Library for Earth Systems Education) Data Services (http://www.dlese.org/cms/dataservices/) projects are working to facilitate the use of these data and analysis tools by teachers and students, and can serve as mechanisms, facilitated by eGY, for extending the reach of data resulting from the various I*Y scientific efforts. The EET gives educators and students an easy way to learn how to use Earth science data and data analysis tools for learning. Modules (called chapters) in the EET provide step-by-step instructions for accessing and analyzing Earth science datasets within the context of compelling case studies. Each chapter also provides pedagogical information to help the teacher use the data with their students. To introduce datasets and analysis tools to teachers, and to encourage them to use them with their students, the EET team provides telecon-online teacher professional development workshops. During these workshops teachers are guided through the use of a specific EET chapter. When a workshop is complete, participants have the software and data they have worked with installed and available on their own computers. We have run 17 of these workshops reaching over 230 teachers. New EET chapters can be developed through the use of an EET chapter template. The template provides a mechanism by which those outside the project can make their datasets and data analysis tools more accessible to teachers and students, and assures that new chapters are consistent with the EET format and that users have access to the support they need. The development of new EET chapters is facilitated through the DLESE Data Services Workshops. During these workshops data providers, tool developers, scientists

  4. Geoscience and the 21st Century Workforce

    NASA Astrophysics Data System (ADS)

    Manduca, C. A.; Bralower, T. J.; Blockstein, D.; Keane, C. M.; Kirk, K. B.; Schejbal, D.; Wilson, C. E.

    2013-12-01

    Geoscience knowledge and skills play new roles in the workforce as our society addresses the challenges of living safely and sustainably on Earth. As a result, we expect a wider range of future career opportunities for students with education in the geosciences and related fields. A workshop offered by the InTeGrate STEP Center on 'Geoscience and the 21st Century Workforce' brought together representatives from 24 programs with a substantial geoscience component, representatives from different employment sectors, and workforce scholars to explore the intersections between geoscience education and employment. As has been reported elsewhere, employment in energy, environmental and extractive sectors for geoscientists with core geology, quantitative and communication skills is expected to be robust over the next decade as demand for resources grow and a significant part of the current workforce retires. Relatively little is known about employment opportunities in emerging areas such as green energy or sustainability consulting. Employers at the workshop from all sectors are seeking the combination of strong technical, quantitative, communication, time management, and critical thinking skills. The specific technical skills are highly specific to the employer and employment needs. Thus there is not a single answer to the question 'What skills make a student employable?'. Employers at this workshop emphasized the value of data analysis, quantitative, and problem solving skills over broad awareness of policy issues. Employers value the ability to articulate an appropriate, effective, creative solution to problems. Employers are also very interested in enthusiasm and drive. Participants felt that the learning outcomes that their programs have in place were in line with the needs expressed by employers. Preparing students for the workforce requires attention to professional skills, as well as to the skills needed to identify career pathways and land a job. This critical

  5. Discovering the Geosciences.

    ERIC Educational Resources Information Center

    Jackson, Julia A.

    1998-01-01

    Focuses on student awareness of careers in the geosciences. Provides an example of an instructional situation that motivated a student to pursue such a career. Includes a career-oriented poster and a list of geoscience careers. (DDR)

  6. Illuminate Knowledge Elements in Geoscience Literature

    NASA Astrophysics Data System (ADS)

    Ma, X.; Zheng, J. G.; Wang, H.; Fox, P. A.

    2015-12-01

    There are numerous dark data hidden in geoscience literature. Efficient retrieval and reuse of those data will greatly benefit geoscience researches of nowadays. Among the works of data rescue, a topic of interest is illuminating the knowledge framework, i.e. entities and relationships, embedded in documents. Entity recognition and linking have received extensive attention in news and social media analysis, as well as in bioinformatics. In the domain of geoscience, however, such works are limited. We will present our work on how to use knowledge bases on the Web, such as ontologies and vocabularies, to facilitate entity recognition and linking in geoscience literature. The work deploys an un-supervised collective inference approach [1] to link entity mentions in unstructured texts to a knowledge base, which leverages the meaningful information and structures in ontologies and vocabularies for similarity computation and entity ranking. Our work is still in the initial stage towards the detection of knowledge frameworks in literature, and we have been collecting geoscience ontologies and vocabularies in order to build a comprehensive geoscience knowledge base [2]. We hope the work will initiate new ideas and collaborations on dark data rescue, as well as on the synthesis of data and knowledge from geoscience literature. References: 1. Zheng, J., Howsmon, D., Zhang, B., Hahn, J., McGuinness, D.L., Hendler, J., and Ji, H. 2014. Entity linking for biomedical literature. In Proceedings of ACM 8th International Workshop on Data and Text Mining in Bioinformatics, Shanghai, China. 2. Ma, X. Zheng, J., 2015. Linking geoscience entity mentions to the Web of Data. ESIP 2015 Summer Meeting, Pacific Grove, CA.

  7. Quantitative Literacy: Geosciences and Beyond

    NASA Astrophysics Data System (ADS)

    Richardson, R. M.; McCallum, W. G.

    2002-12-01

    Quantitative literacy seems like such a natural for the geosciences, right? The field has gone from its origin as a largely descriptive discipline to one where it is hard to imagine failing to bring a full range of mathematical tools to the solution of geological problems. Although there are many definitions of quantitative literacy, we have proposed one that is analogous to the UNESCO definition of conventional literacy: "A quantitatively literate person is one who, with understanding, can both read and represent quantitative information arising in his or her everyday life." Central to this definition is the concept that a curriculum for quantitative literacy must go beyond the basic ability to "read and write" mathematics and develop conceptual understanding. It is also critical that a curriculum for quantitative literacy be engaged with a context, be it everyday life, humanities, geoscience or other sciences, business, engineering, or technology. Thus, our definition works both within and outside the sciences. What role do geoscience faculty have in helping students become quantitatively literate? Is it our role, or that of the mathematicians? How does quantitative literacy vary between different scientific and engineering fields? Or between science and nonscience fields? We will argue that successful quantitative literacy curricula must be an across-the-curriculum responsibility. We will share examples of how quantitative literacy can be developed within a geoscience curriculum, beginning with introductory classes for nonmajors (using the Mauna Loa CO2 data set) through graduate courses in inverse theory (using singular value decomposition). We will highlight six approaches to across-the curriculum efforts from national models: collaboration between mathematics and other faculty; gateway testing; intensive instructional support; workshops for nonmathematics faculty; quantitative reasoning requirement; and individual initiative by nonmathematics faculty.

  8. Teaching Geoscience with Visualizations: Using Images, Animations and Models Effectively

    NASA Astrophysics Data System (ADS)

    Manduca, C. A.; Hall-Wallace, M.; Mogk, D.; Tversky, B.; Slotta, J.; Crabaugh, J.

    2004-05-01

    Visualizing the Earth, its processes, and its evolution through time is a fundamental aspect of geoscience. Geoscientists use a wide variety of tools to assist them in creating their own mental images. For example, we now use multilayered visualizations of geographically referenced data to analyze the relationships between different variables and we create animations to look at changes in data or model output through time. An NAGT On the Cutting Edge emerging theme workshop focused on the use of visualization tools in teaching geoscience by addressing the question "How do we teach geoscience with visualizations effectively?" The workshop held February 26-29 at Carleton College brought together geoscientists who are leaders in using visualizations in their teaching, learning scientists who study how we perceive and learn from visualizations, and creators of visualizations and visualization tools. Participants considered what we know about using visualizations effectively to teach geoscience, what important questions need to be answered to improve our ability to teach effectively, and what resources are needed to increase the capability of teaching with visualizations in the geosciences. Discussion focused on how we use visualizations in our teaching to describe and explain geoscience concepts and to explore and understand data. In addition, a section of the workshop focused on powerful emerging tools and technologies for visualization and their use in geoscience education. Workshop leaders and participants have created a web-site that includes visualizations useful in teaching, an annotated bibliography of research about teaching and learning with visualizations, essays by workshop participants about their work with visualizations, and information for visualization creators. Further information can be found at serc.carleton.edu/NAGTWorkshops/visualize04.

  9. National Association of Geoscience Teachers (NAGT) support for the Next Generation Science Standards

    NASA Astrophysics Data System (ADS)

    Buhr Sullivan, S. M.; Awad, A. A.; Manduca, C. A.

    2014-12-01

    The Next Generation Science Standards (NGSS) represents the best opportunity for geosciences education since 1996, describing a vision of teaching excellence and placing Earth and space science on a par with other disciplines. However, significant, sustained support and relationship-building between disciplinary communities must be forthcoming in order to realize the potential. To realize the vision, teacher education, curricula, assessments, administrative support and workforce/college readiness expectations must be developed. The National Association of Geoscience Teachers (NAGT), a geoscience education professional society founded in 1938, is comprised of members across all educational contexts, including undergraduate faculty, pre-college teachers, informal educators, geoscience education researchers and teacher educators. NAGT support for NGSS includes an upcoming workshop in collaboration with the American Geosciences Institute, deep collections of relevant digital learning resources, pertinent interest groups within the membership, professional development workshops, and more. This presentation will describe implications of NGSS for the geoscience education community and highlight some opportunities for the path forward.

  10. Educational Activities of the European Geosciences Union

    NASA Astrophysics Data System (ADS)

    Laj, C.

    2004-12-01

    The Committee on Education of the European Geosciences Union has been created in 2002 and is now composed by 13 members from France, Germany, Great Britain, Italy, Poland, Spain and Sweden. One of the first activities of the CE has been the organization of workshops for secondary school teachers to be held during the annual General Assembly of EGU. Inspired by the AGU GIFT workshops, the EGU workshops differ from the American ones on their international aspect: - First, the audience (about 50 teachers) is entirely international, composed of teachers from all over Europe and not limited to teachers from the geographical area around Nice, where the two first workshops were held. - Second, the program of the workshops have been constructed to give the teachers not only an opportunity to upgrade their knowledge in important scientific topics, but also to exchange information with colleagues about the different school programs in different European countries. In 2004, for instance, the general theme of the 2-days workshop was "The Ocean" and the program consisted of a mixture of topical talks by leading scientists in the field (2/3 of the time) and informal talks/program presentations by the teachers themselves and the science educators present at the workshop (1/3 of the time), resulting in lively exchanges and future collaborations between teachers. Different aspects of this workshop will be described as well as other present and future activities of the Committee on Education of the EGU.

  11. Geoscience Education Research: A Brief History, Context and Opportunities

    NASA Astrophysics Data System (ADS)

    Mogk, D. W.; Manduca, C. A.; Kastens, K. A.

    2011-12-01

    DBER combines knowledge of teaching and learning with deep knowledge of discipline-specific science content. It describes the discipline-specific difficulties learners face and the specialized intellectual and instructional resources that can facilitate student understanding (NRC, 2011). In the geosciences, content knowledge derives from all the "spheres, the complex interactions of components of the Earth system, applications of first principles from allied sciences, an understanding of "deep time", and approaches that emphasize the interpretive and historical nature of geoscience. Insights gained from the theory and practice of the cognitive and learning sciences that demonstrate how people learn, as well as research on learning from other STEM disciplines, have helped inform the development of geoscience curricular initiatives. The Earth Science Curriculum Project (1963) was strongly influenced by Piaget and emphasized hands-on, experiential learning. Recognizing that education research was thriving in related STEM disciplines a NSF report (NSF 97-171) recommended "... that GEO and EHR both support research in geoscience education, helping geoscientists to work with colleagues in fields such as educational and cognitive psychology, in order to facilitate development of a new generation of geoscience educators." An NSF sponsored workshop, Bringing Research on Learning to the Geosciences (2002) brought together geoscience educators and cognitive scientists to explore areas of mutual interest, and identified a research agenda that included study of spatial learning, temporal learning, learning about complex systems, use of visualizations in geoscience learning, characterization of expert learning, and learning environments. Subsequent events have focused on building new communities of scholars, such as the On the Cutting Edge faculty professional development workshops, extensive collections of online resources, and networks of scholars that have addressed teaching

  12. GIRAF 2009 - Taking action on geoscience information across Africa

    NASA Astrophysics Data System (ADS)

    Asch, Kristine

    2010-05-01

    A workshop in Windhoek Between 16 and 20 March 2009 97 participants from 26 African nations, plus four European countries, and representatives from UNESCO, ICSU and IUGS-CGI, held a workshop at the Namibian Geological Survey in Windhoek. The workshop - GIRAF 2009 - Geoscience InfoRmation In Africa - was organised by the Federal Institute for Geosciences and Natural Resources (BGR) and the Geological Survey of Namibia (GSN) at the Namibian Ministry for Mines and Energy and was mainly financed by the German Federal Ministry for Economic Cooperation and Development (BMZ), supported by the IUGS Commission for the Management and Application of Geoscience Information (CGI). The participants came to Namibia to discuss one of the most topical issues in the geological domain - geoscience information and informatics. A prime objective was to set up a pan-African network for exchanging knowledge about geoscience information. GIRAF 2009 builds on the results of a preparatory workshop organised by the CGI and funded by the IUGS, which was held in June 2006 in Maputo at the 21st Colloquium on African Geology - CAG21. This preparatory workshop concentrated on identifying general problems and needs of African geological institutions in discussion with representatives of African geological surveys, universities, private companies and non-governmental organisations. The GIRAF 2009 workshop used the results of this discussion to plan and design its programme Aims In detail the five aims of the GIRAF2009 workshop were: to bring together relevant African authorities, national experts and stakeholders in geoscience information; to initiate the building of a pan-African geoscience information knowledge network to exchange and share geoscience information knowledge and best practice; to integrate the authorities, national experts and experts across Africa into global geoinformation initiatives; to develop a strategic plan for Africa's future in geoscience information; to make Africa a

  13. Applied antineutrino physics workshop.

    SciTech Connect

    Lund, James C.

    2008-01-01

    This workshop is the fourth one of a series that includes the Neutrino Geophysics Conference at Honolulu, Hawaii, which I attended in 2005. This workshop was organized by the Astro-Particle and Cosmology laboratory in the recently opened Condoret building of the University of Paris. More information, including copies of the presentations, on the workshop is available on the website: www.apc.univ-paris7.fr/AAP2007/. The workshop aims at opening neutrino physics to various fields such that it can be applied in geosciences, nuclear industry (reactor and spent fuel monitoring) and non-proliferation. The workshop was attended by over 60 people from Europe, USA, Asia and Brazil. The meeting was also attended by representatives of the Comprehensive nuclear-Test Ban Treaty (CTBT) and the International Atomic Energy Agency (IAEA). The workshop also included a workshop dinner on board of a river boat sailing the Seine river.

  14. Geoscience Education: An Overview

    ERIC Educational Resources Information Center

    King, Chris

    2008-01-01

    Geoscience educational publications are reviewed in seven areas to identify future directions for curriculum development, professional development and research. The review shows that: effective teaching methods encompassing broad geoscience study still need extensive research; whilst some valuable materials have been developed for the teaching of…

  15. Exposure to Airborne Particles and Volatile Organic Compounds from Polyurethane Molding, Spray Painting, Lacquering, and Gluing in a Workshop

    PubMed Central

    Mølgaard, Bjarke; Viitanen, Anna-Kaisa; Kangas, Anneli; Huhtiniemi, Marika; Larsen, Søren Thor; Vanhala, Esa; Hussein, Tareq; Boor, Brandon E.; Hämeri, Kaarle; Koivisto, Antti Joonas

    2015-01-01

    Due to the health risk related to occupational air pollution exposure, we assessed concentrations and identified sources of particles and volatile organic compounds (VOCs) in a handcraft workshop producing fishing lures. The work processes in the site included polyurethane molding, spray painting, lacquering, and gluing. We measured total VOC (TVOC) concentrations and particle size distributions at three locations representing the various phases of the manufacturing and assembly process. The mean working-hour TVOC concentrations in three locations studied were 41, 37, and 24 ppm according to photo-ionization detector measurements. The mean working-hour particle number concentration varied between locations from 3000 to 36,000 cm−3. Analysis of temporal and spatial variations of TVOC concentrations revealed that there were at least four substantial VOC sources: spray gluing, mold-release agent spraying, continuous evaporation from various lacquer and paint containers, and either spray painting or lacquering (probably both). The mold-release agent spray was indirectly also a major source of ultrafine particles. The workers’ exposure can be reduced by improving the local exhaust ventilation at the known sources and by increasing the ventilation rate in the area with the continuous source. PMID:25849539

  16. Community Efforts Bringing Research on Learning to the Geosciences

    NASA Astrophysics Data System (ADS)

    Manduca, C. A.; Mogk, D. W.; Kastens, K. A.

    2009-12-01

    Individual, departmental and community efforts have all played a major role in developing a thriving research effort addressing thinking and learning in the geosciences. Community efforts have been effective in elevating the importance of the field, defining a research agenda, fostering collaborations with cognitive science and education communities, building capacity within the geosciences, and developing reviewer awareness of the importance and opportunities within geoscience education research. Important community efforts include a call for geoscience education research in the 1997 NSF report Geoscience Education: A Recommended Strategy and in the subsequent 2000 NSF report ‘Bridges: Connecting Research and Education in the Earth System Sciences’. A research agenda and supporting recommendations for collaboration and capacity building were jointly developed by geoscience educators, cognitive scientists and education researchers at the 2002 NSF/Johnson Foundation funded workshop Bringing Research on Learning to the Geosciences. This research agenda emphasized studies of geoscience expertise, learning pathways (and their challenges) that are critical to the development of that expertise, and materials and environments that support this learning, with a focus on learning in the field and from large data sets, complex systems and deep time, spatial skills, and the synthesis of understanding from multiple sources of incomplete data. Collaboration and capacity building have been further supported by the NAGT sponsored professional development program “On the Cutting Edge” with workshops bringing together cognitive scientists, educators and geoscientists on topics including developing on-line learning resources, teaching with visualizations, the role of the affective domain in geoscience learning, teaching metacognition, and teaching with data. 40 successful educational research proposals are attributed to participation in On the Cutting Edge. An NSF funded

  17. Teaching Geoethics Across the Geoscience Curriculum

    NASA Astrophysics Data System (ADS)

    Mogk, David; Bruckner, Monica; Kieffer, Susan; Geissman, John; Reidy, Michael; Taylor, Shaun; Vallero, Daniel

    2015-04-01

    Training in geoethics is an important part of pre-professional development of geoscientists. Professional societies, governmental agencies, and employers of the geoscience workforce increasingly expect that students have had some training in ethics to guide their professional lives, and the public demands that scientists abide by the highest standards of ethical conduct. The nature of the geosciences exposes the profession to ethical issues that derive from our work in a complex, dynamic Earth system with an incomplete geologic record and a high degree of uncertainty and ambiguity in our findings. The geosciences also address topics such as geohazards and resource development that have ethical dimensions that impact on the health, security, public policies, and economic well-being of society. However, there is currently no formal course of study to integrate geoethics into the geoscience curriculum and few faculty have the requisite training to effectively teach about ethics in their classes, or even informally in mentoring their research students. To address this need, an NSF-funded workshop was convened to explore how ethics education can be incorporated into the geoscience curriculum. The workshop addressed topics such as where and how should geoethics be taught in a range of courses including introductory courses for non-majors, as embedded modules in existing geoscience courses, or as a dedicated course for majors on geoethics; what are the best pedagogic practices in teaching ethics, including lessons learned from cognate disciplines (philosophy, biology, engineering); what are the goals for teaching geoethics, and what assessments can be used to demonstrate mastery of ethical principles; what resources currently exist to support teaching geoethics, and what new resources are needed? The workshop also explored four distinct but related aspects of geoethics: 1) Geoethics and self: what are the internal attributes of a geoscientist that establish the ethical

  18. Planetary geosciences, 1988

    NASA Technical Reports Server (NTRS)

    Zuber, Maria T. (Editor); Plescia, Jeff L. (Editor); James, Odette B. (Editor); Macpherson, Glenn (Editor)

    1989-01-01

    Research topics within the NASA Planetary Geosciences Program are presented. Activity in the fields of planetary geology, geophysics, materials, and geochemistry is covered. The investigator's current research efforts, the importance of that work in understanding a particular planetary geoscience problem, the context of that research, and the broader planetary geoscience effort is described. As an example, theoretical modelling of the stability of water ice within the Martian regolith, the applicability of that work to understanding Martian volatiles in general, and the geologic history of Mars is discussed.

  19. Geosciences projects FY 1985 listing

    SciTech Connect

    Not Available

    1986-05-01

    This report, which updates the previous working group publication issued in February 1982, contains independent sections: (A) Summary Outline of DOE Geoscience and Related Studies, and (B) Crosscut of DOE Geoscience and Geoscience Related Studies. The FY 1985 funding levels for geoscience and related activities in each of the 11 programs within DOE are presented. The 11 programs fall under six DOE organizations: Energy Research Conservation and Renewable Energy; Fossil Energy; Defense Programs; Environmental, Safety, and Health; and Civilian radioactive Waste. From time to time, there is particular need for special interprogrammatic coordination within certain topical areas. section B of the report is intended to fill this need for a topical categorization of the Department's geoscience and related activities. These topical areas in Solid Earth Geosciences, Atmospheric Geosciences, Ocean Geosciences, Space and Solar/Terrestrial Geosciences, and Hydrological Geosciences are presented in this report.

  20. The Canadian Geoscience Education Network: a collaborative grassroots effort to support geoscience education

    NASA Astrophysics Data System (ADS)

    Bank, C.; Halfkenny, B.; Hymers, L.; Clinton, L.; Heenan, S.; Jackson, D.; Nowlan, G.; Haidl, F.; Vodden, C.

    2009-12-01

    The Canadian Geoscience Education Network (CGEN) numbers over 300 members who are active in promoting geoscience to the general public and especially in schools. Our membership spreads from coast to coast to coast in Canada and represents the wide range of geosciences. Most members work in education, government, industry, academia, or not-for-profit organizations. Our common goals are to (1) provide resources to teachers for the K-12 curriculum, (2) encourage students to pursue higher education and a rewarding career in geoscience, and (3) lobby to effect change to the school curriculum. Our strength is grounded in a grassroots approach (eg, regional chapters), flexible organization, and emphasis on a cost-effective style. Together we have created and maintain resources for teachers; for example, EdGEO (local workshops for teachers), Geoscape (community-based posters and lesson plans), and EarthNet (virtual resource centre). A new website showcases careers in the Earth sciences. CGEN members ensure that these resources remain current, promote them at individual outreach activities, and see to it that they are maintained. Although we have limited funding we draw strength from the networks of our members and capitalize on partnerships between seemingly disparate organizations and groups to get experts involved in the education of future geoscientists. (Details about CGEN may be found at http://www.geoscience.ca/cgen/principal.html.)

  1. The Role of Introductory Geosciences in Students' Quantitative Literacy

    NASA Astrophysics Data System (ADS)

    Wenner, J. M.; Manduca, C.; Baer, E. M.

    2006-12-01

    Quantitative literacy is more than mathematics; it is about reasoning with data. Colleges and universities have begun to recognize the distinction between mathematics and quantitative literacy, modifying curricula to reflect the need for numerate citizens. Although students may view geology as 'rocks for jocks', the geosciences are truthfully rife with data, making introductory geoscience topics excellent context for developing the quantitative literacy of students with diverse backgrounds. In addition, many news items that deal with quantitative skills, such as the global warming phenomenon, have their basis in the Earth sciences and can serve as timely examples of the importance of quantitative literacy for all students in introductory geology classrooms. Participants at a workshop held in 2006, 'Infusing Quantitative Literacy into Introductory Geoscience Courses,' discussed and explored the challenges and opportunities associated with the inclusion of quantitative material and brainstormed about effective practices for imparting quantitative literacy to students with diverse backgrounds. The tangible results of this workshop add to the growing collection of quantitative materials available through the DLESE- and NSF-supported Teaching Quantitative Skills in the Geosciences website, housed at SERC. There, faculty can find a collection of pages devoted to the successful incorporation of quantitative literacy in introductory geoscience. The resources on the website are designed to help faculty to increase their comfort with presenting quantitative ideas to students with diverse mathematical abilities. A methods section on "Teaching Quantitative Literacy" (http://serc.carleton.edu/quantskills/methods/quantlit/index.html) focuses on connecting quantitative concepts with geoscience context and provides tips, trouble-shooting advice and examples of quantitative activities. The goal in this section is to provide faculty with material that can be readily incorporated

  2. Fifteenth workshop on geothermal reservoir engineering: Proceedings

    SciTech Connect

    Not Available

    1990-01-01

    The Fifteenth Workshop on Geothermal Reservoir Engineering was held at Stanford University on January 23--25, 1990. Major topics included: DOE's geothermal research and development program, well testing, field studies, geosciences, geysers, reinjection, tracers, geochemistry, and modeling.

  3. Cyber-Infrastructure and Synergistic Opportunities Across the Geosciences

    NASA Astrophysics Data System (ADS)

    Gomez, Basil; Pearthree, Genevieve; Cutcher-Gershenfeld, Joel

    2013-12-01

    To enable transformational research and education within and across geoscience disciplines, as part of the U.S. National Science Foundation's (NSF) EarthCube initiative, over the past 2 years NSF has sponsored 26 end user workshops in diverse geoscience domains. EarthCube is a collaboration among NSF, other government agencies, and the geoscience and cyber-infrastructure communities. The workshops engaged more than 1200 participants from the academic, government, and private sectors of the Earth, atmospheric, ocean, computer, information, and social science communities with the overarching objectives of better understanding the limitations of existing cyber-infrastructure and identifying synergistic opportunities that will help make Web-based technologies for sharing data, tools, and models accessible to the majority of geoscientists.

  4. Hydrocarbon geoscience research strategy

    SciTech Connect

    Not Available

    1990-04-01

    This document outlines a strategy for oil and gas related research focused on optimizing the economic producibility of the Nation's resources. The Hydrocarbon Geoscience Strategy was developed by the Hydrocarbon Geoscience Research Coordinating Committee of the Department of Energy (DOE). This strategy forms the basis for the development of DOE Fossil Energy's Oil Research Program Implementation Plan and Natural Gas Program Implementation Plan. 24 refs., 5 figs., 3 tabs.

  5. New Resources on the Building Strong Geoscience Departments Website

    NASA Astrophysics Data System (ADS)

    Ormand, C. J.; Manduca, C. A.; MacDonald, H.

    2009-12-01

    The Building Strong Geoscience Departments program aims to foster communication and sharing among geoscience departments in order to allow for rapid dissemination of strong ideas and approaches. Sponsored by NAGT, AGI, AGU, and GSA, the project has developed a rich set of web resources and offered workshops on high-interest topics, such as recruiting students, curriculum development, and program assessment. The Building Strong Geoscience Departments website has a growing collection of resources, drawn from workshop discussions and presentations, showcasing how geoscience departments approach curriculum revision, student recruitment, and program assessment. Recruitment resources consist of specific examples of a wide variety of successful approaches to student recruitment from departments at a wide array of institutions. Curricular feature pages framing the process of curriculum development or revision and a collection of dozens of geoscience curricula, searchable by degree program name. Each curriculum in the collection includes a diagram of the course sequence and structure. Program assessment resources include a collection of assessment instruments, ranging from alumni surveys and student exit interviews to course evaluations and rubrics for assessing student work, and a collection of assessment planning documents, ranging from mission and vision statements through student learning goals and outcomes statements to departmental assessment plans and guidelines for external reviews. These recruitment strategies, curricula, and assessment instruments and documents have been contributed by the geoscience community. In addition, we are developing a collection of case studies of individual departments, highlighting challenges they have faced and the strategies they have used to successfully overcome those challenges. We welcome additional contributions to all of these collections. These online resources support the Building Strong Geoscience Departments Visiting

  6. Preparing Future Geoscience Professionals: Needs, Strategies, Programs, and Online Resources

    NASA Astrophysics Data System (ADS)

    Macdonald, H.; Manduca, C. A.; Ormand, C. J.; Dunbar, R. W.; Beane, R. J.; Bruckner, M.; Bralower, T. J.; Feiss, P. G.; Tewksbury, B. J.; Wiese, K.

    2011-12-01

    Geoscience faculty, departments, and programs play an important role in preparing future geoscience professionals. One challenge is supporting the diversity of student goals for future employment and the needs of a wide range of potential employers. Students in geoscience degree programs pursue careers in traditional geoscience industries; in geoscience education and research (including K-12 teaching); and opportunities at the intersection of geoscience and other fields (e.g., policy, law, business). The Building Strong Geoscience Departments project has documented a range of approaches that departments use to support the development of geoscience majors as professionals (serc.carleton.edu/departments). On the Cutting Edge, a professional development program, supports graduate students and post-doctoral fellows interested in pursuing an academic career through workshops, webinars, and online resources (serc.carleton.edu/NAGTWorkshops/careerprep). Geoscience departments work at the intersection of student interests and employer needs. Commonly cited program goals that align with employer needs include mastery of geoscience content; field experience; skill in problem solving, quantitative reasoning, communication, and collaboration; and the ability to learn independently and take a project from start to finish. Departments and faculty can address workforce issues by 1) implementing of degree programs that develop the knowledge, skills, and attitudes that students need, while recognizing that students have a diversity of career goals; 2) introducing career options to majors and potential majors and encouraging exploration of options; 3) advising students on how to prepare for specific career paths; 4) helping students develop into professionals, and 5) supporting students in the job search. It is valuable to build connections with geoscience employers, work with alumni and foster connections between students and alumni with similar career interests, collaborate with

  7. Geosciences for sustainability

    NASA Astrophysics Data System (ADS)

    Ferreira, A. J. D.

    2012-04-01

    The world is facing overwhelming challenges with implications on the socio-economic performance and the quality of life around the planet. New solutions are needed to prevent, overcome or mitigate the turmoil processes caused by global change, resources exhaustion, and the procession of induced socio-economic impacts. To this end, solutions to optimize natural resources management, find new ways of using geophysical processes and properties as resources, and to use geosciences knowledge to find new, more sustainable ways to use earth resources, has to be sought for. This work is based on a literature review and on the building of a sustainable development strategy currently being prepared at the Portuguese Centro Region by the author, as part of a Research Centre strategy towards the improvement of environmental performance, of organizations, products and infrastructures. The strategy is based on the optimal use of environmental services, to which the role of geosciences and is a key element. Harnessing the abiotic milieu and processes and mimicking the multiple scale interactions of ecosystem to improve the organization and the productivity and value of man ventures. Geosciences provide the matrix where activities occur; therefore, their judicious management will optimise resources use, providing the best solutions. In addition, geosciences and their relation with ecosystem research can be managed to improve yields, by optimizing the agriculture and forestry practices. One way to proceed, that is in the forefront of research towards sustainability is by developing ways to include geosciences and ecosystems factors in novel Environmental Management tools such as Life Cycle Assessments or Environmental Management Systems. Furthermore, the knowledge on geosciences cycles and processes is of paramount importance in any planning process and in the design of infrastructures, which has a key direct or indirect role in the optimization of energy management.

  8. Inter-agency Working Group for Airborne Data and Telemetry Systems (IWGADTS)

    NASA Technical Reports Server (NTRS)

    Webster, Chris; Freudinge, Lawrence; Sorenson, Carl; Myers, Jeff; Sullivan, Don; Oolman, Larry

    2009-01-01

    The Interagency Coordinating Committee for Airborne Geosciences Research and Applications (ICCAGRA) was established to improve cooperation and communication among agencies sponsoring airborne platforms and instruments for research and applications, and to serve as a resource for senior level management on airborne geosciences issues. The Interagency Working Group for Airborne Data and Telecommunications Systems (IWGADTS) is a subgroup to ICCAGRA for the purpose of developing recommendations leading to increased interoperability among airborne platforms and instrument payloads, producing increased synergy among research programs with similar goals, and enabling the suborbital layer of the Global Earth Observing System of Systems.

  9. Geosciences after Paris

    NASA Astrophysics Data System (ADS)

    Rogelj, Joeri; Knutti, Reto

    2016-03-01

    The adoption of the Paris Agreement is a historic milestone for the global response to the threat of climate change. Scientists are now being challenged to investigate a 1.5 °C world -- which will require an accelerated effort from the geoscience community.

  10. Fourteenth workshop geothermal reservoir engineering: Proceedings

    SciTech Connect

    Ramey, H.J. Jr.; Kruger, P.; Horne, R.N.; Miller, F.G.; Brigham, W.E.; Cook, J.W.

    1989-12-31

    The Fourteenth Workshop on Geothermal Reservoir Engineering was held at Stanford University on January 24--26, 1989. Major areas of discussion include: (1) well testing; (2) various field results; (3) geoscience; (4) geochemistry; (5) reinjection; (6) hot dry rock; and (7) numerical modelling. For these workshop proceedings, individual papers are processed separately for the Energy Data Base.

  11. Fourteenth workshop geothermal reservoir engineering: Proceedings

    SciTech Connect

    Ramey, H.J. Jr.; Kruger, P.; Horne, R.N.; Miller, F.G.; Brigham, W.E.; Cook, J.W.

    1989-01-01

    The Fourteenth Workshop on Geothermal Reservoir Engineering was held at Stanford University on January 24--26, 1989. Major areas of discussion include: (1) well testing; (2) various field results; (3) geoscience; (4) geochemistry; (5) reinjection; (6) hot dry rock; and (7) numerical modelling. For these workshop proceedings, individual papers are processed separately for the Energy Data Base.

  12. A framework for high-school teacher support in Geosciences

    NASA Astrophysics Data System (ADS)

    Bookhagen, B.; Mair, A.; Schaller, G.; Koeberl, C.

    2012-04-01

    To attract future geoscientists in the classroom and share the passion for science, successful geoscience education needs to combine modern educational tools with applied science. Previous outreach efforts suggest that classroom-geoscience teaching tremendously benefits from structured, prepared lesson plans in combination with hands-on material. Building on our past experience, we have developed a classroom-teaching kit that implements interdisciplinary exercises and modern geoscientific application to attract high-school students. This "Mobile Phone Teaching Kit" analyzes the components of mobile phones, emphasizing the mineral compositions and geologic background of raw materials. Also, as geoscience is not an obligatory classroom topic in Austria, and university training for upcoming science teachers barely covers geoscience, teacher training is necessary to enhance understanding of the interdisciplinary geosciences in the classroom. During the past year, we have held teacher workshops to help implementing the topic in the classroom, and to provide professional training for non-geoscientists and demonstrate proper usage of the teaching kit. The material kit is designed for classroom teaching and comes with a lesson plan that covers background knowledge and provides worksheets and can easily be adapted to school curricula. The project was funded by kulturkontakt Austria; expenses covered 540 material kits, and we reached out to approximately 90 schools throughout Austria and held a workshop in each of the nine federal states in Austria. Teachers received the training, a set of the material kit, and the lesson plan free of charge. Feedback from teachers was highly appreciative. The request for further material kits is high and we plan to expand the project. Ultimately, we hope to enlighten teachers and students for the highly interdisciplinary variety of geosciences and a link to everyday life.

  13. Teaching GeoEthics Across the Geoscience Curriculum

    NASA Astrophysics Data System (ADS)

    Mogk, D. W.; Geissman, J. W.; Kieffer, S. W.; Reidy, M.; Taylor, S.; Vallero, D. A.; Bruckner, M. Z.

    2014-12-01

    Ethics education is an increasingly important component of the pre-professional training of geoscientists. Funding agencies (NSF) require training of graduate students in the responsible conduct of research, employers are increasingly expecting their workers to have basic training in ethics, and the public demands that scientists abide by the highest standards of ethical conduct. Yet, few faculty have the requisite training to effectively teach about ethics in their classes, or even informally in mentoring their research students. To address this need, an NSF-funded workshop was convened to explore how ethics education can be incorporated into the geoscience curriculum. Workshop goals included: examining where and how geoethics topics can be taught from introductory courses for non-majors to modules embedded in "core" geoscience majors courses or dedicated courses in geoethics; sharing best pedagogic practices for "what works" in ethics education; developing a geoethics curriculum framework; creating a collection of online instructional resources, case studies, and related materials; applying lessons learned about ethics education from sister disciplines (biology, engineering, philosophy); and considering ways that geoethics instruction can contribute to public scientific literacy. Four major themes were explored in detail: (1) GeoEthics and self: examining the internal attributes of a geoscientist that establish the ethical values required to successfully prepare for and contribute to a career in the geosciences; (2) GeoEthics and the geoscience profession: identifying ethical standards expected of geoscientists if they are to contribute responsibly to the community of practice; (3) GeoEthics and society: exploring geoscientists' responsibilities to effectively and responsibly communicate the results of geoscience research to inform society about issues ranging from geohazards to natural resource utilization in order to protect public health, safety, and economic

  14. Creating Geoscience Leaders

    NASA Astrophysics Data System (ADS)

    Buskop, J.; Buskop, W.

    2013-12-01

    The United Nations Educational, Scientific, and Cultural Organization recognizes 21 World Heritage in the United States, ten of which have astounding geological features: Wrangell St. Elias National Park, Olympic National Park, Mesa Verde National Park, Chaco Canyon, Glacier National Park, Carlsbad National Park, Mammoth Cave, Great Smokey Mountains National Park, Hawaii Volcanoes National Park, and Everglades National Park. Created by a student frustrated with fellow students addicted to smart phones with an extreme lack of interest in the geosciences, one student visited each World Heritage site in the United States and created one e-book chapter per park. Each chapter was created with original photographs, and a geological discovery hunt to encourage teen involvement in preserving remarkable geological sites. Each chapter describes at least one way young adults can get involved with the geosciences, such a cave geology, glaciology, hydrology, and volcanology. The e-book describes one park per chapter, each chapter providing a geological discovery hunt, information on how to get involved with conservation of the parks, geological maps of the parks, parallels between archaeological and geological sites, and how to talk to a ranger. The young author is approaching UNESCO to publish the work as a free e-book to encourage involvement in UNESCO sites and to prove that the geosciences are fun.

  15. Identifying Important Career Indicators of Undergraduate Geoscience Students Upon Completion of Their Degree

    NASA Astrophysics Data System (ADS)

    Wilson, C. E.; Keane, C. M.; Houlton, H. R.

    2012-12-01

    The American Geosciences Institute (AGI) decided to create the National Geoscience Student Exit Survey in order to identify the initial pathways into the workforce for these graduating students, as well as assess their preparedness for entering the workforce upon graduation. The creation of this survey stemmed from a combination of experiences with the AGI/AGU Survey of Doctorates and discussions at the following Science Education Research Center (SERC) workshops: "Developing Pathways to Strong Programs for the Future", "Strengthening Your Geoscience Program", and "Assessing Geoscience Programs". These events identified distinct gaps in understanding the experiences and perspectives of geoscience students during one of their most profound professional transitions. Therefore, the idea for the survey arose as a way to evaluate how the discipline is preparing and educating students, as well as identifying the students' desired career paths. The discussions at the workshops solidified the need for this survey and created the initial framework for the first pilot of the survey. The purpose of this assessment tool is to evaluate student preparedness for entering the geosciences workforce; identify student decision points for entering geosciences fields and remaining in the geosciences workforce; identify geosciences fields that students pursue in undergraduate and graduate school; collect information on students' expected career trajectories and geosciences professions; identify geosciences career sectors that are hiring new graduates; collect information about salary projections; overall effectiveness of geosciences departments regionally and nationally; demonstrate the value of geosciences degrees to future students, the institutions, and employers; and establish a benchmark to perform longitudinal studies of geosciences graduates to understand their career pathways and impacts of their educational experiences on these decisions. AGI's Student Exit Survey went through

  16. Engaging teachers & students in geosciences by exploring local geoheritage sites

    NASA Astrophysics Data System (ADS)

    Gochis, E. E.; Gierke, J. S.

    2014-12-01

    Understanding geoscience concepts and the interactions of Earth system processes in one's own community has the potential to foster sound decision making for environmental, economic and social wellbeing. School-age children are an appropriate target audience for improving Earth Science literacy and attitudes towards scientific practices. However, many teachers charged with geoscience instruction lack awareness of local geological significant examples or the pedagogical ability to integrate place-based examples into their classroom practice. This situation is further complicated because many teachers of Earth science lack a firm background in geoscience course work. Strategies for effective K-12 teacher professional development programs that promote Earth Science literacy by integrating inquiry-based investigations of local and regional geoheritage sites into standards based curriculum were developed and tested with teachers at a rural school on the Hannahville Indian Reservation located in Michigan's Upper Peninsula. The workshops initiated long-term partnerships between classroom teachers and geoscience experts. We hypothesize that this model of professional development, where teachers of school-age children are prepared to teach local examples of earth system science, will lead to increased engagement in Earth Science content and increased awareness of local geoscience examples by K-12 students and the public.

  17. Professional Development Opportunities for Two-Year College Geoscience Faculty: Issues, Opportunities, and Successes

    NASA Astrophysics Data System (ADS)

    Baer, E. M.; Macdonald, H.; McDaris, J. R.; Granshaw, F. D.; Wenner, J. M.; Hodder, J.; van der Hoeven Kraft, K.; Filson, R. H.; Guertin, L. A.; Wiese, K.

    2011-12-01

    Two-year colleges (2YCs) play a critical role in geoscience education in the United States. Nearly half of the undergraduate students who take introductory geoscience do so at a 2YC. With awide reach and diverse student populations, 2YCs may be key to producing a well-trained, diverse and sufficiently large geoscience workforce. However, faculty at 2YCs often face many barriers to professional development including lack of financial resources, heavy and inflexible teaching loads, lack of awareness of opportunities, and few professional development resources/events targeted at their needs. As an example, at the 2009 GSA meeting in Portland, fewer than 80 of the 6500 attendees were from community colleges, although this was more than twice the 2YC faculty attendance the previous year. Other issues include the isolation described by many 2YC geoscience faculty who may be the only full time geoscientist on a campus and challenges faced by adjunct faculty who may have even fewer opportunities for professional development and networking with other geoscience faculty. Over the past three years we have convened several workshops and events for 2YC geoscience faculty including technical sessions and a workshop on funding opportunities for 2YC faculty at GSA annual meetings, a field trip and networking event at the fall AGU meeting, a planning workshop that examined the role of 2YCs in geoscience education and in broadening participation in the geosciences, two workshops supporting use of the 'Math You Need, When You Need It' educational materials that included a majority of 2YC faculty, and marine science summer institutes offered by COSEE-Pacific Partnerships for 2YC faculty. Our experience indicates that 2YC faculty desire professional development opportunities when the experience is tailored to the needs and character of their students, programs, and institutions. The content of the professional development opportunity must be useful to 2YC faculty -workshops and

  18. Transect workshop held in Egypt

    NASA Astrophysics Data System (ADS)

    Barazangi, Muawia

    A workshop on the progress of the Global Geoscience Transects (GGT) project in the Middle East and Africa (see maps) was held January 15-17 in Cairo, Egypt. (Transect plans in the region have been described in Eos, 69, p. 124). It was jointly organized and funded by the Egyptian National Committee of Geodesy and Geophysics and the International Lithosphere Program coordinating Committee CC-7 of GGT. A. Ashour of Cairo University, Egypt, chaired the workshop; the general secretary was S. Riad of Assiut University, Egypt, who was responsible for most of the organization, scheduling and implementation of the workshop.

  19. Writing fiction about geoscience

    NASA Astrophysics Data System (ADS)

    Andrews, S.

    2013-12-01

    Employment in geology provides excellent preparation for writing mystery novels that teach geoscience. While doing pure research at the USGS under the mentorship of Edwin D. McKee, I learned that the rigors of the scientific method could be applied not only to scientific inquiry but to any search for what is true, including the art of storytelling (the oldest and still most potent form of communication), which in turn supports science. Geoscience constructs narratives of what has happened or what might happen; hence, to communicate my findings, I must present a story. Having developed my writing skills while preparing colleague-reviewed papers (which required that I learn to set my ego aside and survive brutal critiques), the many rounds of edits required to push a novel through a publishing house were a snap. My geoscience training for becoming a novelist continued through private industry, consultancy, and academia. Employment as a petroleum geologist added the pragmatism of bottom-line economics and working to deadlines to my skill set, and nothing could have prepared me for surviving publishers' rejections and mixed reviews better than having to pitch drilling projects to jaded oil patch managers, especially just before lunchtime, when I was all that stood between them and their first martinis of the day. Environmental consulting was an education in ignorant human tricks and the politics of resource consumption gone astray. When teaching at the college level and guest lecturing at primary and secondary schools, my students taught me that nothing was going to stick unless I related the story of geoscience to their lives. When choosing a story form for my novels, I found the mystery apropos because geoscientists are detectives. Like police detectives, we work with fragmentary and often hidden evidence using deductive logic, though our corpses tend to be much, much older or not dead yet. Throughout my career, I learned that negative stereotypes about scientists

  20. Supporting Geoscience Students at Two-Year Colleges: Career Preparation and Academic Success

    NASA Astrophysics Data System (ADS)

    McDaris, J. R.; Kirk, K. B.; Layou, K.; Macdonald, H.; Baer, E. M.; Blodgett, R. H.; Hodder, J.

    2013-12-01

    Two-year colleges play an important role in developing a competent and creative geoscience workforce, teaching science to pre-service K-12 teachers, producing earth-science literate citizens, and providing a foundation for broadening participation in the geosciences. The Supporting and Advancing Geoscience Education in Two-Year Colleges (SAGE 2YC) project has developed web resources for geoscience faculty on the preparation and support of students in two-year colleges (2YCs). Online resources developed from two topical workshops and several national, regional, and local workshops around the country focus on two main categories: Career Preparation and Workforce Development, and Supporting Student Success in Geoscience at Two-year Colleges. The Career Preparation and Workforce Development resources were developed to help faculty make the case that careers in the geosciences provide a range of possibilities for students and to support preparation for the geoscience workforce and for transfer to four-year programs as geoscience majors. Many two-year college students are unaware of geoscience career opportunities and these materials help illuminate possible futures for them. Resources include an overview of what geoscientists do; profiles of possible careers along with the preparation necessary to qualify for them; geoscience employer perspectives about jobs and the knowledge, skills, abilities and attitudes they are looking for in their employees; employment trends in sectors of the economy that employ geoscience professionals; examples of geotechnician workforce programs (e.g. Advanced Technological Education Centers, environmental technology programs, marine technician programs); and career resources available from professional societies. The website also provides information to support student recruitment into the geosciences and facilitate student transfer to geoscience programs at four- year colleges and universities, including sections on advising support before

  1. Geoscience Education Research: The Role of Collaborations with Education Researchers and Cognitive Scientists

    NASA Astrophysics Data System (ADS)

    Manduca, C. A.; Mogk, D. W.; Kastens, K. A.; Tikoff, B.; Shipley, T. F.; Ormand, C. J.; Mcconnell, D. A.

    2011-12-01

    Geoscience Education Research aims to improve geoscience teaching and learning by understanding clearly the characteristics of geoscience expertise, the path from novice to expert, and the educational practices that can speed students along this path. In addition to expertise in geoscience and education, this research requires an understanding of learning -the domain of cognitive scientists. Beginning in 2002, a series of workshops and events focused on bringing together geoscientists, education researchers, and cognitive scientists to facilitate productive geoscience education research collaborations. These activities produced reports, papers, books, websites and a blog developing a research agenda for geoscience education research at a variety of scales: articulating the nature of geoscience expertise, and the overall importance of observation and a systems approach; focusing attention on geologic time, spatial skills, field work, and complex systems; and identifying key research questions in areas where new technology is changing methods in geoscience research and education. Cognitive scientists and education researchers played critical roles in developing this agenda. Where geoscientists ask questions that spring from their rich understanding of the discipline, cognitive scientists and education researchers ask questions from their experience with teaching and learning in a wide variety of disciplines and settings. These interactions tend to crystallize the questions of highest importance in addressing challenges of geoscience learning and to identify productive targets for collaborative research. Further, they serve as effective mechanisms for bringing research techniques and results from other fields into geoscience education. Working productively at the intersection of these fields requires teams of cognitive scientists, geoscientists, and education reserachers who share enough knowledge of all three domains to have a common articulation of the research

  2. Community-Developed Geoscience Cyberinfrastructure

    NASA Astrophysics Data System (ADS)

    Richard, Stephen M.; Pearthree, Genevieve; Aufdenkampe, Anthony K.; Cutcher-Gershenfeld, Joel; Daniels, Mike; Gomez, Basil; Kinkade, Danie; Percivall, George

    2014-05-01

    Discoveries in the geosciences are increasingly taking place across traditional disciplinary boundaries. The EarthCube program, a community-driven project supported by the U.S. National Science Foundation, is developing an information- and tool-sharing framework to bridge between disciplines and unlock the modern geosciences' transformative potential.

  3. Enhancing Diversity in the Geosciences

    ERIC Educational Resources Information Center

    Wechsler, Suzanne P.; Whitney, David J.; Ambos, Elizabeth L.; Rodrigue, Christine M.; Lee, Christopher T.; Behl, Richard J.; Larson, Daniel O.; Francis, Robert D.; Hold, Gregory

    2005-01-01

    An innovative interdisciplinary project at California State University, Long Beach, was designed to increase the attractiveness of the geosciences (physical geography, geology, and archaeology) to underrepresented groups. The goal was to raise awareness of the geosciences by providing summer research opportunities for underrepresented high school…

  4. A virtual geosciences professor

    NASA Astrophysics Data System (ADS)

    Butler, John C.

    1997-06-01

    Many universities are considering how best to meet the challenges of changing student characteristics (older students, more females, and increasing numbers of under-represented students) and changing fiscal climate (insufficient funding to sustain existing initiatives and develop new ones). Many are exploring the potential of Internet-based resources as an element in both synchronous courses (everyone in the same place at the same time) and asynchronous courses (where members of the class could be in many different places at different times). Simply using the Internet to broadcast course content (where information flow is primarily from the instructor to the class) fails to take advantage of its distributed nature. Perhaps the greatest contribution of "new technologies" will be a rethinking of what is required for learning to occur. The Internet itself is the best place for finding out how these resources are being incorporated into formal courses. Approximately half of the Geosciences Departments in the United States and Canada have Internet home pages. More than 200 geosciences courses, produced by more than 70 of these academic departments have Internet-based home pages. An increasing number of field trips, course exercises, tours, reference materials, poster sessions, and student projects are appearing which can be incorporated into new courses.

  5. The Society for the Advancement of Chicanos and Native Americans in Science (SACNAS) Geoscience Initiative

    NASA Astrophysics Data System (ADS)

    Velasco, A. A.

    2005-12-01

    The declining number of geoscience students, especially US citizens, threatens the country's future preparedness in natural hazards mitigation, resource development, national security, and education. Furthermore, the geosciences suffer from poor representation among underrepresented groups, even by comparison to other sciences and engineering. Several organizations have been successful in mentoring and recruiting minorities into science. The Society for the Advancement of Chicanos and Native Americans in Science (SACNAS) focuses on encouraging undergraduate and graduate Hispanic and American Indian students to pursue higher degrees. For over 30 years, SACNAS has provided strong national leadership in improving science and math education, as well as expanding opportunities for minorities in the scientific workforce and academia. SACNAS has added a geological science emphasis to its existing programs to address the need to diversify the field, with funding from the National Science Foundation Opportunities for Enhancing Diversity in the Geosciences (OEDG) program. The goals of this initiative are to: (1) recruit 50 Native American and Chicano/Latino undergraduate and graduate students that are performing research in geoscience disciplines each year for the next five years to attend the annual SACNAS Conference; (2) provide students with early mentoring opportunities designed to assist them with their plans for higher education and employment as researchers and educators in the geosciences; (3) sponsor scientific symposia sessions focusing on advances in the geosciences and opportunities available in related fields; (4) Serve as an information resource through the SACNAS web site and monthly e-nouncements for geoscience research opportunities, and disseminate results of initiative; (5) Offer a workshop for K-12 teachers focusing on geosciences and provide mentoring support throughout the year. We are evaluating the effectiveness of the mentoring initiative by tracking

  6. LaURGE: Louisiana Undergraduate Recruitment and Geoscience Education

    NASA Astrophysics Data System (ADS)

    Nunn, J. A.; Agnew, J.

    2009-12-01

    NSF and the Shell Foundation sponsor a program called Louisiana Undergraduate Recruitment and Geoscience Education (LaURGE). Goals of LaURGE are: 1) Interweave geoscience education into the existing curriculum; 2) Provide teachers with lesson plans that promote interest in geoscience, critical thinking by students, and are consistent with current knowledge in geoscience; and 3) Provide teachers with supplies that make these lessons the highlights of the course. Biology workshops were held at LSU in Baton Rouge and Centenary College in Shreveport in July 2009. 25 teachers including 5 African-Americans attended the workshops. Teachers were from public and private schools in seven different parishes. Teacher experience ranged from 3 years to 40 years. Courses impacted are Biology, Honors Biology, AP Biology, and Environmental Science. The workshops began with a field trip to Mississippi to collect fossil shark teeth and create a virtual field trip. After the field trip, teachers do a series of activities on fossil shark teeth to illustrate evolution and introduce basic concepts such as geologic time, superposition, and faunal succession. Teachers were also given a $200 budget from which to select fossils for use in their classrooms. One of our exercises explores the evolution of the megatoothed shark lineage leading to Carcharocles megalodon, the largest predatory shark in history with teeth up to 17 cm long. Megatoothed shark teeth have an excellent fossil record and show continuous transitions in morphology from the Eocene to Pliocene. We take advantage of the curiosity of sharks shared by most people, and allow teachers to explore the variations among different shark teeth and to explain the causes of those variations. Objectives are to have teachers (and their students): 1) sort fossil shark teeth into biologically reasonable species; 2) form hypotheses about evolutionary relationships; and 3) describe and interpret evolutionary trends in the fossil Megatoothed

  7. Broadening Awareness and Participation in the Geosciences Among Underrepresented Minorities in STEM

    NASA Astrophysics Data System (ADS)

    Blake, R.; Liou-Mark, J.

    2012-12-01

    , effects, and prediction of natural disasters including earthquakes, volcanoes, tsunamis, landslides, subsidence, global climate change, severe weather, coastal erosion, floods, mass extinctions, wildfires, and meteoroid impacts. In addition to the brand new geoscience course offerings, City Tech students participate in geoscience - seminars, guest lectures, lecture series, and geoscience internship and fellowship workshops. The students also participate in geoscience exposure trips to NASA/GISS Columbia University, NOAA-CREST, and the Brookhaven National Laboratory. Moreover, the undergrads are provided opportunities for paid research internships via two NSF grants - NSF REU and NSF STEP. Geoscience projects are also integrated into course work, and students make geoscience group project presentations in class. Students also participate in geoscience career and graduate school workshops. The program also creates geoscience articulation agreements with the City College of New York so that students at City Tech may pursue Bachelor's and advanced degrees in the geosciences. This program is supported by NSF OEDG grant #1108281.

  8. Preparing Teachers to Teach Earth Science: Resources for Geoscience Faculty

    NASA Astrophysics Data System (ADS)

    Anderson, J. L.; Bezanson, C.; Moosavi, S. C.; Reynolds, D.; Manduca, C. A.

    2005-12-01

    Currently in the United States, there is a major push toward improving science education throughout all levels of education. While physics, biology, and chemistry are the three common sciences taught in high school, how, when and if Earth science is taught in our nation's schools varies greatly from region to region. Earth science topics are commonly incorporated into physics, chemistry, and biology classrooms and taught by teachers who may have never taken more than an introductory geoscience course. These teachers are often highly motivated to increase their understanding of the Earth sciences and need appropriate professional development opportunities in order to do so. In addition, many future elementary and middle school Earth science teachers take introductory geoscience courses in college. For these reasons, geoscience faculty play an active role in helping to educate future Earth science teachers. As part of the Digital Library for Earth System Education, the Science Education Resource Center (SERC) at Carleton College has developed a "Preparing Teachers to Teach Earth Science" website (http://serc.carleton.edu/teacherprep/). At this site geoscience faculty can learn more about supporting Earth science teachers both during their pre-service training in college, and as their careers progress through professional development opportunities. The website contains background materials and information about the necessity for geoscience faculty to get involved in supporting Earth science teachers, as well as recent science education reform initiatives. In addition, the site contains examples of geoscience courses serving pre-service teachers and Earth science professional development programs throughout the country linked to descriptions of their design and implementation. The website content draws heavily on material presented at the 2003 AGU/NAGT workshop "Developing the Earth Science Teacher Workforce: The Role of Geoscience Departments and Introductory Courses

  9. On the Cutting Edge: Face-to-Face and Virtual Professional Development for Current and Future Geoscience Faculty

    NASA Astrophysics Data System (ADS)

    Macdonald, H.; Manduca, C. A.; Mogk, D. W.; Tewksbury, B. J.; Iverson, E. A.; Kirk, K. B.; Beane, R. J.; McConnell, D.; Wiese, K.; Wysession, M. E.

    2011-12-01

    On the Cutting Edge, a comprehensive, discipline-wide professional development program for current and future geoscience faculty, aims to develop a geoscience professoriate committed to high-quality instruction based on currency in scientific knowledge, good pedagogic practice, and research on learning. Our program provides an integrated workshop series and online teaching resources. Since 2002, we have offered more than 80 face-to-face workshops, virtual workshops and webinars, and hybrid events. Participants come from two-year colleges and four-year colleges and universities. The workshop series is designed to address the needs of faculty in all career stages at the full spectrum of institutions and covering the breadth of the geoscience curriculum. We select timely and compelling topics and create opportunities of interest to faculty. We offer workshops on course design, new geoscience research and pedagogical topics, core geoscience curriculum topics, and introductory courses as well as workshops for early career faculty and for future faculty. Our workshops are designed to model good teaching practice. We set workshop goals that guide workshop planning and evaluation. Workshops are interactive, emphasize participant learning, provide opportunities for participants to interact and share experience/knowledge, provide good resources, give participants time to reflect and to develop action plans, and help transform their ideas about teaching. We emphasize the importance of adaptation in the context of their specific situations. For virtual workshops and webinars we use icebreakers and other structured interactions to build a comfortable workshop community; promote interaction through features on webinar software, chat-aided question and answer, small-group synchronous interactions, and/or discussion boards; plan detailed schedules for workshop events; use asynchronous discussions and recordings of synchronous events given that participants are busy with their

  10. Open Geoscience Database

    NASA Astrophysics Data System (ADS)

    Bashev, A.

    2012-04-01

    Currently there is an enormous amount of various geoscience databases. Unfortunately the only users of the majority of the databases are their elaborators. There are several reasons for that: incompaitability, specificity of tasks and objects and so on. However the main obstacles for wide usage of geoscience databases are complexity for elaborators and complication for users. The complexity of architecture leads to high costs that block the public access. The complication prevents users from understanding when and how to use the database. Only databases, associated with GoogleMaps don't have these drawbacks, but they could be hardly named "geoscience" Nevertheless, open and simple geoscience database is necessary at least for educational purposes (see our abstract for ESSI20/EOS12). We developed a database and web interface to work with them and now it is accessible at maps.sch192.ru. In this database a result is a value of a parameter (no matter which) in a station with a certain position, associated with metadata: the date when the result was obtained; the type of a station (lake, soil etc); the contributor that sent the result. Each contributor has its own profile, that allows to estimate the reliability of the data. The results can be represented on GoogleMaps space image as a point in a certain position, coloured according to the value of the parameter. There are default colour scales and each registered user can create the own scale. The results can be also extracted in *.csv file. For both types of representation one could select the data by date, object type, parameter type, area and contributor. The data are uploaded in *.csv format: Name of the station; Lattitude(dd.dddddd); Longitude(ddd.dddddd); Station type; Parameter type; Parameter value; Date(yyyy-mm-dd). The contributor is recognised while entering. This is the minimal set of features that is required to connect a value of a parameter with a position and see the results. All the complicated data

  11. Geoscience Academic Provenance: A Comparison of Undergraduate Students' Pathways to Faculty Pathways

    NASA Astrophysics Data System (ADS)

    Houlton, H. R.; Keane, C. M.; Wilson, C. E.

    2012-12-01

    Most Science, Technology, Engineering and Mathematics (STEM) disciplines have a direct recruiting method of high school science courses to supply their undergraduate majors. However, recruitment and retention of students into geoscience academic programs, who will be the future workforce, remains an important issue. The geoscience community is reaching a critical point in its ability to supply enough geoscientists to meet the current and near-future demand. Previous work done by Houlton (2010) determined that undergraduate geoscience majors follow distinct pathways when pursuing their degree and career. These pathways are comprised of students' interests, experiences, goals and career aspirations, which are depicted in six pathway steps. Three population groups were determined from the original 17 participants, which exhibited differences in pathway trajectories. Continued data collection efforts developed and refined the pathway framework. As part of an informal workshop activity, data were collected from 27 participants who are underrepresented minority early-career and future faculty in the geosciences. In addition, 20 geoscience departments' Heads and Chairs participated in an online survey about their pathway trajectories. Pathways were determined from each of these new sample populations and compared against the original geoscience undergraduate student participants. Several pathway components consistently spanned across sample populations. Identification of these themes have illuminated broad geoscience-related interests, experiences and aspirations that can be used to broadly impact recruitment and retention initiatives for our discipline. Furthermore, fundamental differences between participants' ages, stages in career and racial/ethnic backgrounds have exhibited subtle nuances in their geoscience pathway trajectories. In particular, those who've had research experiences, who think "creativity" is an important aspect of a geoscience career and those who

  12. Geoscience research for energy security

    SciTech Connect

    Not Available

    1987-02-01

    This report focuses on the nation's geoscience needs and recommends DOE activities to mitigate major problems that effect energy security. The report recommends new or redirected DOE geoscience research initiatives for oil and gas, coal, nuclear resources, structures and processes in the earth's crust, geothermal resources, oil shale, and waste disposal. In light of the current and near-term national energy requirements, federal budget constraints, and the diminished R and D efforts from the domestic energy industry, the Board recommends that DOE: assign highest geoscience research emphasis to shorter-term, energy priorities of the nation; particularly advanced oil and gas exploration and production technologies; establish in DOE an Office of Geoscience Research to develop and administer a strategic plan for geoscience research activities; establish oil and gas research centers within each of the six major oil and gas provinces of the United States to conduct and coordinate interdisciplinary problem-oriented research; increase oil and gas research funding by an initial annual increment of $50 million, primarily to support the regional research centers.

  13. Implementing Successful Geoscience Education and Outreach Efforts

    NASA Astrophysics Data System (ADS)

    Braile, L. W.

    2004-12-01

    Successful geoscience Education and Outreach (E&O) efforts associated with a research program benefit from effective planning and a commitment by scientists/researchers to become more knowledgeable about and involved in education. Several suggested strategies have evolved based on experience in Earth science E&O with K-16 educators and students during the past 10 years. E&O programs and materials should be developed at appropriate levels ("start from where they're at") and utilize information, skills and topics that are most relevant to students and teachers. Hands-on and inquiry-based activities that teach or reinforce fundamental science understanding and skills, while introducing new topics, results and discoveries, are particularly effective. It is useful to design materials that can provide for a range of time commitment, level of technical skills, and effort, so that introductory to in-depth curriculum units can be implemented. Use of the Internet and working with teachers can be effective methods for dissemination and taking advantage of a "multiplying factor". Obtaining feedback and evaluation of the programs and developed materials, and connecting the materials to national or state education standards are also highly recommended. Most importantly, scientists should become more involved in the science education community. Attending and presenting papers at appropriate science education sessions or workshops, or state or national science teacher meetings (the annual National Science Teachers Association convention is an excellent place to start) can be a significant educational experience for the scientist/researcher. Effective geoscience E&O programs have significant potential for enhancing K-16 education and scientific literacy, and can help attract students to the sciences. Perhaps surprisingly, these efforts have substantial positive impact on the scientist/researcher as well.

  14. Geosciences Information for Teachers (GIFT) in Catalonia

    NASA Astrophysics Data System (ADS)

    Camerlenghi, Angelo; Cacho, Isabel; Calvo, Eva; Demol, Ben; Sureda, Catalina; Artigas, Carme; Vilaplana, Miquel; Porbellini, Danilo; Rubio, Eduard

    2010-05-01

    CATAGIFT is the acronym of the project supported by the Catalan Government (trough the AGAUR agency) to support the activities of the EGU Committee on Education in Catalonia. The objective of this project is two-fold: 1) To establish a coordinated action to support the participation of three Catalan science teachers of primary and secondary schools in the GIFT Symposium, held each year during the General Assembly of the European Geosciences Union (EGU). 2) To produce a video documentary each year on hot topics in geosciences. The documentary is produced in Catalan, Spanish and English and is distributed to the Catalan science teachers attending the annual meeting organized by the Institute of Education Sciences and the Faculty of Geology of the University together with the CosmoCaixa Museum of Barcelona, to the international teachers attending the EGU GIFT Workshop, and to other schools in the Spanish territory. In the present-day context of science dissemination through documentaries and television programs there is a dominance of products of high technical quality and very high costs sold and broadcasted world wide. The wide spread of such products tends to standardize scientific information, not only in its content, but also in the format used for communicating science to the general public. In the field of geosciences in particular, there is a scarcity of products that combine high scientific quality and accessible costs to illustrate aspects of the natural life of our planet Earth through the results of the work of individual researchers and / or research groups. The scientific documentaries produced by CATAGIFT pursue the objective to support primary and secondary school teachers to critically interpret scientific information coming from the different media (television, newspapers, magazines, audiovisual products), in a way that they can transmit to their students. CataGIFT has created a series of documentaries called MARENOSTRUM TERRANOSTRA designed and

  15. Impact of the On the Cutting Edge Professional Development Program on U.S. Geoscience Faculty

    NASA Astrophysics Data System (ADS)

    Manduca, C. A.; Iverson, E. A.; Czujko, R.; Macdonald, H.; Mogk, D. W.; Tewksbury, B. J.; McLaughlin, J.; Sanford, C.; Greenseid, L.; Luxenberg, M.

    2011-12-01

    Transforming STEM education from a dominantly lecture-based format focused on facts to classrooms where students engage with the process of understanding the world through science is a primary goal of faculty development. On the Cutting Edge seeks to support this transformation by using workshops and a website to build a community of geoscience faculty who learn from one another. In order to assess the impact of the On the Cutting Edge program, we surveyed 5917 U.S. geoscience faculty in 2009 and received 2874 completed responses (49% response rate). We looked at the differences in responses between workshop participants who also use the website, website users who have not attended a Cutting Edge workshop, and survey respondents who had neither attended a Cutting Edge workshop nor used the Cutting Edge website. The number of respondents who had attended a Cutting Edge workshop and had not used the website was too small to analyze. Courses described by Cutting Edge workshop participants make significantly less use of lecture and more use of small group discussion and in-class activities. While all faculty respondents routinely update their courses, workshop participants are more likely to have changed their teaching methods in the two years leading up to the survey. When making changes to their teaching methods, workshop participants are more likely than other populations to seek information about teaching on the web, consult journal articles about teaching, and seek advice from colleagues outside their department and from nationally known leaders in geoscience education. Workshop participants are also more likely to tell a colleague when they do something that is particularly successful in class. End-of-workshop survey and follow-up interview data indicate that participants leave workshops reinvigorated, with a new or renewed commitment to student-centered teaching, and that they make use of the website as they implement ideas for changing their teaching following

  16. Making Geoscience Data Relevant for Students, Teachers, and the Public

    NASA Astrophysics Data System (ADS)

    Taber, M.; Ledley, T. S.; Prakash, A.; Domenico, B.

    2009-12-01

    The scientific data collected by government funded research belongs to the public. As such, the scientific and technical communities are responsible to make scientific data accessible and usable by the educational community. However, much geoscience data are difficult for educators and students to find and use. Such data are generally described by metadata that are narrowly focused and contain scientific language. Thus, data access presents a challenge to educators in determining if a particular dataset is relevant to their needs, and to effectively access and use the data. The AccessData project (EAR-0623136, EAR-0305058) has developed a model for bridging the scientific and educational communities to develop robust inquiry-based activities using scientific datasets in the form of Earth Exploration Toolbook (EET, http://serc.carleton.edu/eet) chapters. EET chapters provide step-by-step instructions for accessing specific data and analyzing it with a software analysis tool to explore issues or concepts in science, technology, and mathematics. The AccessData model involves working directly with small teams made up of data providers from scientific data archives or research teams, data analysis tool specialists, scientists, curriculum developers, and educators (AccessData, http://serc.carleton.edu/usingdata/accessdata). The process involves a number of steps including 1) building of the team; 2) pre-workshop facilitation; 3) face-to-face 2.5 day workshop; 4) post-workshop follow-up; 5) completion and review of the EET chapter. The AccessData model has been evolved over a series of six annual workshops hosting ~10 teams each. This model has been expanded to other venues to explore expanding its scope and sustainable mechanisms. These venues include 1) workshops focused on the data collected by a large research program (RIDGE, EarthScope); 2) a workshop focused on developing a citizen scientist guide to conducting research; and 3) facilitating a team on an annual basis

  17. Developing A Large-Scale, Collaborative, Productive Geoscience Education Network

    NASA Astrophysics Data System (ADS)

    Manduca, C. A.; Bralower, T. J.; Egger, A. E.; Fox, S.; Ledley, T. S.; Macdonald, H.; Mcconnell, D. A.; Mogk, D. W.; Tewksbury, B. J.

    2012-12-01

    Geoscience Departments sought to create the same type of shared information base that was supporting individual faculty for departments. The Teach the Earth portal and its underlying web development tools were used by NSF-funded projects in education to disseminate their results. Leveraging these funded efforts, the Climate Literacy Network has expanded this geoscience education community to include individuals broadly interested in fostering climate literacy. Most recently, the InTeGrate project is implementing inter-institutional collaborative authoring, testing and evaluation of curricular materials. While these projects represent only a fraction of the activity in geoscience education, they are important drivers in the development of a large, national, coherent geoscience education network with the ability to collaborate and disseminate information effectively. Importantly, the community is open and defined by active participation. Key mechanisms for engagement have included alignment of project activities with participants needs and goals; productive face-to-face and virtual workshops, events, and series; stipends for completion of large products; and strong supporting staff to keep projects moving and assist with product production. One measure of its success is the adoption and adaptation of resources and models by emerging projects, which results in the continued growth of the network.

  18. Examining sexism in the geosciences

    NASA Astrophysics Data System (ADS)

    Simarski, Lynn Teo

    Do women geoscientists face worse obstacles because of their gender than women in other sciences? A recent survey by the Committee on Professionals in Science and Technology showed that women with geoscience bachelor's degrees start off at only 68% of their male colleagues' salaries, much lower than women in biology (92%), engineering (102%), chemistry (103%), and physics (111%).Women still lag behind men in geoscience degrees as well. In 1990, women received about one-third of geoscience bachelor's degrees, one-quarter of masters, and about one-fifth of Ph.D.'s, reports the American Geological Institute. In the sciences overall, women received about half of bachelor's degrees, 42% of masters, and about a third of Ph.D.'s in 1989, according to the National Research Council.

  19. 75 FR 33613 - Notice of the Carbon Sequestration-Geothermal Energy-Science Joint Workshop

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-06-14

    ...The DOE Geothermal Technologies Program, Office of Science- Geosciences Program and Office of Fossil Energy-Carbon Sequestration Program will be holding a joint workshop on Common Research Themes for Carbon Storage and Geothermal Energy, June 15-16, 2010. Experts from industry, academia, national labs, and State and Federal geological surveys will discuss geosciences research needs for......

  20. AGI doubles minority geoscience scholarships

    NASA Astrophysics Data System (ADS)

    The American Geological Institute, Alexandria, Va., has had a significant increase in funds available for minority geoscience scholarships for the 1990-1991 academic year. The number of scholarships awarded this year has more than doubled from a total of 36 in 1989-90 to 80 available for 1990-1991.The increase is due largely to a grant from the National Science Foundation. Total value of the awards, which will be given to undergraduate and graduate geoscience students, will be $221,000. For 1989--990 the total value was $36,750.

  1. Developing Strong Geoscience Programs and Departments

    NASA Astrophysics Data System (ADS)

    MacDonald, R.; Manduca, C. A.

    2002-12-01

    Strong geoscience programs are essential for preparing future geoscientists and developing a broad public understanding of our science. Faculty working as a department team can create stronger programs than individual faculty working alone. Workshops sponsored by Project Kaleidoscope (www.pkal.org) on departmental planning in the geosciences have emphasized the importance of designing programs in the context of both departmental and student goals. Well-articulated goals form a foundation for designing curriculum, courses, and other departmental activities. Course/skill matrices have emerged as particularly valuable tools for analyzing how individual courses combine in a curriculum to meet learning goals. Integrated programs where students have opportunities to learn and use skills in multiple contexts have been developed at several institutions. Departments are leveraging synergies between courses to more effectively reach departmental goals and capitalize on opportunities in the larger campus environment. A full departmental program extends beyond courses and curriculum. Studies in physics (National Task Force on Undergraduate Physics, Hilborne, 2002) indicate the importance of activities such as recruiting able students, mentoring students, providing courses appropriate for pre-service K-12 teachers, assisting with professional development for a diversity of careers, providing opportunities for undergraduates to participate in research, and making connections with the local industries and businesses that employ graduates. PKAL workshop participants have articulated a wide variety of approaches to undergraduate research opportunities within and outside of class based on their departmental goals, faculty goals, and resources. Similarly, departments have a wide variety of strategies for developing productive synergies with campus-wide programs including those emphasizing writing skills, quantitative skills, and environmental studies. Mentoring and advising

  2. AWG, Enhancing Professional Skills, Providing Resources and Assistance for Women in the Geosciences

    NASA Astrophysics Data System (ADS)

    Sundermann, C.; Cruse, A. M.; AssociationWomen Geoscientists

    2011-12-01

    The Association for Women Geoscientists (AWG) was founded in 1977. AWG is an international organization, with ten chapters, devoted to enhancing the quality and level of participation of women in geosciences, and introducing women and girls to geoscience careers. Our diverse interests and expertise cover the entire spectrum of geoscience disciplines and career paths, providing unexcelled networking and mentoring opportunities to develop leadership skills. Our membership is brought together by a common love of earth, atmospheric and ocean sciences, and the desire to ensure rewarding opportunities for women in the geosciences. AWG offers a variety of scholarships, including the Chrysalis scholarship for women who are returning to school after a life-changing interruption, and the Sands and Takken awards for students to make presentations at professional meetings. AWG promotes professional development through workshops, an online bi-monthly newsletter, more timely e-mailed newsletters, field trips, and opportunities to serve in an established professional organization. AWG recognizes the work of outstanding women geoscientists and of outstanding men supporters of women in the geosciences. The AWG Foundation funds ten scholarships, a Distinguished Lecture Program, the Geologist-in-the-Parks program, Science Fair awards, and numerous Girl Scout programs. Each year, AWG sends a contingent to Congressional Visits Day, to help educate lawmakers about the unique challenges that women scientists face in the geoscience workforce.

  3. National Association of Geoscience Teachers (NAGT) support for the Next Generation Science Standards (Invited)

    NASA Astrophysics Data System (ADS)

    Buhr Sullivan, S. M.; Awad, A. A.; Manduca, C. A.

    2013-12-01

    The Next Generation Science Standards (NGSS) represents the best opportunity for geosciences education since 1996, describing a vision of teaching excellence and placing Earth and space science on a par with other disciplines. However, significant, sustained support and relationship-building between disciplinary communities must be forthcoming in order to realize the potential. To realize the vision, teacher education, curricula, assessments, administrative support and workforce/college readiness expectations must be developed. The National Association of Geoscience Teachers (NAGT), a geoscience education professional society founded in 1938, is comprised of members across all educational contexts, including undergraduate faculty, pre-college teachers, informal educators, geoscience education researchers and teacher educators. NAGT support for NGSS includes deep collections of relevant digital learning resources, professional development workshops, models of cross-discipline sustainability education at the undergraduate and teacher preparation levels, member voices in support of geoscience education, and reach into introductory courses and teacher preparation programs. This presentation will describe implications of NGSS for the geoscience education community and highlight some opportunities for the path forward.

  4. Tracking the Health of the Geoscience Workforce

    NASA Astrophysics Data System (ADS)

    Gonzales, L. M.; Keane, C. M.; Martinez, C. M.

    2008-12-01

    Increased demands for resources and environmental activities, relative declines in college students entering technical fields, and expectations of growth commensurate with society as a whole challenge the competitiveness of the U.S. geoscience workforce. Because of prior business cycles, more than 50% of the workforce needed in natural resource industries in 10 years is currently not in the workforce. This issue is even more acute in government at all levels and in academic institutions. Here, we present a snapshot of the current status of the geoscience profession that spans geoscientists in training to geoscience professionals in government, industry, and academia to understand the disparity between the supply of and demand for geoscientists. Since 1996, only 1% of high school SAT test takers plan to major in geosciences at college. Although the total number of geoscience degrees granted at community colleges have increased by 9% since 1996 , the number of geoscience undergraduate degrees has decreased by 7%. The number of geoscience master's and doctoral degrees have increased 4% and 14% respectively in the same time period. However, by 2005, 68 geoscience departments were consolidated or closed in U.S. universities. Students who graduate with geoscience degrees command competitive salaries. Recent bachelors geoscience graduates earned an average salary of 31,366, whereas recent master's recipients earned an average of 81,300. New geosciences doctorates commanded an average salary of 72,600. Also, fFederal funding for geoscience research has increase steadily from 485 million in 1970 to $3.5 billion in 2005. Economic indicators suggest continued growth in geoscience commodity output and in market capitalization of geoscience industries. Additionally, the Bureau of Labor Statistics projects a 19% increase in the number of geoscience jobs from 2006 to 2016. Despite the increased demand for geoscientists and increase in federal funding of geoscience research

  5. InTeGrate: Transforming the Teaching of Geoscience and Sustainability

    NASA Astrophysics Data System (ADS)

    Blockstein, D.; Manduca, C. A.; Bralower, T. J.; Castendyk, D.; Egger, A. E.; Gosselin, D. C.; Iverson, E. A.; Matson, P. A.; MacGregor, J.; Mcconnell, D. A.; Mogk, D. W.; Nevle, R. J.; Oches, E. A.; Steer, D. N.; Wiese, K.

    2012-12-01

    InTeGrate is an NSF-funded community project to improve geoscience literacy and build a workforce that can apply geoscience principles to address societal issues. Three workshops offered this year by InTeGrate and its partner, On the Cutting Edge, addressed strategies for bringing together geoscience and sustainability within geoscience courses and programs, in interdisciplinary courses and programs, and in courses and programs in other disciplines or schools including arts and humanities, health science, and business. Participants in all workshops described the power of teaching geoscience in the context of sustainability and the utility of this approach in engaging students with geoscience, including student populations not traditionally represented in the sciences. Faculty involved in both courses and programs seek to teach important skills including the ability to think about systems and to make connections between local observations and challenges and global phenomena and issues. Better articulation of these skills, including learning outcomes and assessments, as well as documenting the relationship between these skills and employment opportunities were identified as important areas for further work. To support widespread integration of geoscience and sustainability concepts, these workshops initiated collections describing current teaching activities, courses, and programs. InTeGrate will continue to build these collections in collaboration with On the Cutting Edge and Building Strong Geoscience Departments, and through open contributions by individual faculty and programs. In addition, InTeGrate began developing new teaching modules and courses. Materials for use in introductory geoscience and environmental science/studies courses, distance learning courses, and courses for education majors are being developed and tested by teams of faculty drawn from at least three institutions, including several members from two-year colleges. An assessment team is

  6. Supporting REU Leaders and Effective Workforce Development in the Geosciences

    NASA Astrophysics Data System (ADS)

    Sloan, V.; Haacker, R.

    2014-12-01

    Research shows that research science experiences for undergraduates are key to the engagement of students in science, and teach critical thinking and communication, as well as the professional development skills. Nonetheless, undergraduate research programs are time and resource intensive, and program managers work in relative isolation from each other. The benefits of developing an REU community include sharing strategies and policies, developing collaborative efforts, and providing support to each other. This paper will provide an update on efforts to further develop the Geoscience REU network, including running a national workshop, an email listserv, workshops, and the creation of online resources for REU leaders. The goal is to strengthen the connections between REU community members, support the sharing of best practices in a changing REU landscape, and to make progress in formalizing tools for REU site managers.

  7. Online Resources for Teaching Geoscience in the Field

    NASA Astrophysics Data System (ADS)

    McDaris, J. R.

    2012-12-01

    Field experiences are a critical part of a geoscience student's education and have long been one of the foundations of educating majors and non-majors alike. With obstacles to taking students into the field becoming more common, it is important that educators have access to high-quality teaching resources and pedagogical guidance to make is as easy as possible to give students the benefits of connecting their "book learning" with the real-world. On the Cutting Edge has developed extensive collections of teaching resources related to teaching in the field including activities, assessments, and descriptions of field-based courses. Program participants have shared their insights into field issues through their essays, posters, and presentations for workshops and have also described how they design field experiences by contributing to the collection of field trip descriptions hosted by NAGT. The contributions span many geoscience topics providing help for teaching in the field across the curriculum. All of these resources are available on the Cutting Edge website and can be accessed through the Teaching Geoscience in the Field module.

  8. A Foundational Approach to Designing Geoscience Ontologies

    NASA Astrophysics Data System (ADS)

    Brodaric, B.

    2009-05-01

    E-science systems are increasingly deploying ontologies to aid online geoscience research. Geoscience ontologies are typically constructed independently by isolated individuals or groups who tend to follow few design principles. This limits the usability of the ontologies due to conceptualizations that are vague, conflicting, or narrow. Advances in foundational ontologies and formal engineering approaches offer promising solutions, but these advanced techniques have had limited application in the geosciences. This paper develops a design approach for geoscience ontologies by extending aspects of the DOLCE foundational ontology and the OntoClean method. Geoscience examples will be presented to demonstrate the feasibility of the approach.

  9. Growing Community Roots for the Geosciences in Miami, Florida, A Program Aimed at High School and Middle School Students to Increase Awareness of Career and Educational Opportunities in the Geosciences

    NASA Astrophysics Data System (ADS)

    Whitman, D.; Hickey-Vargas, R.; Gebelein, J.; Draper, G.; Rego, R.

    2013-12-01

    Growing Community Roots for the Geosciences is a 2-year pilot recruitment project run by the Department of Earth and Environment at Florida International University (FIU) and funded by the NSF OEDG (Opportunities for Enhancing Diversity in the Geosciences) program. FIU, the State University of Florida in Miami is a federally recognized Minority Serving Institution with over 70% of the undergraduate population coming from groups underrepresented in the geoscience workforce. The goal of this project is to inform students enrolled in the local middle and high schools to career opportunities in the geosciences and to promote pathways for underrepresented groups to university geoscience degree programs. The first year's program included a 1-week workshop for middle school teachers and a 2-week summer camp aimed at high school students in the public school system. The teacher workshop was attended by 20 teachers who taught comprehensive and physical science in grades 6-8. It included lectures on geoscience careers, fundamental concepts of solid earth and atmospheric science, hands on exercises with earth materials, fossils and microscopy, interpretation of landform with Google Earth imagery, and a field trip to a local working limestone quarry. On the first day of the workshop, participants were surveyed on their general educational background in science and their familiarity and comfort with teaching basic geoscience concepts. On the final day, the teachers participated in a group discussion where we discussed how to make geoscience topics and careers more visible in the school curriculum. The 2-week summer camp was attended by 21 students entering grades 9-12. The program included hands on exercises on geoscience and GIS concepts, field trips to local barrier islands, the Everglades, a limestone quarry and a waste to energy facility, and tours of the NOAA National Hurricane Center and the FIU SEM lab. Participants were surveyed on their general educational background

  10. Characterizing Strong Geoscience Departments: Results of a National Survey

    NASA Astrophysics Data System (ADS)

    Richardson, R. M.

    2005-12-01

    In a follow up to a survey of geoscience departments drawn primarily from American Association of Universities (AAU) institutions, we have expanded the number and type of departments to include a much broader range of institutions and to address key issues about factors that department heads and chairs feel are indicative of strong departments. The previous survey, completed at a very high rate of return, indicated that the biggest opportunities at AAU institutions included large, community-wide initiatives, while the biggest threats included declining resources and associated issues such as faculty retention. The new survey follows on a workshop, Building Strong Geoscience Departments, held in February 2005 at which 25 participants discussed the state of geoscience departments and developed ideas for strengthening departments. The new survey addresses departmental demographics of a much broader range of departments and institutions, including two year, primarily undergraduate, and graduate degree-granting departments/institutions. In addition to perceived threats and opportunities, the survey includes aspects and characteristics of strong departments. For example, department heads and chairs respond to a variety of possible attributes of strong departments, including: 1) Defining the mission of the department in such a way that it is aligned with the institutional vision; 2) Taking a proactive stance in building modern and dynamic geoscience curricula and, as appropriate, research agendas; 3) Working effectively as a department team; 4) Acknowledging that recruitment, development, and retention of students, faculty, and staff are key elements of departmental success and working effectively in these areas; 5) Developing strong departmental leaders now and for the future; 6) Communicating success, using effective metrics, to colleagues, senior administrators, students, donors, and friends; and 7) Forging strategic partnerships within the university (e.g., with

  11. Summary outline of DOE geoscience and geoscience - related research

    SciTech Connect

    Not Available

    1982-02-01

    The Office of Basic Energy Sciences (OBES) supports long-range, basic research in those areas of the geosciences which are relevant to the nation's energy needs. The objective of the Geoscience program is to develop a quantitative and predictive understanding of geological, geophysical and geochemical structures and processes in the solid earth and in solar-terrestrial relationships. This understanding is to assure an effective knowledge base for energy resource recognition, evaluation and utilization in an environmentally acceptable manner. The work is carried out primarily in DOE laboratories and in universities, although some is conducted by other federal agencies and by the National Academy of Sciences. Principal areas of interest include: Geology, Geophysics, and Earth Dynamics; Geochemistry; Energy Resource Recognition, Evaluation and Utilization; Hydrologic and Marine Sciences; and Solar-Terrestrial/Atmospheric Interactions.

  12. Engaging secondary students in geoscience investigations through the use of low-cost instrumentation

    NASA Astrophysics Data System (ADS)

    Dunn, A. L.; Hansen, W.; Healy, S.

    2010-12-01

    Many of the future challenges facing the United States, such as climate change, securing energy resources, soil degradation, water resources, and atmospheric pollution, are part of the domain of geosciences. Currently, our colleges and universities are not graduating enough geoscience majors to meet this demand, with only 0.27% of all bachelor's degrees granted in geoscience fields in 2006, the fewest in any scientific field (NSF 2008). Moreover, undergraduate recruitment in geosciences from traditionally underrepresented groups is significantly poorer than other STEM fields, with underrepresented groups comprising just 5% of total geoscience bachelor’s degrees awarded (Czujko 2004). Undergraduate geoscience programs therefore have a critical need to not just grow in size, but to expand the spectrum of students within their programs to better reflect the country’s diversity. In 2009, Worcester State College (WSC) initiated an effort as part of NSF's Opportunities for Enhancing Diversity in the Geosciences Program to address this problem on a local scale. Through this program, we are creating a pipeline for diversity in the geosciences through a multi-faceted approach involving teacher training, high school internships, and a co-enrollment and scholarship program between Worcester Public Schools and WSC. Worcester, Massachusetts has a median household income of 43,779, 13,902 below the median household income for Massachusetts, and 24% of the city’s children live below the poverty line. Worcester is a diverse city: 19% of the population is Latino, 9% African-American, and 7% Asian-American, with over 18% foreign-born residents. This diversity is reflected in the city’s school system, where over 80 languages are spoken. In July 2010, the program was initiated with a week-long teacher training workshop. The participants were middle and high school science teachers from Worcester and the surrounding area. The workshop focused on issues of sustainability related

  13. OMLTA Workshops.

    ERIC Educational Resources Information Center

    Sutton, Donna E.

    Workshops sponsored by the Ohio Modern Language Teachers' Association (OMLTA) are described and information about organizing OMLTA workshops is provided. Specifically, guidelines are given on: policies, the local workshop director's responsibilities, selecting consultants, site selection, luncheon arrangements, and publicity. The workshops by…

  14. Future of the geoscience profession

    SciTech Connect

    Carleton, A.T.

    1995-05-01

    I want to discuss the future of the energy industry and the geoscience profession. That`s you and me. Is there a future for us? Will there be a need for petroleum? What will we use for energy in the future? Over the past several years, those of us in the energy business have witnessed remarkable changes in our industry and our profession. We must be able to change with the conditions if we are to survive them. To do so, some idea of what the future holds is essential. I will discuss what that future may be and will cover these topics: world population and energy demand, exploration and production outlook, environmental considerations, geoscience demographics, education, technology, and government. Much of the statistical data and some of the projections I will discuss have been taken from the report of AAPG`s 21st Century Committee, of which I was a member.

  15. Planetary geosciences, 1989-1990

    NASA Technical Reports Server (NTRS)

    Zuber, Maria T. (Editor); James, Odette B. (Editor); Lunine, Jonathan I. (Editor); Macpherson, Glenn J. (Editor); Phillips, Roger J. (Editor)

    1992-01-01

    NASA's Planetary Geosciences Programs (the Planetary Geology and Geophysics and the Planetary Material and Geochemistry Programs) provide support and an organizational framework for scientific research on solid bodies of the solar system. These research and analysis programs support scientific research aimed at increasing our understanding of the physical, chemical, and dynamic nature of the solid bodies of the solar system: the Moon, the terrestrial planets, the satellites of the outer planets, the rings, the asteroids, and the comets. This research is conducted using a variety of methods: laboratory experiments, theoretical approaches, data analysis, and Earth analog techniques. Through research supported by these programs, we are expanding our understanding of the origin and evolution of the solar system. This document is intended to provide an overview of the more significant scientific findings and discoveries made this year by scientists supported by the Planetary Geosciences Program. To a large degree, these results and discoveries are the measure of success of the programs.

  16. Airborne laser

    NASA Astrophysics Data System (ADS)

    Lamberson, Steven E.

    2002-06-01

    The US Air Force Airborne Laser (ABL) is an airborne, megawatt-class laser system with a state-of-the-art atmospheric compensation system to destroy enemy ballistic missiles at long ranges. This system will provide both deterrence and defense against the use of such weapons during conflicts. This paper provides an overview of the ABL weapon system including: the notional operational concept, the development approach and schedule, the overall aircraft configuration, the technologies being incorporated in the ABL, and the risk reduction approach being utilized to ensure program success.

  17. Spatiotemporal Thinking in the Geosciences

    NASA Astrophysics Data System (ADS)

    Shipley, T. F.; Manduca, C. A.; Ormand, C. J.; Tikoff, B.

    2011-12-01

    Reasoning about spatial relations is a critical skill for geoscientists. Within the geosciences different disciplines may reason about different sorts of relationships. These relationships may span vastly different spatial and temporal scales (from the spatial alignment in atoms in crystals to the changes in the shape of plates). As part of work in a research center on spatial thinking in STEM education, we have been working to classify the spatial skills required in geology, develop tests for each spatial skill, and develop the cognitive science tools to promote the critical spatial reasoning skills. Research in psychology, neurology and linguistics supports a broad classification of spatial skills along two dimensions: one versus many objects (which roughly translates to object- focused and navigation focused skills) and static versus dynamic spatial relations. The talk will focus on the interaction of space and time in spatial cognition in the geosciences. We are working to develop measures of skill in visualizing spatiotemporal changes. A new test developed to measure visualization of brittle deformations will be presented. This is a skill that has not been clearly recognized in the cognitive science research domain and thus illustrates the value of interdisciplinary work that combines geosciences with cognitive sciences. Teaching spatiotemporal concepts can be challenging. Recent theoretical work suggests analogical reasoning can be a powerful tool to aid student learning to reason about temporal relations using spatial skills. Recent work in our lab has found that progressive alignment of spatial and temporal scales promotes accurate reasoning about temporal relations at geological time scales.

  18. Designing a road map for geoscience workflows

    NASA Astrophysics Data System (ADS)

    Duffy, Christopher; Gil, Yolanda; Deelman, Ewa; Marru, Suresh; Pierce, Marlon; Demir, Ibrahim; Wiener, Gerry

    2012-06-01

    Advances in geoscience research and discovery are fundamentally tied to data and computation, but formal strategies for managing the diversity of models and data resources in the Earth sciences have not yet been resolved or fully appreciated. The U.S. National Science Foundation (NSF) EarthCube initiative (http://earthcube.ning.com), which aims to support community-guided cyberinfrastructure to integrate data and information across the geosciences, recently funded four community development activities: Geoscience Workflows; Semantics and Ontologies; Data Discovery, Mining, and Integration; and Governance. The Geoscience Workflows working group, with broad participation from the geosciences, cyberinfrastructure, and other relevant communities, is formulating a workflows road map (http://sites.google.com/site/earthcubeworkflow/). The Geoscience Workflows team coordinates with each of the other community development groups given their direct relevance to workflows. Semantics and ontologies are mechanisms for describing workflows and the data they process.

  19. Geoscience terminology for data interchange

    NASA Astrophysics Data System (ADS)

    Richard, Stephen

    2013-04-01

    Workgroups formed by the Commission for the Management and Application of Geoscience Information (CGI), a Commission of the International Union of Geological Sciences (IUGS) have been developing vocabulary resources to promote geoscience information exchange. The Multilingual Thesaurus Working Group (MLT) was formed in 2003 to continue work of the Multhes working group of the 1990s. The Concept Definition Task Group was formed by the CGI Interoperability Working Group in 2007 to develop concept vocabularies for populating GeoSciML interchange documents. The CGI council has determined that it will be more efficient and effective to merge the efforts of these groups and has formed a new Geoscience Terminology Working Group (GTWG, http://www.cgi-iugs.org/tech_collaboration/geoscience_terminology_working_group.html). Each GTWG member will be expected to shepherd one or more vocabularies. There are currently 31 vocabularies in the CGI portfolio, developed for GeoSciML interchange documents (e.g. see http://resource.geosciml.org/ 201202/). Vocabulary development in both groups has been conducted first by gathering candidate terms in Excel spreadsheets because these are easy for text editing and review. When the vocabulary is mature, it is migrated into SKOS, an RDF application for encoding concepts with identifiers, definitions, source information, standard thesaurus type relationships, and language-localized labels. Currently there are 30 vocabularies still required for GeoSciML v3, and 38 proposed vocabularies for use with EarthResourceML (https://www.seegrid.csiro.au/wiki/CGIModel/EarthResourceML). In addition, a project to develop a lithogenetic map unit vocabulary to use for regional geologic map integration using OGC web map services is underway. Considerable work remains to be done to integrate multilingual geoscience terms developed by the MLT Working Group with existing CGI vocabularies to provide multilingual support, and to make the thesaurus compiled by the

  20. Mississippi State University’s Geoscience Education and Geocognition Research Program in the Department of Geosciences

    NASA Astrophysics Data System (ADS)

    McNeal, K.; Clary, R. M.; Sherman-Morris, K.; Kirkland, B.; Gillham, D.; Moe-Hoffman, A.

    2009-12-01

    The Department of Geosciences at Mississippi State University offers both a MS in Geosciences and a PhD in Earth and Atmospheric Sciences, with the possibility of a concentration in geoscience education. The department offers broad research opportunities in the geoscience sub-disciplines of Geology, Meteorology, GIS, and Geography. Geoscience education research is one of the research themes emphasized in the department and focuses on geoscience learning in traditional, online, field-based, and informal educational environments. Approximately 20% of the faculty are actively conducting research in geoscience education and incorporate both qualitative and quantitative research approaches in areas including: the investigation of effective teaching strategies, the implementation and evaluation of geoscience teacher professional development programs and diversity enhancement programs, the study of the history and philosophy of science in geoscience teaching, the exploration of student cognition and understanding of complex and dynamic earth systems, and the investigation of using visualizations to enhance learning in the geosciences. The inception and continued support of an active geoscience education research program is derived from a variety of factors including: (1) the development of the on-line Teachers in Geosciences (TIG) Masters Degree Program which is the primary teaching appointment for the majority of the faculty conducting geoscience education research, (2) the securing of federal funds to support geoscience education research, (3) the publication of high-quality peer-reviewed research papers in both geoscience education and traditional research domains, (4) the active contribution of the geoscience education faculty in their traditional research domains, (5) a faculty that greatly values teaching and recognizes the research area of geoscience education as a sub-domain of the broader geoscience disciplines, (6) the involvement of university faculty, outside

  1. The Geoscience Alliance--A National Network for Broadening Participation of Native Americans in the Geosciences

    NASA Astrophysics Data System (ADS)

    Dalbotten, D. M.; Berthelote, A. R.

    2014-12-01

    The Geoscience Alliance is a national alliance of individuals committed to broadening participation of Native Americans in the geosciences. Native Americans in this case include American Indians, Alaska Natives and people of Native Hawai'ian ancestry. Although they make up a large percentage of the resource managers in the country, they are underrepresented in degrees in the geosciences. The Geoscience Alliance (GA) members are faculty and staff from tribal colleges, universities, and research centers; native elders and community members; industry, agency, and corporate representatives; students (K12, undergraduate, and graduate); formal and informal educators; and other interested individuals. The goals of the Geoscience Alliance are to 1) create new collaborations in support of geoscience education for Native American students, 2) establish a new research agenda aimed at closing gaps in our knowledge on barriers and best practices related to Native American participation in the geosciences, 3) increase participation by Native Americans in setting the national research agenda on issues in the geosciences, and particularly those that impact Native lands, 4) provide a forum to communicate educational opportunities for Native American students in the geosciences, and 5) to understand and respect indigenous traditional knowledge. In this presentation, we look at the disparity between numbers of Native Americans involved in careers related to the geosciences and those who are receiving bachelors or graduate degrees in the geosciences. We address barriers towards degree completion in the geosciences, and look at innovative programs that are addressing those barriers.

  2. Effectiveness of Geosciences Exploration Summer Program (GeoX) for Increasing Awareness and Knowledge of Geosciences

    ERIC Educational Resources Information Center

    Houser, Chris; Garcia, Sonia; Torres, Janet

    2015-01-01

    Summer research experiences are an increasingly popular means of increasing awareness of, and developing interest in, the geosciences and other science, technology, engineering, and math programs. We describe and report the preliminary results of a 1-wk Geosciences Exploration Summer Program in the College of Geosciences at Texas A&M…

  3. Translational Geoscience: Converting Geoscience Innovation into Societal Impacts

    NASA Astrophysics Data System (ADS)

    Schiffries, C. M.

    2015-12-01

    Translational geoscience — which involves the conversion of geoscience discovery into societal, economic, and environmental impacts — has significant potential to generate large benefits but has received little systematic attention or resources. In contrast, translational medicine — which focuses on the conversion of scientific discovery into health improvement — has grown enormously in the past decade and provides useful models for other fields. Elias Zerhouni [1] developed a "new vision" for translational science to "ensure that extraordinary scientific advances of the past decade will be rapidly captured, translated, and disseminated for the benefit of all Americans." According to Francis Collins, "Opportunities to advance the discipline of translational science have never been better. We must move forward now. Science and society cannot afford to do otherwise." On 9 July 2015, the White House issued a memorandum directing U.S. federal agencies to focus on translating research into broader impacts, including commercial products and decision-making frameworks [3]. Natural hazards mitigation is one of many geoscience topics that would benefit from advances in translational science. This paper demonstrates that natural hazards mitigation can benefit from advances in translational science that address such topics as improving emergency preparedness, communicating life-saving information to government officials and citizens, explaining false positives and false negatives, working with multiple stakeholders and organizations across all sectors of the economy and all levels of government, and collaborating across a broad range of disciplines. [1] Zerhouni, EA (2005) New England Journal of Medicine 353(15):1621-1623. [2] Collins, FS (2011) Science Translational Medicine 3(90):1-6. [3] Donovan, S and Holdren, JP (2015) Multi-agency science and technology priorities for the FY 2017 budget. Executive Office of the President of the United States, 5 pp.

  4. Building Strong Geoscience Departments: Case Studies and Findings from Six Years of Programming

    NASA Astrophysics Data System (ADS)

    Iverson, E. A.; Lee, S.; Ormand, C. J.; Feiss, P. G.; Macdonald, H.; Manduca, C. A.; Richardson, R. M.

    2011-12-01

    Begun in 2005, the Building Strong Geoscience Departments project sought to help geoscience departments respond to changes in geosciences research, academic pressures, and the changing face of the geosciences workforce by working as a team, planning strategically, and learning from the experiences of other geoscience departments. Key strategies included becoming more central to their institution's mission and goals; articulating the department's learning goals for students; designing coordinated curricula, co-curricular activities, and assessments to meet these goals; and recruiting students effectively. A series of topical workshops identified effective practices in use in the U.S. and Canada. These practices were documented on the project website and disseminated through a national workshop for teams of faculty, through activities at the AGU Heads and Chairs workshops, and in a visiting workshop program bringing leaders to campuses. The program has now involved over 450 participants from 185 departments. To understand the impact of the program, we engaged in ongoing discussion with five departments of various sizes and institutional types, and facing a variety of immediate challenges. In aggregate they made use of the full spectrum of project offerings. These departments all reported that the project brought an important new perspective to their ability to work as a department: they have a better understanding of how their departments' issues relate to the national scene, have more strategies for making the case for the entire department to college administrators, and are better poised to make use of campus resources including the external review process. These results were consistent with findings from end-of-workshop surveys. Further they developed the ability to work together as a team to address departmental challenges through collective problem solving. As a result of their workshop participation, two of the departments who considered their department to be

  5. International Convergence on Geoscience Cyberinfrastructure

    NASA Astrophysics Data System (ADS)

    Allison, M. L.; Atkinson, R.; Arctur, D. K.; Cox, S.; Jackson, I.; Nativi, S.; Wyborn, L. A.

    2012-04-01

    There is growing international consensus on addressing the challenges to cyber(e)-infrastructure for the geosciences. These challenges include: Creating common standards and protocols; Engaging the vast number of distributed data resources; Establishing practices for recognition of and respect for intellectual property; Developing simple data and resource discovery and access systems; Building mechanisms to encourage development of web service tools and workflows for data analysis; Brokering the diverse disciplinary service buses; Creating sustainable business models for maintenance and evolution of information resources; Integrating the data management life-cycle into the practice of science. Efforts around the world are converging towards de facto creation of an integrated global digital data network for the geosciences based on common standards and protocols for data discovery and access, and a shared vision of distributed, web-based, open source interoperable data access and integration. Commonalities include use of Open Geospatial Consortium (OGC) and ISO specifications and standardized data interchange mechanisms. For multidisciplinarity, mediation, adaptation, and profiling services have been successfully introduced to leverage the geosciences standards which are commonly used by the different geoscience communities -introducing a brokering approach which extends the basic SOA archetype. Principal challenges are less technical than cultural, social, and organizational. Before we can make data interoperable, we must make people interoperable. These challenges are being met by increased coordination of development activities (technical, organizational, social) among leaders and practitioners in national and international efforts across the geosciences to foster commonalities across disparate networks. In doing so, we will 1) leverage and share resources, and developments, 2) facilitate and enhance emerging technical and structural advances, 3) promote

  6. An overview of geoscience studies enabled with the UAVSAR instrument

    NASA Astrophysics Data System (ADS)

    Jones, Cathleen; Hensley, Scott; Lou, Yunling

    2014-05-01

    UAVSAR is an L-band combined synthetic aperture radar/airborne platform system designed specifically for high spatial resolution differential interferometry (DInSAR) in support of solid earth geoscience. In addition to the InSAR capability, UAVSAR's low noise floor, fine spatial resolution, precise repeat imaging geometry, consistent calibration accuracy, vegetation canopy penetration capability, and complete (quad) polarimetric imaging make it a unique instrument for polarimetric synthetic aperture radar (PolSAR) studies. In the years since UAVSAR science acquisitions commenced, the instrument has supported a broad array of basic and applied geoscience, including InSAR-based studies of volcanoes, plate tectonics and earthquake faults, landslides, subsidence, sinkholes, and glaciers and ice sheets; PolSAR and InSAR studies of biomass retrieval and ecosystem/vegetation status; PolSAR studies of soil moisture, ocean eddies and oil slick characterization; and application of polarimetry in support of archeology and for monitoring critical infrastructure. Here we show the range of unique results that have come out of the scientific studies utilizing UAVSAR data; highlight new work that is in progress; give an overview of the spatial and temporal extent of the acquired data covering four continents that is freely available to researchers through NASA; and discuss plans for extended capability of the instrument system. This research was conducted at the Jet Propulsion Laboratory, California Institute of Technology, under contract with the National Aeronautics and Space Administration.

  7. Closing the Geoscience Talent Gap

    NASA Astrophysics Data System (ADS)

    Keane, C. M.

    2007-12-01

    The geosciences, like most technical professions, are facing a critical talent gap into the future, with too few new students entering the profession and too many opportunities for that supply. This situation has evolved as a result of multiple forces, including increased commodity prices, greater strain on water resources, development encroachment on hazardous terrain, and the attrition of Baby Boomers from the workforce. Demand is not the only issue at hand, the legacy of lagging supplies of new students and consequently new professionals has enhanced the problem. The supply issue is a result of the fallout from the 1986 oil bust and the unsubstantiated hopes for an environmental boom in the 1990"s, coupled by the lengthening of academic careers, indefinitely delaying the predicted exodus of faculty. All of these issues are evident in the data collected by AGI, its Member Societies, and the federal government. Two new factors are beginning to play an increased role in the success or failure of geosciences programs: namely student attitudes towards careers and the ability for departments to successfully bridge the demands of the incoming student with the requirements for an individual to succeed in the profession. An issue often lost for geosciences departments is that 95% of geoscientists in the United States work in the private sector or for government agencies, and that those employers drive the profession forward in the long term. Departments that manage to balance the student needs with an end source of gainful employment are witnessing great success and growth. Currently, programs with strong roots in mining, petroleum, and groundwater hydrology are booming, as are graduate programs with strong technology components. The challenge is recognizing the booms, busts, and long-term trends and positioning programs to weather the changes yet retain the core of their program. This level of planning coupled with a profession-wide effort to improve initial recruitment

  8. Workshop Review

    ERIC Educational Resources Information Center

    Journal of Aerospace Education, 1977

    1977-01-01

    Reviews a leadership development aerospace educators workshop held at Maxwell Air Force Base, Alabama, July 22, 1977, and an introductory/advanced aerospace workshop held at Central Washington State College. (SL)

  9. Recruitment Strategies for Geoscience Majors: Conceptual Framework and Practical Suggestions

    NASA Astrophysics Data System (ADS)

    Richardson, R. M.; Eyles, C.; Ormand, C. J.

    2009-12-01

    One characteristic of strong geoscience departments is that they recruit and retain quality students. In a survey to over 900 geoscience departments in the US and Canada several years ago nearly 90% of respondents indicated that recruiting and retaining students was important. Two years ago we offered a pre-GSA workshop on recruiting and retaining students that attracted over 30 participants from over 20 different institutions, from liberal arts colleges to state universities to research intensive universities. Since then we have sought additional feedback from a presentation to the AGU Heads & Chairs at a Fall AGU meeting, and most recently from a workshop on strengthening geoscience programs in June 2009. In all of these settings, a number of themes and concrete strategies have emerged. Key themes included strategies internal to the department/institution; strategies that reach beyond the department/institution; determining how scalable/transferable strategies that work in one setting are to your own setting; identifying measures of success; and developing or improving on an existing action plan specific to your departmental/institutional setting. The full results of all of these efforts to distill best practices in recruiting students will be shared at the Fall AGU meeting, but some of the best practices for strategies local to the department/institution include: 1) focusing on introductory classes (having the faculty who are most successful in that setting teach them, having one faculty member make a common presentation to all classes about what one can do with a geoscience major, offering topical seminars, etc.); 2) informing students of career opportunities (inviting alumni back to talk to students, using AGI resources, etc.,); 3) creating common space for students to work, study, and be a community; 4) inviting all students earning an ‘A’ (or ‘B’) in introductory classes to a departmental event just for them; and 5) creating a field trip for incoming

  10. Increasing Diversity in Geoscience Through Research Internships

    NASA Astrophysics Data System (ADS)

    Charlevoix, Donna J.; Morris, Aisha R.

    2014-02-01

    Over the past 9 years, UNAVCO—a university-governed consortium fostering geoscience research and education focused on geodesy—supported 44 interns through the Research Experiences in Solid Earth Science for Students (RESESS) program. The primary goal of the program is to increase the number of historically underrepresented students entering the geosciences.

  11. An outline of planetary geoscience. [philosophy

    NASA Technical Reports Server (NTRS)

    1977-01-01

    A philosophy for planetary geoscience is presented to aid in addressing a number of major scientific questions; answers to these questions should constitute the basic geoscientific knowledge of the solar system. However, any compilation of major questions or basic knowledge in planetary geoscience involves compromises and somewhat arbitrary boundaries that reflect the prevalent level of understanding at the time.

  12. Geoscience Diversity Enhancement Project: Student Responses.

    ERIC Educational Resources Information Center

    Rodrigue, Christine M.; Wechsler, Suzanne P.; Whitney, David J.; Ambos, Elizabeth L.; Ramirez-Herrera, Maria Teresa; Behl, Richard; Francis, Robert D.; Larson, Daniel O.; Hazen, Crisanne

    This paper describes an interdisciplinary project at California State University (Long Beach) designed to increase the attractiveness of the geosciences to underrepresented groups. The project is called the Geoscience Diversity Enhancement Project (GDEP). It is a 3-year program which began in the fall of 2001 with funding from the National Science…

  13. Teaching Mineralogy, Petrology and Geochemistry in the 21st Century: Instructional Resources for Geoscience Faculty

    NASA Astrophysics Data System (ADS)

    Mogk, D. W.; Beane, R. J.; Whitney, D. L.; Nicolaysen, K. E.; Panero, W. R.; Peck, W. H.

    2011-12-01

    Mineralogy, petrology and geochemistry (MPG) are pillars of the geoscience curriculum because of their relevance in interpreting Earth history and processes, application to geo-hazards, resources, and environmental issues, and contributions to emerging fields such as geology and human health. To keep faculty current in scientific advances in these fields, and in modern instructional methods, the On the Cutting Edge program convened a workshop at the University of Minnesota in August, 2011. This workshop builds on the previous 15 year's work that has been focused on identifying, aggregating, and developing high-quality collections of teaching activities and related resources, and in building a community of scholars in support of excellence in instruction in MPG courses. The goals of the workshop were to: a) develop an integrated, comprehensive and reviewed curriculum for MPG courses, and to seek ways to make connections with the larger geoscience curriculum; b) to explore emerging topics in MPG such as geobiology and climate change; c) demonstrate effective methods in teaching MPG in the context of Earth system science; d) share effective teaching activities and strategies for the classroom, laboratory and field including advances in pedagogy, assessments and research on learning; e) keep faculty current on recent advances in mineralogy, petrology and geochemistry research and to apply these findings to our teaching; f) explore and utilize current societal and global issues that intersect mineralogy, petrology and geochemistry to heighten the relevancy of course content for students; and h) meet colleagues and foster future teaching and research collaborations. A significant outcome of this workshop is a peer reviewed of collection of 300+ existing teaching activities, and a gap analysis to identify teaching activities needed to make these collections comprehensive and coherent. In addition, a series of thematic collections were developed to assist high priority

  14. Exploring deliberate mentoring approaches aimed at improving the recruitment and persistence of undergraduate women in the geosciences

    NASA Astrophysics Data System (ADS)

    Pollack, I. B.; Adams, A. S.; Barnes, R. T.; Burt, M. A.; Clinton, S. M.; Godfrey, E.; Hernandez, P.; Bloodhart, B.; Donaldson, L.; Henderson, H.; Sayers, J.; Sample McMeeking, L. B.; Bowker, C.; Fischer, E. V.

    2015-12-01

    In the United States, men outnumber women in many science and engineering fields by nearly 3 to 1. In fields like physics or the geosciences, the gender gap can be even wider. Previous studies have identified the early college years as a critical point where many women exit STEM disciplines. An interdisciplinary team including experts in the geosciences, psychology, education, and STEM persistence have recently begun a 5-year project focused on understanding whether mentoring can increase the interest, persistence, and achievement of undergraduate women in the geosciences. The program focuses on mentoring first and second year female undergraduate students from three universities in Colorado and Wyoming and four universities in North and South Carolina. The mentoring program includes a weekend workshop, access to professional women across geoscience fields and both in-person and virtual peer networks. The first weekend workshops will be held in October 2015. We will present an overview of the major components and lessons learned from these workshops and showcase the web center, including the online peer-networking forum.

  15. Summaries of physical research in the geosciences

    SciTech Connect

    Not Available

    1990-10-01

    The Department of Energy supports research in the geosciences in order to provide a sound foundation of fundamental knowledge in those areas of the geosciences which are germane to the Department of Energy's many missions. The Division of Engineering and Geosciences, part of the Office of Basic Energy Sciences of the Office of Energy Research, supports the Geosciences Research Program. The participants in this program include Department of Energy laboratories, industry, universities, and other governmental agencies. The summaries in this document, prepared by the investigators, briefly describe the scope of the individual programs. The Geosciences Research Program includes research in geology, petrology, geophysics, geochemistry, solar physics, solar-terrestrial relationships, aeronomy, seismology, and natural resource modeling and analysis, including their various subdivisions and interdisciplinary areas. All such research is related either directly or indirectly to the Department of Energy's long-range technological needs.

  16. Building a Network of Internships for a Diverse Geoscience Community

    NASA Astrophysics Data System (ADS)

    Sloan, V.; Haacker-Santos, R.; Pandya, R.

    2011-12-01

    Individual undergraduate internship programs, however effective, are not sufficient to address the lack of diversity in the geoscience workforce. Rather than competing with each other for a small pool of students from historically under-represented groups, REU and internship programs might share recruiting efforts and application processes. For example, in 2011, the RESESS program at UNAVCO and the SOARS program at UCAR shared recruiting websites and advertising. This contributed to a substantial increase in the number of applicants to the RESESS program, the majority of which were from historically under-represented groups. RESESS and SOARS shared qualified applications with other REU/internship programs and helped several additional minority students secure summer internships. RESESS and SOARS also leveraged their geographic proximity to pool resources for community building activities, a two-day science field trip, a weekly writing workshop, and our final poster session. This provided our interns with an expanded network of peers and gave our staff opportunities to work together on planning. Recently we have reached out to include other programs and agencies in activities for our interns, such as mentoring high-school students, leading outreach to elementary school students, and exposing our interns to geoscience careers options and graduate schools. Informal feedback from students suggests that they value these interactions and appreciate learning with interns from partner programs. Through this work, we are building a network of program managers who support one another professionally and share effective strategies. We would like to expand that network, and future plans include a workshop with university partners and an expanded list of REU programs to explore further collaborations.

  17. The Geoscience Internet of Things

    NASA Astrophysics Data System (ADS)

    Lehnert, K.; Klump, J.

    2012-04-01

    Internet of Things is a term that refers to "uniquely identifiable objects (things) and their virtual representations in an Internet-like structure" (Wikipedia). We here use the term to describe new and innovative ways to integrate physical samples in the Earth Sciences into the emerging digital infrastructures that are developed to support research and education in the Geosciences. Many Earth Science data are acquired on solid earth samples through observations and experiments conducted in the field or in the lab. The application and long-term utility of sample-based data for science is critically dependent on (a) the availability of information (metadata) about the samples such as geographical location where the sample was collected, time of sampling, sampling method, etc. (b) links between the different data types available for individual samples that are dispersed in the literature and in digital data repositories, and (c) access to the samples themselves. Neither of these requirements could be achieved in the past due to incomplete documentation of samples in publications, use of ambiguous sample names, and the lack of a central catalog that allows researchers to find a sample's archiving location. New internet-based capabilities have been developed over the past few years for the registration and unique identification of samples that make it possible to overcome these problems. Services for the registration and unique identification of samples are provided by the System for Earth Sample Registration SESAR (www.geosamples.org). SESAR developed the International Geo Sample Number, or IGSN, as a unique identifier for samples and specimens collected from our natural environment. Since December 2011, the IGSN is governed by an international organization, the IGSN eV (www.igsn.org), which endorses and promotes an internationally unified approach for registration and discovery of physical specimens in the Geoscience community and is establishing a new modular and

  18. Canadian EdGEO National Workshop Program

    NASA Astrophysics Data System (ADS)

    Clinton, L. A.; Haidl, F. M.; Hymers, L. A.; van der Flier-Keller, E.

    2009-05-01

    Established in the early 1970s, EdGEO supports locally driven geosciences workshops for Canadian teachers. Workshops are organized by geoscientists and teachers, and typically have field, laboratory and classroom components. Grants of up to $3000 per workshop are available from the National EdGEO Program. By providing educational opportunities for today's teachers and, through them, their students, EdGEO seeks to cultivate a heightened awareness of our planet. EdGEO workshops provide teachers with potential fieldtrip sites for their students and the knowledge, enthusiasm and materials to inspire their students to engage in geoscience. Networking opportunities with local experts promote the importance of the geoscience profession. The expected result is an improved capacity on the part of Canadians to understand the Earth and to make informed decisions, especially with regard to the use of mineral and energy resources, the maintenance and remediation of the environment, and response to geological hazards. There exists a critical need to provide teachers with training and resources to tackle their Earth science curricula. In 2008, EdGEO supported fourteen workshops, with an unprecedented 521 teachers attending. These teachers then used our resources to reach an estimated 14,000 students during that single academic year. EdGEO workshops are locally driven and are therefore very diverse. Workshops are strongly tied to the provincial curriculum, focus on a specific geoscience topic, or may be largely field-based to demonstrate and practice how field activities could be incorporated into Earth science teaching. Many strive to include all of these important components. Geoscientists and teachers work collaboratively to develop and deliver EdGEO workshops to ensure that the activities can be effectively used in the classroom. The length of these professional development opportunities range from two-hour sessions to several days, and can generally accommodate up to twenty

  19. Society News: Workshop helps new GJI authors; Free eBook for schools; EGU awards medal; AGU elects Fellow; Support your Society; New Fellows

    NASA Astrophysics Data System (ADS)

    2012-04-01

    Early-career researchers and postgraduates are invited to attend an Author Workshop at the 2012 European Geosciences Union General Assembly in Vienna. The following were elected Fellows of the Society on 10 February 2012:

  20. Radar polarimetry for geoscience applications

    NASA Technical Reports Server (NTRS)

    Ulaby, Fawwaz T. (Editor); Elachi, Charles (Editor)

    1990-01-01

    The present volume on radar polarimetry for geoscience applications discusses wave properties and polarization, scattering matrix representation for simple targets, scattering models for point and distributed targets, polarimetric scatterometer systems and measurements, polarimetric radar system design, and polarimetric SAR applications. Attention is given to plane waves in a lossless homogeneous medium-wave polarization, polarization synthesis and response, and coordinate system transformations. Topics addressed include high- and low-frequency scattering, rough-surface scattering models, radiative transfer theory and deficiencies thereof, solutions for the radiative transfer equation, and a radiative transfer model for a forest canopy. Also discussed are network analyzer-based polarimetric scatterometers, calibration of polarimetric scatterometers, synthesized polarization response of distributed targets, and measurement of the propagation parameters of a forest canopy.

  1. Website Resources and Support for Two-Year College Geoscience Educators

    NASA Astrophysics Data System (ADS)

    McDaris, J. R.; Macdonald, H.; Blodgett, R. H.; Manduca, C. A.; Maier, M.

    2011-12-01

    Geoscience faculty at two-year colleges (2YC) face a number of challenges, from the wide diversity of the student population to being isolated from other geoscience faculty. Several projects have developed web resources that address some of these issues by providing professional development, teaching materials, and opportunities to connect with their colleagues at other institutions. The Role of Two-Year Colleges in Geoscience Education and in Broadening Participation in the Geosciences project brought together 2YC faculty from across the country for a planning workshop to discuss these issues and propose strategies and mechanisms to strengthen the 2YC geoscience education community (http://serc.carleton.edu/geo2yc/index.html). The website now hosts more than 30 essays on the state of 2YC education, teaching activities, and course descriptions submitted by 2YC faculty as well as an email discussion list and other ways of networking and discussing important. One outcome of this work is that the National Association of Geoscience Teachers has created a division for 2YC faculty so that members can network with each other and discuss solutions to pressing issues. (http://nagt.org/nagt/divisions/2yc/index.html) The On the Cutting Edge program has an array of professional development resources available (http://serc.carleton.edu/NAGTWorkshops/). Over its decade of work, the program has developed resources on topics of interest to 2YC faculty including: teaching introductory courses, the affective domain, teaching with data, metacognition, online courses, teaching about hazards, and many others. There are also extensive collections of teaching activities and visualizations. In addition, the program continues to hold face-to-face and virtual professional development workshops and webinars that are accessible to 2YC faculty and can help them feel less isolated The Starting Point: Teaching Introductory Geoscience (http://serc.carleton.edu/introgeo) website is specifically

  2. Tackling Strategies for Thriving Geoscience Departments

    NASA Astrophysics Data System (ADS)

    Wuebbles, Donald J.; Takle, Eugene S.

    2005-05-01

    Special sessions on thriving geosciences departments and on cyberinfrastructure in the geosciences highlighted the recent 5th AGU Meeting of Heads and Chairs of Earth and Space Science Departments. ``From Surviving to Thriving: Strategies for Advancing University Geoscience Programs in Times of Change'' was a topic that drew intense interest. This panel discussion, led by Don Wuebbles (University of Illinois), included panelists Eric Betterton (University of Arizona), Judy Curry (Georgia Institute of Technology), Heather MacDonald (College of William and Mary), and Jim Kirkpatrick (University of Illinois).

  3. Research at the Frontiers of Mathematical Geosciences

    NASA Astrophysics Data System (ADS)

    Meacham, S.; Reichlin, R.; Rogers, R.

    2002-12-01

    In 2002, the National Science Foundation launched a new activity called "Collaborations in Mathematical Geosciences," (CMG). This activity supports research at the intersection between the mathematical sciences and the geosciences. CMG also supports creative interdisciplinary training for graduate students. An expanded CMG competition is planned for 2003. In this talk, the research topics, the types of collaboration, and the educational projects funded during the first year of this activity will be briefly summarized. 2003 funding opportunities in mathematical geosciences will also be sketched. The formal presentation will be kept short in order to provide time for questions from the audience and suggestions for future directions.

  4. Association for Women Geoscientists: enhancing gender diversity in the geosciences.

    NASA Astrophysics Data System (ADS)

    Holmes, M.; O'Connell, S.; Foos, A.

    2001-12-01

    The Association for Women Geoscientists (AWG) has been working to increase the representation and advancement of women in geoscience careers since its founding in 1977. We promote the professional development of our members and encourage women to become geoscientists by gathering and providing data on the status of women in the field, providing publications to train women in professional skills, encouraging networking, publicizing mentoring opportunities, organizing and hosting workshops, funding programs to encourage women to enter the field of geosciences, and providing scholarships, particularly to non-traditional students. We promote women geoscientists' visibility through our Phillips Petroleum Speaker's List, by recognizing an Outstanding Educator at our annual breakfast at the Geological Society of America meetings, and by putting qualified women's names forward for awards given by other geo-societies. Our paper and electronic newsletters inform our members of job and funding opportunities. These newsletters provide the geoscience community with a means of reaching a large pool of women (nearly 1000 members). Our outreach is funded by the AWG Foundation and carried out by individual members and association chapters. We provide a variety of programs, from half-day "Fossil Safaris" to two-week field excursions such as the Lincoln Chapter/Homestead Girl Scouts Council Wider Opportunity, "Nebraska Rocks!!". Our programs emphasize the field experience as the most effective "hook" for young people. We have found that women continue to be under-represented in academia in the geosciences. Data from 1995 indicate we hold only 11 percent of academic positions and 9 percent of tenure-track positions, while our enrollment at the undergraduate level has risen from 25 to 34 percent over the last ten years. The proportion of women in Master's degree programs is nearly identical with our proportions in undergraduate programs, but falls off in doctoral programs. Between 1986

  5. Multiple Strategies for Multiple Audiences: SJSU's Contributions to the Geoscience Education Community

    NASA Astrophysics Data System (ADS)

    Messina, P.; Metzger, E. P.

    2007-12-01

    for middle- and high-school teachers. These curricula use jig-saw and cooperative learning strategies to enhance educators' understanding, and to build confidence in teaching geoscience ideas by modeling effective pedagogy. The Bay Area Earth Science Institute (BAESI) augments these formal education options, offering summer and weekend workshops for which teachers may earn inexpensive university credit. Established in 1990, BAESI has served more than 1500 teachers with geoscientist- and master teacher-led workshops that supply standards- based Earth science concepts and effective strategies for teaching them.

  6. Summaries of FY 1993 geosciences research

    SciTech Connect

    Not Available

    1993-12-01

    The Department of Energy supports research in the geosciences in order to provide a sound foundation of fundamental knowledge in those areas of the geosciences that are germane to the DOE`s many missions. The Geosciences Research Program is supported by the Office of Energy Research. The participants in this program include DOE laboratories, academic institutions, and other governmental agencies. These activities are formalized by a contract or grant between the DOE and the organization performing the work, providing funds for salaries, equipment, research materials, and overhead. The summaries in this document, prepared by the investigators, describe the scope of the individual programs. The Geosciences Research Program includes research in geophysics, geochemistry, resource evaluation, solar-terrestrial interactions, and their subdivisions including earth dynamics, properties of earth materials, rock mechanics, underground imaging, rock-fluid interactions, continental scientific drilling, geochemical transport, solar-atmospheric physics, and modeling, with emphasis on the interdisciplinary areas.

  7. Summaries of physical research in the geosciences

    SciTech Connect

    Not Available

    1980-08-01

    The Department of Energy supports research in the geosciences in order to provide a sound underlay of fundamental knowledge in those areas of the earth, atmospheric, and solar/terrestrial sciences that relate to the Department of Energy's many missions. The Division of Engineering, Mathematical and Geosciences, which is a part of the Office of Basic Energy Sciences and comes under the Director of Energy Research, supports under its Geosciences program major Department of Energy laboratories, industry, universities and other governmental agencies. The summaries in this document, prepared by the investigators, describe the overall scope of the individual programs and details of the research performed during 1979-1980. The Geoscience program includes research in geology, petrology, geophysics, geochemistry, hydrology, solar-terrestrial relationships, aeronomy, seismology and natural resource analysis, including the various subdivisions and interdisciplinary areas. All such research is related to the Department's technological needs, either directly or indirectly.

  8. Striving to Diversify the Geosciences Workforce

    NASA Astrophysics Data System (ADS)

    Velasco, Aaron A.; Jaurrieta de Velasco, Edith

    2010-08-01

    The geosciences continue to lag far behind other sciences in recruiting and retaining diverse populations [Czujko and Henley, 2003; Huntoon and Lane, 2007]. As a result, the U.S. capacity for preparedness in natural geohazards mitigation, natural resource management and development, national security, and geosciences education is being undermined and is losing its competitive edge in the global market. Two key populations must be considered as the United States looks to build the future geosciences workforce and optimize worker productivity: the nation's youth and its growing underrepresented minority (URM) community. By focusing on both of these demographics, the United States can address the identified shortage of high-quality candidates for knowledge-intensive jobs in the geosciences, helping to develop the innovative enterprises that lead to discovery and new technology [see National Research Council (NRCd), 2007].

  9. Integrated Design for Geoscience Education with Upward Bound Students

    NASA Astrophysics Data System (ADS)

    Cartwright, T. J.; Hogsett, M.; Ensign, T. I.; Hemler, D.

    2009-05-01

    implications of the project. On-line learning modules continue to expand the number impacted by the program. Through collaboration with both GLOBE headquarters and the GLOBE Country Coordinator, an international teacher workshop in Costa Rica provided GLOBE training and equipment necessary for a true GLOBE student collaborative project. IDGE continues to expand the impacts beyond the limited participants involved in the program. Overall, the preliminary results show sufficient data that IDGE is successful in: exposing students to an inquiry-based hands-on science experience; providing a positive challenging yet enjoyable science experience for students; providing a science experience which was different than their formal science class; enhancing or maintaining positive attitudes and habits of mind about science; improving some student perceptions of science, science processes, and the nature of science; increasing the number of students considering science careers; enhanced student understanding of the importance of science knowledge and coursework for everyone. Through the practice of field research and inquiry-based learning, the quality of geoscience instruction is inspiring a new generation of geoscientists. This work was supported in part by the National Science Foundation under award #0735596. Any opinions, findings, conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect those of the National Science Foundation.

  10. Workshop on borehole measurements and interpretation in scientific drilling - identification of problems and proposals for their solution: proceedings

    SciTech Connect

    Cooper, D.L.; Traeger, R.K.

    1984-03-01

    Critical instrumentation needs for borehole-oriented, geoscience research were identified in a program consisting of formal presentations, psoter sessions and a workshop. The proceedings include results of the workshops, abstracts of the papers and poster sessions, and the attendance list. Details of any of the presentations should be obtained from the individual authors. Separate entries were prepared for individual presentations.

  11. Geoinformatics: Transforming data to knowledge for geosciences

    USGS Publications Warehouse

    Sinha, A.K.; Malik, Z.; Rezgui, A.; Barnes, C.G.; Lin, K.; Heiken, G.; Thomas, W.A.; Gundersen, L.C.; Raskin, R.; Jackson, I.; Fox, P.; McGuinness, D.; Seber, D.; Zimmerman, H.

    2010-01-01

    An integrative view of Earth as a system, based on multidisciplinary data, has become one of the most compelling reasons for research and education in the geosciences. It is now necessary to establish a modern infrastructure that can support the transformation of data to knowledge. Such an information infrastructure for geosciences is contained within the emerging science of geoinformatics, which seeks to promote the utilizetion and integration of complex, multidisciplinary data in seeking solutions to geosciencebased societal challenges.

  12. Resources to Transform Undergraduate Geoscience Education: Activities in Support of Earth, Oceans and Atmospheric Sciences Faculty, and Future Plans

    NASA Astrophysics Data System (ADS)

    Ryan, J. G.; Singer, J.

    2013-12-01

    The NSF offers funding programs that support geoscience education spanning atmospheric, oceans, and Earth sciences, as well as environmental science, climate change and sustainability, and research on learning. The 'Resources to Transform Undergraduate Geoscience Education' (RTUGeoEd) is an NSF Transforming Undergraduate Education in STEM (TUES) Type 2 special project aimed at supporting college-level geoscience faculty at all types of institutions. The project's goals are to carry out activities and create digital resources that encourage the geoscience community to submit proposals that impact their courses and classroom infrastructure through innovative changes in instructional practice, and contribute to making transformative changes that impact student learning outcomes and lead to other educational benefits. In the past year information sessions were held during several national and regional professional meetings, including the GSA Southeastern and South-Central Section meetings. A three-day proposal-writing workshop for faculty planning to apply to the TUES program was held at the University of South Florida - Tampa. During the workshop, faculty learned about the program and key elements of a proposal, including: the need to demonstrate awareness of prior efforts within and outside the geosciences and how the proposed project builds upon this knowledge base; need to fully justify budget and role of members of the project team; project evaluation and what matters in selecting a project evaluator; and effective dissemination practices. Participants also spent time developing their proposal benefitting from advice and feedback from workshop facilitators. Survey data gathered from workshop participants point to a consistent set of challenges in seeking grant support for a desired educational innovation, including poor understanding of the educational literature, of available funding programs, and of learning assessment and project evaluation. Many also noted

  13. CHRONOS: Geoinformatics Platform for Global Geosciences

    NASA Astrophysics Data System (ADS)

    Cervato, C.; Fils, D.; Bohling, G.; Diver, P.; Greer, D.; Lambi, B.; Reed, J. A.; Tang, X.

    2005-12-01

    Layered sedimentary rocks are a vast, globally distributed, information repository for the history of Earth processes, spanning billions of years, holding the answers to many scientific and societal questions. Traditionally, we have tried to capture this information in the printed literature where the data sets, by the nature of the medium, are incomplete. Furthermore, it is an expensive and time-consuming process for subsequent researchers to extract this information from the literature. The answer to this "information bottleneck" is geoinformatics, a revolution that is migrating information to more readily retrievable electronic formats. CHRONOS (www.chronos.org) is a community facility that addresses the geoinformatics needs of sedimentary geology and paleobiology, emphasizes global correlation and time-series analysis, and directly supports cutting-edge research on topics that include the evolution and diversity of life, climate change, geochemical cycles, paleoceanography, and many other aspects of the Earth system. CHRONOS is providing an open, community-based geoinformatics platform for storing, accessing, and analyzing sedimentary geological, geochemical, and paleobiological data. By augmenting and connecting community databases and giving them an unprecedented level of interoperability, CHRONOS will realize a virtual, on-line, electronic stratigraphic record - a means to boost the pace and enlarge the scope of integrative geoscience. The full CHRONOS system includes a core Information Technology (IT) facility and databases, a global network of federated databases, tools, targeted development projects, and education/outreach activities. CHRONOS and its partners cooperate to: 1) link existing databases and other geoinformatics components into a single interoperable network, 2) provide primary databases to capture relevant data types, 3) offer tool sets for data analysis, and 4) create working groups and organize workshops to ensure that the needs of the

  14. Geoscience outreach in Africa, 2007-2013

    NASA Astrophysics Data System (ADS)

    De Mulder, Eduardo F. J.; Eder, Wolfgang; Mogessie, Aberra; Ahmed, Enas A. E.; Da Costa, Pauline Y. D.; Yabi, Ibouraïma; Mathu, Eliud; Muhongo, Sospeter; Cloetingh, Sierd A. P. L.

    2014-11-01

    Geoscience outreach is an important communication tool for geoscientists to approach politicians, decision makers, and the general public. This tool is used to inform them about the added values of the geosciences for the national economy and to cope with environmental challenges. Moreover, geoscience outreach aims to excite (in particular young) people to be interested in the Earth sciences. There is a growing gap between demand for and supply of geo-experts. Main target of the International Year of Planet Earth (IYPE 2007-2009) was to help close this gap by informing students to follow a professional career in the geosciences. The successful IYPE outreach programme was predominantly implemented at a grass root level through the 80 national and regional IYPE Committees, 14 of which in Africa. Reports are given on the geoscience outreach activities conducted under the IYPE, in these African nations during the period 2007-2009. Upon closure of the IYPE, the Earth Science Matters Foundation was established to continue implementing the outreach objectives of the IYPE. Reports from five African nations show that geoscience outreach activities have continued after 2009. Main challenges reported are lack of funding, lack of priority, and lack of qualified personnel. Finally, some possible recommendations to cope with such challenges are suggested.

  15. Family Workshops

    ERIC Educational Resources Information Center

    Bennett, Dave; Rees-Jones, Tanny

    1978-01-01

    A Family Workshop is an informal, multidisciplined educational program for adults and children, organized by a team of teachers. This article discusses the Lavender Hill Family Workshop, one of many, which attempts to provide education in various subject areas for adults and for children while also integrating both objectives in order to educate…

  16. Groundwater workshops

    NASA Astrophysics Data System (ADS)

    The Interstate Conference on Water Policy has released an Executive Report of the 1989 Ground Water Information Management Workshops. The report summarizes workgroup findings and recommendations for action as identified at the four workshops conducted in the winter and spring of 1989 in Little Rock, Ark.; Sacramento, Calif.; Harrisburg, Pa.; and Omaha, Nebr. The workshops, cosponsored by ICWP and the U.S. Geological Survey, attracted over 200 participants from local, state, and federal government, academia, and the private sector.The two primary objectives of the workshop series were to provide participants with information about groundwater data management initiatives at all levels of government, and to elicit information and ideas from participants about improving data management and exchange. The report states that although the individual workshops reflected regional concerns and experiences, collectively they provide a solid foundation for developing a national perspective on groundwater information management needs.

  17. Raft River geoscience case study

    SciTech Connect

    Dolenc, M.R.; Hull, L.C.; Mizell, S.A.; Russell, B.F.; Skiba, P.A.; Strawn, J.A.; Tullis, J.A.

    1981-11-01

    The Raft River Geothermal Site has been evaluated over the past eight years by the United States Geological Survey and the Idaho National Engineering Laboratory as a moderate-temperature geothermal resource. The geoscience data gathered in the drilling and testing of seven geothermal wells suggest that the Raft River thermal reservoir is: (a) produced from fractures found at the contact metamorphic zone, apparently the base of detached normal faulting from the Bridge and Horse Well Fault zones of the Jim Sage Mountains; (b) anisotropic, with the major axis of hydraulic conductivity coincident to the Bridge Fault Zone; (c) hydraulically connected to the shallow thermal fluid of the Crook and BLM wells based upon both geochemistry and pressure response; (d) controlled by a mixture of diluted meteoric water recharging from the northwest and a saline sodium chloride water entering from the southwest. Although the hydrogeologic environment of the Raft River geothermal area is very complex and unique, it is typical of many Basin and Range systems.

  18. Defining the Geoscience Community through a Quantitative Perspective

    NASA Astrophysics Data System (ADS)

    Wilson, C. E.; Keane, C. M.

    2015-12-01

    The American Geosciences Institute's (AGI) Geoscience Workforce Program collects and analyzes data pertaining to the changes in the supply, demand, and training of the geoscience workforce. These data cover the areas of change in the education of future geoscientists from K-12 through graduate school, the transition of geoscience graduates into early-career geoscientists, the dynamics of the current geoscience workforce, and the future predictions of the changes in the availability of geoscience jobs. The Workforce Program also considers economic changes in the United States and globally that can affect the supply and demand of the geoscience workforce. In order to have an informed discussion defining the modern geoscience community, it is essential to understand the current dynamics within the geoscience community and workforce. This presentation will provide a data-driven outlook of the current status of the geosciences in the workforce and within higher education using data collected by AGI, federal agencies and other stakeholder organizations. The data presented will highlight the various industries, including those industries with non-traditional geoscience jobs, the skills development of geoscience majors, and the application of these skills within the various industries in the workforce. This quantitative overview lays the foundation for further discussions related to tracking and understanding the current geoscience community in the United States, as well as establishes a baseline for global geoscience workforce comparisons in the future.

  19. Geoscience on television: a review of science communication literature in the context of geosciences

    NASA Astrophysics Data System (ADS)

    Hut, Rolf; Land-Zandstra, Anne M.; Smeets, Ionica; Stoof, Cathelijne R.

    2016-06-01

    Geoscience communication is becoming increasingly important as climate change increases the occurrence of natural hazards around the world. Few geoscientists are trained in effective science communication, and awareness of the formal science communication literature is also low. This can be challenging when interacting with journalists on a powerful medium like TV. To provide geoscience communicators with background knowledge on effective science communication on television, we reviewed relevant theory in the context of geosciences and discuss six major themes: scientist motivation, target audience, narratives and storytelling, jargon and information transfer, relationship between scientists and journalists, and stereotypes of scientists on TV. We illustrate each theme with a case study of geosciences on TV and discuss relevant science communication literature. We then highlight how this literature applies to the geosciences and identify knowledge gaps related to science communication in the geosciences. As TV offers a unique opportunity to reach many viewers, we hope this review can not only positively contribute to effective geoscience communication but also to the wider geoscience debate in society.

  20. Geoscience on television: a review of science communication literature in the context of geosciences

    NASA Astrophysics Data System (ADS)

    Hut, Rolf; Land-Zandstra, Anne; Smeets, Ionica; Stoof, Cathelijne

    2016-04-01

    Geoscience communication is becoming increasingly important as climate change increases the occurrence of natural hazards around the world. Few geoscientists are trained in effective science communication, and awareness of the formal science communication literature is also low. This can be challenging when interacting with journalists on a powerful medium like TV. To provide geoscience communicators with background knowledge on effective science communication on television, we reviewed relevant theory in the context of geosciences and discuss six major themes: scientist motivation, target audience, narratives and storytelling, jargon and information transfer, relationship between scientists and journalists, and stereotypes of scientists on TV. We illustrate each theme with a case study of geosciences on TV and discuss relevant science communication literature. We then highlight how this literature applies to the geosciences and identify knowledge gaps related to science communication in the geosciences. As TV offers a unique opportunity to reach many viewers, we hope this review can not only positively contribute to effective geoscience communication but also to the wider geoscience debate in society. This work is currently under review for publication in Hydrology and Earth System Sciences (HESS)

  1. Geoscience Academic Provenance: A Theoretical Framework for Understanding Geoscience Students' Pathways

    NASA Astrophysics Data System (ADS)

    Houlton, H.; Keane, C.

    2012-04-01

    The demand and employment opportunities for geoscientists in the United States are projected to increase 23% from 2008 to 2018 (Gonzales, 2011). Despite this trend, there is a disconnect between undergraduate geoscience students and their desire to pursue geoscience careers. A theoretical framework was developed to understand the reasons why students decide to major in the geosciences and map those decisions to their career aspirations (Houlton, 2010). A modified critical incident study was conducted to develop the pathway model from 17, one-hour long semi-structured interviews of undergraduate geoscience majors from two Midwest Research Institutions (Houlton, 2010). Geoscience Academic Provenance maps geoscience students' initial interests, entry points into the major, critical incidents and future career goals as a pathway, which elucidates the relationships between each of these components. Analyses identified three geoscience student population groups that followed distinct pathways: Natives, Immigrants and Refugees. A follow up study was conducted in 2011 to ascertain whether these students continued on their predicted pathways, and if not, reasons for attrition. Geoscientists can use this framework as a guide to inform future recruitment and retention initiatives and target these geoscience population groups for specific employment sectors.

  2. Planning for the Future of Geo-Cybereducation: Outcomes of the Workshop, Challenges, and Future Directions

    NASA Astrophysics Data System (ADS)

    Ryan, J. G.; Eriksson, S. C.

    2010-12-01

    Inspired by the recommendations of the NSF report “Fostering Learning in the Networked World: The Cyberlearning Opportunity and Challenge” (NSF08204), the NSF National STEM Digital Learning program funded “Planning for the Future of Geocybereducation” Workshop sought to bring together leaders from the geoscience education community, from major geoscience research initiatives, and from the growing public- and private-sector geoscience information community. The objectives of the workshop were to begin conversations aimed at identifying best practices and tools for geoscience cyber-education, in the context of both the changing nature of learners and of rapidly evolving geo-information platforms, and to provide guidance to the NSF as to necessary future directions and needs for funding. 65 participants met and interacted live for the two-day workshop, with ongoing post-meeting virtual interactions via a collaborative workspace (www.geocybered.ning.com). Topics addressed included the rapidly changing character of learners, the growing capabilities of geoscience information systems and their affiliated tools, and effective models for collaboration among educators, researchers and geoinformation specialists. Discussions at the meeting focused on the implications of changing learners on the educational process, the challenges for teachers and administrators in keeping pace, and on the challenges of communication among these divergent professional communities. Ongoing virtual discussions and collaborations have produced a draft workshop document, and the workshop conveners are maintaining the workshop site as a venue for ongoing discussion and interaction. Several key challenges were evident from the workshop discussions and subsequent interactions: a) the development of most of the large geoinformatics and geoscience research efforts were not pursued with education as a significant objective, resulting in limited financial support for such activities after the

  3. Career Paths for Geosciences Students (Invited)

    NASA Astrophysics Data System (ADS)

    Bowers, T. S.; Flewelling, S. A.

    2013-12-01

    Current and future drivers of hiring in the geosciences include climate, environment, energy, georisk and litigation areas. Although climate is closely linked to the atmospheric sciences, hiring needs in the geosciences exist as well, in understanding potential impacts of climate change on coastal erosion and water resources. Where and how to consider carbon sequestration as a climate mitigation policy will also require geosciences expertise. The environmental sciences have long been a source of geosciences hiring, and have ongoing needs in the areas of investigation of contamination, and in fluid and chemical transport. The recent expansion of the energy sector in the U.S. is providing opportunities for the geosciences in oil and gas production, hydraulic fracturing, and in geothermal development. In georisk, expertise in earthquake and volcanic hazard prediction are increasingly important, particularly in population centers. Induced seismicity is a relatively new area of georisk that will also require geosciences skills. The skills needed in the future geosciences workforce are increasingly interdisciplinary, and include those that are both observational and quantitative. Field observations and their interpretation must be focused forward as well as backwards and include the ability to recognize change as it occurs. Areas of demand for quantitative skills include hydrological, geophysical, and geochemical modeling, math and statistics, with specialties such as rock mechanics becoming an increasingly important area. Characteristics that students should have to become successful employees in these sectors include strong communication skills, both oral and written, the ability to know when to stop "studying" and identify next steps, and the ability to turn research areas into solutions to problems.

  4. Transdimensional inference in the geosciences.

    PubMed

    Sambridge, M; Bodin, T; Gallagher, K; Tkalcic, H

    2013-02-13

    Seismologists construct images of the Earth's interior structure using observations, derived from seismograms, collected at the surface. A common approach to such inverse problems is to build a single 'best' Earth model, in some sense. This is despite the fact that the observations by themselves often do not require, or even allow, a single best-fit Earth model to exist. Interpretation of optimal models can be fraught with difficulties, particularly when formal uncertainty estimates become heavily dependent on the regularization imposed. Similar issues occur across the physical sciences with model construction in ill-posed problems. An alternative approach is to embrace the non-uniqueness directly and employ an inference process based on parameter space sampling. Instead of seeking a best model within an optimization framework, one seeks an ensemble of solutions and derives properties of that ensemble for inspection. While this idea has itself been employed for more than 30 years, it is now receiving increasing attention in the geosciences. Recently, it has been shown that transdimensional and hierarchical sampling methods have some considerable benefits for problems involving multiple parameter types, uncertain data errors and/or uncertain model parametrizations, as are common in seismology. Rather than being forced to make decisions on parametrization, the level of data noise and the weights between data types in advance, as is often the case in an optimization framework, the choice can be informed by the data themselves. Despite the relatively high computational burden involved, the number of areas where sampling methods are now feasible is growing rapidly. The intention of this article is to introduce concepts of transdimensional inference to a general readership and illustrate with particular seismological examples. A growing body of references provide necessary detail. PMID:23277604

  5. Summaries of FY 91 geosciences research

    SciTech Connect

    Not Available

    1991-11-01

    The Department of Energy supports research in the geosciences in order to provide a sound foundation of fundamental knowledge in those areas of the geosciences which are germane to the Department of Energy's many missions. The Division of Engineering and Geosciences, part of the Office of Basic Energy Sciences of the Office of Energy Research supports the Geosciences Research Program. The participants in this program include Department of Energy laboratories, academic institutions, and other governmental agencies. Theses activities are formalized by a contract or grant between the Department of Energy and the organization performing the work, providing funds for salaries, equipment, research materials, and overhead. The summaries in this document, prepared by the investigators, describe the scope of the individual programs. The Geosciences Research Program includes research in geology, petrology, geophysics, geochemistry, solar physics, solar-terrestrial relationships, aeronomy, seismology, and natural resource modeling and analysis, including their various subdivisions and interdisciplinary areas. All such research is related either directly or indirectly to the Department of Energy's long-range technological needs. 2 tabs.

  6. Summaries of FY 92 geosciences research

    SciTech Connect

    Not Available

    1992-12-01

    The Department of Energy supports research in the geosciences in order to provide a sound foundation of fundamental knowledge in those areas of the geosciences that are germane to the Department of Energy's many missions. The Division of Engineering and Geosciences, part of the Office of Basic Energy Sciences of the Office of Energy Research, supports the Geosciences Research Program. The participants in this program include Department of Energy laboratories, academic institutions, and other governmental agencies. These activities are formalized by a contract or grant between the Department of Energy and the organization performing the work, providing funds for salaries, equipment, research materials, and overhead. The summaries in this document, prepared by the investigators, describe the scope of the individual programs. The Geosciences Research Program includes research in geophysics, geochemistry, resource evaluation, solar-terrestrial interactions and their subdivisions including Earth dynamics, properties of Earth materials, rock mechanics, underground imaging, rock-fluid interactions, continental scientific drilling, geochemical transport, solar/atmospheric physics, and modeling, with emphasis on the interdisciplinary areas. All such research is related either directly or indirectly to the Department of Energy's long-range technological needs.

  7. Connecting Geoscience and Decision Makers Through a Common Interface

    NASA Astrophysics Data System (ADS)

    Gonzales, L. M.; Wood, C.; Boland, M. A.

    2015-12-01

    Geoscientists and decision makers often use different words to describe the same thing. The American Geosciences Institute has developed a consistent definition for the geosciences (Wilson, 2014); however this definition often varies from how decision maker groups at the national, state, local, and regional levels often categorize geoscience topics. Where geoscientists may to refer to "geoscience," decision makers may use terms like "energy," "environment," and "natural resources." How may the geoscience community provide geoscience information to decision makers in a context they understand while at the same time providing a simple, yet consistent representation of all that the geosciences include? The American Geoscience Institute's (AGI's) Critical Issues program's main goal is to connect decision makers at all levels with decision-relevant, impartial, expert information from across the geosciences. The program uses a multi-faceted approach to reach different decision maker groups, including policy makers and government employees at the federal, state and local level. We discuss the challenges the Critical Issues program has overcome in representing the geosciences to decision makers in a cohesive fashion such that decision makers can access the information they need, while at the same time becoming aware of the breadth of information the geosciences has to offer, and the value of including geoscience in the decision-making process. References: Wilson, C.E. (2014) Status of the Geoscience Workforce 2014. American Geological Institute. Alexandria, VA.

  8. G.I.F.K. project: Geosciences Information For Kids

    NASA Astrophysics Data System (ADS)

    Merlini, Anna Elisabetta; Grieco, Giovanni; Evardi, Mara; Oneta, Cristina; Invernizzi, Nicoletta; Aiello, Caterina

    2016-04-01

    Our GIFK program was born after the GIFT experience in 2015 when "The Geco" association attended the workshop focused on mineral resources topics. With an extremely clear vision of the fragility of our planet in relation to our "exploiting" society, we felt the need to find a new way to expose young generations to geoscience topics. With this awareness, a new scientific path for young students, named GIFK -Geosciences Information for Kids- has been created. Thanks to this program, young generations of students are involved in geoscience topics in order to bring up a more eco-aware generation in the future. Particularly, in Italy, we do need new didactic tools to bring kids into science. As part of the classic science program, often teachers do not have time to discuss about the current facts related to our planet and often students do not receive any type of "contact" with the daily scientific events from the school. This program is aimed to introduce small kids, from kindergarten to primary school, to Earth related issues. The key for the educational success is to give children the possibility to get involved in recent scientific information and to plunge into science topics. The connection with up to date scientific research or even just scientific news allows us to use media as a reinforcing tool, and provides a strong link to everyday life. In particular, the first project developed within the GIFK program deals with the amazing recent Sentinel missions performed by ESA (European Space Agency), related to the observation of the Earth from space. The main aim of this project is to discuss about environmental and exploitation problems that the Earth is facing, using satellite images in order to observe direct changes to the Earth surface overtime. Pupils are led to notice and understand how close the relation between daily life and planet Earth is and how important our behavior is even in small acts. Observing the Earth from space and in the Solar System context

  9. Geoscience Education and Public Outreach AND CRITERION 2: MAKING A BROADER IMPACT

    NASA Astrophysics Data System (ADS)

    Marlino, M.; Scotchmoor, J. G.

    2005-12-01

    The geosciences influence our daily lives and yet often go unnoticed by the general public. From the moment we listen to the weather report and fill-up our cars for the daily commute, until we return to our homes constructed from natural resources, we rely on years of scientific research. The challenge facing the geosciences is to make explicit to the public not only the criticality of the research whose benefits they enjoy, but also to actively engage them as partners in the research effort, by providing them with sufficient understanding of the scientific enterprise so that they become thoughtful and proactive when making decisions in the polling booth. Today, there is broad recognition within the science and policy community that communication needs to be more effective, more visible, and that the public communication of the scientific enterprise is critical not only to its taxpayer support, but also to maintenance of a skilled workforce and the standard of living expected by many Americans. In 1997, the National Science Board took the first critical step in creating a cultural change in the scientific community by requiring explicit consideration of the broader impacts of research in every research proposal. The so-called Criterion 2 has catalyzed a dramatic shift in expectations within the geoscience community and an incentive for finding ways to encourage the science research community to select education and public outreach as a venue for responding to Criterion 2. In response, a workshop organized by the University of California Museum of Paleontology and the Digital Library for Earth System Education (DLESE) was held on the Berkeley campus May 11-13, 2005. The Geoscience EPO Workshop purposefully narrowed its focus to that of education and public outreach. This workshop was based on the premise that there are proven models and best practices for effective outreach strategies that need to be identified and shared with research scientists. Workshop

  10. Geoscience communication in Namibia: YES Network Namibia spreading the message to young scientists

    NASA Astrophysics Data System (ADS)

    Mhopjeni, Kombada

    2015-04-01

    The Young Earth Scientists (YES) Network is an international association for early-career geoscientists under the age of 35 years that was formed as a result of the International Year of Planet Earth (IYPE) in 2007. YES Network aims to establish an interdisciplinary global network of early-career geoscientists to solve societal issues/challenges using geosciences, promote scientific research and interdisciplinary networking, and support professional development of early-career geoscientists. The Network has several National Chapters including one in Namibia. YES Network Namibia (YNN) was formed in 2009, at the closing ceremony of IYPE in Portugal and YNN was consolidated in 2013 with the current set-up. YNN supports the activities and goals of the main YES Network at national level providing a platform for young Namibian scientists with a passion to network, information on geoscience opportunities and promoting earth sciences. Currently most of the members are geoscientists from the Geological Survey of Namibia (GSN) and University of Namibia. In 2015, YNN plans to carry out two workshops on career guidance, establish a mentorship program involving alumni and experienced industry experts, and increase involvement in outreach activities, mainly targeting high school pupils. Network members will participate in a range of educational activities such as school career and science fairs communicating geoscience to the general public, learners and students. The community outreach programmes are carried out to increase awareness of the role geosciences play in society. In addition, YNN will continue to promote interactive collaboration between the University of Namibia, Geological Survey of Namibia (GSN) and Geological Society of Namibia. Despite the numerous potential opportunities YNN offers young scientists in Namibia and its presence on all major social media platforms, the Network faces several challenges. One notable challenge the Network faces is indifference among

  11. Workshop Reports

    NASA Astrophysics Data System (ADS)

    2012-04-01

    19 Workshops were held during IAU S285. 15 submitted reports of the discussions that took place, while for the remaining 4 we have reproduced the summaries that were available on our wiki prior to the Symposium.

  12. A Unique Partnership to Promote Diversity in the Geosciences, San Jose, California

    NASA Astrophysics Data System (ADS)

    Sedlock, R.; Metzger, E.; Johnson, D.

    2006-12-01

    We report here on a particularly satisfying partnership of academic institutions that focuses on enhancing the participation of underrepresented students in the geosciences. The Bay Area Earth Science Institute (BAESI) at San José State University (SJSU) has provided professional development opportunities to over 1,500 area teachers since 1990. BAESI offerings include summer and weekend workshops, field trips, classroom visits, and a lending library of curricula, sample sets, A/V materials, and equipment. The National Hispanic University (NHU) is a private, non-profit university that enrolls about 700 students, 80% of whom are of Hispanic descent. Another 13% are from other minority groups, 74% are from low-income families, and 70% are women. NHU houses the Latino College Preparatory Academy (LCPA), a charter high school that provides an alternative for students who struggle in traditional schools due to language issues. In the 1990s, administrators at SJSU and NHU set up formal agreements about course articulation, reciprocity, and joint degree programs. In 2002, informal discussions between BAESI and NHU staff led to collaboration on an NSF proposal to strengthen NHU's geoscience curriculum. Since then, the scope of BAESI-NHU actions has expanded greatly: (1) NHU and LCPA staff attended a week-long BAESI professional development workshop funded by NSF, and have attended numerous BAESI field trips. (2) BAESI staff visit NHU and LCPA classrooms to showcase SJSU's Geology Department and to enrich existing Chemistry and Physics classes with geoscience applications. (3) A nascent "Geologist-In-Residence" program pairs SJSU geology students with teachers at LCPA. (4) NHU students have interned with Metzger on local research projects. (5) BAESI brokered donation of an extensive USGS rock collection to NHU. (6) NHU, BAESI, and NASA-Ames staff collaborate on an online Earth Science curriculum for middle-school teachers. (7) We will adapt BAESI summer workshops to a one

  13. Social Technologies to Jump Start Geoscience Careers

    NASA Astrophysics Data System (ADS)

    Keane, Christopher; Martinez, Cynthia; Gonzales, Leila

    2010-05-01

    Collaborative and social technologies have been increasingly used to facilitate distributed data collection and observation in science. However, "Web 2.0" and basic social media are seeing limited coordinated use in building student and early-career geoscientists knowledge and understanding of the profession and career for which they have undertaken. The current generation of geology students and early career professionals are used to ready access to myriad of information and interaction opportunities, but they remain largely unaware about the geoscience profession, what the full scope of their opportunities are, and how to reach across institutional and subdisciplinary boundaries to build their own professional network. The American Geological Institute Workforce Program has tracked and supported the human resources of the geosciences since 1952. With the looming retirement of Baby Boomers, increasing demand for quality geoscientists, and a continued modest supply of students entering the geosciences, AGI is working to strengthen the human resource pipeline in the geosciences globally. One aspect of this effort is the GeoConnection Network, which is an integrated set of social networking, media sharing and communication Web 2.0 applications designed to engage students in thinking about careers in the geosciences and enabling them to build their own personal professional network. Developed by the American Geological Institute (AGI), GeoConnection links practicing and prospective geoscientists in an informal setting to share information about the geoscience profession, including student and career opportunities, current events, and future trends in the geosciences. The network includes a Facebook fan page, YouTube Channel, Twitter account and GeoSpectrum blog, with the goal of helping science organizations and departments recruit future talent to the geoscience workforce. On the social-networking platform, Facebook, the GeoConnection page is a forum for students and

  14. Developing Resources for Teaching Ethics in Geoscience

    NASA Astrophysics Data System (ADS)

    Mogk, David W.; Geissman, John W.

    2014-11-01

    Ethics education is an increasingly important component of the pre-professional training of geoscientists. Geoethics encompasses the values and professional standards required of geoscientists to work responsibly in any geoscience profession and in service to society. Funding agencies (e.g., the National Science Foundation, the National Institutes of Health) require training of graduate students in the responsible conduct of research; employers are increasingly expecting their workers to have basic training in ethics; and the public demands the highest standards of ethical conduct by scientists. However, there is currently no formal course of instruction in ethics in the geoscience curriculum, and few faculty members have the experience, resources, and sometimes willingness required to teach ethics as a component of their geoscience courses.

  15. Consortium for Mathematics in the Geosciences (CMG++): Promoting the application of mathematics, statistics, and computational sciences to the geosciences

    NASA Astrophysics Data System (ADS)

    Mead, J.; Wright, G. B.

    2013-12-01

    The collection of massive amounts of high quality data from new and greatly improved observing technologies and from large-scale numerical simulations are drastically improving our understanding and modeling of the earth system. However, these datasets are also revealing important knowledge gaps and limitations of our current conceptual models for explaining key aspects of these new observations. These limitations are impeding progress on questions that have both fundamental scientific and societal significance, including climate and weather, natural disaster mitigation, earthquake and volcano dynamics, earth structure and geodynamics, resource exploration, and planetary evolution. New conceptual approaches and numerical methods for characterizing and simulating these systems are needed - methods that can handle processes which vary through a myriad of scales in heterogeneous, complex environments. Additionally, as certain aspects of these systems may be observable only indirectly or not at all, new statistical methods are also needed. This type of research will demand integrating the expertise of geoscientist together with that of mathematicians, statisticians, and computer scientists. If the past is any indicator, this interdisciplinary research will no doubt lead to advances in all these fields in addition to vital improvements in our ability to predict the behavior of the planetary environment. The Consortium for Mathematics in the Geosciences (CMG++) arose from two scientific workshops held at Northwestern and Princeton in 2011 and 2012 with participants from mathematics, statistics, geoscience and computational science. The mission of CMG++ is to accelerate the traditional interaction between people in these disciplines through the promotion of both collaborative research and interdisciplinary education. We will discuss current activities, describe how people can get involved, and solicit input from the broader AGU community.

  16. The Planetary Data System Geosciences Node

    NASA Astrophysics Data System (ADS)

    Guinness, Edward A.; Arvidson, Raymond E.; Slavney, Susan

    1996-01-01

    The purpose of the Planetary Data System Geosciences Node is to archive and distribute planetary geosciences datasets relevant to the surfaces and interiors of the terrestrial planets and moons. This objective is accomplished through the following efforts. The Node works with planetary missions to help ensure that data of relevance to the geosciences discipline are properly documented and archived. The Node restores and publishes selected geoscience datasets from past missions on CD-ROM for distribution to the planetary science community. Data archived at the Node are distributed on CD-ROM, magnetic tape, CD-WO, or by electronic transfer over the Internet. The Geo-sciences Node provides information and expert assistance on its data holdings. Derived image, geophysics, microwave, spaceborne thermal, and radio science data are archived at the lead node or at one of the subnodes. Currently, the amount of data archived at the Node is on the order of 500 Gbytes stored on a combination of nearly 800 CD-ROMs and CD-WOs. Current archives within the Node include data from the Magellan and Viking missions, the Geological Remote Sensing Field Experiment, and a collection of radar, altimetry, and gravity datasets for Venus, Mercury, Mars, Earth, and the Moon, together with software to analyze the data. The Node maintains on-line catalogs that enable the science community to search through the Geosciences Node archives and to order selected datasets. Access to the Node's catalogs and on-line datasets is available via the Internet using a remote login or via the World Wide Web (WWW).

  17. Faculty Development Workshops to Support Establishing and Sustaining Undergraduate Research Programs in the Earth Sciences (Invited)

    NASA Astrophysics Data System (ADS)

    Fox, L. K.; Guertin, L. A.

    2013-12-01

    The Geosciences Division of the Council of Undergraduate Research (GeoCUR, http://curgeoscience.wordpress.com/) has a long history of supporting faculty who engage in undergraduate research. The division has held faculty development workshops at national meetings of the GSA and AGU for over 15 years. These workshops serve faculty at all career stages and cover multiple aspects of the enterprise of engaging students in undergraduate research. Topics covered include: getting a job (particularly at a primarily undergraduate institution), incorporating research into classes, mentoring independent research projects and identifying sources of internal and external funding. Originally, these workshops were funded through CUR and registration income. When the administrative costs to run the workshops increased, we successfully sought funding from the NSF Course, Curriculum, and Laboratory Improvement (CCLI) program. This CCLI Type 1 special project allowed the expansion of the GSA workshops from half-day to full-day and the offering of workshops to other venues, including the annual meeting of the Association of American Geographers and sectional GSA meetings. The workshops are organized and led by GeoCUR councilors, some of whom attended workshops as graduate students or new faculty. Current and past Geoscience program officers in the NSF Division of Undergraduate Education (DUE) have presented on NSF funding opportunities. Based on participant surveys, the content of the workshops has evolved over time. Workshop content is also tailored to the particular audience; for example, AGU workshops enroll more graduate students and post-docs and thus the focus is on the job ';search' and getting started in undergraduate research. To date, this CCLI Type 1 project has supported 15 workshops and a variety of print and digital resources shared with workshop participants. This presentation will highlight the goals of this workshop proposal and also provide insights about strategies

  18. Mineral Physicochemistry based Geoscience Products for Mapping the Earth's Surface and Subsurface

    NASA Astrophysics Data System (ADS)

    Laukamp, C.; Cudahy, T.; Caccetta, M.; Haest, M.; Rodger, A.; Western Australian Centre of Excellence3D Mineral Mapping

    2011-12-01

    available. The multispectral satellite data can be integrated with hyperspectral airborne and drill core data (e.g. HyLogging), which is demonstrated by various case studies ranging from Channel Iron Deposits in the Hamersley Basin (WA) to various Australian orogenic Au deposits. Comparison with airborne and field hyperspectral or lab-based VIRS, as well as independent analyses such as XRD and geochemistry, enables us to deliver cross-calibrated geoscience products derived from the whole suite of geoscience tuned multi- and hyperspectral technologies. Kaolin crystallinity and hematite-goethite ratio for characterization of regolith, and Tschermak substitution in white micas for mapping of chemical gradients associated with hydrothermal ore deposits are a few of the multiple examples where 3D mineral maps can help to resolve geological questions.

  19. Summaries of physical research in the geosciences

    SciTech Connect

    Not Available

    1983-09-01

    The Department of Energy supports research in the geosciences in order to provide a sound foundation of fundamental knowledge in those areas of earth, atmospheric, and solar-terrestrial sciences that are germane to the Department of Energy's many missions. The summaries in the document describe the scope of the individual programs and detail the research performed during 1982 to 1983. The Geoscience Research Program includes research in geology, petrology, geophysics, geochemistry, hydrology, solar-terrestrial relationships, aeronomy, seismology, and natural resource analysis, including the various subdivisions and interdisciplinary areas. All such research is related either directly or indirectly to the Department of Energy's technological needs.

  20. Summaries of physical research in the geosciences

    SciTech Connect

    Not Available

    1987-09-01

    The Department of Energy supports research in the geosciences in order to provide a sound foundation of fundamental knowledge in those areas that are germane to the Department of Energy's many missions. The summaries in this document, prepared by the investigators, describe the scope of the individual programs. The Geoscience Research Program includes research in geology, petrology, geophysics, geochemistry, solar-terrestrial relationships, aeronomy, seismology, and natural resource analysis, including their various subdivisions and interdisciplinary areas. All such research is related either directly or indirectly to the Department of Energy's technological needs.

  1. Summaries of physical research in the geosciences

    SciTech Connect

    Not Available

    1981-10-01

    The Department of Energy supports research in the geosciences in order to provide a sound foundation of fundamental knowledge in those areas of earth, atmospheric, and solar-terrestrial sciences that are germane to the Department of Energy's many missions. The summaries describe the scope of the individual programs and detail the research performed during 1980 to 1981. The Geosciences Research Program includes research in geology, petrology, geophysics, geochemistry, hydrology, solar-terrestrial relationships, aeronomy, seismology, and natural resource analysis, including the various subdivisions and interdisciplinary areas.

  2. The Role of Models in Geoscience

    NASA Astrophysics Data System (ADS)

    Hargreaves, Julia

    2016-04-01

    What is a model, anyway? Different geoscientists will give different answers. There are conceptual models, numerical models, statistical models, forward models and inverse models; there are even different models of the scientific method. As a founding and now chief exec editor of the journal Geoscientific Model Development, I have contemplated the different approaches to computational modelling presently being implemented across the different areas of Geoscience. Meanwhile, in my own work, I have primarily focused on confronting model output with observations. It is from these perspectives that I will discuss the variety of roles and usages of modelling in modern geoscience.

  3. 77 FR 57162 - Advisory Committee For Geosciences; Notice of Meeting

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-09-17

    ... Advisory Committee For Geosciences; Notice of Meeting In accordance with the Federal Advisory Committee Act...: Advisory Committee for Geosciences (1755). Dates: October 10, 2012 (8:30 a.m.-5:00 p.m.)-October 11, 2012... oversight concerning support for geosciences. Agenda Wednesday, October 10, 2012 Update on...

  4. 76 FR 12136 - Advisory Committee for Geosciences; Notice of Meeting

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-03-04

    ... Advisory Committee for Geosciences; Notice of Meeting In accordance with the Federal Advisory Committee Act...: Advisory Committee for Geosciences (1755). Dates: April 13, 2011; 8:30 a.m.- 5 p.m., April 14, 2011; 8:30 a... concerning support for geosciences. Agenda April 13, 2011 Directorate activities and plans...

  5. 76 FR 57765 - Advisory Committee for Geosciences; Notice of Meeting

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-09-16

    ... Advisory Committee for Geosciences; Notice of Meeting In accordance with the Federal Advisory Committee Act...: Advisory Committee for Geosciences (1755). Dates: October 13, 2011 8:30 a.m.-5,p.m. October 14, 2011 8:30 a... concerning support for geosciences. Agenda October 13, 2011 Update on Directorate Activities and...

  6. 78 FR 16876 - Advisory Committee for Geosciences; Notice of Meeting

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-03-19

    ... Advisory Committee for Geosciences; Notice of Meeting In accordance with the Federal Advisory Committee Act...: Advisory Committee for Geosciences (1755). Dates: April 11, 2013, 8:30 a.m.-5:00 p.m., April 12, 2013, 8:30... oversight concerning support for geosciences research and education. Agenda April 11, 2013 Directorate...

  7. Using the Geoscience Literacy Frameworks and Educational Technologies to Promote Science Literacy in Non-science Major Undergraduates

    NASA Astrophysics Data System (ADS)

    Carley, S.; Tuddenham, P.; Bishop, K. O.

    2008-12-01

    In recent years several geoscience communities have been developing ocean, climate, atmosphere and earth science literacy frameworks as enhancements to the National Science Education Standards content standards. Like the older content standards these new geoscience literacy frameworks have focused on K-12 education although they are also intended for informal education and general public audiences. These geoscience literacy frameworks potentially provide a more integrated and less abstract approach to science literacy that may be more suitable for non-science major students that are not pursuing careers in science research or education. They provide a natural link to contemporary environmental issues - e.g., climate change, resource depletion, species and habitat loss, natural hazards, pollution, development of renewable energy, material recycling. The College of Exploration is an education research non-profit that has provided process and technical support for the development of most of these geoscience literacy frameworks. It has a unique perspective on their development. In the last ten years it has also gained considerable national and international expertise in facilitating web-based workshops that support in-depth conversations among educators and working scientists/researchers on important science topics. These workshops have been of enormous value to educators working in K-12, 4-year institutions and community colleges. How can these geoscience literacy frameworks promote more collaborative inquiry-based learning that enhances the appreciation of scientific thinking by non-majors? How can web- and mobile-based education technologies transform the undergraduate non-major survey course into a place where learners begin their passion for science literacy rather than end it? How do we assess science literacy in students and citizens?

  8. Geoscience Alliance--A National Alliance for Broadening Participation of Native Americans in the Geosciences

    NASA Astrophysics Data System (ADS)

    Dalbotten, D. M.; Pellerin, H.; Greensky, L.; Burger, A.

    2009-12-01

    The continuing underrepresentation of Native Americans in the geosciences can only mean that native voices go unheard in setting research agendas and priorities. This is particularly significant where issues such as global climate change impact the land and livelihood of Native American communities. This talk will outline progress towards a Geoscience Alliance, with participation by faculty from tribal colleges, universities, and research centers; native elders and community members; students (K12, undergraduate, and graduate); formal and informal educators; and other interested individuals. Our focus will be on defining goals for this alliance, i.e., new research in Geoscience education, defining best practices, inclusion of Native voices in Geoscience research, the potential for new collaborations, and promotion of opportunities for Native students and communities.

  9. Types of Concepts in Geoscience Ontologies

    NASA Astrophysics Data System (ADS)

    Brodaric, B.

    2006-05-01

    Ontologies are increasingly viewed as a key enabler of scientific research in cyber-infrastructures. They provide a way of digitally representing the meaning of concepts embedded in the theories and models of geoscience, enabling such representations to be compared and contrasted computationally. This facilitates the discovery, integration and communication of digitally accessible geoscience resources, and potentially helps geoscientists attain new knowledge. As ontologies are typically built to closely reflect some aspect or viewpoint of a domain, recognizing significant ontological patterns within the domain should thus lead to more useful and robust ontologies. A key idea then motivating this work is the notion that geoscience concepts possess an ontological pattern that helps not only structure them, but also aids ontology development in disciplines where concepts are similarly abstracted from geospatial regions, such as in ecology, soil science, etc. Proposed is an ontology structure in which six basic concept types are identified, defined, and organized in increasing levels of abstraction, including a level for general concepts (e.g. 'granite') and a level for concepts specific to a geospace-time region (e.g. 'granites of Ireland'). Discussed will be the six concept types, the proposed structure that organizes them, and several examples from geoscience. Also mentioned will be the significant implementation challenges faced but not addressed by the proposed structure. In general, the proposal prioritizes conceptual granularity over its engineering deficits, but this prioritization remains to be tested in serious applications.

  10. National Geoscience Data Repository System. Final report

    SciTech Connect

    Schiffries, C.M.; Milling, M.E.

    1994-03-01

    The American Geological Institute (AGI) has completed the first phase of a study to assess the feasibility of establishing a National Geoscience Data Repository System to capture and preserve valuable geoscientific data. The study was initiated in response to the fact that billions of dollars worth of domestic geological and geophysical data are in jeopardy of being irrevocably lost or destroyed as a consequence of the ongoing downsizing of the US energy and minerals industry. This report focuses on two major issues. First, it documents the types and quantity of data available for contribution to a National Geoscience Data Repository System. Second, it documents the data needs and priorities of potential users of the system. A National Geoscience Data Repository System would serve as an important and valuable source of information for the entire geoscience community for a variety of applications, including environmental protection, water resource management, global change studies, and basic and applied research. The repository system would also contain critical data that would enable domestic energy and minerals companies to expand their exploration and production programs in the United States for improved recovery of domestic oil, gas, and mineral resources.

  11. Status and Future of Lunar Geoscience.

    ERIC Educational Resources Information Center

    1986

    A review of the status, progress, and future direction of lunar research is presented in this report from the lunar geoscience working group of the National Aeronautics and Space Administration. Information is synthesized and presented in four major sections. These include: (1) an introduction (stating the reasons for lunar study and identifying…

  12. Summaries of physical research in the geosciences

    SciTech Connect

    Not Available

    1986-09-01

    The summaries in this document describe the scope of the individual programs and detail the research performed during 1984-1985. The Geosciences Research Program includes research in geology, petrology, geophysics, geochemistry, hydrology, solar-terrestrial relationships, aeronomy, seismology, and natural resource analysis, including their various subdivisions and interdisciplinary areas.

  13. Geoscience Field Education: A Recent Resurgence

    NASA Astrophysics Data System (ADS)

    Whitmeyer, Steven J.; Mogk, David W.

    2009-10-01

    Field education traditionally has been an integral component of undergraduate geoscience curricula. Students have learned the fundamentals of field techniques during core geology courses and have honed their field credentials during class-specific field trips, semester-long field courses, and capstone summer field camps. In many geoscience departments, field camp remains a graduation requirement, and more than 100 field camps currently are offered by U.S. universities and colleges (see http://geology.com/field-camp.shtml). During the past several decades, however, many geoscience departments have moved away from traditional geologic fieldwork and toward a broader theoretical and laboratory-intensive focus that encompasses a range of subdisciplines. Trends that have influenced these shifts include (1) the decline in the late twentieth century of the petroleum and mining industries, which have consistently championed the values of fieldwork; (2) a decrease in the number of professional jobs that incorporate field mapping; (3) a decline in the number of geoscience majors nationwide [American Geological Institute (AGI), 2009]; and (4) barriers to fieldwork, including time requirements, cost, liability, and decreasing access to field sites.

  14. Developing Effective K-16 Geoscience Research Partnerships.

    ERIC Educational Resources Information Center

    Harnik, Paul J.; Ross, Robert M.

    2003-01-01

    Discusses the benefits of research partnerships between scientists and K-16 students. Regards the partnerships as effective vehicles for teaching scientific logic, processes, and content by integrating inquiry-based educational approaches with innovative research questions. Reviews integrated research and education through geoscience partnerships.…

  15. The Geoscience Laser Altimeter System Laser Transmitter

    NASA Technical Reports Server (NTRS)

    Afzal, R. S.; Dallas, J. L.; Yu, A. W.; Mamakos, W. A.; Lukemire, A.; Schroeder, B.; Malak, A.

    2000-01-01

    The Geoscience Laser Altimeter System (GLAS), scheduled to launch in 2001, is a laser altimeter and lidar for tile Earth Observing System's (EOS) ICESat mission. The laser transmitter requirements, design and qualification test results for this space- based remote sensing instrument are presented.

  16. The Geoscience Laser Altimetry/Ranging System

    NASA Technical Reports Server (NTRS)

    Cohen, Steven C.; Degnan, John J., III; Bufton, Jack L.; Garvin, James B.; Abshire, James B.

    1987-01-01

    The Geoscience Laser Altimetry/Ranging System (GLARS), a combined laser ranging and altimetry system capable of subcentimeter position determinations of retroflector targets and subdecimeter profiling of topography, is described. The system uses advanced but currently available state-of-the-art components. Laboratory, field, and numerical experiments have indicated the suitability of GLARS as an instrument for Eos and other space platforms.

  17. Modeling Airborne Gravimetry with High-Degree Harmonic Expansions

    NASA Astrophysics Data System (ADS)

    Holmes, Simon; Wang, Yan Ming; Roman, Daniel

    2010-05-01

    Since its official unveiling at the 2008 General Assembly of the European Geosciences Union, EGM2008 has demonstrated that high-degree harmonic expansions constitute a useful and effective final representation for high-resolution global gravitational models. However, such expansions also provide a versatile means of capturing (modeling), inter-comparing, and optimally combining local and regional high-resolution terrestrial data sets of different types. Here we present a general recipe for using high-degree expansions to capture, downward-continue and assimilate airborne survey data. This approach relies on the production of two ‘competing' high-degree expansions. A first, ‘terrestrial-only' expansion incorporates EGM2008 globally, and high-resolution terrestrial gravimetry regionally. This expansion can be used to upward-continue the regional terrestrial data to the flight level of the airborne survey, such that the terrestrial gravimetry outside the survey area can be merged with the airborne data inside the survey area, all at flight level. Harmonic analysis of this merged data set, also at flight level, yields a second ‘airborne-augmented' expansion, which closely matches the ‘terrestrial-only' expansion outside the survey area, but which also closely reproduces the airborne survey data inside the survey area. Capturing the airborne and terrestrial data in this way means that downward-continuation of the airborne data, as well as spectral/spatial comparison (and ultimate combination) of the airborne data with the terrestrial (and satellite) data, can all be achieved through spherical- and ellipsoidal-harmonic synthesis of these two competing expansions, and their spectral combination. This general approach is illustrated with a worked example.

  18. Training Teachers to Use Technology and Inquiry-based Learning Practices in the Geosciences through an Industry-University Partnership

    NASA Astrophysics Data System (ADS)

    McNeal, K.; Buell, R.; Eiland, L.

    2009-12-01

    Teacher professional development centered about the Geosciences is necessary in order to train K-12 teachers about this science field and to effectively educate K-12 students about Earth processes. The partnership of industries, universities, and K-12 schools is a collaborative pathway to support these efforts by providing teachers access to technology, inquiry-based learning, and authentic field experiences within the Geosciences context. This research presents the results of Project SMARTER (Science and Mathematics Advancement and Reform utilizing Technology and Enhanced Resources), a co-lead industry-university partnership and teacher professional development workshop program that focused on technology and inquiry-based learning in the Geosciences. The workshop included fifteen teachers from five distressed counties in Mississippi as defined by the Appalachian Regional Commission. Three (one science, once math, one technology) 7-12 grade teachers were selected from each school district and worked together during activities as a team to foster a cooperative learning experience. The two week workshop trained teachers on the use of a variety of technologies including: Vernier Probes and software, TI-calculators and presenter, Mimio Boards, GPS receivers, Google Earth, Excel, PowerPoint, projectors, and the use of historic geologic datasets. Furthermore, teachers were trained on proper field collection techniques, the use of Hach Kits and field probes, and the interpretation of geologic data. Each daily program incorporated the use of technology-rich and inquiry-based activities into one of the five Earth spheres: atmosphere, lithosphere, biosphere, hydrosphere, and anthrosphere. Results from the pre-post technology attitude survey showed that participating teachers significantly (p < 0.05) increased their confidence level in using technology. Furthermore, all participants self-reflected that the workshop both increased their interest in the Geosciences and their

  19. Earth Science Pipeline: Enhancing Diversity in the Geosciences

    NASA Astrophysics Data System (ADS)

    McGill, S.; Smith, A.; Fryxell, J.; Leatham, W.; Brunkhorst, B. J.

    2002-12-01

    /field trips/other activities with students were conducted during 2001-02, resulting in over 4300 contact hours with more than 2300 pre-college students. The majority (66%) of the students at these events were from under-represented groups. Responses on evaluation forms indicate that presentations that provided hands-on experiences for students were more likely to influence students to consider majoring in the geosciences than were more traditional presentations, such as slide shows. We have also engaged in teacher development, to better prepare teachers to provide more exposure to the Earth Sciences for pre-college students. We conducted a week-long field trip to Owens Valley for local high school and middle school teachers, as well as various one-day workshops. To address students' perception that they are not "science-type" people, we recruited and hired 15 student research assistants, many of whom were students from under-represented ethnic groups from our introductory geology courses. We trained these students to help us begin monitoring deformation across the San Andreas and San Jacinto faults near our campus, using the Global Positioning System. To address the difficulty with science that many students expressed, we hired students who had done well in our introductory geology courses to serve as tutors for those courses during subsequent quarters. The presence of these tutors (some of whom were from under-represented ethnic groups) in the laboratory session made it easier for students currently taking the class to get their questions answered promptly, thus making their experience with geology more pleasant and effective.

  20. LSU Geoscience Alliance to Enhance Minority Participation: Building Partnerships with Minority-Serving Institutions

    NASA Astrophysics Data System (ADS)

    Anderson, L. C.; Ferrell, R. E.; Lorenzo, J. M.; Tomkin, J. H.; Bart, P. J.

    2004-12-01

    The LSU GAEMP (Geoscience Alliance to Enhance Minority Participation) program seeks to increase the number of under-represented minorities in the geosciences by targeting students at minority-serving institutions (MSIs) who have an undergraduate STEM (science, technology, engineering, or math) major that is not geology. The program, sponsored by a 5-year NSF award through the OEDG program, is administered by Geology and Geophysics faculty at LSU in collaboration with key science faculty at nine regional minority serving institutions (MSIs; seven Historically Black Colleges and Universities (HBCU) and two Hispanic Serving Institutions). These MSIs, especially several physics programs, provide well-trained, highly motivated graduates who compile excellent records in highly ranked graduate programs. These students also have strong potential because they have knowledge and skills relevant to graduate work in interdisciplinary areas. Forging collaborations with MSIs is crucial to exposing these talented students to geoscience education and career opportunities because most of these institutions do not have geoscience degree programs. The point of entry into GAEMP is a summer course that focuses on research to introduce basic geoscience concepts. Targeted recruits into GAEMP are MSI juniors that show high academic achievement and have non-geoscience STEM majors. Summer course participants are encouraged to, and supported in, cooperative research projects that are completed during the following academic year at the home institution. On receiving their baccalaureate degree, GAEMP participants are encouraged to apply to graduate school, especially at LSU where GAEMP graduate fellowships are available at both the M.S. and Ph.D. level. We use a variety of recruiting efforts to attract students into GAEMP including print media, a webpage, visits by LSU faculty and students to MSIs, and workshops at LSU for MSI faculty and students. With all these efforts, the enthusiastic

  1. Can Service Learning be a Component of the Geoscience PhD?

    NASA Astrophysics Data System (ADS)

    Nyquist, J. E.

    2008-12-01

    Service learning in the science and engineering has traditionally been conducted through student clubs, or student involvement with non-profit organizations such as Engineers Without Borders or Chemists Without Borders. The newly created foundation, Geoscientists Without Borders (GWB), demonstrates that the geoscience industry and professional societies are also increasingly interested in supporting philanthropic efforts. GWB proclaims that its role is to 11Connect universities and industries with communities in need through projects using applied geophysics to benefit people and the environment around the world." In 2007, NSF convened a workshop on Humanitarian Service Science and Engineering to examine research issues and how they are being addressed. Clearly, the scientific community is eager to increase its involvement. The graduate program of Temple University's Department of Earth and Environmental Science is planning to offer a PhD degree option starting in 2009. Temple University has a long history of service learning, and our department deliberating over how to make service learning a component of a geoscience PhD. Attempting to incorporate humanitarian project formally into a PhD degree program, however, raises a number of difficult questions: Is it possible to sustain a graduate program focused on research funding and publishable results while simultaneously pursuing projects of practical humanitarian benefit? Would such a program be more effective if designed in partnership with graduate studies in the social sciences? Will graduates be competitive in industry or as candidates for new faculty positions, and will such a degree open non-traditional employment opportunities within government and non-government agencies? We hope to answer these questions by studying existing degree programs, polling service learning groups and non-profit agencies, and organizing workshops and meeting sessions to discuss service learning with the geosciences community.

  2. Winter Workshop.

    ERIC Educational Resources Information Center

    Council of Outdoor Educators of Quebec, Montreal.

    Materials on 11 topics presented at a winter workshop for Quebec outdoor educators have been compiled into this booklet. Action story, instant replay, shoe factory, sound and action, and find an object to fit the description are described and recommended as group dynamic activities. Directions for five games (Superlative Selection; Data…

  3. Workshop Proceedings.

    ERIC Educational Resources Information Center

    Jackoway, Marlin K.

    1979-01-01

    Summarizes workshop discussions on adolescent prejudice; making the most of the media in improving school attendance; services available to children--treatment centers; truancy in Ontario; and discipline. Presented at the 64th annual conference of the International Association of Pupil Personnel Workers, St. Louis, Missouri, 1978. (Author/LPG)

  4. Women's Workshop.

    ERIC Educational Resources Information Center

    Karelius, Karen

    The Women's Workshop Notebook is the tool used in the nine-week course designed for the mature woman returning to school at Antelope Valley College. The notebook exercises along with the group interaction and instruction stress the importance of personal assessment of strengths, weaknesses, dreams, deliberations and life history in…

  5. Teacher workshops

    NASA Technical Reports Server (NTRS)

    1993-01-01

    Education specialists with the NASA Educator Resource Center conduct a wide variety of workshops throughout the year to aid teachers and educators in coming up with new ideas to inspire their students and also in aiding in the integration of technology into their classrooms.

  6. Wordland Workshop.

    ERIC Educational Resources Information Center

    Perlish, Harvey Neil

    Can and should the preschool child learn to read? To answer this and related questions, a study was conducted to determine the effectiveness of a television program and parental home assistance in teaching reading skills to three-year-old children. For five days a week over a 39-week period, an experimental group watched "Wordland Workshop," a…

  7. What do educated Americans believe? Alternative geoscience conceptions discovered through research using the Geoscience Concept Inventory

    NASA Astrophysics Data System (ADS)

    Anderson, S. W.; Libarkin, J. C.

    2006-12-01

    One of the key challenges geoscientists face as they disseminate scientific results to the general public is understanding the background level of their audience and delivering the information in a form that is easily understood. This is particularly difficult when dealing with people who have little background in geosciences. However, our research on learning in college-level courses suggests that reaching college-educated Americans who have some background in the geosciences is problematic as well. We have discovered a plethora of geoscience misconceptions that are not only common in the general public, but persist despite college-level geoscience instruction. These trends were discovered through delivery of the Geoscience Concept Inventory (GCI). The GCI is a valid and reliable multiple-choice assessment test that we developed and is now being used in over 100 colleges and high schools nationwide. One unique aspect of the GCI is that we use common misconceptions, gleaned from hundreds of interviews with students, as distractors (incorrect answers). In 2002 and 2003 we pre-tested nearly 4000 students nationwide at the beginning of college-level geoscience courses, and then post-tested these same students at the end of the semester, and found that a number of incorrect conceptions persisted despite instruction. Prior research has shown that these persistent misconceptions, or entrenched ideas, can greatly affect learning and may require prolonged exposure to the topic before improvement in conceptual understanding can occur. We have identified some of the most entrenched ideas in the geosciences, and find that many stem from basic physics and chemistry principles, such as gravity, magnetism, and time scale. Several are also related to misunderstandings of the relationships between tectonic plates, volcanoes and earthquakes. Scientists who understand which of these alternative conceptions are entrenched may be better able to prepare information for public

  8. Building a Community for Art and Geoscience

    NASA Astrophysics Data System (ADS)

    Eriksson, S. C.; Ellins, K. K.

    2014-12-01

    Several new avenues are in place for building and supporting a community of people interested in the art and geoscience connections. Although sessions advocating for art in teaching geoscience have been scattered through geoscience professional meetings for several decades, there is now a sustained presence of artists and geoscientists with their research and projects at the annual meeting of the American Geophysical Union. In 2011, 13 abstracts were submitted and, in 2013, 20 talks and posters were presented at the annual meeting. Participants have requested more ways to connect with each other as well as advocate for this movement of art and science to others. Several words can describe new initiatives to do this: Social, Collaborative, Connected, Informed, Networked, and Included. Social activities of informal dinners, lunches, and happy hour for interested people in the past year have provided opportunity for presenters at AGU to spend time getting to know one another. This has resulted in at least two new collaborative projects. The nascent Bella Roca and more established Geology in Art websites and their associated blogs at www.bellaroca.org and http://geologyinart.blogspot.com, respectively are dedicated to highlighting the work of artists inspired by the geosciences, connecting people and informing the community of exhibits and opportunities for collaboration. Bella Roca with its social media of Facebook (Bella Roca) and Twitter (@BellRocaGeo), is a direct outgrowth of the recent 2012 and 2013 AGU sessions and, hopefully, can be grown and sustained for this community. Articles in professional journals will also help inform the broader geoscience community of the benefit of engaging with artists and designers for both improved science knowledge and communication. Organizations such as Leonardo, the International Society for the Arts, Sciences and Technology, the Art Science Gallery in Austin, Texas also promote networking among artists and scientists with

  9. Visualizing Geoscience Concepts Through Textbook Art (Invited)

    NASA Astrophysics Data System (ADS)

    Marshak, S.

    2013-12-01

    Many, if not most, college students taking an introductory geoscience course purchase, borrow, download, or rent one of several commercial textbooks currently available. Art used in such books has evolved significantly over the past three decades. Concepts once conveyed only by black-and-white line drawings, drawn by hand in ink, have gradually been replaced by full-color images produced digitally. Multiple high-end graphics programs, when used in combination, can yield images with super-realistic textures and palettes so that, in effect, anything that a book author wants to be drawn can be drawn. Because of the time and skill level involved in producing the art, the process commonly involves professional artists. In order to produce high-quality geoscience art that can help students (who are, by definition, non-experts) understand concepts, develop geoscience intuition, and hone their spatial-visualization skills, an author must address two problems. First, design a figure which can convey complex concepts through visual elements that resonate with students. Second, communicate the concepts to a professional artist who does not necessarily have personal expertise in geoscience, so that the figure rendered is both technically correct and visually engaging. The ultimate goal of geoscience art in textbooks is to produce an image that avoids unnecessary complexity that could distract from the art's theme, includes sufficient realism for a non-expert to relate the image to the real world, provides a personal context in which to interpret the figure, and has a layout that conveys relationships among multiple components of the art so that the art tells a coherent story. To accomplish this goal, a chain of choices--about perspective, sizes, colors, texture, labeling, captioning, line widths, and fonts--must be made in collaboration between the author and artist. In the new world of computer-aided learning, figures must also be able to work both on the computer screen and

  10. Airborne oceanographic lidar system

    NASA Technical Reports Server (NTRS)

    Bressel, C.; Itzkan, I.; Nunes, J. E.; Hoge, F.

    1977-01-01

    The characteristics of an Airborne Oceanographic Lidar (AOL) are given. The AOL system is described and its potential for various measurement applications including bathymetry and fluorosensing is discussed.

  11. New geoscience teachers division for 2-year colleges

    NASA Astrophysics Data System (ADS)

    Krumm, Debra; Granshaw, Frank

    2011-11-01

    The role of 2-year colleges (2YCs) in geoscience education is growing as the number of students enrolled in Earth and space science courses increases and as these institutions—which include community colleges and junior colleges—provide more students majoring in geoscience at public universities. In recognition of the increasing role of 2YCs in geoscience education, the National Association of Geoscience Teachers (NAGT) recently created a Geo2YC division for faculty, administrators, graduate students, and other geoscience professionals who share a professional interest in geoscience education at 2YCs. The mission of the new division, which is NAGT's first national division, is to serve as a forum for exchanging curricular ideas, concerns, and resources; establish a network of geoscience educators at 2YCs and other institutions with shared interests; sponsor NAGT 2YC activities and make recommendations to the NAGT Council in support of 2YC geoscience education; support and coordinate research on 2YC geoscience education; and advocate for 2YC geoscience education within NAGT and with other organizations.

  12. Airborne Research Experience for Educators

    NASA Astrophysics Data System (ADS)

    Costa, V. B.; Albertson, R.; Smith, S.; Stockman, S. A.

    2009-12-01

    The Airborne Research Experience for Educators (AREE) Program, conducted by the NASA Dryden Flight Research Center Office of Education in partnership with the AERO Institute, NASA Teaching From Space Program, and California State University Fullerton, is a complete end-to-end residential research experience in airborne remote sensing and atmospheric science. The 2009 program engaged ten secondary educators who specialize in science, technology, engineering or mathematics in a 6-week Student Airborne Research Program (SARP) offered through NSERC. Educators participated in collection of in-flight remote sensor data during flights aboard the NASA DC-8 as well as in-situ research on atmospheric chemistry (bovine emissions of methane); algal blooms (remote sensing to determine location and degree of blooms for further in-situ analysis); and crop classification (exploration of how drought conditions in Central California have impacted almond and cotton crops). AREE represents a unique model of the STEM teacher-as-researcher professional development experience because it asks educators to participate in a research experience and then translate their experiences into classroom practice through the design, implementation, and evaluation of instructional materials that emphasize the scientific research process, inquiry-based investigations, and manipulation of real data. Each AREE Master Educator drafted a Curriculum Brief, Teachers Guide, and accompanying resources for a topic in their teaching assignment Currently, most professional development programs offer either a research experience OR a curriculum development experience. The dual nature of the AREE model engaged educators in both experiences. Educators’ content and pedagogical knowledge of STEM was increased through the review of pertinent research articles during the first week, attendance at lectures and workshops during the second week, and participation in the airborne and in-situ research studies, data

  13. Summaries of FY 1994 geosciences research

    SciTech Connect

    Not Available

    1994-12-01

    The Geosciences Research Program is directed by the Department of Energy`s (DOE`s) Office of Energy Research (OER) through its Office of Basic Energy Sciences (OBES). Activities in the Geosciences Research Program are directed toward the long-term fundamental knowledge of the processes that transport, modify, concentrate, and emplace (1) the energy and mineral resources of the earth and (2) the energy byproducts of man. The Program is divided into five broad categories: Geophysics and earth dynamics; Geochemistry; Energy resource recognition, evaluation, and utilization; Hydrogeology and exogeochemistry; and Solar-terrestrial interactions. The summaries in this document, prepared by the investigators, describe the scope of the individual programs in these main areas and their subdivisions including earth dynamics, properties of earth materials, rock mechanics, underground imaging, rock-fluid interactions, continental scientific drilling, geochemical transport, solar/atmospheric physics, and modeling, with emphasis on the interdisciplinary areas.

  14. Geoscience Initiative Develops Sustainable Science in Africa

    NASA Astrophysics Data System (ADS)

    Nyblade, Andrew A.; Durrheim, Ray; Dirks, Paul; Graham, Gerhard; Gibson, Roger; Webb, Susan

    2011-05-01

    AfricaArray (http://www.AfricaArray.org) is a 20-year initiative in the geosciences to meet the African Union's New Partnership for Africa's Development (NEPAD) requirements for continent-wide cooperation in human resources development and capacity building. The name AfricaArray refers to arrays of scientists working on linked projects across the continent, arrays of shared training programs and recording stations, and, above all, a shared vision that Africa will retain capacity in an array of technical and scientific fields vital to its sustainable development. AfricaArray officially launched in January 2005 and, with support from many public and private partners, has become multifaceted, promoting a broad range of educational and research activities and supporting a multiuser sensor network (Figure 1). Though fostering geophysics education and research in South Africa was its initial focus, AfricaArray has expanded to 17 countries and is now branching out into all areas of the geosciences (Earth, atmosphere, and space).

  15. NSF assistant director for geosciences announces resignation

    NASA Astrophysics Data System (ADS)

    Zielinki, Sarah

    Margaret Leinen, assistant director for geosciences at the U.S. National Science Foundation, announced on 7 December that she will be leaving NSF in January 2007 to become the chief science officer and vice president of Climos, a new company based in San Francisco, Calif., that plans to develop solutions to reduce greenhouse gases. Leinen will oversee efforts to better understand the planet's carbon cycle to address global climate change issues.Leinen has managed the Directorate for Geosciences since 2000. She also served as vice chair of the U.S. Climate Change Science Program, which coordinates federal climate change research, and as co-chair of the National Science and Technology Council's Joint Committee on Ocean Science and Technology.

  16. ESA's Earth Observation in Support of Geoscience

    NASA Astrophysics Data System (ADS)

    Liebig, Volker

    2016-04-01

    The intervention will present ESA's Earth Observation Programme and its contribution to Geoscience. ESA's Earth observation missions are mainly grouped into three categories: The Sentinel satellites in the context of the European Copernicus Programme, the scientific Earth Explorers and the meteorological missions. Developments, applications and scientific results for the different mission types will be addressed, along with overall trends and strategies. A special focus will be put on the Earth Explorers, who form the science and research element of ESA's Living Planet Programme and focus on the atmosphere, biosphere, hydrosphere, cryosphere and Earth's interior. In addition the operational Sentinel satellites have a huge potential for Geoscience. Earth Explorers' emphasis is also on learning more about the interactions between these components and the impact that human activity is having on natural Earth processes. The process of Earth Explorer mission selection has given the Earth science community an efficient tool for advancing the understanding of Earth as a system.

  17. Smartphones: Powerful Tools for Geoscience Education

    NASA Astrophysics Data System (ADS)

    Johnson, Zackary I.; Johnston, David W.

    2013-11-01

    Observation, formation of explanatory hypotheses, and testing of ideas together form the basic pillars of much science. Consequently, science education has often focused on the presentation of facts and theories to teach concepts. To a great degree, libraries and universities have been the historical repositories of scientific information, often restricting access to a small segment of society and severely limiting broad-scale geoscience education.

  18. We Can Recruit Minorities Into The Geosciences

    NASA Astrophysics Data System (ADS)

    O'Connell, S.

    2011-12-01

    Despite the dismal numbers, efforts to recruit minorities into the geosciences are improving, thanks in part to NSF's "Opportunities for Enhancing Diversity in the Geosciences" (OEDG) initiative. At Wesleyan University, a small liberal arts college in Connecticut, we have significantly increased our recruitment of minority students. Twenty percent (four students) of the class of 2013 are African American. Most of the recruitment is done on an individual basis and working in conjunction with the "Dean for Diversity and Student Engagement" and courting minority students in introductory classes. The Dean for Diversity and Student Engagement is aware of our interest in increasing diversity and that we are able to hire minority students during the academic year and through the summer with OEDG funds. When she identifies minority students who might be interested in the geosciences, she refers them to faculty in the Earth and Environmental Sciences Department. Our faculty can provide employment, mentoring and a variety of geo-related experiences. Courting students in introductory courses can include inviting them to lunch or other activity, and attending sports, theater or dance events in which they are participating. Not all efforts result in new majors. Courses in ancillary sciences may be stumbling blocks and higher grades in less demanding courses have lured some students into other majors. Nevertheless, we now have a large enough cohort of minority students so that minority students from other majors visit their friends in our labs. A critical mass? Even a student, who chooses another major, may continue an interest in geoscience and through outreach efforts and discussions with younger family members, may provide a bridge that becomes a conduit for future students.

  19. Summaries of FY 1996 geosciences research

    SciTech Connect

    1996-12-01

    The Geosciences Research Program is directed by the Department of Energy`s (DOE`s) Office of Energy Research (OER) through its Office of Basic Energy Sciences (OBES). Activities in the Geosciences Research Program are directed toward building the long-term fundamental knowledge base necessary to provide for energy technologies of the future. Future energy technologies and their individual roles in satisfying the nations energy needs cannot be easily predicted. It is clear, however, that these future energy technologies will involve consumption of energy and mineral resources and generation of technological wastes. The earth is a source for energy and mineral resources and is also the host for wastes generated by technological enterprise. Viable energy technologies for the future must contribute to a national energy enterprise that is efficient, economical, and environmentally sound. The Geosciences Research Program emphasizes research leading to fundamental knowledge of the processes that transport, modify, concentrate, and emplace (1) the energy and mineral resources of the earth and (2) the energy by-products of man.

  20. Programming and Technology for Accessibility in Geoscience

    NASA Astrophysics Data System (ADS)

    Sevre, E.; Lee, S.

    2013-12-01

    Many people, students and professors alike, shy away from learning to program because it is often believed to be something scary or unattainable. However, integration of programming into geoscience education can be a valuable tool for increasing the accessibility of content for all who are interested. It is my goal to dispel these myths and convince people that: 1) Students with disabilities can use programming to increase their role in the classroom, 2) Everyone can learn to write programs to simplify daily tasks, 3) With a deep understanding of the task, anyone can write a program to do a complex task, 4) Technology can be combined with programming to create an inclusive environment for all students of geoscience, and 5) More advanced knowledge of programming and technology can lead geoscientists to create software to serve as assistive technology in the classroom. It is my goal to share my experiences using technology to enhance the classroom experience as a way of addressing the aforementioned issues. Through my experience, I have found that programming skills can be included and learned by all to enhance the content of courses without detracting from curriculum. I hope that, through this knowledge, geoscience courses can become more accessible for people with disabilities by including programming and technology to the benefit of all involved.

  1. Developing a Geoscience Literacy Exam: Pushing Geoscience Literacy Assessment to New Levels

    NASA Astrophysics Data System (ADS)

    Iverson, E. A.; Steer, D. N.; Manduca, C. A.

    2012-12-01

    InTeGrate is a community effort aimed at improving geoscience literacy and building a workforce that can use geoscience to solve societal issues. As part of this work we have developed a geoscience literacy assessment instrument to measure students' higher order thinking. This assessment is an important part of the development of curricula designed to increase geoscience literacy for all undergraduate students. To this end, we developed the Geoscience Literacy Exam (GLE) as one of the tools to quantify the effectiveness of these materials on students' understandings of geoscience literacy. The InTeGrate project is a 5-year, NSF-funded STEP Center grant in its first year of funding. Details concerning the project are found at http://serc.carleton.edu/integrate/index.html. The GLE instrument addresses content and concepts in the Earth, Climate, and Ocean Science literacy documents. The testing schema is organized into three levels of increasing complexity. Level 1 questions are single answer, understanding- or application-level multiple choice questions. For example, selecting which type of energy transfer is most responsible for the movement of tectonic plates. They are designed such that most introductory level students should be able to correctly answer after taking an introductory geoscience course. Level 2 questions are more advanced multiple answer/matching questions, at the understanding- through analysis-level. Students might be asked to determine the types of earth-atmosphere interactions that could result in changes to global temperatures in the event of a major volcanic eruption. Because the answers are more complicated, some introductory students and most advanced students should be able to respond correctly. Level 3 questions are analyzing- to evaluating-level short essays, such as describe the ways in which the atmosphere sustains life on Earth. These questions are designed such that introductory students could probably formulate a rudimentary response

  2. Geoscience Workforce Development at UNAVCO: Leveraging the NSF GAGE Facility

    NASA Astrophysics Data System (ADS)

    Morris, A. R.; Charlevoix, D. J.; Miller, M.

    2013-12-01

    Global economic development demands that the United States remain competitive in the STEM fields, and developing a forward-looking and well-trained geoscience workforce is imperative. According to the Bureau of Labor Statistics, the geosciences will experience a growth of 19% by 2016. Fifty percent of the current geoscience workforce is within 10-15 years of retirement, and as a result, the U.S. is facing a gap between the supply of prepared geoscientists and the demand for well-trained labor. Barring aggressive intervention, the imbalance in the geoscience workforce will continue to grow, leaving the increased demand unmet. UNAVCO, Inc. is well situated to prepare undergraduate students for placement in geoscience technical positions and advanced graduate study. UNAVCO is a university-governed consortium facilitating research and education in the geosciences and in addition UNAVCO manages the NSF Geodesy Advancing Geosciences and EarthScope (GAGE) facility. The GAGE facility supports many facets of geoscience research including instrumentation and infrastructure, data analysis, cyberinfrastructure, and broader impacts. UNAVCO supports the Research Experiences in the Solid Earth Sciences for Students (RESESS), an NSF-funded multiyear geoscience research internship, community support, and professional development program. The primary goal of the RESESS program is to increase the number of historically underrepresented students entering graduate school in the geosciences. RESESS has met with high success in the first 9 years of the program, as more than 75% of RESESS alumni are currently in Master's and PhD programs across the U.S. Building upon the successes of RESESS, UNAVCO is launching a comprehensive workforce development program that will network underrepresented groups in the geosciences to research and opportunities throughout the geosciences. This presentation will focus on the successes of the RESESS program and plans to expand on this success with broader

  3. Twentieth workshop on geothermal reservoir engineering: Proceedings

    SciTech Connect

    1995-01-26

    PREFACE The Twentieth Workshop on Geothermal Reservoir Engineering, dedicated to the memory of Professor Hank Ramey, was held at Stanford University on January 24-26, 1995. There were ninety-five registered participants. Participants came from six foreign countries: Japan, Mexico, England, Italy, New Zealand and Iceland. The performance of many geothermal reservoirs outside the United States was described in several of the papers. Professor Roland N. Horne opened the meeting and welcomed visitors to the campus. The key note speaker was Marshall Reed, who gave a brief overview of the Department of Energy's current plan. Thirty-two papers were presented in the technical sessions of the workshop. Technical papers were organized into eleven sessions concerning: field development, modeling, well tesubore, injection, geoscience, geochemistry and field operations. Session chairmen were major contributors to the workshop, and we thank: Ben Barker, Bob Fournier, Mark Walters, John Counsil, Marcelo Lippmann, Keshav Goyal, Joel Renner and Mike Shook. In addition to the technical sessions, a panel discussion was held on ''What have we learned in 20 years?'' Panel speakers included Patrick Muffler, George Frye, Alfred Truesdell and John Pritchett. The subject was further discussed by Subir Sanyal, who gave the post-dinner speech at the banquet. The Workshop was organized by the Stanford Geothermal Program faculty, staff, and graduate students. We wish to thank our students who operated the audiovisual equipment. Shaun D. Fitzgerald Program Manager

  4. Creating Fantastic PI Workshops

    SciTech Connect

    Biedermann, Laura B.; Clark, Blythe G.; Colbert, Rachel S.; Dagel, Amber Lynn; Gupta, Vipin P.; Hibbs, Michael R.; Perkins, David Nikolaus; West, Roger Derek

    2015-10-01

    The goal of this SAND report is to provide guidance for other groups hosting workshops and peerto-peer learning events at Sandia. Thus this SAND report provides detail about our team structure, how we brainstormed workshop topics and developed the workshop structure. A Workshop “Nuts and Bolts” section provides our timeline and check-list for workshop activities. The survey section provides examples of the questions we asked and how we adapted the workshop in response to the feedback.

  5. Global Geoscience Initiatives From Windows to the Universe

    NASA Astrophysics Data System (ADS)

    Russell, R. M.; Johnson, R.; Gardiner, L.; Lagrave, M.; Genyuk, J.; Bergman, J.; Foster, S. Q.

    2006-12-01

    The Windows to the Universe (www.windows.ucar.edu) Earth and space science educational program and web site has an extensive international presence. The web site reaches a vast user audience, having served more than 124 million page views across approximately 14 million user sessions in the past year. About 44% of these user sessions originated from domains outside of the United States. The site, which contains roughly 7,000 pages originally offered in English, is being translated into Spanish. This effort, begun in 2003, is now approximately 80% complete. Availability in a second major language has dramatically increased use of the site both in the U.S.A. and abroad; about 29% (4.1 million) of the annual user sessions visit Spanish-language portions of the site. In September 2005 we began distributing a monthly electronic newsletter for teachers that highlights features on the web site as well as other geoscience programs and events of relevance to educators. We currently have more than 4,400 subscribers, 33.6% of whom are outside of the United States. We are actively seeking news and information about other programs of relevance to this audience to distribute via our newsletter. We have also begun to solicit information (tips, anecdotes, lesson plans, etc.) from geoscience teachers around the world to share via this newsletter. Finally, Windows to the Universe participated in the Education and Outreach efforts of the MILAGRO scientific field campaign in Mexico in March of 2006. MILAGRO was a collaborative, multi-agency, international campaign to conduct a coordinated study of the extent and effects of pollutants emitted by a "mega-city" (in this case Mexico City) in order to understand the impacts of vast urban environments on global climate modeling. We enlisted several scientists involved with MILAGRO to write "Postcards from the Field" about their ongoing research during the project; these electronic "postcards" were distributed, in English and Spanish, via

  6. Drawing Connections Between Local and Global Observations: An Essential Element of Geoscience Education

    NASA Astrophysics Data System (ADS)

    Manduca, C. A.; Mogk, D. W.

    2002-12-01

    One of the hallmarks of geoscience research is the process of moving between observations and interpretations on local and global scales to develop an integrated understanding of Earth processes. Understanding this interplay is an important aspect of student geoscience learning which leads to an understanding of the fundamental principles of science and geoscience and of the connections between local natural phenomena or human activity and global processes. Several techniques that engage students in inquiry and discovery (as recommended in the National Science Education Standards, NRC 1996, Shaping the Future of Undergraduate Earth Science Education, AGU, 1997) hold promise for helping students make these connections. These include the development of global data sets from local observations (e.g. GLOBE); studying small scale or local phenomenon in the context of global models (e.g. carbon storage in local vegetation and its role in the carbon cycle); or an analysis of local environmental issues in a global context (e.g. a comparison of local flooding to flooding in other countries and analysis in the context of weather, geology and development patterns). Research on learning suggests that data-rich activities linking the local and global have excellent potential for enhancing student learning because 1) students have already developed observations and interpretations of their local environment which can serve as a starting point for constructing new knowledge and 2) this context may motivate learning and develop understanding that can be transferred to other situations. (How People Learn, NRC, 2001). Faculty and teachers at two recent workshops confirm that projects that involve local or global data can engage students in learning by providing real world context, creating student ownership of the learning process, and developing scientific skills applicable to the complex problems that characterize modern science and society. Workshop participants called for

  7. Linking Undergraduate Geoscience and Education Departments

    NASA Astrophysics Data System (ADS)

    Ireton, F. W.; McManus, D. A.

    2001-05-01

    In many colleges and universities students who have declared a major in one of the geosciences are often ineligible to take the education courses necessary for state certification. In order to enroll in education courses to meet the state's Department of Education course requirements for a teaching credential, these students must drop their geoscience major and declare an education major. Students in education programs in these universities may be limited in the science classes they take as part of their degree requirements. These students face the same problem as students who have declared a science major in that course work is not open to them. As a result, universities too often produce science majors with a weak pedagogy background or education majors with a weak Earth and space sciences background. The American Geophysical Union (AGU) formed a collaboration of four universities with strong, yet separate science and education departments, to provide the venue for a one week NSF sponsored retreat to allow the communication necessary for solutions to these problems to be worked out by faculty members. Each university was represented by a geoscience department faculty member, an education department faculty member, and a K-12 master teacher selected by the two faculty members. This retreat was followed by a second retreat that focused on community colleges in the Southwest United States. Change is never easy and Linkages has shown that success for a project of this nature requires the dedication of not only the faculty involved in the project, but colleagues in their respective schools as well as the administration when departmental cultural obstacles must be overcome. This paper will discuss some of the preliminary work accomplished by the schools involved in the project.

  8. Spatial Ability Development in the Geosciences

    NASA Astrophysics Data System (ADS)

    Baldwin, T. K.; Hall-Wallace, M. K.

    2003-12-01

    We designed an experiment to evaluate change in students' spatial skills as a result of completing an earth science course. Our test subjects included high school students in earth science classes, college level non-science majors enrolled in large enrollment introductory geoscience courses and introductory level geoscience majors. They also varied as to whether their course had a hand-on laboratory experience or used supplemental Geographic Information System (GIS) based activities. We measured all students' ability to mentally rotate three-dimensional objects and to construct a three-dimensional object from a two-dimensional representation before and after taking the earth science course. Results show an improvement in spatial skills for all groups after completing the science course. We also observed a consistent improvement in spatial skills overall from high school level science to courses for majors, which is possibly related to their increased exposure to science. A subgroup of the test subjects among both high school and the college non-science majors completed supplementary GIS activities. The GIS implementation at the high school level was more extensive and resulted in significant improvements in both categories of spatial ability. At the college level, the non-science majors that used the GIS curriculum showed no significant difference from those that did not, probably because the time spent on the curriculum was too short. At the college level, the geoscience majors had nearly three times the improvement of non-science majors in both categories of spatial ability. This can most likely be attributed to hands-on, weekly laboratory experiences, which were not part of the course for non-science majors. Students choosing science majors typically have much higher spatial skills than the average first or second year non-science major, however there were large variations in spatial ability within all groups. These results suggest that we evaluate teaching

  9. Temporal Ontologies for Geoscience: Alignment Challenges

    NASA Astrophysics Data System (ADS)

    Cox, S. J. D.

    2014-12-01

    Time is a central concept in geoscience. Geologic histories are composed of sequences of geologic processes and events. Calibration of their timing ties a local history into a broader context, and enables correlation of events between locations. The geologic timescale is standardized in the International Chronostratigraphic Chart, which specifies interval names, and calibrations for the ages of the interval boundaries. Time is also a key concept in the world at large. A number of general purpose temporal ontologies have been developed, both stand-alone and as parts of general purpose or upper ontologies. A temporal ontology for geoscience should apply or extend a suitable general purpose temporal ontology. However, geologic time presents two challenges: Geology involves greater spans of time than in other temporal ontologies, inconsistent with the year-month-day/hour-minute-second formalization that is a basic assumption of most general purpose temporal schemes; The geologic timescale is a temporal topology. Its calibration in terms of an absolute (numeric) scale is a scientific issue in its own right supporting a significant community. In contrast, the general purpose temporal ontologies are premised on exact numeric values for temporal position, and do not allow for temporal topology as a primary structure. We have developed an ontology for the geologic timescale to account for these concerns. It uses the ISO 19108 distinctions between different types of temporal reference system, also linking to an explicit temporal topology model. Stratotypes used in the calibration process are modelled as sampling-features following the ISO 19156 Observations and Measurements model. A joint OGC-W3C harmonization project is underway, with standardization of the W3C OWL-Time ontology as one of its tasks. The insights gained from the geologic timescale ontology will assist in development of a general ontology capable of modelling a richer set of use-cases from geoscience.

  10. Transforming Indigenous Geoscience Education and Research (TIGER)

    NASA Astrophysics Data System (ADS)

    Berthelote, A. R.

    2014-12-01

    American Indian tribes and tribal confed­erations exert sovereignty over about 20% of all the freshwater resources in the United States. Yet only about 30 Native American (NA) students receive bachelor's degrees in the geosci­ences each year, and few of those degrees are in the field of hydrology. To help increase the ranks of NA geoscientists,TIGER builds upon the momentum of Salish Kootenai College's newly accredited Hydrology Degree Program. It allows for the development and implementation of the first Bachelor's degree in geosciences (hydrology) at a Tribal College and University (TCU). TIGER integrates a solid educational research-based framework for retention and educational preparation of underrepresented minorities with culturally relevant curriculum and socio-cultural supports, offering a new model for STEM education of NA students. Innovative hydrology curriculum is both academically rigorous and culturally relevant with concurrent theoretical, conceptual, and applied coursework in chemical, biological, physical and managerial aspects of water resources. Educational outcomes for the program include a unique combination of competencies based on industry recognized standards (e.g., National Institute of Hydrologists), input from an experienced External Advisory Board (EAB), and competencies required for geoscientists working in critical NA watersheds, which include unique competencies, such as American Indian Water Law and sovereignty issues. TIGER represents a unique opportunity to capitalize on the investments the geoscience community has already made into broadening the participation of underrepresented minorities and developing a diverse workforce, by allowing SKC to develop a sustainable and exportable program capable of significantly increasing (by 25 to 75%) the National rate of Native American geoscience graduates.

  11. NASA UAV Airborne Science Capabilities in Support of Water Resource Management

    NASA Technical Reports Server (NTRS)

    Fladeland, Matthew

    2015-01-01

    This workshop presentation focuses on potential uses of unmanned aircraft observations in support of water resource management and agriculture. The presentation will provide an overview of NASA Airborne Science capabilities with an emphasis on past UAV missions to provide context on accomplishments as well as technical challenges. I will also focus on recent NASA Ames efforts to assist in irrigation management and invasive species management using airborne and satellite datasets.

  12. Some Strategies From SOARS for Broadening Participation in the Geosciences

    NASA Astrophysics Data System (ADS)

    Haacker-Santos, R.; Pandya, R.; Calhoun, A.

    2006-12-01

    The mission of SOARS® is to broaden participation in the geosciences by increasing the number of Black or African-American, American Indian or Alaska Native, Hispanic or Latino, female, and first-generation college students who enroll and succeed in graduate school in the atmospheric and related sciences. This mission contributes to national goals of developing a diverse, internationally competitive, and globally engaged workforce of scientists and engineers. SOARS is a multiyear undergraduate-to-graduate bridge program that uses three strategies: a strong learning community, a multidimensional mentoring program, and experience in research. Our presentation will describe SOARS' strategies in more detail, with an eye toward how such strategies might be adapted for other programs. To do this, we will draw upon recent research that documents how these strategies can be successfully implemented, including: - A survey of over 124 higher-education based STEM programs - A workshop report from the American Chemical Society emphasizing cooperation between industry and academia - An independent ethnographic study of the Significant Opportunities in Atmospheric and Related Science (SOARS®) program, administered by the University Corporation for Atmospheric Research (UCAR) In the 11 years since SOARS' founding, 104 students have participated in the program. Of those participants, 16 are still enrolled as undergraduates, and 60 have gone on to purse graduate school in STEM. Overall, this represents a success rate 91%. Of the 35 SOARS participants who have entered the workforce, 26 are in STEM related disciplines. Four SOARS participants have already earned their PhD, and additional 17 are in PhD programs. Seventeen protégés have earned Master's and entered the workforce, and 17 more protégés are enrolled in Master's programs.

  13. Airborne gravity is here

    SciTech Connect

    Hammer, S.

    1982-01-11

    After 20 years of development efforts, the airborne gravity survey has finally become a practical exploration method. Besides gravity data, the airborne survey can also collect simultaneous, continuous records of high-precision magneticfield data as well as terrain clearance; these provide a topographic contour map useful in calculating terrain conditions and in subsequent planning and engineering. Compared with a seismic survey, the airborne gravity method can cover the same area much more quickly and cheaply; a seismograph could then detail the interesting spots.

  14. Summaries of FY 1995 geosciences research

    SciTech Connect

    1995-12-01

    The summaries in this document, prepared by the investigators, describe the scope of the individual programs. The Geosciences Research Program includes research in geophysics, geochemistry, resource evaluation, solar-terrestrial interactions, and their subdivisions including earth dynamics, properties of earth materials, rock mechanics, underground imaging, rock-fluid interactions, continental scientific drilling, geochemical transport, solar/atmospheric physics, and modeling, with emphasis on the interdisciplinary areas. All such research is related either direct or indirect to the Department of Energy`s long-range technological needs.

  15. Agent Based Modeling Applications for Geosciences

    NASA Astrophysics Data System (ADS)

    Stein, J. S.

    2004-12-01

    Agent-based modeling techniques have successfully been applied to systems in which complex behaviors or outcomes arise from varied interactions between individuals in the system. Each individual interacts with its environment, as well as with other individuals, by following a set of relatively simple rules. Traditionally this "bottom-up" modeling approach has been applied to problems in the fields of economics and sociology, but more recently has been introduced to various disciplines in the geosciences. This technique can help explain the origin of complex processes from a relatively simple set of rules, incorporate large and detailed datasets when they exist, and simulate the effects of extreme events on system-wide behavior. Some of the challenges associated with this modeling method include: significant computational requirements in order to keep track of thousands to millions of agents, methods and strategies of model validation are lacking, as is a formal methodology for evaluating model uncertainty. Challenges specific to the geosciences, include how to define agents that control water, contaminant fluxes, climate forcing and other physical processes and how to link these "geo-agents" into larger agent-based simulations that include social systems such as demographics economics and regulations. Effective management of limited natural resources (such as water, hydrocarbons, or land) requires an understanding of what factors influence the demand for these resources on a regional and temporal scale. Agent-based models can be used to simulate this demand across a variety of sectors under a range of conditions and determine effective and robust management policies and monitoring strategies. The recent focus on the role of biological processes in the geosciences is another example of an area that could benefit from agent-based applications. A typical approach to modeling the effect of biological processes in geologic media has been to represent these processes in

  16. A Model Collaborative Platform for Geoscience Education

    NASA Astrophysics Data System (ADS)

    Fox, S.; Manduca, C. A.; Iverson, E. A.

    2012-12-01

    Over the last decade SERC at Carleton College has developed a collaborative platform for geoscience education that has served dozens of projects, thousands of community authors and millions of visitors. The platform combines a custom technical infrastructure: the SERC Content Management system (CMS), and a set of strategies for building web-resources that can be disseminated through a project site, reused by other projects (with attribution) or accessed via an integrated geoscience education resource drawing from all projects using the platform. The core tools of the CMS support geoscience education projects in building project-specific websites. Each project uses the CMS to engage their specific community in collecting, authoring and disseminating the materials of interest to them. At the same time the use of a shared central infrastructure allows cross-fertilization among these project websites. Projects are encouraged to use common templates and common controlled vocabularies for organizing and displaying their resources. This standardization is then leveraged through cross-project search indexing which allow projects to easily incorporate materials from other projects within their own collection in ways that are relevant and automated. A number of tools are also in place to help visitors move among project websites based on their personal interests. Related links help visitors discover content related topically to their current location that is in a 'separate' project. A 'best bets' feature in search helps guide visitors to pages that are good starting places to explore resources on a given topic across the entire range of hosted projects. In many cases these are 'site guide' pages created specifically to promote a cross-project view of the available resources. In addition to supporting the cross-project exploration of specific themes the CMS also allows visitors to view the combined suite of resources authored by any particular community member. Automatically

  17. OERL: A Tool For Geoscience Education Evaluators

    NASA Astrophysics Data System (ADS)

    Zalles, D. R.

    2002-12-01

    The Online Evaluation Resource Library (OERL) is a Web-based set of resources for improving the evaluation of projects funded by the Directorate for Education and Human Resources (EHR) of the National Science Foundation (NSF). OERL provides prospective project developers and evaluators with material that they can use to design, conduct, document, and review evaluations. OERL helps evaluators tackle the challenges of seeing if a project is meeting its implementation and outcome-related goals. Within OERL is a collection of exemplary plans, instruments, and reports from evaluations of EHR-funded projects in the geosciences and in other areas of science and mathematics. In addition, OERL contains criteria about good evaluation practices, professional development modules about evaluation design and questionnaire development, a dictionary of key evaluation terms, and links to evaluation standards. Scenarios illustrate how the resources can be used or adapted. Currently housed in OERL are 137 instruments, and full or excerpted versions of 38 plans and 60 reports. 143 science and math projects have contributed to the collection so far. OERL's search tool permits the launching of precise searches based on key attributes of resources such as their subject area and the name of the sponsoring university or research institute. OERL's goals are to 1) meet the needs for continuous professional development of evaluators and principal investigators, 2) complement traditional vehicles of learning about evaluation, 3) utilize the affordances of current technologies (e.g., Web-based digital libraries, relational databases, and electronic performance support systems) for improving evaluation practice, 4) provide anytime/anyplace access to update-able resources that support evaluators' needs, and 5) provide a forum by which professionals can interact on evaluation issues and practices. Geoscientists can search the collection of resources from geoscience education projects that have

  18. Status and future of lunar geoscience

    NASA Technical Reports Server (NTRS)

    1986-01-01

    The Moon is of special interest among the many and diverse bodies of the solar system because it serves as a scientific baseline for understanding the terrestrial planets, its origin is closely tied to the early history of the Earth, and its proximity permits a variety of space applications such as mining and establishment of bases and colonies. Data acquisition and analysis have enabled advances to be made and the remaining questions in many fields of lunar geoscience to be identified. The status and unresolved problems of lunar science are discussed. Immediate needs, new unmanned missions, and a return to the Moon (a lunar base) are examined.

  19. Effectiveness of Geosciences Exploration Summer Program (GeoX) for increasing awareness and Broadening Participation in the Geosciences

    NASA Astrophysics Data System (ADS)

    Garcia, S. J.; Houser, C.

    2013-12-01

    Summer research experiences are an increasingly popular means to increase awareness of and develop interest in the Geosciences and other STEM (Science, Technology, Engineering and Math) programs. Here we describe and report the preliminary results of a new one-week program at Texas A&M University to introduce first generation, women, and underrepresented high school students to opportunities and careers in the Geosciences. Short-term indicators in the form of pre- and post-program surveys of participants and their parents suggest that there is an increase in participant understanding of geosciences and interest in pursuing a degree in the geosciences. At the start of the program, the participants and their parents had relatively limited knowledge of the geosciences and very few had a friend or acquaintance employed in the geosciences. Post-survey results suggest that the students had an improved and nuanced understanding of the geosciences and the career opportunities within the field. A survey of the parents several months after the program had ended suggests that the participants had effectively communicated their newfound understanding and that the parents now recognized the geosciences as a potentially rewarding career. With the support of their parents 42% of the participants are planning to pursue an undergraduate degree in the geosciences compared to 62% of participants who were planning to pursue a geosciences degree before the program. It is concluded that future offerings of this and similar programs should also engage the parents to ensure that the geosciences are recognized as a potential academic and career path.

  20. A Concept of an Information System for the Geosciences.

    ERIC Educational Resources Information Center

    American Geological Inst., Washington, DC.

    The American Geological Institute's Committee on Geoscience Information prepared this report as the terminal point to the first phase of its long-term goal, to develop a system for facilitating information transfer in the geosciences. The Concept report was presented by Dr. William Hambleton, chairman of the AGI Committee on Geoscience…

  1. 77 FR 22360 - Advisory Committee for Geosciences; Notice of Meeting

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-04-13

    ... Advisory Committee for Geosciences; Notice of Meeting In accordance with the Federal Advisory Committee Act...: Advisory Committee for Geosciences (1755). Dates: April 18-April 19, 2012; 8:30 a.m.-2 p.m. Place: Stafford.... Purpose of Meeting: To provide advice, recommendations, and oversight concerning support for...

  2. 75 FR 55360 - Advisory Committee for Geosciences; Notice of Meeting

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-09-10

    ... From the Federal Register Online via the Government Publishing Office NATIONAL SCIENCE FOUNDATION Advisory Committee for Geosciences; Notice of Meeting In accordance with the Federal Advisory Committee Act...: Advisory Committee for Geosciences (1755). DATES: October 6, 2010-October 7, 2010; 8:30 a.m.-1:30...

  3. 75 FR 13313 - Advisory Committee for Geosciences; Notice of Meeting

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-03-19

    ... From the Federal Register Online via the Government Publishing Office NATIONAL SCIENCE FOUNDATION Advisory Committee for Geosciences; Notice of Meeting In accordance with the Federal Advisory Committee Act...: Advisory Committee for Geosciences (1755). Dates: April 14, 2010; 8:30 a.m.-5 p.m. April 15, 2010 8:30,...

  4. Professional Development Strategies to Enhance Diversity in the Geosciences

    ERIC Educational Resources Information Center

    Sherman-Morris, Kathleen; Rodgers, John C., III; McNeal, Karen S.; Brown, Michael E.; Dyer, Jamie L.

    2012-01-01

    Because of the historically low numbers of minorities in geoscience careers and college majors, an area of growing attention is how teacher professional development may be utilized to increase diversity in the geosciences (Pecore et al., 2007; Sedlock & Metzger, 2007). This paper examines teacher preferences for the timing, location and content of…

  5. Bridging the Geoscientist Workforce Gap: Advanced High School Geoscience Programs

    ERIC Educational Resources Information Center

    Schmidt, Richard William

    2013-01-01

    The purpose of this participatory action research was to create a comprehensive evaluation of advanced geoscience education in Pennsylvania public high schools and to ascertain the possible impact of this trend on student perceptions and attitudes towards the geosciences as a legitimate academic subject and possible career option. The study builds…

  6. On the Cutting Edge: Workshops, Online Resources, and Community Development

    NASA Astrophysics Data System (ADS)

    Mogk, D. W.; Macdonald, H.; Manduca, C. A.; Tewksbury, B. J.; Fox, S.; Iverson, E. A. R.; Beane, R. J.; Mcconnell, D. A.; Wiese, K.; Wysession, M. E.

    2014-12-01

    On the Cutting Edge, funded by NSF since 2002, offers a comprehensive professional development program for geoscience faculty. The program includes an annual integrated in-person and virtual workshop series, has developed an extensive collection of peer-reviewed instructional activities and related online resources, and supports continuing community development through sponsorship of webinars, listservs, opportunities for community contributions, and dissemination of resources to keep faculty current in their science and pedagogic practices. On the Cutting Edge (CE) has offered more than 100 face-to-face and virtual workshops, webinars, journal clubs, and other events to more than 3000 participants. The award-winning website has more than 5000 pages including 47 modules on career management, pedagogy, and geoscience topics. It has more than 1800 instructional activities contributed by the community, the majority of which have been peer-reviewed. The website had more than one million visitors last year. We have worked to support a community in which faculty improve their teaching by designing courses using research-based methods to foster higher-order thinking, incorporate geoscience data, and address cognitive and affective aspects of learning as well as a community in which faculty are comfortable and successful in managing their careers. The program addresses the needs of faculty in all career stages at the full spectrum of institutions and covering the breadth of the geoscience curriculum. We select timely and compelling topics that attract different groups of participants. CE workshops are interactive, model best pedagogical practices, emphasize participant learning, provide opportunities for participants to share their knowledge and experience, provide high-quality resources, give participants time to reflect and to develop action plans, and help transform their ideas about teaching. On the Cutting Edge has had an impact on teaching based on data from national

  7. Toolsets for Airborne Data

    Atmospheric Science Data Center

    2015-04-02

    article title:  Toolsets for Airborne Data     View larger image The ... limit of detection values. Prior to accessing the TAD Web Application ( https://tad.larc.nasa.gov ) for the first time, users must ...

  8. In Brief: Awards for best geoscience publications

    NASA Astrophysics Data System (ADS)

    Showstack, Randy

    2008-01-01

    Four Earth science publications were honored by the Geoscience Information Society (GSIS) at its meeting held in conjunction with the 2007 meeting of the Geological Society of America. The four-volume Encyclopedia of Quaternary Science, published by Elsevier in 2007, received the Mary B. Ansari Best Reference Work Award as an outstanding reference work in the field of geoscience information published during the previous 3 years. Lura E. Joseph, associate professor of administration and geology librarian at the University of Illinois at Urbana-Champaign, received the GSIS Best Paper Award for her article, ``Image and figure quality: A study of Elsevier's Earth and Planetary Sciences electronic journal back file package,'' published in the September-December 2006 issue of Library Collections, Acquisitions, and Technical Services. The Best Guidebook Award recognized two books: Geology of the Chama Basin, published by the New Mexico Geological Society in 2005, and 1906 San Francisco Earthquake Centennial Field Guides, published by the Geological Society of America in 2006. For more information, visit the Web site: http://www.geoinfo.org.

  9. The airborne laser

    NASA Astrophysics Data System (ADS)

    Lamberson, Steven; Schall, Harold; Shattuck, Paul

    2007-05-01

    The Airborne Laser (ABL) is an airborne, megawatt-class laser system with a state-of-the-art atmospheric compensation system to destroy enemy ballistic missiles at long ranges. This system will provide both deterrence and defense against the use of such weapons during conflicts. This paper provides an overview of the ABL weapon system including: the notional operational concept, the development approach and schedule, the overall aircraft configuration, the technologies being incorporated in the ABL, and the current program status.

  10. Resources for Designing, Selecting and Teaching with Visualizations in the Geoscience Classroom

    NASA Astrophysics Data System (ADS)

    Kirk, K. B.; Manduca, C. A.; Ormand, C. J.; McDaris, J. R.

    2009-12-01

    Geoscience is a highly visual field, and effective use of visualizations can enhance student learning, appeal to students’ emotions and help them acquire skills for interpreting visual information. The On the Cutting Edge website, “Teaching Geoscience with Visualizations” presents information of interest to faculty who are teaching with visualizations, as well as those who are designing visualizations. The website contains best practices for effective visualizations, drawn from the educational literature and from experts in the field. For example, a case is made for careful selection of visualizations so that faculty can align the correct visualization with their teaching goals and audience level. Appropriate visualizations will contain the desired geoscience content without adding extraneous information that may distract or confuse students. Features such as labels, arrows and contextual information can help guide students through imagery and help to explain the relevant concepts. Because students learn by constructing their own mental image of processes, it is helpful to select visualizations that reflect the same type of mental picture that students should create. A host of recommended readings and presentations from the On the Cutting Edge visualization workshops can provide further grounding for the educational uses of visualizations. Several different collections of visualizations, datasets with visualizations and visualization tools are available on the website. Examples include animations of tsunamis, El Nino conditions, braided stream formation and mountain uplift. These collections are grouped by topic and range from simple animations to interactive models. A series of example activities that incorporate visualizations into classroom and laboratory activities illustrate various tactics for using these materials in different types of settings. Activities cover topics such as ocean circulation, land use changes, earthquake simulations and the use of

  11. Generic and scientific constraints involving geoethics and geoeducation in planetary geosciences

    NASA Astrophysics Data System (ADS)

    Martínez-Frías, Jesús

    2013-04-01

    Geoscience education is a key factor in the academic, scientific and professional progress of any modern society. Geoethics is an interdisciplinary field, which involves Earth and Planetary Sciences as well as applied ethics, regarding the study of the abiotic world. These coss-cutting interactions linking scientific, societal and cultural aspects, consider our planet, in its modern approach, as a system and as a model. This new perspective is extremely important in the context of geoducation in planetary geosciences. In addition, Earth, our home planet, is the only planet in our solar system known to harbor life. This also makes it crucial to develop any scientific strategy and methodological technique (e.g. Raman spectroscopy) of searching for extraterrestrial life. In this context, it has been recently proposed [1-3] that the incorporation of the geoethical and geodiversity issues in planetary geology and astrobiology studies would enrich their methodological and conceptual character (mainly but not only in relation to planetary protection). Modern geoscience education must take into account that, in order to understand the origin and evolution of our planet, we need to be aware that the Earth is open to space, and that the study of meteorites, asteroids, the Moon and Mars is also essential for this purpose (Earth analogs are also unique sites to define planetary guidelines). Generic and scientific constraints involving geoethics and geoeducation should be incorporated into the teaching of all fundamental knowledge and skills for students and teachers. References: [1] Martinez-Frias, J. et al. (2009) 9th European Workshop on Astrobiology, EANA 09, 12-14 October 2009, Brussels, Belgiam. [2] Martinez-Frias, J., et al. (2010) 38th COSPAR Scientific Assembly. Protecting the Lunar and Martian Environments for Scientific Research, Bremen, Germany, 18-25 July. [3] Walsh et al. (2012) 43rd Lunar and Planetary Science Conference, 1910.pdf

  12. Launching an Academic Career: On the Cutting Edge Resources for Geoscience Graduate Students, Post-doctoral Fellows, and Early Career Faculty

    NASA Astrophysics Data System (ADS)

    Richardson, R. M.; Ormand, C. J.; MacDonald, H.; Dunbar, R. W.; Allen-King, R. M.; Manduca, C. A.

    2010-12-01

    Launching an academic career presents a number of challenges. A recent article in the Chronicle of Higher Education depicts academia as an “ivory sweatshop,” citing rising standards for tenure. Most graduate programs provide minimal training for life beyond graduate school. The professional development program “On the Cutting Edge” fills this gap by providing workshops and web resources on academic careers for graduate students, postdoctoral fellows, and early career faculty. These workshops and web resources address a wide range of topics related to teaching, research, and managing one’s career, tailored for each group. The Preparing for an Academic Career in the Geosciences workshop to help graduate students and postdoctoral fellows make the transition into an academic career has been offered annually since 2003. It provides a panel on academic careers in different institutional settings, sessions on research on learning, various teaching strategies, design of effective teaching activities, moving research forward to new settings, effective teaching and research statements, the job search process, negotiation, and presenting oneself to others. Complementary online resources (http://serc.carleton.edu/NAGTWorkshops/careerprep/index.html) focus on these topics. The workshops and web resources offer guidance for each step of the job search process, for developing and teaching one’s own courses, and for making the transition from being a research student to being in charge of a research program. Online resources also include case studies of successful dual career couples, documenting their job search strategies. A four-day workshop for Early Career Geoscience Faculty: Teaching, Research, and Managing Your Career, offered annually since 1999, provides sessions on teaching strategies, course design, developing a strategic plan for research, supervising student researchers, navigating departmental and institutional politics, preparing for tenure, time and

  13. Broadening Participation in Geosciences with Academic Year and Summer Research Experiences

    NASA Astrophysics Data System (ADS)

    Austin, S. A.; Howard, A.; Johnson, L. P.; Gutierrez, R.; Chow, Y.

    2013-12-01

    Medgar Evers College, City University of New York, has initiated a multi-tiered strategy aimed at increasing the number of under-represented minority and female students pursuing careers in the Geosciences, especially Earth and Atmospheric Sciences and related areas. The strategy incorporates research on the persistence of minority and female under-represented students in STEM disciplines. The initiatives include NASA and NSF-funded team-based undergraduate research activities during the summer and academic year as well as academic support (clustering, PTLT workshops for gatekeeper courses), curriculum integration modules, and independent study/special topics courses. In addition, high school students are integrated into summer research activities working with undergraduate and graduate students as well as faculty and other scientist mentors. An important initial component was the building of an infrastructure to support remote sensing, supported by NASA. A range of academic year and summer research experiences are provided to capture student interest in the geosciences. NYC-based research activities include urban impacts of global climate change, the urban heat island, ocean turbulence and general circulation models, and space weather: magnetic rope structure, solar flares and CMEs. Field-based investigations include atmospheric observations using BalloonSat sounding vehicles, observations of tropospheric ozone using ozonesondes, and investigations of the ionosphere using a CubeSat. This presentation provides a description of the programs, student impact, challenges and observations.

  14. NATIONAL GEOSCIENCE DATA REPOSITORY SYSTEM PHASE III: IMPLEMENTATION AND OPERATION OF THE REPOSITORY

    SciTech Connect

    Marcus Milling

    2000-12-01

    In the past six months the NGDRS program has seen a new spike in activity, particularly in October 2000. This new spike in activity is the result of increased activities in the petroleum sector, including new funding to examine infrastructure issues facing many of the companies over the long-term. With industry conditions continuing to rapidly change and evolve, the primary core and cuttings preservation strategy has evolved as well. With the severe lack of available public data repository space and the establishment of a major national geoscience data repository facility unlikely in the near future, the focus is on increasing public awareness and access to nonproprietary company data holdings that remain in the public and private sector. Efforts still continue to identify and facilitate the entry of new repository space into the public sector. Additionally, AGI has been working with the National Academy of Sciences Board on Earth Sciences and Resources staff to initiate a study and workshop to develop a policy recommendation on geoscience data preservation and prioritization of efforts. Additional data transfer efforts were undertaken during the second half of FY00. Altura's Permian Basin core was contributed to the Texas BEG's facility in Midland. Transcription and evaluation of selected seismic data from the Santa Barbara Channel previously owned by Phillips was completed. Additionally, Chevron has released over 180,000 boxes of cores to the public through the NGDRS metadata catalog.

  15. Geoscience terminology for data interchange: the CGI Geoscience Terminology Work Group (Invited)

    NASA Astrophysics Data System (ADS)

    Richard, S. M.; Gtwg, G.

    2013-12-01

    The Commission for the Management and Application of Geoscience Information (CGI), a Commission of the International Union of Geological Sciences (IUGS) has formed the Geoscience Terminology Working Group (GTWG, http://www.cgi-iugs.org/tech_collaboration/ geoscience_terminology_ working_group.html) to unify vocabulary development efforts of the Multhes working group of the 1990s, the Multilingual Thesaurus Working Group (MLT) formed in 2003, and the Concept Definition Task Group formed in 2007. The workgroup charge is to develop, review, adopt, publish, and steward vocabularies and associated documentation for use in geoscience information systems. The group will develop liaisons with other semantic interoperability groups to ensure cross-domain interoperability. The objective is to create vocabularies that bind URIs to geoscience concepts, and allow linking between concepts in the CGI vocabularies and other vocabularies such as SWEET, GEMET, and the GCMD. Representations of the concepts use SKOS RDF/XML and a standardized vocabulary service that to enable navigating links to concepts, accessing definitions, and obtaining language-localized labels for concepts. The SISSvoc service developed by CSIRO Australia has been deployed for CGI vocabulary services. Vocabularies are currently constructed by gathering candidate terms in spreadsheet tables because these are easy for text editing and review. When the vocabulary is mature, it is migrated into SKOS, an RDF application for encoding concepts with identifiers, definitions, source information, standard thesaurus type relationships, and language-localized labels. Each vocabulary is 'shepherded' by a GTWG member, who is responsible for organizing a team to compile a draft vocabulary, present it for review by appropriate authorities, respond to review comments, and determine when the vocabulary is ready for adoption by a vote of the workgroup. The first meeting of the work group took place, hosted by VSEGEI in St

  16. Geoscience and a Lunar Base: A Comprehensive Plan for Lunar Exploration

    NASA Technical Reports Server (NTRS)

    Taylor, G. Jeffrey (Editor); Spudis, Paul D. (Editor)

    1990-01-01

    This document represents the proceedings of the Workshop on Geoscience from a Lunar Base. It describes a comprehensive plan for the geologic exploration of the Moon. The document begins by explaining the scientific importance of studying the Moon and outlines the many unsolved problems in lunar science. Subsequent chapters detail different, complementary approaches to geologic studies: global surveys, including orbiting spacecraft such as Lunar Observer and installation of a global geophysical network; reconnaissance sample return mission, by either automated rovers or landers, or by piloted forays; detailed field studies, which involve astronauts and teleoperated robotic field geologists. The document then develops a flexible scenario for exploration and sketches the technological developments needed to carry out the exploration scenario.

  17. Geospatial Technology and Geosciences - Defining the skills and competencies in the geosciences needed to effectively use the technology (Invited)

    NASA Astrophysics Data System (ADS)

    Johnson, A.

    2010-12-01

    Maps, spatial and temporal data and their use in analysis and visualization are integral components for studies in the geosciences. With the emergence of geospatial technology (Geographic Information Systems (GIS), remote sensing and imagery, Global Positioning Systems (GPS) and mobile technologies) scientists and the geosciences user community are now able to more easily accessed and share data, analyze their data and present their results. Educators are also incorporating geospatial technology into their geosciences programs by including an awareness of the technology in introductory courses to advanced courses exploring the capabilities to help answer complex questions in the geosciences. This paper will look how the new Geospatial Technology Competency Model from the Department of Labor can help ensure that geosciences programs address the skills and competencies identified by the workforce for geospatial technology as well as look at new tools created by the GeoTech Center to help do self and program assessments.

  18. The TIMS Data User's Workshop

    NASA Technical Reports Server (NTRS)

    Kahle, Anne B. (Editor); Abbott, Elsa (Editor)

    1986-01-01

    A workshop was held to bring together all users of data from NASA's airborne Thermal Infrared Multispectral Scanner (TIMS). The purpose was to allow users to compare results, data processing algorithms, and problems encountered; to update the users on the latest instrument changes and idiosyncracies, including distribution of the TIMS investigation guide; to inform the users of the wide range of problems that are currently being tackled by other TIMS investigators; to explore ways to expand the user community; to discuss current areas where more basic research is required; and to discuss the future directions of NASA's thermal infrared remote sensing programs. Also discussed were: geology, land use, archeology; and data processing and noise research.

  19. Bridging the Geoscientist Workforce Gap: Advanced High School Geoscience Programs

    NASA Astrophysics Data System (ADS)

    Schmidt, Richard William

    The purpose of this participatory action research was to create a comprehensive evaluation of advanced geoscience education in Pennsylvania public high schools and to ascertain the possible impact of this trend on student perceptions and attitudes towards the geosciences as a legitimate academic subject and possible career option. The study builds on an earlier examination of student perceptions conducted at Northern Arizona University in 2008 and 2009 but shifts the focus to high school students, a demographic not explored before in this context. The study consisted of three phases each examining a different facet of the advanced geoscience education issue. Phase 1 examined 572 public high schools in 500 school districts across Pennsylvania and evaluated the health of the state's advanced geoscience education through the use of an online survey instrument where districts identified the nature of their geoscience programs (if any). Phase 2 targeted two groups of students at one suburban Philadelphia high school with an established advanced geoscience courses and compared the attitudes and perceptions of those who had been exposed to the curricula to a similar group of students who had not. Descriptive and statistically significant trends were then identified in order to assess the impact of an advanced geoscience education. Phase 3 of the study qualitatively explored the particular attitudes and perceptions of a random sampling of the advanced geoscience study group through the use of one-on-one interviews that looked for more in-depth patterns of priorities and values when students considered such topics as course enrollment, career selection and educational priorities. The results of the study revealed that advanced geoscience coursework was available to only 8% of the state's 548,000 students, a percentage significantly below that of the other typical K-12 science fields. It also exposed several statistically significant differences between the perceptions and

  20. Taking Geoscience to Public Schools: Attitude and Knowledge Relationships

    NASA Astrophysics Data System (ADS)

    Silliman, J. E.; Hansen, A.; McDonald, J.; Martinez, M.

    2005-12-01

    The Cabeza de Vaca Earthmobile Program is an ongoing project that is designed to strengthen geoscience education in South Texas public schools. It began in June 2003 and is funded by the National Science Foundation. This outreach program involves collaboration between Texas A&M University-Corpus Christi and four independent school districts in South Texas with support from the South Texas Rural Systemic Initiative, another NSF-funded project. Additional curriculum support has been provided by various local and state organizations. Across Texas, fifth grade students are demonstrating a weakness in geoscience concepts as evidenced by their scores on the Texas Assessment of Knowledge and Skills. As a result, fifth and sixth grade public school students from low-income school districts were selected to participate in this program. At this age students are already making decisions that will affect their high school and college years. The main purpose of this project is to encourage these students, many of whom are Hispanic, to become geoscientists. This purpose is accomplished by enhancing their geoscience knowledge, nurturing their interest in geoscience and showing them what careers are available in the geosciences. Educators and scientists collaborate to engage students in scientific discovery through hands-on laboratory exercises and exposure to state-of-the-art technology (laptop computers, weather stations, telescopes, etc.). Students' family members become involved in the geoscience learning process as they participate in Family Science Night activities. Family Science Nights constitute an effective venue to reach the public. During the course of the Cabeza de Vaca Earthmobile Program, investigators have measured success in two ways: improvement in students' knowledge of geoscience concepts and change in students' attitudes towards geoscience. Findings include significant improvement in students' knowledge of geoscience. Students also report more positive

  1. Are we Meeting our Goals in Geoscience Education Projects? The Critical Need for Program Evaluation

    NASA Astrophysics Data System (ADS)

    Henderson, S.; Johnson, R. M.; Foster, S. Q.

    2002-12-01

    In response to the need for collaboration between geoscientists and educators, many universities and research institutions have organized and implemented a multitude of education and outreach efforts. Programs have been developed to reach diverse audiences including K-12 science teachers and their students, undergraduate and graduate students, and the general public. While the breadth and scope of geoscience education and outreach activities are growing, program results and outcomes are not always clearly tracked or reported. It is important to determine if the goals and objectives of geoscience education projects are being met through a well designed evaluation approach. Traditionally, many education and outreach programs have asked for feedback in either a cursory fashion (short participant satisfaction feedback) or relied on anecdotal evidence. The University Corporation for Atmospheric Research's (UCAR) Office of Education and Outreach (EO) is building an extensive framework to gather evaluation and assessment information from all of its education programs that will inform program organizers and be of use to others interested in implementing similar programs. EO is the point of contact and dissemination for education and outreach at UCAR, the National Center for Atmospheric Research (NCAR), and the UCAR Office of Programs (UOP). EO collaborates with NCAR scientists through the creation of K-12 educational resources and technologies, web sites, professional development workshops, special events, public tours, and exhibits. To meet the diverse evaluation needs of those various education and outreach programs, qualitative and quantitative information gathering techniques are being used. This presentation will provide an overview of evaluation tools and techniques as well as the findings from two 2002 summer workshops, a mentor program, and a web site.

  2. From Classrooms to Geosciences Careers: Developing and Testing a Curriculum Module and Web Application for Modeling Water in Urban Environments

    NASA Astrophysics Data System (ADS)

    Cervenec, J. M.; Durand, M. T.

    2014-12-01

    A curriculum module created to teach basic principles of hydrology and promote geoscience careers at the high school level will be shared. The module, consisting of five exercises of increasing complexity, focuses on investigating local problems in hydrology using tangible models, readily available online tools, and a custom-built web application. The module culminates in students examining changing land use patterns over time and looking at subsequent impacts on runoff. Materials were field tested during two summer workshops for educators and support was provided during the subsequent school years. Participants reported that the materials filled existing voids in their instructional materials, that they preferred to select individual exercises for use in their classrooms rather than the module as a whole, and that they found online tools in geosciences and connections to local field sites and geoscience professionals to be particularly valuable. Furthermore, while the five exercises where developed for use together in high school classrooms, individual exercises were found to be applicable in classrooms from the elementary through graduate levels. The module addresses NGSS Disciplinary Core Idea - The Role of Water in Earth's Surface Processes in addition to Cross Cutting Concepts - Systems and System Models and Influence of Engineering, Technology, and Science on Society and the Natural World and multiple NGSS Practices.

  3. Facilitating career advancement for women in the Geosciences through the Earth Science Women's Network (ESWN)

    NASA Astrophysics Data System (ADS)

    Hastings, M. G.; Kontak, R.; Holloway, T.; Kogan, M.; Laursen, S. L.; Marin-Spiotta, E.; Steiner, A. L.; Wiedinmyer, C.

    2011-12-01

    The Earth Science Women's Network (ESWN) is a network of women geoscientists, many of who are in the early stages of their careers. The mission of ESWN is to promote career development, build community, provide informal mentoring and support, and facilitate professional collaborations, all towards making women successful in their scientific careers. ESWN currently connects over 1000 women across the globe, and includes graduate students, postdoctoral associates, faculty from a diversity of colleges and universities, program managers, and government, non-government and industry researchers. ESWN facilitates communication between its members via an email listserv and in-person networking events, and also provides resources to the broader community through the public Earth Science Jobs Listserv that hosts over 1800 subscribers. With funding from a NSF ADVANCE PAID grant, our primary goals include growing our membership to serve a wider section of the geosciences community, designing and administering career development workshops, promoting professional networking at major scientific conferences, and developing web resources to build connections, collaborations, and peer mentoring for and among women in the Earth Sciences. Recognizing that women in particular face a number of direct and indirect biases while navigating their careers, we aim to provide a range of opportunities for professional development that emphasize different skills at different stages of career. For example, ESWN-hosted mini-workshops at national scientific conferences have targeted skill building for early career researchers (e.g., postdocs, tenure-track faculty), with a recent focus on raising extramural research funding and best practices for publishing in the geosciences literature. More concentrated, multi-day professional development workshops are offered annually with varying themes such as Defining Your Research Identity and Building Leadership Skills for Success in Scientific Organizations

  4. Unidata: A cyberinfrastrucuture for the geosciences

    NASA Astrophysics Data System (ADS)

    Ramamurthy, Mohan

    2016-04-01

    Data are the lifeblood of the geosciences. Rapid advances in computing, communications, and observational technologies - along with concomitant advances in high-resolution modeling, ensemble and coupled-systems predictions of the Earth system - are revolutionizing nearly every aspect of our field. The result is a dramatic proliferation of data from diverse sources; data that are consumed by an evolving and ever-broadening community of users and that are becoming the principal engine for driving scientific advances. Data-enabled research has emerged as a Fourth Paradigm of science, alongside experiments, theoretical studies, and computer simulations Unidata is a data facility, sponsored by the NSF, and our mission is to provide the data services, tools, and cyberinfrastructure leadership that advance Earth system science, enhance educational opportunities, and broaden participation in the geosciences. For more nearly thirty years, Unidata has worked in concert with the atmospheric science education and research community to develop and provide innovative data systems, tools, techniques, and resources to support data-enabled science to understand the Earth system. In doing so, Unidata has maintained a close, synergistic relationship with the universities, engaging them in collaborative efforts to exploit data and technologies, and removing roadblocks to data discovery, access, analysis, and effective use. As a community-governed program, Unidata depends on guidance and feedback from educators, researchers, and students in the atmospheric and related sciences. The Unidata Program helps researchers and educators acquire and use earth-related data. Most of the data are provided in "real time" or "near-real time" - that is, the data are sent to participants almost as soon as the observations are made. Unidata also develops, maintains, and supports a variety of software packages. Most of these packages are developed at the Unidata Program Center (UPC), while a few others

  5. Satellite Applications for K-12 Geoscience Education

    NASA Astrophysics Data System (ADS)

    Mooney, M.; Ackerman, S.; Lettvin, E.; Emerson, N.; Whittaker, T. M.

    2007-12-01

    This presentation will highlight interactive on-line curriculum developed at the Cooperative Institute for Meteorological Satellite Studies (CIMSS) at the University of Wisconsin in Madison. CIMSS has been on the forefront of educational software design for over two decades, routinely integrating on-line activities into courses on satellite remote sensing. In 2006, CIMSS began collaborating with education experts and researchers from the University of Washington to create an NSF-funded distance learning course for science teachers called Satellite Applications for Geoscience Education. This course includes numerous web-based learning activities, including a distance education tool called VISITview which allows instructors to connect with multiple students simultaneously to conduct a lesson. Developed at CIMSS to facilitate training of National Weather Service forecasters economically and remotely, VISITview is especially effective for groups of people discussing and analyzing maps or images interactively from many locations. Along with an on-line chat function, VISITview participants can use a speaker phone or a networked voice-enabled application to create a learning environment similar to a traditional classroom. VISITview will be used in two capacities: first, instructors will convey topics of current relevance in geoscience disciplines via VISITview. Second, the content experts will participate in "virtual visits" to the classrooms of the educators who take the course for full credit. This will enable scientists to interact with both teachers and students to answer questions and discuss exciting or inspiring examples that link satellite data to their areas of research. As long as a school has Internet access, an LCD projector and a speakerphone, VISITview sessions can be shared with an entire classroom. The geoscientists who developed material for the course and conducting VISITview lectures include a geologist from the University of Wisconsin-Richland, an

  6. Initial Validation and Results of Geoscience Laser Altimeter System Optical Properties Retrievals

    NASA Technical Reports Server (NTRS)

    Hlavka, Dennis L.; Hart, W. D.; Pal, S. P.; McGill, M.; Spinhirne, J. D.

    2004-01-01

    Verification of Geoscience Laser Altimeter System (GLAS) optical retrievals is . problematic in that passage over ground sites is both instantaneous and sparse plus space-borne passive sensors such as MODIS are too frequently out of sync with the GLAS position. In October 2003, the GLAS Validation Experiment was executed from NASA Dryden Research Center, California to greatly increase validation possibilities. The high-altitude NASA ER-2 aircraft and onboard instrumentation of Cloud Physics Lidar (CPL), MODIS Airborne Simulator (MAS), and/or MODIS/ASTER Airborne Simulator (MASTER) under-flew seven orbit tracks of GLAS for cirrus, smoke, and urban pollution optical properties inter-comparisons. These highly calibrated suite of instruments are the best data set yet to validate GLAS atmospheric parameters. In this presentation, we will focus on the inter-comparison with GLAS and CPL and draw preliminary conclusions about the accuracies of the GLAS 532nm retrievals of optical depth, extinction, backscatter cross section, and calculated extinction-to-backscatter ratio. Comparisons to an AERONET/MPL ground-based site at Monterey, California will be attempted. Examples of GLAS operational optical data products will be shown.

  7. Enabling Global Collaboration in the Geosciences

    NASA Astrophysics Data System (ADS)

    Klump, Jens; Allison, Lee; Asch, Kristine; Fox, Peter; Gundersen, Linda; Jackson, Ian; Loewe, Peter; Snyder, Walter S.; Ritschel, Bernd

    2008-12-01

    Geoinformatics 2008; Potsdam, Germany, 11-13 June 2008; Scientists are facing an increasing flood of data and information in the Earth sciences from which they try to distill knowledge. The emerging discipline of geoinformatics brings together the tools necessary to create and make accessible the knowledge needed to respond to society's complex challenges, such as climate change, new energy and mineral resources, new sources of water, and protecting environmental and human health. Globalization of geoinformatics-based research and education in support of meeting societal challenges was the theme for the Geoinformatics 2008 conference, which was held at the German Research Centre for Geosciences, in Potsdam, Germany. Participants came from China, France, Germany, Japan, Netherlands, Russia, Switzerland, the United Kingdom, and the United States, representing academic institutions, national research centers, and government agencies.

  8. Retreating to Advance Women Geoscience Faculty

    NASA Astrophysics Data System (ADS)

    O'Connell, Suzanne; Holmes, Mary Anne

    2007-11-01

    Geoscience Academics in the Northeast (GAIN) Writing Retreat; Dover, Massachusetts, 29 July to 3 August 2007 Seventeen women geoscientists from New England, New York, and New Jersey assembled for a writing retreat at Boston College's Connors Family Retreat and Conference Center, set on 80 pastoral acres on the outskirts of Boston. Funded through the National Science Foundation ADVANCE program, the retreat had two objectives: to facilitate writing and to develop a supportive community. It succeeded on both accounts. Although new to science, retreats of this sort have long been a highly sought after experience for writers in other disciplines. The potential benefits for scientists, in particular, women scientists, are great. Writing is a cornerstone of our work, yet we struggle to find time for it, juggling the demands of students, teaching, family, domestic chores, and research.

  9. The Role of Virtual Globes in Geoscience

    NASA Technical Reports Server (NTRS)

    Bailey, John E.; Chen, Aijun

    2011-01-01

    One of the difficulties faced by Earth scientists of all disciplines is how to effectively communicate their research to both other scientists and the general public. With increased attention paid to the health of the planet, the activities of geoscientists in particular are falling under the spotlight of public interest. In age where the internet availability has brought an expectation of information being instantly visible in a graphically rich format, the development of Virtual Globes --computer-based representations of the real-world--has become a natural progression for how best to view these data. In this special issue we bring together a cross-selection of the many examples of how Virtual Globe technologies are being used for geoscience.

  10. Magnetometers for Geoscience (Christiaan Huygens Medal Lecture)

    NASA Astrophysics Data System (ADS)

    Korepanov, V.

    2009-04-01

    Measuring the Earth's magnetic field is one of the first metrological actions of humankind, traceable till about 5000 years BC. It is remarkable that the interest in magnetic fields measurements still is growing and the scope of their applications is getting wider and wider. The progress in the recent 20-30 years in the development of magnetometers of different kinds is highly impressive. Currently practically all scales of the magnetic field values can be measured - from the huge magnetic fields of astronomical objects down to atto-Tesla levels. A modern flux-gate magnetometer (FGM) may cover an amazing dynamic range of the magnetic field, ranging from 10-4 down to 10-12 T, and even lower. The second most important parameter, the zero line drift, may reach below 10-5 of the full measurement scale per year. Development of state of the art FGMs requires profound research activity in various science disciplines: mathematics, metrology, electronics and material science to name a few. This talk reviews the principles of various types of existing magnetometers and their main performance aspects are compared. It is shown that the most suitable type of instrument for measurements of the magnetic fields in the range applicable for geosciences is the FGM. A few highlights of recent developments of FGMs, with record parameters concerning noise level and power consumption, are given. Techniques to lower the noise to a cutting edge level are described and a new physical phenomenon discovered during this development work is reported and explained. Advancement in flux-gate magnetometry is discussed and a few specific examples are presented: a) a one-second INTERMAGNET-compatible FGM, b) a super-low power FGM, c) the lowest available noise FGM and d) the smallest but sensitive FGM for nano-satellites. Finally some applications for FGM use in geosciences are given and envisaged progress in the future development in the field of magnetic observations is discussed.

  11. The use of geoscience methods for terrestrial forensic searches

    NASA Astrophysics Data System (ADS)

    Pringle, J. K.; Ruffell, A.; Jervis, J. R.; Donnelly, L.; McKinley, J.; Hansen, J.; Morgan, R.; Pirrie, D.; Harrison, M.

    2012-08-01

    Geoscience methods are increasingly being utilised in criminal, environmental and humanitarian forensic investigations, and the use of such methods is supported by a growing body of experimental and theoretical research. Geoscience search techniques can complement traditional methodologies in the search for buried objects, including clandestine graves, weapons, explosives, drugs, illegal weapons, hazardous waste and vehicles. This paper details recent advances in search and detection methods, with case studies and reviews. Relevant examples are given, together with a generalised workflow for search and suggested detection technique(s) table. Forensic geoscience techniques are continuing to rapidly evolve to assist search investigators to detect hitherto difficult to locate forensic targets.

  12. Utilizing Windows Azure to Support Geo-science Applications

    NASA Astrophysics Data System (ADS)

    Xia, J.

    2014-12-01

    Windows Azure is a cloud computing platform and infrastructure, created by Microsoft for developing, deploying and managing applications through global networks. It provides Platform as a service (PaaS) which have been widely used in different domains to support scientific studies. This paper experiences the feasibility of utilizing Windows Azure to support different type of geo-science applications. Specially, the load balancing feature of Azure is used to address intensive concurrent access for geo-science data; cloud-based database is utilized for support Big Spatial data management; and the global deployment feature is used to improve the evaluation accuracy for geo-science services.

  13. Geoscience Education Opportunities: Partnerships to Advance TeacHing and Scholarship (GEOPATHS) in the Kansas City Metropolitan Area

    NASA Astrophysics Data System (ADS)

    Niemi, T. M.; Adegoke, J.; Stoddard, E.; Odom, L.; Ketchum, D.

    2007-12-01

    The GEOPATHS project is a partnership between the University of Missouri Kansas City (UMKC) and the Kansas City Missouri School District (KCMSD). The goal of GEOPATHS is to raise enrollment in the Geosciences, especially among populations that are traditionally underrepresented in the discipline. We are addressing this goal by expanding dual-credit and Advanced Placement (AP) opportunities for high school students and also by serving teachers through enhancing their understanding of geoscience content and inquiry teaching methods using GLOBE resources and protocols. Our focus in the first two years of the project is to increase the number of teachers that are certified to teach AP Environmental Science by offering specially designed professional development workshops for high school teachers in the Kansas City Metropolitan Area. The structure of the workshop for each year is divided into two weeks of content knowledge exploration using the learning cycle and concept mapping, and one week of inquiry-based experiments, field projects, and exercises. We are also supporting teachers in their use of these best-practice methods by providing materials and supplies along with lesson plans for inquiry investigations for their classes. The lesson plans include activities and experiments that are inquiry-based. The last two years of the project will include direct engagement/recruiting of promising minority high school students via paid summer research internships and scholarship offers.

  14. The Airborne Laser

    NASA Astrophysics Data System (ADS)

    Lamberson, Steven E.

    2002-09-01

    The US Air Force Airborne Laser (ABL) is an airborne, megawatt-class laser system with a state-of-the-art atmospheric compensation system to destroy enemy ballistic missiles at long ranges. This system will provide both deterrence and defense against the use of such weapons during conflicts. This paper provides an overview of the ABL weapon system including: the notional operational concept, the development approach and schedule, the overall aircraft configuration, the technologies being incorporated in the ABL, and the risk reduction approach being utilized to ensure program success.

  15. Airborne oceanographic lidar system

    NASA Technical Reports Server (NTRS)

    1975-01-01

    Specifications and preliminary design of an Airborne Oceanographic Lidar (AOL) system, which is to be constructed for installation and used on a NASA Wallops Flight Center (WFC) C-54 research aircraft, are reported. The AOL system is to provide an airborne facility for use by various government agencies to demonstrate the utility and practicality of hardware of this type in the wide area collection of oceanographic data on an operational basis. System measurement and performance requirements are presented, followed by a description of the conceptual system approach and the considerations attendant to its development. System performance calculations are addressed, and the system specifications and preliminary design are presented and discussed.

  16. NASA Airborne Lidar July 1991

    Atmospheric Science Data Center

    2016-05-26

    NASA Airborne Lidar July 1991 Data from the 1991 NASA Langley Airborne Lidar flights following the eruption of Pinatubo in July ... and Osborn [1992a, 1992b]. Project Title:  NASA Airborne Lidar Discipline:  Field Campaigns ...

  17. NASA Airborne Lidar May 1992

    Atmospheric Science Data Center

    2016-05-26

    NASA Airborne Lidar May 1992 An airborne Nd:YAG (532 nm) lidar was operated by the NASA Langley Research Center about a year following the June 1991 eruption of ... Osborn [1992a, 1992b].  Project Title:  NASA Airborne Lidar Discipline:  Field Campaigns ...

  18. Workshop introduction

    SciTech Connect

    Streeper, Charles

    2010-01-01

    The Department of Energy's National Nuclear Security Administration's Global Threat Reduction Initiative (GTRI) has three subprograms that directly reduce the nuclear/radiological threat; Convert (Highly Enriched Uranium), Protect (Facilities), and Remove (Materials). The primary mission of the Off-Site Source Recovery Project (OSRP) falls under the 'Remove' subset. The purpose of this workshop is to provide a venue for joint-technical collaboration between the OSRP and the Nuclear Radiation Safety Service (NRSS). Eisenhower's Atoms for Peace initiative and the Soviet equivalent both promoted the spread of the paradoxical (peaceful and harmful) properties of the atom. The focus of nonproliferation efforts has been rightly dedicated to fissile materials and the threat they pose. Continued emphasis on radioactive materials must also be encouraged. An unquantifiable threat still exists in the prolific quantity of sealed radioactive sources (sources) spread worldwide. It does not appear that the momentum of the evolution in the numerous beneficial applications of radioactive sources will subside in the near future. Numerous expert studies have demonstrated the potentially devastating economic and psychological impacts of terrorist use of a radiological dispersal or emitting device. The development of such a weapon, from the acquisition of the material to the technical knowledge needed to develop and use it, is straightforward. There are many documented accounts worldwide of accidental and purposeful diversions of radioactive materials from regulatory control. The burden of securing sealed sources often falls upon the source owner, who may not have a disposal pathway once the source reaches the end of its useful life. This disposal problem is exacerbated by some source owners not having the resources to safely and compliantly store them. US Nuclear Regulatory Commission (NRC) data suggests that, in the US alone, there are tens of thousands of high-activity (IAEA

  19. Professionalism Among Women and Men in the Geosciences

    ERIC Educational Resources Information Center

    Moody, Judith B.; And Others

    1976-01-01

    Presented are summaries of four presentations to the annual meeting of the Geological Society of America, Salt Lake City, October 20, 1975, pertaining to the problems particular to women in the geoscience fields. (SL)

  20. Global Crises Could Renew Interest in Geoscience Careers.

    ERIC Educational Resources Information Center

    Pennisi, Elizabeth

    1991-01-01

    The predicted increase in geoscience careers and research opportunities is discussed. A growing environmental concern and the need to search for oil outside the Persian Gulf has led to an educational revitalization in this area. (KR)

  1. GEM Workshop on Intercalibrating Cusp Signatures

    NASA Astrophysics Data System (ADS)

    On October 9, 1990, a lively group of more than 60 scientists from around the world gathered at Northeastern University's Henderson House in Weston, Mass., to spend 4 days in concentrated efforts to unravel the complexities of cusp/cleft theory and observations.Plans for the National Science Foundation-sponsored workshop were formulated at the previous GEM workshop convened by Ted Rosenberg at the University of Maryland in October 1989, where participants agreed that the first task of the first GEM campaign—attacking problems of the magnetopause, boundary layers, and their signatures in the ionosphere—should be the identification of cusp signatures in ground-based and airborne data by intercalibrating with spacecraft data on direct overflights.

  2. Encouraging Involvement of Alaska Natives in Geoscience Careers

    NASA Astrophysics Data System (ADS)

    Hanks, C. L.; Fowell, S. J.; Kowalsky, J.; Solie, D.

    2003-12-01

    Geologically, Alaska is a dynamic state, rich in mineral and energy resources. The impact of natural geologic hazards and mineral resource development can be especially critical in rural areas. While Alaska Natives comprise a large percentage of Alaska's rural population, few have the training to be leaders in the decision-making processes regarding natural hazard mitigation or mineral resource evaluation and exploitation. UAF, with funding from the National Science Foundation, has embarked on a three year integrated program aimed at encouraging young Alaska Natives to pursue geosciences as a career. The program combines the geologic expertise at UAF with established Alaska Native educational outreach programs. The Rural Alaska Honors Institute (RAHI) is a bridging program specifically designed to prepare rural high school students for college. To attract college-bound Alaska Native students into the geosciences, geoscience faculty have developed a college-level, field-intensive, introductory RAHI geoscience course that will fulfill geoscience degree requirements at UAF. In years two and three, this class will be supplemented by a one week field course that will focus on geologic issues encountered in most Alaskan rural communities, such as natural hazards, ground water, mineral and energy resources. In order to retain Alaska Native undergraduate students as geoscience majors, the program is providing scholarships and internship opportunities in cooperation with the Alaska Native Science and Engineering Program (ANSEP). Undergraduate geoscience majors participating in ANSEP can intern as teaching assistants for both the classroom and field courses. Besides being mentors for the RAHI students, the Alaska Native undergraduate geoscience majors have the opportunity to interact with faculty on an individual basis, examine the geologic issues facing Alaska Natives, and explore geology as a profession.

  3. The pre-college teaching of geosciences in the USA

    NASA Astrophysics Data System (ADS)

    Stewart, R.

    2003-04-01

    Most students in the USA learn about the earth in elementary and middle school, with most of the learning in middle schools (students who are 12 to 15 years old). A few students study geosciences in high school (ages 15 to 19). In some states, for example Texas, the high-school courses are being de-emphasized, and very few students take geoscience courses after they are 15 years old. As a result, most high-school graduates know little about such important issues as global warming, air pollution, or water quality. In the USA, the geoscience curriculum is guided by national and state standards for teaching mathematics and science. But the guidance is weak. Curricula are determined essentially by local school boards and teachers with some overview by state governments. For example, the State of Texas requires all students to pass standardized examinations in science at grades 5,10, and 11. The tests are based on the Texas Essential Knowledge and Skills, the state's version of the national standards. The teaching of the geosciences, especially oceanography, is hindered by the weak guidance provided by the national standards. Because of the lack of strong guidance, textbooks include far too much material with very weak ties between the geosciences. As a result, students learn many disconnected facts, not earth system science. Improvements in the teaching of the geosciences requires a clear statement of the important in the geosciences. Why must they be taught? What must be taught? What are the major themes of geoscience research? What is important for all to know?

  4. Geoscience Education Research, Development, and Practice at Arizona State University

    NASA Astrophysics Data System (ADS)

    Semken, S. C.; Reynolds, S. J.; Johnson, J.; Baker, D. R.; Luft, J.; Middleton, J.

    2009-12-01

    Geoscience education research and professional development thrive in an authentically trans-disciplinary environment at Arizona State University (ASU), benefiting from a long history of mutual professional respect and collaboration among STEM disciplinary researchers and STEM education researchers--many of whom hold national and international stature. Earth science education majors (pre-service teachers), geoscience-education graduate students, and practicing STEM teachers richly benefit from this interaction, which includes team teaching of methods and research courses, joint mentoring of graduate students, and collaboration on professional development projects and externally funded research. The geologically, culturally, and historically rich Southwest offers a superb setting for studies of formal and informal teaching and learning, and ASU graduates the most STEM teachers of any university in the region. Research on geoscience teaching and learning at ASU is primarily conducted by three geoscience faculty in the School of Earth and Space Exploration and three science-education faculty in the Mary Lou Fulton Institute and Graduate School of Education. Additional collaborators are based in the College of Teacher Education and Leadership, other STEM schools and departments, and the Center for Research on Education in Science, Mathematics, Engineering, and Technology (CRESMET). Funding sources include NSF, NASA, US Dept Ed, Arizona Board of Regents, and corporations such as Resolution Copper. Current areas of active research at ASU include: Visualization in geoscience learning; Place attachment and sense of place in geoscience learning; Affective domain in geoscience learning; Culturally based differences in geoscience concepts; Use of annotated concept sketches in learning, teaching, and assessment; Student interactions with textbooks in introductory courses; Strategic recruitment and retention of secondary-school Earth science teachers; Research-based professional

  5. ESF EUROCORES Programmes In Geosciences And Environmental Sciences

    NASA Astrophysics Data System (ADS)

    Jonckheere, I. G.

    2007-12-01

    through these distinctive research initiatives, to build on the national research efforts and contribute to the capacity building, in relation with typically about 15-20 post-doc positions and/or PhD studentships supported nationally within each Programme. Typical networking activities are topical workshops, open sessions in a larger conference, Programme conference, (summer / winter) schools, exchange visits across projects or programmes. Overall, EUROCORES Programmes are supported by more than 60 national agencies from 30 countries and by the European Science Foundation (ESF) with support by the European Commission, DG Research (Sixth Framework Programme, contract ERAS-CT-2003-980409). In the framework of AGU, a series of present EUROCORES Programmes in the field of Geosciences and Environmental Sciences are presented (e.g., EuroDIVERSITY, EuroDEEP, EUROMARGINS, EuroCLIMATE, and EuroMinScI).

  6. IPHE Infrastructure Workshop Proceedings

    SciTech Connect

    2010-02-01

    This proceedings contains information from the IPHE Infrastructure Workshop, a two-day interactive workshop held on February 25-26, 2010, to explore the market implementation needs for hydrogen fueling station development.

  7. Proceedings of the 25th Himalaya-Karakoram-Tibet Workshop

    USGS Publications Warehouse

    Leech, Mary L.; Klemperer, Simon L.; Mooney, Walter D.

    2010-01-01

    For a quarter of a century the Himalayan-Karakoram-Tibet (HKT) Workshop has provided scientists studying the India-Asia collision system a wonderful opportunity for workshop-style discussion with colleagues working in this region. In 2010, HKT returns to North America for the first time since 1996. The 25th international workshop is held from June 7 to10 at San Francisco State University, California. The international community was invited to contribute scientific papers to the workshop, on all aspects of geoscience research in the geographic area of the Tibetan Plateau and its bounding ranges and basins, from basic mapping to geochemical and isotopic analyses to large-scale geophysical imaging experiments. In recognition of the involvement of U.S. Geological Survey (USGS) scientists in a wide range of these activities, the USGS agreed to publish the extended abstracts of the numerous components of HKT-25 as an online Open-File Report, thereby ensuring the wide availability and distribution of these abstracts, particularly in the HKT countries from which many active workers are precluded by cost from attending international meetings. In addition to the workshop characterized by contributed presentations, participants were invited to attend a pre-meeting field trip from the Coast Ranges to the Sierra Nevada, to allow the international group to consider how the tectonic elements of the Pacific margin compare to those of the Himalayan belt. Following the workshop, the National Science Foundation (NSF) sponsored a workshop on the 'Future directions for NSF-sponsored geoscience research in the Himalaya/Tibet' intended to provide NSF Program Directors with a clear statement and vision of community goals for the future, including the scientific progress we can expect if NSF continues its support of projects in this geographic region, and to identify which key geoscience problems and processes are best addressed in the Himalaya and Tibet, what key datasets are needed, and

  8. Airborne antenna pattern calculations

    NASA Technical Reports Server (NTRS)

    Knerr, T. J.; Schaffner, P. R.; Mielke, R. R.; Gilreath, M. C.

    1980-01-01

    A procedure for numerically calculating radiation patterns of fuselage-mounted airborne antennas using the Volumetric Pattern Analysis Program is presented. Special attention is given to aircraft modeling. An actual case study involving a large commercial aircraft is included to illustrate the analysis procedure.

  9. Recognizing Airborne Hazards.

    ERIC Educational Resources Information Center

    Schneider, Christian M.

    1990-01-01

    The heating, ventilating, and air conditioning (HVAC) systems in older buildings often do not adequately handle air-borne contaminants. Outlines a three-stage Indoor Air Quality (IAQ) assessment and describes a case in point at a Pittsburgh, Pennsylvania, school. (MLF)

  10. Airborne Fraunhofer Line Discriminator

    NASA Technical Reports Server (NTRS)

    Gabriel, F. C.; Markle, D. A.

    1969-01-01

    Airborne Fraunhofer Line Discriminator enables prospecting for fluorescent materials, hydrography with fluorescent dyes, and plant studies based on fluorescence of chlorophyll. Optical unit design is the coincidence of Fraunhofer lines in the solar spectrum occurring at the characteristic wavelengths of some fluorescent materials.

  11. Airborne Remote Sensing

    NASA Technical Reports Server (NTRS)

    1992-01-01

    NASA imaging technology has provided the basis for a commercial agricultural reconnaissance service. AG-RECON furnishes information from airborne sensors, aerial photographs and satellite and ground databases to farmers, foresters, geologists, etc. This service produces color "maps" of Earth conditions, which enable clients to detect crop color changes or temperature changes that may indicate fire damage or pest stress problems.

  12. International Symposium on Airborne Geophysics

    NASA Astrophysics Data System (ADS)

    Mogi, Toru; Ito, Hisatoshi; Kaieda, Hideshi; Kusunoki, Kenichiro; Saltus, Richard W.; Fitterman, David V.; Okuma, Shigeo; Nakatsuka, Tadashi

    2006-05-01

    Airborne geophysics can be defined as the measurement of Earth properties from sensors in the sky. The airborne measurement platform is usually a traditional fixed-wing airplane or helicopter, but could also include lighter-than-air craft, unmanned drones, or other specialty craft. The earliest history of airborne geophysics includes kite and hot-air balloon experiments. However, modern airborne geophysics dates from the mid-1940s when military submarine-hunting magnetometers were first used to map variations in the Earth's magnetic field. The current gamut of airborne geophysical techniques spans a broad range, including potential fields (both gravity and magnetics), electromagnetics (EM), radiometrics, spectral imaging, and thermal imaging.

  13. Eighteenth workshop on geothermal reservoir engineering: Proceedings

    SciTech Connect

    Ramey, H.J. Jr.; Horne, R.J.; Kruger, P.; Miller, F.G.; Brigham, W.E.; Cook, J.W.

    1993-01-28

    PREFACE The Eighteenth Workshop on Geothermal Reservoir Engineering was held at Stanford University on January 26-28, 1993. There were one hundred and seventeen registered participants which was greater than the attendance last year. Participants were from eight foreign countries: Italy, Japan, United Kingdom, Mexico, New Zealand, the Philippines, Guatemala, and Iceland. Performance of many geothermal fields outside the United States was described in several of the papers. Dean Gary Ernst opened the meeting and welcomed the visitors to the campus. The key note speaker was J.E. ''Ted'' Mock who gave a brief overview of the Department of Energy's current plan. The Stanford Geothermal Program Reservoir Engineering Award for Excellence in Development of Geothermal Energy was awarded to Dr. Mock who also spoke at the banquet. Thirty-nine papers were presented at the Workshop with two papers submitted for publication only. Technical papers were organized in twelve sessions concerning: field operations, The Geysers, geoscience, hot-dry-rock, injection, modeling, slim hole wells, geochemistry, well test and wellbore. Session chairmen were major contributors to the program and we thank: John Counsil, Kathleen Enedy, Harry Olson, Eduardo Iglesias, Marcelo Lippmann, Paul Atkinson, Jim Lovekin, Marshall Reed, Antonio Correa, and David Faulder. The Workshop was organized by the Stanford Geothermal Program faculty, staff, and graduate students. We wish to thank Pat Ota, Ted Sumida, and Terri A. Ramey who also produces the Proceedings Volumes for publication. We owe a great deal of thanks to our students who operate audiovisual equipment and to John Hornbrook who coordinated the meeting arrangements for the Workshop. Henry J. Ramey, Jr. Roland N. Horne Frank G. Miller Paul Kruger William E. Brigham Jean W. Cook

  14. DIAPER INDUSTRY WORKSHOP REPORT

    EPA Science Inventory

    This report is the product of a one-day workshop on the diaper industry that was sponsored by the U.S. EPA. our topics covered during the workshop were public health and safety, recycling, composting, and product life cycle analysis. he primary objective of the workshop was to id...

  15. Music Workshop Packet.

    ERIC Educational Resources Information Center

    Wilson, Dorothy; And Others

    Designed for administrators promoting music workshops for teachers, the packet presents a general workshop framework used by California Public Schools. Eight recommendations for planning a 30-hour workshop, and 12 hints for working with classroom teachers are listed. Each of the 15 sessions represents a two-hour block of time representing the…

  16. ICP-MS Workshop

    SciTech Connect

    Carman, April J.; Eiden, Gregory C.

    2014-11-01

    This is a short document that explains the materials that will be transmitted to LLNL and DNN HQ regarding the ICP-MS Workshop held at PNNL June 17-19th. The goal of the information is to pass on to LLNL information regarding the planning and preparations for the Workshop at PNNL in preparation of the SIMS workshop at LLNL.

  17. Virtual Workshop Experiences for Faculty: Lessons Learned from On the Cutting Edge

    NASA Astrophysics Data System (ADS)

    McDaris, J. R.; Kirk, K. B.; Mogk, D. W.; Bruckner, M. Z.

    2010-12-01

    The On the Cutting Edge professional development program for geoscience faculty has begun offering online workshops as a supplement to its face-to-face workshop series. Following a few initial forays since 2005, Cutting Edge launched a suite of four virtual workshops in 2010: Teaching Geoscience with Service Learning, Understanding the Deep Earth, Designing Effective and Innovative Courses in the Geosciences, and Teaching Geoscience Online. Each workshop was presented over 1-2 weeks and included pre-workshop web postings, synchronous whole-group presentations, live small-group discussions, asynchronous input via threaded discussions or editable web pages, and personal time for reflection and writing. Synchronous sessions were facilitated through the Elluminate software platform which includes tools for viewing presentations, screen sharing, real-time participant response, and an ongoing chat-room discussion. Audio was provided through a separate telephone conference service. In addition, many asynchronous conversations on workshop topics were held via a threaded discussion board on the Cutting Edge website and in Wiki-like, editable web pages designed to support collaborative work. A number of challenges to running online workshops exist, primarily involving participants’ time management. It is difficult for participants to set aside enough time to complete workshop activities when they are still enmeshed in their everyday lives. It also requires new skills for speakers, participants and support staff to prepare web-based materials and navigate the technology required for the online presentations. But there are also a number of opportunities presented by these experiences. With no travel needed, an online workshop is less expensive for participants, which allows Cutting Edge to extend its commitment to providing workshop materials to a wider audience of interested faculty. Also, synchronous sessions can be recorded and posted on the website for broader community

  18. BCube: Building a Geoscience Brokering Framework

    NASA Astrophysics Data System (ADS)

    Jodha Khalsa, Siri; Nativi, Stefano; Duerr, Ruth; Pearlman, Jay

    2014-05-01

    BCube is addressing the need for effective and efficient multi-disciplinary collaboration and interoperability through the advancement of brokering technologies. As a prototype "building block" for NSF's EarthCube cyberinfrastructure initiative, BCube is demonstrating how a broker can serve as an intermediary between information systems that implement well-defined interfaces, thereby providing a bridge between communities that employ different specifications. Building on the GEOSS Discover and Access Broker (DAB), BCube will develop new modules and services including: • Expanded semantic brokering capabilities • Business Model support for work flows • Automated metadata generation • Automated linking to services discovered via web crawling • Credential passing for seamless access to data • Ranking of search results from brokered catalogs Because facilitating cross-discipline research involves cultural and well as technical challenges, BCube is also addressing the sociological and educational components of infrastructure development. We are working, initially, with four geoscience disciplines: hydrology, oceans, polar and weather, with an emphasis on connecting existing domain infrastructure elements to facilitate cross-domain communications.

  19. Developing Short Films of Geoscience Research

    NASA Astrophysics Data System (ADS)

    Shipman, J. S.; Webley, P. W.; Dehn, J.; Harrild, M.; Kienenberger, D.; Salganek, M.

    2015-12-01

    In today's prevalence of social media and networking, video products are becoming increasingly more useful to communicate research quickly and effectively to a diverse audience, including outreach activities as well as within the research community and to funding agencies. Due to the observational nature of geoscience, researchers often take photos and video footage to document fieldwork or to record laboratory experiments. Here we present how researchers can become more effective storytellers by collaborating with filmmakers to produce short documentary films of their research. We will focus on the use of traditional high-definition (HD) camcorders and HD DSLR cameras to record the scientific story while our research topic focuses on the use of remote sensing techniques, specifically thermal infrared imaging that is often used to analyze time varying natural processes such as volcanic hazards. By capturing the story in the thermal infrared wavelength range, in addition to traditional red-green-blue (RGB) color space, the audience is able to experience the world differently. We will develop a short film specifically designed using thermal infrared cameras that illustrates how visual storytellers can use these new tools to capture unique and important aspects of their research, convey their passion for earth systems science, as well as engage and captive the viewer.

  20. Geoscience in the news - sharing stories

    NASA Astrophysics Data System (ADS)

    Redfern, Simon

    2015-04-01

    Schemes such as the British Science Association media fellowships and the AGU mass media fellowships offer an opportunity for active researchers to sit side by side with journalists at the news desk. Each can learn from the other, and the mutual benefits are often unexpected. Here, I reflect on my own experiences as a media fellow at the BBC, and consider how this opportunity has altered my own views on communicated my, and others', science. Geosciences have a particular advantage in such translation to a general audience. Interest in the natural environment, the origins of life, the planetary science of the Solar System as a whole, as well as topics in resource, energy, climate and geohazards is high among the public. There are advantages in being willing to act as a "translator" of discovery and an "interpreter" of natural events that, it could be argued, should be grasped to keep the relevance of our science high in the perceptions of tax payers and policy makers. By exercising these types of communications skills, new perspectives on one's own research may be attained.

  1. Global geoscience transects in the Arab region

    NASA Astrophysics Data System (ADS)

    Barazangi, Mauwia

    The Global Geoscience Transects (GGT) project is one of the most recent initiatives of the International Lithosphere Program (ILP). The GGT project is represented by ILP Coordinating Committee 7 (CC7), which is coordinated by J . Monger (Geological Survey of Canada, Vancouver). M. Barazangi (Cornell University, Ithaca, N.Y.) is responsible for the coordination of the Middle East and North Africa region, which includes most of the Arab countries.The main objective of the GGT project is to strengthen and broaden international cooperation mainly through active participation of Earth scientists in constructing geological and geophysical transects, especially cross sections. The transects will be at least to Moho depth and will contain as much detail as transects of geological structures mapped on Earth's surface. The transects are being selected by the participating geoscientists to traverse all continents and, as much as possible, to form a continuous grid across political boundaries. Members of CC7 act as regional coordinators to help the local Earth scientists to initiate and implement GGT objectives. The implementation phase has to a large extent been standardized to follow clear guidelines that were developed by CC7 members. These guidelines are based on a modified and expanded version of the recent highly successful Continent-Ocean Transect project of the Geological Society of America.

  2. Massive Dataset Analysis for Geoscience Data (Invited)

    NASA Astrophysics Data System (ADS)

    Braverman, A. J.

    2013-12-01

    Many large datasets in the geosciences manifest a fundamental problem in massive data set analysis: to understand and quantify local, fine-scale structure in a global context. One approach is to reduce data in a way that preserves spatial, temporal, and inter-scale structures via discrete probability distribution estimates associated with cells of space-time grids at different resolutions. It is then possible to study relationships between cells at different scales. This talk describes the theory and implementation of such a data reduction method developed for NASA satellite missions. Data are stratified on a monthly, five-degree, latitude-longitude space-time grid to form subsets. Each subset is reduced using a clustering algorithm for which the loss function includes an information-theoretic penalty term to help choose the number of clusters and the assignment of observations to them. The clusters' centroids and populations define a set of discrete probability distributions, which become the fundamental units for data analysis. Since the cluster representatives are centroids of original data points, the distributions can be aggregated in time and space, allowing us build statistical models that relate phenomena across scales. These ideas are illustrated with datasets produced through the application of this algorithm for the Multi-angle Imaging SpectroRadiometer (MISR) instrument.

  3. Effective geoscience pedagogy at the undergraduate level

    NASA Astrophysics Data System (ADS)

    Warden, Kelsey

    This investigation used constructivist pedagogical methods within the framework of an introductory level undergraduate geoscience course to gauge both the changes in attitude and cognition of students. Pedagogy was modified in the laboratory setting, but maintained in the lecture setting and homework. Curriculum was also maintained in the lecture, but was changed in the laboratory to emphasize the large concepts and systems stressed in Earth Science Literacy Principles. Student understanding of these concepts and systems was strengthened by factual knowledge, but recall and memorization were not the goal of the laboratory instruction. The overall goal of the study was to build student understanding more effectively than in previous semesters such that the students would become Earth Science literate adults. We hypothesized that a healthy comprehension of the connections between the human population and Earth's systems would lead to improved cognition and attitude toward Earth Science. This was tested using pre- and post-testing of attitudes via an anonymous survey on the first and last days of the laboratory, student responses to the end-of-course evaluations, and student performance on early-semester and late-semester content testing. The results support the hypotheses.

  4. Promoting research integrity in the geosciences

    NASA Astrophysics Data System (ADS)

    Mayer, Tony

    2015-04-01

    Conducting research in a responsible manner in compliance with codes of research integrity is essential. The geosciences, as with all other areas of research endeavour, has its fair share of misconduct cases and causes celebres. As research becomes more global, more collaborative and more cross-disciplinary, the need for all concerned to work to the same high standards becomes imperative. Modern technology makes it far easier to 'cut and paste', to use Photoshop to manipulate imagery to falsify results at the same time as making research easier and more meaningful. So we need to promote the highest standards of research integrity and the responsible conduct of research. While ultimately, responsibility for misconduct rests with the individual, institutions and the academic research system have to take steps to alleviate the pressure on researchers and promote good practice through training programmes and mentoring. The role of the World Conferences on Research Integrity in promoting the importance of research integrity and statements about good practice will be presented and the need for training and mentoring programmes will be discussed

  5. Native Geosciences: Strengthening the Future Through Tribal Traditions

    NASA Astrophysics Data System (ADS)

    Bolman, J. R.; Quigley, I.; Douville, V.; Hollow Horn Bear, D.

    2008-12-01

    Native people have lived for millennia in distinct and unique ways in our natural sacred homelands and environments. Tribal cultures are the expression of deep understandings of geosciences shared through oral histories, language and ceremonies. Today, Native people as all people are living in a definite time of change. The developing awareness of "change" brings forth an immense opportunity to expand and elevate Native geosciences knowledge, specifically in the areas of earth, wind, fire and water. At the center of "change" is the need to balance the needs of the people with the needs of the environment. Native tradition and our inherent understanding of what is "sacred above is sacred below" is the foundation for an emerging multi-faceted approach to increasing the representation of Natives in geosciences. The approach is also a pathway to assist in Tribal language revitalization, connection of oral histories and ceremonies as well as building an intergenerational teaching/learning community. Humboldt State University, Sinte Gleska University and South Dakota School of Mines and Technology in partnership with Northern California (Hoopa, Yurok, & Karuk) and Great Plains (Lakota) Tribes have nurtured Native geosciences learning communities connected to Tribal Sacred Sites and natural resources. These sites include the Black Hills (Mato Paha, Mato Tiplia, Hinhan Kaga Paha, Mako Sica etc.), Klamath River (Ishkêesh), and Hoopa Valley (Natinixwe). Native geosciences learning is centered on the themes of earth, wind, fire and water and Native application of remote sensing technologies. Tribal Elders and Native geoscientists work collaboratively providing Native families in-field experiential intergenerational learning opportunities which invite participants to immerse themselves spiritually, intellectually, physically and emotionally in the experiences. Through this immersion and experience Native students and families strengthen the circle of our future Tribal

  6. Exploring Student-to-Workforce Transitions with the National Geoscience Exit Survey

    NASA Astrophysics Data System (ADS)

    Gonzales, L. M.; Keane, C. M.; Houlton, H. R.

    2011-12-01

    In 2011, the American Geological Institute (AGI) launched the first pilot of a National Geoscience Exit Survey in collaboration with 32 geoscience university departments. The survey collects data about demographics, high school and community college coursework, university degrees, financial aid, field and research experiences, internships, and when and why the student chose to pursue a geosciences degree. Additionally, the survey collects information about students' future academic and career plans, and gives participants the option to take part in a longitudinal survey to track long-term career trajectories of geosciences graduates. The survey also provides geoscience departments with the ability to add customized questions to collect data about important departmental-level topics. The National Geoscience Exit Survey will be available to all U.S. geoscience programs at two- and four-year colleges and universities by the end of the 2011-2012 academic year. We use the results of the National Geoscience Exit Survey to examine student preparation and transition into geosciences and non-geoscience careers. Preliminary results from the pilot survey indicated future academic and career trajectories for geoscience Bachelor's degree recipients included graduate school (53%) and pursuit of a geoscience career (45%), with some undergraduates keeping their options open for either trajectory. Twelve percent of Bachelor's degree recipients already accepted job offers with geoscience employers. For geoscience Master's degree recipients, 17% planned to continue in graduate school, 35% were seeking a geoscience job, and 42% had already accepted job offers with geoscience employers. Furthermore, the majority of those geoscience graduates who already accepted geoscience job offers had also interned previously with the employer.

  7. Implementing the Next Generation Science Standards: Impacts on Geoscience Education

    NASA Astrophysics Data System (ADS)

    Wysession, M. E.

    2014-12-01

    This is a critical time for the geoscience community. The Next Generation Science Standards (NGSS) have been released and are now being adopted by states (a dozen states and Washington, DC, at the time of writing this), with dramatic implications for national K-12 science education. Curriculum developers and textbook companies are working hard to construct educational materials that match the new standards, which emphasize a hands-on practice-based approach that focuses on working directly with primary data and other forms of evidence. While the set of 8 science and engineering practices of the NGSS lend themselves well to the observation-oriented approach of much of the geosciences, there is currently not a sufficient number of geoscience educational modules and activities geared toward the K-12 levels, and geoscience research organizations need to be mobilizing their education & outreach programs to meet this need. It is a rare opportunity that will not come again in this generation. There are other significant issues surrounding the implementation of the NGSS. The NGSS involves a year of Earth and space science at the high school level, but there does not exist a sufficient workforce is geoscience teachers to meet this need. The form and content of the geoscience standards are also very different from past standards, moving away from a memorization and categorization approach and toward a complex Earth Systems Science approach. Combined with the shift toward practice-based teaching, this means that significant professional development will therefore be required for the existing K-12 geoscience education workforce. How the NGSS are to be assessed is another significant question, with an NRC report providing some guidance but leaving many questions unanswered. There is also an uneasy relationship between the NGSS and the Common Core of math and English, and the recent push-back against the Common Core in many states may impact the implementation of the NGSS.

  8. Teaching Geosciences With Visualizations: Challenges for Spatial Thinking and Abilities

    NASA Astrophysics Data System (ADS)

    Montello, D. R.

    2004-12-01

    It is widely recognized that the geosciences are very spatial disciplines. Their subject matter includes phenomena on, under, and above the Earth surface whose spatial properties are critical to understanding them. Important spatial properties of geoscience structures and processes include location (both absolute and relative), size, shape, and pattern; temporal changes in spatial properties are also of interest. Information visualizations that depict spatiality are thus critically important to teaching in the geosciences, at all levels from K-12 to Ph.D. work; verbal and mathematical descriptions are quite insufficient by themselves. Such visualizations range from traditional maps and diagrams to digital animations and virtual environments. These visualizations are typically rich and complex because they are attempts to communicate rich and complex realities. Thus, understanding geoscience visualizations accurately and efficiently involves complex spatial thinking. Over a century of psychometric and experimental research reveals some of the cognitive components of spatial thinking, and provides insight into differences among individuals and groups of people in their abilities to think spatially. Some research has specifically examined these issues within the context of geoscience education, and recent research is expanding these investigations into the realm of new digital visualizations that offer the hope of using visualizations to teach complex geoscience concepts with unprecedented effectiveness. In this talk, I will briefly highlight some of the spatial cognitive challenges to understanding geoscience visualizations, including the pervasive and profound individual and group differences in spatial abilities. I will also consider some visualization design issues that arise because of the cognitive and ability challenges. I illustrate some of these research issues with examples from research being conducted by my colleagues and me, research informed by

  9. Broadening Participation in the Geosciences through Participatory Research

    NASA Astrophysics Data System (ADS)

    Pandya, R. E.; Hodgson, A.; Wagner, R.; Bennett, B.

    2009-12-01

    In spite of many efforts, the geosciences remain less diverse than the overall population of the United States and even other sciences. This lack of diversity threatens the quality of the science, the long-term viability of our workforce, and the ability to leverage scientific insight in service of societal needs. Drawing on new research into diversity specific to geosciences, this talk will explore underlying causes for the lack of diversity in the atmospheric and related sciences. Causes include the few geoscience majors available at institutions with large minority enrollment; a historic association of the geosciences with extractive industries which are negatively perceived by many minority communities, and the perception that science offers less opportunity for service than other fields. This presentation suggests a new approach - community-based participatory research (CBPR). In CBPR, which was first applied in the field of rural development and has been used for many years in biomedical fields, scientists and community leaders work together to design a research agenda that simultaneously advances basic understanding and addresses community priorities. Good CBPR integrates research, education and capacity-building. A CBRP approach to geoscience can address the perceived lack of relevance and may start to ameliorate a history of negative experiences of geosciences. Since CBPR works best when it is community-initiated, it can provide an ideal place for Minority-Serving Institutions to launch their own locally-relevant programs in the geosciences. The presentation will conclude by describing three new examples of CBPR. The first is NCAR’s partnerships to explore climate change and its impact on Tribal lands. The second approach a Denver-area listening conference that will identify and articulate climate-change related priorities in the rapidly-growing Denver-area Latino community. Finally, we will describe a Google-funded project that brings together

  10. [Air-borne disease].

    PubMed

    Lameiro Vilariño, Carmen; del Campo Pérez, Victor M; Alonso Bürger, Susana; Felpeto Nodar, Irene; Guimarey Pérez, Rosa; Pérez Alvarellos, Alberto

    2003-11-01

    Respiratory protection is a factor which worries nursing professionals who take care of patients susceptible of transmitting microorganisms through the air more as every day passes. This type of protection covers the use of surgical or hygienic masks against the transmission of infection by airborne drops to the use of highly effective masks or respirators against the transmission of airborne diseases such as tuberculosis or SARS, a recently discovered disease. The adequate choice of this protective device and its correct use are fundamental in order to have an effective protection for exposed personnel. The authors summarize the main protective respiratory devices used by health workers, their characteristics and degree of effectiveness, as well as the circumstances under which each device is indicated for use. PMID:14705591

  11. Airborne forest fire research

    NASA Technical Reports Server (NTRS)

    Mattingly, G. S.

    1974-01-01

    The research relating to airborne fire fighting systems is reviewed to provide NASA/Langley Research Center with current information on the use of aircraft in forest fire operations, and to identify research requirements for future operations. A literature survey, interview of forest fire service personnel, analysis and synthesis of data from research reports and independent conclusions, and recommendations for future NASA-LRC programs are included.

  12. MLS airborne antenna research

    NASA Technical Reports Server (NTRS)

    Yu, C. L.; Burnside, W. D.

    1975-01-01

    The geometrical theory of diffraction was used to analyze the elevation plane pattern of on-aircraft antennas. The radiation patterns for basic elements (infinitesimal dipole, circumferential and axial slot) mounted on fuselage of various aircrafts with or without radome included were calculated and compared well with experimental results. Error phase plots were also presented. The effects of radiation patterns and error phase plots on the polarization selection for the MLS airborne antenna are discussed.

  13. An Undergraduate Student's Perspective on Geoscience Research

    NASA Astrophysics Data System (ADS)

    Wilder, A.; Feeley, T.; Michelfelder, G.

    2011-12-01

    Traditionally, the roles of field experiences in geoscience teaching have come from experienced instructors and researchers with a dedicated interest in how students learn. In this presentation we provide the opposite perspective; that of an undergraduate student at the beginning of her research career. We discuss the benefits and challenges associated with the initial field work and extend our discussion to include subsequent analytical-based laboratory studies. At Montana State University we are addressing key questions related to magma generation and differentiation at three volcanoes in the Central Andes. These are Volcan Uturuncu in southwest Bolivia and the Lazufre system consisting of Lastarria volcano and Cordon del Azufre in Chile and Argentina. To address these issues students collected rock samples and mapped lava flows in the field during the past two Spring Semesters. Upon return to campus the students prepared the samples for whole rock and mineral analyses, followed by travel to and work in external laboratories analyzing and collecting high precision geochemical data. The benefits these experiences provide include the following. First, due to the localities of the field sites, students become familiar with the difficult logistics associated with planning and performing field work in remote localities. Second, in performing the field work, students gain an appreciation of scale and exposure; topics not typically addressed in standard course work. Third, through close interaction with internal and external faculty, graduate students, and professional geologists, undergraduate students build strong relationships with scientists in the area of their interests. Fourth, by acquiring and interpreting high quality field and analytical data, they learn in-depth about modern philosophies, technologies, and data in the geosciences, providing them with skills and experiences that will be of value in their future careers or graduate work. They also learn how to

  14. Airborne field strength monitoring

    NASA Astrophysics Data System (ADS)

    Bredemeyer, J.; Kleine-Ostmann, T.; Schrader, T.; Münter, K.; Ritter, J.

    2007-06-01

    In civil and military aviation, ground based navigation aids (NAVAIDS) are still crucial for flight guidance even though the acceptance of satellite based systems (GNSS) increases. Part of the calibration process for NAVAIDS (ILS, DME, VOR) is to perform a flight inspection according to specified methods as stated in a document (DOC8071, 2000) by the International Civil Aviation Organization (ICAO). One major task is to determine the coverage, or, in other words, the true signal-in-space field strength of a ground transmitter. This has always been a challenge to flight inspection up to now, since, especially in the L-band (DME, 1GHz), the antenna installed performance was known with an uncertainty of 10 dB or even more. In order to meet ICAO's required accuracy of ±3 dB it is necessary to have a precise 3-D antenna factor of the receiving antenna operating on the airborne platform including all losses and impedance mismatching. Introducing precise, effective antenna factors to flight inspection to achieve the required accuracy is new and not published in relevant papers yet. The authors try to establish a new balanced procedure between simulation and validation by airborne and ground measurements. This involves the interpretation of measured scattering parameters gained both on the ground and airborne in comparison with numerical results obtained by the multilevel fast multipole algorithm (MLFMA) accelerated method of moments (MoM) using a complex geometric model of the aircraft. First results will be presented in this paper.

  15. Mutagenicity of airborne particles.

    PubMed

    Chrisp, C E; Fisher, G L

    1980-09-01

    The physical and chemical properties of airborne particles are important for the interpretation of their potential biologic significance as genotoxic hazards. For polydisperse particle size distributions, the smallest, most respirable particles are generally the most mutagenic. Particulate collection for testing purposes should be designed to reduce artifact formation and allow condensation of mutagenic compounds. Other critical factors such as UV irradiation, wind direction, chemical reactivity, humidity, sample storage, and temperature of combustion are important. Application of chemical extraction methods and subsequent class fractionation techniques influence the observed mutagenic activity. Particles from urban air, coal fly ash, automobile and diesel exhaust, agricultural burning and welding fumes contain primarily direct-acting mutagens. Cigarette smoke condensate, smoke from charred meat and protein pyrolysates, kerosene soot and cigarette smoke condensates contain primarily mutagens which require metabolic activation. Fractionation coupled with mutagenicity testing indicates that the most potent mutagens are found in the acidic fractions of urban air, coal fly ash, and automobile diesel exhaust, whereas mutagens in rice straw smoke and cigarette smoke condensate are found primarily in the basic fractions. The interaction of the many chemical compounds in complex mixtures from airborne particles is likely to be important in determining mutagenic or comutagenic potentials. Because the mode of exposure is generally frequent and prolonged, the presence of tumor-promoting agents in complex mixtures may be a major factor in evaluation of the carcinogenic potential of airborne particles. PMID:7005667

  16. Airborne wireless communication systems, airborne communication methods, and communication methods

    DOEpatents

    Deaton, Juan D.; Schmitt, Michael J.; Jones, Warren F.

    2011-12-13

    An airborne wireless communication system includes circuitry configured to access information describing a configuration of a terrestrial wireless communication base station that has become disabled. The terrestrial base station is configured to implement wireless communication between wireless devices located within a geographical area and a network when the terrestrial base station is not disabled. The circuitry is further configured, based on the information, to configure the airborne station to have the configuration of the terrestrial base station. An airborne communication method includes answering a 911 call from a terrestrial cellular wireless phone using an airborne wireless communication system.

  17. Interoperability Between Geoscience And Geospatial Catalog Protocols

    NASA Astrophysics Data System (ADS)

    Hu, C.; di, L.; Yang, W.; Lynnes, C.; Domenico, B.; Rutledge, G. K.; Enloe, Y.

    2007-12-01

    In the past several years, interoperability gaps have made cross-protocol and cross-community data access a challenge within the Earth science community. One such gap is between two protocol families developed within the geospatial and Earth science communities. The Earth science community has developed a family of related geoscience protocols that includes OPeNDAP for data access and the Thematic Real-time Environmental Distributed Data Services (THREDDS) catalog capability. The corresponding protocols in the geospatial community are the Open Geospatial Consortium (OGC) protocols Web Coverage Service for geospatial data access and Catalog Services for Web (CSW) for data search. We have developed a catalog gateway to mediate client/server interactions between OGC catalog clients and THREDDS servers. In essence, the gateway is an OGC Catalog server that enables OGC clients to search for data registered in THREDDS catalogs. The gateway comprises two parts: the CSW server and a THREDDS-to-CSW ingestion tool. There are two key challenges in constructing such gateway, the first is to define the mapping relationship between the catalog metadata schema of CSW and that of the THREDDS, and the second one is to ingest the THREDDS catalog content into the CSW server. Since our CSW server is based on the ISO19115/ISO19119 Application Profile, a key challenge is to semantically map the ISO 19115 metadata attributes in ISO Application Profile to the THREDDS metadata attributes in the THREDDS Dataset Inventory Catalog Specification Version 1.0. With the mapping established, tools that translate the THREDDS catalog information model into the CSW/ISO Profile information model were developed. These dynamically poll THREDDS catalog servers and ingest the THREDDS catalog information into the CSW server's database, maintaining the hierarchical relationships inherent in the THREDDS catalogs. A prototype system has been implemented to demonstrate the concept and approach.

  18. GEOScan: A GEOScience Facility From Space

    NASA Astrophysics Data System (ADS)

    Dyrud, L. P.; Fentzke, J. T.; Anderson, B. J.; Bishop, R. L.; Bust, G. S.; Cahoy, K.; Erlandson, R. E.; Fish, C. S.; Gunter, B. C.; Hall, F. G.; Hilker, T.; Lorentz, S. R.; Mazur, J. E.; Murphy, S. D.; Mustard, J. F.; O'Brien, P. P.; Slagowski, S.; Trenberth, K. E.; Wiscombe, W. J.

    2012-12-01

    GEOScan is a proposed globally networked orbiting facility that will provide revolutionary, massively dense global geosciences observations. Major scientific research projects are typically conducted using two approaches: community facilities, or investigator led focused missions. GEOScan is a new concept in space science, blending the PI mission and community facility models: it is PI-led, but it carries sensors that are the result of a grass-roots competition, and, uniquely, it preserves open slots for sensors which are purposely not yet decided. The goal is threefold: first, to select sensors that maximize science value for the greatest number of scientific disciplines, second, to target science questions that cannot be answered without simultaneous global space-based measurements, and third to reap the cost advantages of scale manufacturing for space instrumentation. The relatively small size, mass, and power requirements of the GEOScan sensor suite would make it an ideal hosted payload aboard a global constellation of communication satellites, such as Iridium NEXT's 66-satellite constellation or as hosted small-sat payload. Each GEOScan sensor suite consists of 6 instruments: a Radiometer to measure Earth's total outgoing radiation; a GPS Compact Total Electron Content Sensor to image Earth's plasma environment and gravity field; a MicroCam Multispectral Imager to provide the first uniform, instantaneous image of Earth and measure global cloud cover, vegetation, land use, and bright aurora; a Radiation Belt Mapping System (dosimeter) to measure energetic electron and proton distributions; a Compact Earth Observing Spectrometer to measure aerosol-atmospheric composition and vegetation; and MEMS Accelerometers to deduce non-conservative forces aiding gravity and neutral drag studies. These instruments, employed in a constellation, can provide major breakthroughs in Earth and Geospace science, as well as offering a low-cost technology demonstration for

  19. Global dynamic topography: geoscience communities requirements

    NASA Astrophysics Data System (ADS)

    Dewez, T.; Costeraste, J.

    2012-04-01

    The advent of free-of-charge global topographic data sets SRTM and Aster GDEM have enabled testing a host of geoscience hypotheses. This is because they first revealed the relief of previously unavailable earth landscapes, enabled quantitative geomorphometric analyses across entire landscapes and improved the resolution of measurements. Availability of such data is now considered standard, and though resolved at 30-m to 90-m pixel, which is amazing seeing where we come from, they are now regarded as mostly obsolete given the sub-meter imagery coming through web services like Google Earth. Geoscientists now appear to desire two additional features: field-scale-compatible elevation datasets (i.e. meter-scale digital models and sub-meter elevation precision) and dispose of regularly updated topography to retrieve earth surface changes, while retaining the key for success: data availability at no charge. A new satellite instrument is currently under phase 0 study at CNES, the French space agency, to fulfil these aims. The scientific community backing this demand is that of natural hazards, glaciology and to a lesser extent the biomass community. The system under study combines a native stereo imager and a lidar profiler. This combination provides spatially resolved elevation swaths together with absolute along-track elevation control point profiles. Data generated through this system, designed for revisit time better than a year, is intended to produce not only single acquisition digital surface models, colour orthoimages and small footprint full-wave-form lidar profiles to update existing topographic coverages, but also time series of them. This enables 3D change detection with centimetre-scale planimetric precision and metric vertical precision, in complement of classical spectral change appoaches. The purpose of this contribution, on behalf of the science team, is to present the mission concepts and philosophy and the scientific needs for such instrument including

  20. A new paradigm for geosciences information management

    SciTech Connect

    Bolivar, Stephen L.; Nasser, K.; Dorries, A. M.; Canepa, Julie Ann

    2002-01-01

    Over the past two decades, geoscientists have been increasingly engaged in providing answers to complex environmental problems with significant societal, political, and economic consequences. Today, these scientists have to perform under increasingly greater visibility to stakeholders and the general public. Their activities are much more scrutinized with regards to economic pressure, litigation support and regulatory compliance than in the past. Their current work is built on decades of past work and in many cases will continue for decades to come. Stakeholders are increasingly evaluating raw data rather than just examining summaries in final reports. They also need assurance that proper data control and data quality procedures were followed. Geoscientists are now faced with a new paradigm, i.e. with the challenge of cost effectively collecting, managing, analyzing, and synthesizing enormous volumes of multidisciplinary and complex information. In addition, these data must be processed and disseminated in a way that allows the public to make informed and rational assessments on decisions that are proposed or have been made. The new paradigm is clear - client and stakeholder needs must be better met, and the systems used to store and generate data must meet these needs. This paper addresses the challenges and the implications of this new paradigm on geosciences information management in the 21st Century. It concludes with a case study for a successful implementation of the new paradigm in an environmental restoration project at the Los Alamos National Laboratory (LANL) that is operated by the Department of Energy (DOE). LANL is upgrading and reengineering its data and business processes to better address client, user and stakeholder issues regarding data accessibility, control and quality.

  1. Ontology Reuse in Geoscience Semantic Applications

    NASA Astrophysics Data System (ADS)

    Mayernik, M. S.; Gross, M. B.; Daniels, M. D.; Rowan, L. R.; Stott, D.; Maull, K. E.; Khan, H.; Corson-Rikert, J.

    2015-12-01

    The tension between local ontology development and wider ontology connections is fundamental to the Semantic web. It is often unclear, however, what the key decision points should be for new semantic web applications in deciding when to reuse existing ontologies and when to develop original ontologies. In addition, with the growth of semantic web ontologies and applications, new semantic web applications can struggle to efficiently and effectively identify and select ontologies to reuse. This presentation will describe the ontology comparison, selection, and consolidation effort within the EarthCollab project. UCAR, Cornell University, and UNAVCO are collaborating on the EarthCollab project to use semantic web technologies to enable the discovery of the research output from a diverse array of projects. The EarthCollab project is using the VIVO Semantic web software suite to increase discoverability of research information and data related to the following two geoscience-based communities: (1) the Bering Sea Project, an interdisciplinary field program whose data archive is hosted by NCAR's Earth Observing Laboratory (EOL), and (2) diverse research projects informed by geodesy through the UNAVCO geodetic facility and consortium. This presentation will outline of EarthCollab use cases, and provide an overview of key ontologies being used, including the VIVO-Integrated Semantic Framework (VIVO-ISF), Global Change Information System (GCIS), and Data Catalog (DCAT) ontologies. We will discuss issues related to bringing these ontologies together to provide a robust ontological structure to support the EarthCollab use cases. It is rare that a single pre-existing ontology meets all of a new application's needs. New projects need to stitch ontologies together in ways that fit into the broader semantic web ecosystem.

  2. Implementing virtual reality interfaces for the geosciences

    SciTech Connect

    Bethel, W.; Jacobsen, J.; Austin, A.; Lederer, M.; Little, T.

    1996-06-01

    For the past few years, a multidisciplinary team of computer and earth scientists at Lawrence Berkeley National Laboratory has been exploring the use of advanced user interfaces, commonly called {open_quotes}Virtual Reality{close_quotes} (VR), coupled with visualization and scientific computing software. Working closely with industry, these efforts have resulted in an environment in which VR technology is coupled with existing visualization and computational tools. VR technology may be thought of as a user interface. It is useful to think of a spectrum, ranging the gamut from command-line interfaces to completely immersive environments. In the former, one uses the keyboard to enter three or six-dimensional parameters. In the latter, three or six-dimensional information is provided by trackers contained either in hand-held devices or attached to the user in some fashion, e.g. attached to a head-mounted display. Rich, extensible and often complex languages are a vehicle whereby the user controls parameters to manipulate object position and location in a virtual world, but the keyboard is the obstacle in that typing is cumbersome, error-prone and typically slow. In the latter, the user can interact with these parameters by means of motor skills which are highly developed. Two specific geoscience application areas will be highlighted. In the first, we have used VR technology to manipulate three-dimensional input parameters, such as the spatial location of injection or production wells in a reservoir simulator. In the second, we demonstrate how VR technology has been used to manipulate visualization tools, such as a tool for computing streamlines via manipulation of a {open_quotes}rake.{close_quotes} The rake is presented to the user in the form of a {open_quotes}virtual well{close_quotes} icon, and provides parameters used by the streamlines algorithm.

  3. Research Reproducibility in Geosciences: Current Landscape, Practices and Perspectives

    NASA Astrophysics Data System (ADS)

    Yan, An

    2016-04-01

    Reproducibility of research can gauge the validity of its findings. Yet currently we lack understanding of how much of a problem research reproducibility is in geosciences. We developed an online survey on faculty and graduate students in geosciences, and received 136 responses from research institutions and universities in Americas, Asia, Europe and other parts of the world. This survey examined (1) the current state of research reproducibility in geosciences by asking researchers' experiences with unsuccessful replication work, and what obstacles that lead to their replication failures; (2) the current reproducibility practices in community by asking what efforts researchers made to try to reproduce other's work and make their own work reproducible, and what the underlying factors that contribute to irreproducibility are; (3) the perspectives on reproducibility by collecting researcher's thoughts and opinions on this issue. The survey result indicated that nearly 80% of respondents who had ever reproduced a published study had failed at least one time in reproducing. Only one third of the respondents received helpful feedbacks when they contacted the authors of a published study for data, code, or other information. The primary factors that lead to unsuccessful replication attempts are insufficient details of instructions in published literature, and inaccessibility of data, code and tools needed in the study. Our findings suggest a remarkable lack of research reproducibility in geoscience. Changing the incentive mechanism in academia, as well as developing policies and tools that facilitate open data and code sharing are the promising ways for geosciences community to alleviate this reproducibility problem.

  4. An Ontology for Representing Geoscience Theories and Related Knowledge

    NASA Astrophysics Data System (ADS)

    Brodaric, B.

    2009-12-01

    Online scientific research, or e-science, is increasingly reliant on machine-readable representations of scientific data and knowledge. At present, much of the knowledge is represented in ontologies, which typically contain geoscience categories such as ‘water body’, ‘aquifer’, ‘granite’, ‘temperature’, ‘density’, ‘Co2’. While extremely useful for many e-science activities, such categorical representations constitute only a fragment of geoscience knowledge. Also needed are online representations of elements such as geoscience theories, to enable geoscientists to pose and evaluate hypotheses online. To address this need, the Science Knowledge Infrastructure ontology (SKIo) specializes the DOLCE foundational ontology with basic science knowledge primitives such as theory, model, observation, and prediction. Discussed will be SKIo as well as its implementation in the geosciences, including case studies from marine science, environmental science, and geologic mapping. These case studies demonstrate SKIo’s ability to represent a wide spectrum of geoscience knowledge types, to help fuel next generation e-science.

  5. Former NSF assistant director Killeen reflects on geosciences and society

    NASA Astrophysics Data System (ADS)

    Showstack, Randy

    2012-12-01

    “This is prime time for the geosciences,” Tim Killeen, former assistant director for geosciences at the U.S. National Science Foundation (NSF GEO), told Eos during a recent exclusive interview. Killeen, who served at NSF from July 2008 until his term expired in June 2012, oversaw a number of new initiatives and an expansion of the geoscience directorate's annual funding portfolio from $752 million to about $880 million. NSF announced on 7 November that Roger Wakimoto, director of the National Center for Atmospheric Research, will start as the new geosciences assistant director in February 2013 (see related article, this page, and Eos, 93(47), 475, doi:10.1029/ 2012EO470004). During the broad-ranging interview, Killeen reflected on the importance of the geosciences and their relationship to society. Killeen has been president of the Research Foundation for the State University of New York (RFSUNY) and SUNY vice chancellor for research since 9 July. He took the helm of RFSUNY after some personnel there “took advantage of lax oversight to cheat taxpayers,” according to New York State comptroller Thomas DiNapoli. Killeen, who was AGU president from 2006 to 2008, is responsible for the supervision and operation of RFSUNY, which supports about $1 billion in research at SUNY, an institution with 64 campuses and nearly 470,000 students.

  6. Marine Geoscience Leadership Symposium: A New Paradigm for Early Career Development

    NASA Astrophysics Data System (ADS)

    Meth, C. E.; Powell, E. A.; Schuffert, J.; O'Riordan, C.

    2009-12-01

    Earth and marine geoscientists are crossing the boundaries between traditional scientific disciplines, pushing the frontiers of scientific research, and addressing the needs of society. As it becomes increasingly important for scientists to form interdisciplinary collaborations and communicate their science to the public and policymakers, early career scientists are seeking insight into the non-traditional skills needed today to achieve a successful career. With funding from the National Science Foundation (NSF), the Consortium for Ocean Leadership organized the first Marine Geoscience Leadership Symposium to provide valuable leadership training to early career scientists. The symposium established a new paradigm for early career workshops by focusing on the different perspectives of leadership and the varied aspects of building a successful academic career. Meeting with over 40 leaders from the academic, policy, and education communities, the symposium exposed the 25 meeting participants to leadership qualities that will help them navigate the laboratory and beyond. The discussion and activities focused on the tangible and intangible aspects of building a career, such as proposal writing, research funding, building interdisciplinary collaborations, and communicating to non-academic audiences. The symposium took place in Washington, DC, where the participants had an opportunity to meet with program officers at the National Science Foundation and to attend a science policy function on Capitol Hill. Featured speakers addressed academic issues such as multidisciplinary science initiatives, achieving tenure, and collaborative research studies. Science policy and communication to non-scientific audiences were reoccurring themes throughout the symposium. The participants spent a portion of each day discussing research priorities for the Arctic region, blue water ocean, coastal areas, and in regions of active tectonics, and then discussed how these priorities could be

  7. Using Research Data to Stimulate Critical Thinking in Undergraduate Geoscience Courses: Examples and Future Directions

    NASA Astrophysics Data System (ADS)

    Reed, D. L.; Moore, G. F.; Bangs, N. L.; Tobin, H.

    2007-12-01

    The results of major research initiatives, such as NSF-MARGINS, IODP and its predecessors DSDP and ODP, Ridge 2000, and NOAA's Ocean Explorer and Vents Programs provide a rich library of resources for inquiry-based learning in undergraduate classes in the geosciences. These materials are scalable for use in general education courses for the non-science major to upper division major and graduate courses, which are both content-rich and research-based. Examples of these materials include images and animations drawn from computer presentations at research workshops and audio/video clips from web sites, as well as data repositories, which can be accessed through GeoMapApp, a data exploration and visualization tool developed as part of the Marine Geoscience Data System by researchers at the LDEO (http://www.geomapapp.org/). Past efforts have focused on recreating sea-going research experiences by integrating and repurposing these data in web-based virtual environments to stimulate active student participation in laboratory settings and at a distance over the WWW. Virtual expeditions have been created based on multibeam mapping of the seafloor near the Golden Gate, bathymetric transects of the major ocean basins, subduction zone seismicity and related tsunamis, water column mapping and submersible dives at hydrothermal vents, and ocean drilling of deep-sea sediments to explore climate change. Students also make use of multichannel seismic data provided through the Marine Seismic Data Center of UTIG to study subduction zone processes at convergent plate boundaries. We will present the initial stages of development of a web-based virtual expedition for use in undergraduate classes, based on a recent 3-D seismic survey associated with the NanTroSEIZE program of NSF-MARGINS and IODP to study the properties of the plate boundary fault system in the upper limit of the seismogenic zone off Japan.

  8. NATIONAL GEOSCIENCE DATA REPOSITORY SYSTEM PHASE III: IMPLEMENTATION AND OPERATION OF THE REPOSITORY

    SciTech Connect

    Marcus Milling

    2000-04-01

    In the past six months the NGDRS program has continued to engaged new contacts, identify additional data transfer targets, and improve the metadata catalog for both easier use and long-term maintainability. With industry conditions continuing to rapidly change and evolve, the primary core and cuttings preservation strategy has evolved as well. With the severe lack of available public data repository space and the establishment of a major national geoscience data repository facility unlikely in the near future, the focus is on increasing public awareness and access to nonproprietary company data holdings that remain in the public and private sector. Efforts still continue to identify and facilitate the entry of new repository space into the public sector. Additionally, AGI has been working with the National Academy of Sciences Board on Earth Sciences and Resources staff to initiate a study and workshop to develop a policy recommendation on geoscience data preservation and prioritization of efforts. Additional data transfer efforts were undertaken during the first half of FY00. AGI is working with the Texas Bureau of Economic Geology to assist in the transfer of Altura's midland core holdings to the University of Texas. Phillips has made selected seismic data from the Santa Barbara Channel available for transfer. A pilot test has been initiated to determine the cost and potential success rate at transcription of the original tapes. Additionally, redesign of the GeoTrek metadata catalog was initiated, including both a redesign of the user interface as well as making GeoTrek fully a broker, accessing multiple databases at remote locations in real time.

  9. Airborne Submillimeter Spectroscopy

    NASA Technical Reports Server (NTRS)

    Zmuidzinas, J.

    1998-01-01

    This is the final technical report for NASA-Ames grant NAG2-1068 to Caltech, entitled "Airborne Submillimeter Spectroscopy", which extended over the period May 1, 1996 through January 31, 1998. The grant was funded by the NASA airborne astronomy program, during a period of time after the Kuiper Airborne Observatory was no longer operational. Instead. this funding program was intended to help develop instrument concepts and technology for the upcoming SOFIA (Stratospheric Observatory for Infrared Astronomy) project. SOFIA, which is funded by NASA and is now being carried out by a consortium lead by USRA (Universities Space Research Association), will be a 747 aircraft carrying a 2.5 meter diameter telescope. The purpose of our grant was to fund the ongoing development of sensitive heterodyne receivers for the submillimeter band (500-1200 GHz), using sensitive superconducting (SIS) detectors. In 1997 July we submitted a proposal to USRA to construct a heterodyne instrument for SOFIA. Our proposal was successful [1], and we are now continuing our airborne astronomy effort with funding from USRA. A secondary purpose of the NAG2-1068 grant was to continue the anaIN'sis of astronomical data collected with an earlier instrument which was flown on the NASA Kuiper Airborne Observatory (KAO). The KAO instrument and the astronomical studies which were carried out with it were supported primarily under another grant, NAG2-744, which extended over October 1, 1991 through Januarv 31, 1997. For a complete description of the astronomical data and its anailysis, we refer the reader to the final technical report for NAG2-744, which was submitted to NASA on December 1. 1997. Here we report on the SIS detector development effort for SOFIA carried out under NAG2-1068. The main result of this effort has been the demonstration of SIS mixers using a new superconducting material niobium titanium nitride (NbTiN), which promises to deliver dramatic improvements in sensitivity in the 700

  10. The Geosciences Institute for Research and Education: Bringing awareness of the geosciences to minorities in Detroit MI

    NASA Astrophysics Data System (ADS)

    Nalepa, N. A.; Murray, K. S.; Napieralski, J. A.

    2009-12-01

    According to recent studies, more than 40% of students within the Detroit Public Schools (DPS) drop out and only 21% graduate within 4 years. In an attempt to improve these statistics, The Geosciences Institute for Research and Education was developed by the University of Michigan-Dearborn (UM-D) and funded by two grants from the National Science Foundation’s (NSF) OEDG Program. The Geosciences Institute, a collaboration between the UM-D, DPS, and local corporations, aims to generate awareness of the geosciences to middle school students, facilitate an enthusiastic learning environment, encourage underrepresented minorities to stay in school, and consider the geosciences as a viable career option. This is accomplished by involving their teachers, UM-D faculty and students, and local geoscience professionals in community-based research problems relevant to SE Michigan. Students use the geosciences as a tool in which they are actively participating in research that is in their backyards. Through a mixture of field trips, participation, and demonstrational activities the students become aware of local environmental and social problems and how a background in the geosciences can prepare them. As part of the Geosciences Institute, students participate in three ongoing research projects with UM-D faculty: (1) build, install, and monitor groundwater wells along the Lower Rouge River, (2) collect soil samples from and mapping brownfields in SW Detroit, and (3) learn basic GPS and GIS skills to map local natural resources. The students also work with faculty on creating video diaries that record ideas, experiences, and impressions throughout the Institute, including during fieldtrips, modules, research, and editing. Finally, small teams of students collaborate to design and print a poster that summarizes their experience in the Institute. The Geosciences Institute concludes with a ceremony that celebrates student efforts (posters and videos) and involves school

  11. The role of digital cartographic data in the geosciences

    USGS Publications Warehouse

    Guptill, S.C.

    1983-01-01

    The increasing demand of the Nation's natural resource developers for the manipulation, analysis, and display of large quantities of earth-science data has necessitated the use of computers and the building of geoscience information systems. These systems require, in digital form, the spatial data on map products. The basic cartographic data shown on quadrangle maps provide a foundation for the addition of geological and geophysical data. If geoscience information systems are to realize their full potential, large amounts of digital cartographic base data must be available. A major goal of the U.S. Geological Survey is to create, maintain, manage, and distribute a national cartographic and geographic digital database. This unified database will contain numerous categories (hydrography, hypsography, land use, etc.) that, through the use of standardized data-element definitions and formats, can be used easily and flexibly to prepare cartographic products and perform geoscience analysis. ?? 1983.

  12. National Geoscience Data Repository System -- Phase III: Implementation and Operation of the Repository

    SciTech Connect

    Keane, Christopher M.

    2002-05-28

    The National Geoscience Data Repository System, Phase III was an operational project focused on coordinating and facilitating transfers of at-risk geoscience data from the private sector to the public domain.

  13. 75 FR 25281 - Food Protection Workshop; Public Workshop

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-05-07

    ... about food safety, food defense, the regulations authorized by the Public Health Security and... HUMAN SERVICES Food and Drug Administration Food Protection Workshop; Public Workshop AGENCY: Food and Drug Administration, HHS. ] ACTION: Notice of public workshop. SUMMARY: The Food and...

  14. LSU Virtual Museum: Technology-Enhanced Geoscience Teacher Workshops for Louisiana K-8 Educators.

    NASA Astrophysics Data System (ADS)

    Warny, S.; Egea-Kuehne, D.; Tedford, R.; Lopez, A.

    2007-12-01

    The Virtual Museum, a Louisiana Board of Regents sponsored SELECT program, is a collaborative project between the Museum of Natural Science and the French Education Project at Louisiana State University. It offers Louisiana science teachers, in-training teachers, and immersion teachers a professional development program via six videoconferences. These videoconferences are broadcast from LSU to six distance-learning sites across the entire state of Louisiana. This unique teacher population was selected because in Louisiana, there are two types of K-8 science teachers: teachers in traditional classroom settings and teachers in immersion programs. In the Foreign language Immersion programs, the target language (French or Spanish) is the language of instruction and communication in the classroom. For each videoconference, teachers are provided content material that is prepared by geology faculty and graduate students, example of ongoing field research by LSU faculty members, classroom-ready activities, information on available loan material and on-line resources, training on the unique Scope-On-A-Rope microscope, pre-made PowerPoint presentations and virtual museum photos, all, in French and in English. Three of the videoconferences emphasize regional and statewide earth science topics including Louisiana fossils, rocks and minerals, and field techniques used to interpret Louisiana's geologic history. The activities provided for teachers are hands-on, inquiry based classroom exercises that focus on the availability of local materials. These activities can also be scaled for use in a variety of grade-levels and teachers are encouraged to use these activities in their classrooms. The program has proven to foster new collaboration between science teachers in regular programs and immersion schools while boosting the interest statewide for natural science topics.

  15. National Geoscience Data Repository System: Phase 2 final report

    SciTech Connect

    1997-07-01

    The American Geological Institute (AGI) has completed Phase 2 of a project to establish a National Geoscience Data Repository System (NGDRS). The project`s primary objectives are to preserve geoscience data in jeopardy of being destroyed and to make that data available to those who have a need to use it in future investigations. These data are available for donation to the public as a result of the downsizing that has occurred in the major petroleum and mining companies in the US for the past decade. In recent years, these companies have consolidated domestic operations, sold many of their domestic properties and relinquished many of their leases. The scientific data associated with those properties are no longer considered to be useful assets and are consequently in danger of being lost forever. The national repository project will make many of these data available to the geoscience community for the first time. Phase 2 encompasses the establishment of standards for indexing and cataloging of geoscience data and determination of the costs of transferring data from the private sector to public-sector data repositories. Pilot projects evaluated the feasibility of the project for transfer of different data types and creation of a Web-based metadata supercatalog and browser. Also as part of the project, a national directory of geoscience data repositories was compiled to assess what data are currently available in existing facilities. The next step, Phase 3, will focus on the initiation of transfer of geoscience data from the private sector to the public domain and development of the web-based Geotrek metadata supercatalog.

  16. Tandem mirror theory workshop

    SciTech Connect

    1981-05-01

    The workshop was divided into three sections which were constituted according to subject matter: RF Heating, MHD Equilibrium and Stability, and Transport and Microstability. An overview from Livermore's point of view was given at the beginning of each session. Each session was assigned a secretary to take notes. These notes have been used in preparing this report on the workshop. The report includes the activities, conclusions, and recommendations of the workshop.

  17. Solar education project workshop

    SciTech Connect

    Smith, J.B.

    1980-10-31

    A summary of proceedings of the Solar Education Project Workshop is presented. The workshop had as its focus the dissemination of curriculum materials developed by the Solar Energy Project of the New York State Department of Education under the sponsorship of the US Department of Energy. It includes, in addition to presentations by speakers and workshop leaders, specific comments from participants regarding materials available and energy-related activities underway in their respective states and suggested strategies from them for ongoing dissemination efforts.

  18. Lunar Commercialization Workshop

    NASA Technical Reports Server (NTRS)

    Martin, Gary L.

    2008-01-01

    This slide presentation describes the goals and rules of the workshop on Lunar Commercialization. The goal of the workshop is to explore the viability of using public-private partnerships to open the new space frontier. The bulk of the workshop was a team competition to create a innovative business plan for the commercialization of the moon. The public private partnership concept is reviewed, and the open architecture as an infrastructure for potential external cooperation. Some possible lunar commercialization elements are reviewed.

  19. Promoting the Geosciences for Minority Students in the Urban Coastal Environment of New York City

    NASA Astrophysics Data System (ADS)

    Liou-Mark, J.; Blake, R.

    2013-12-01

    The 'Creating and Sustaining Diversity in the Geo-Sciences among Students and Teachers in the Urban Coastal Environment of New York City' project was awarded to New York City College of Technology (City Tech) by the National Science Foundation to promote the geosciences for students in middle and high schools and for undergraduates, especially for those who are underrepresented minorities in STEM. For the undergraduate students at City Tech, this project: 1) created and introduced geoscience knowledge and opportunities to its diverse undergraduate student population where geoscience is not currently taught at City Tech; and 2) created geoscience articulation agreements. For the middle and high schools, this project: 1) provided inquiry-oriented geoscience experiences (pedagogical and research) for students; 2) provided standards-based professional development (pedagogical and research) in Earth Science for teachers; 3) developed teachers' inquiry-oriented instructional techniques through the GLOBE program; 4) increased teacher content knowledge and confidence in the geosciences; 5) engaged and intrigued students in the application of geoscience activities in a virtual environment; 6) provided students and teachers exposure in the geosciences through trip visitations and seminars; and 7) created community-based geoscience outreach activities. Results from this program have shown significant increases in the students (grades 6-16) understanding, participation, appreciation, and awareness of the geosciences. Geoscience modules have been created and new geosciences courses have been offered. Additionally, students and teachers were engaged in state-of-the-art geoscience research projects, and they were involved in many geoscience events and initiatives. In summary, the activities combined geoscience research experiences with a robust learning community that have produced holistic and engaging stimuli for the scientific and academic growth and development of grades 6

  20. Communicating contentious geoscience issues and maintaining impartiality

    NASA Astrophysics Data System (ADS)

    Nice, S. E.; Mitchell, C.

    2013-12-01

    Shale Gas exploration in the UK has been major and often controversial news in the British media over the last 2 years. The British Geological Survey (BGS) has been an integral part of this story as the UK Governments independent and impartial advisor on geosciences. BGS has been involved in writing policy on fracking and induced earthquakes as well as researching potential quantities of shale gas in the UK and also researching natural methane levels in groundwater before large scale fracking activities begin. Shale Gas in the UK, as in the US and Europe has caused much controversy and as a result has many pro and anti fracking campaigns. The challenge for BGS has been to deliver front line science, whilst maintaining complete impartiality on the subject. The BGS communications team developed a strategy over this period to ensure that our message was clear and strong. This involved working closely with the scientists involved to formulate key messages that could delivered through controlled statements on the BGS webpages, press releases, at press conferences as well as on broadcast and print media. Our scientists were media trained during this time to ensure that they stayed en message and wouldn't be caught by the press or opponents of fracking into making statements that could have been used to either scare up the position or give the antagonist room to cast doubt on our impartiality. This strategy proved highly successful and BGS managed to communicate the facts, remain impartial whilst avoiding attempts to undermine the potential for Shale gas exploitation in the UK. The success of this communication strategy was due to the cooperation of the scientists, a clear strategy from the communications team and the unequivocal support of the senior executive at BGS. This abstract will conclude how the BGS has developed its communication strategy to be more streamlined and open. BGS must allow it's scientists to talk to the media about the science that they do. Much of

  1. Recruiting and Supporting Diverse Geoscience and Environmental Science Students

    NASA Astrophysics Data System (ADS)

    Doser, Diane I.; Manduca, Cathy; Rhodes, Dallas

    2014-08-01

    Producing a workforce that will be successful in meeting global environmental and resource challenges requires that we attract diverse students into the geosciences, support them fully in our programs, and assist them as they move into the profession. However, geoscience has the lowest ethnic and racial diversity of any of the science, technology, engineering, and mathematics (STEM) disciplines (National Science Foundation (NSF), "Women, Minorities, and Persons with Disabilities in Science and Engineering," http://www.nsf.gov/statistics/wmpd/2013/start.cfm) and is often viewed as a difficult choice for students with physical disabilities.

  2. Alliances for Undergraduate Research in the Geosciences Through Collaborative Recruitment

    NASA Astrophysics Data System (ADS)

    Pandya, R.; Eriksson, S.; Haacker-Santos, R.; Calhoun, A.

    2006-12-01

    Undergraduate research is a key strategy for encouraging students to pursue graduate school and careers in science end engineering. In the geosciences, where participation by members of underrepresented groups is among the lowest of any science field, these programs must continue and strengthen their efforts to engage students from historically underrepresented groups. A significant limitation on our ability to engage students from historically underrepresented groups comes from the expense, in terms of time and resources, of promoting these career options to talented undergraduates considering a host of STEM careers. Another hurdle is our ability to match students with research projects tailored to their interests. Further complicating this is the challenge of matching students who have culturally motivated geographic constraints—for example, Native students who seek to serve their local community—to relevant opportunities. As a result, we believe that a number of highly qualified students never fully consider careers in the geosciences. To address these obstacles, we propose an alliance of undergraduate research programs in the geosciences. In this model, all members of the alliance would share recruiting, and students would submit a single application forwarded to all alliance members. The Alliance could offer applicants multiple research opportunities, from across the alliance, tailored to fit the applicant's needs and interests. This strategy has proven very effective in other fields; for example, the Leadership Alliance allows 32 member institutions to offer internships and fellowships through one central application process. SOARS and RESESS, programs in atmospheric science and geophysics, respectively, have done this co-recruiting for two years. There are many benefits to this type of alliance. First, it would allow programs to leverage and coordinate their recruiting investments. From our experience with SOARS and RESESS, much of the effort in

  3. CARE 3 User's Workshop

    NASA Technical Reports Server (NTRS)

    1988-01-01

    A user's workshop for CARE 3, a reliability assessment tool designed and developed especially for the evaluation of high reliability fault tolerant digital systems, was held at NASA Langley Research Center on October 6 to 7, 1987. The main purpose of the workshop was to assess the evolutionary status of CARE 3. The activities of the workshop are documented and papers are included by user's of CARE 3 and NASA. Features and limitations of CARE 3 and comparisons to other tools are presented. The conclusions to a workshop questionaire are also discussed.

  4. Thermal Barrier Coating Workshop

    NASA Technical Reports Server (NTRS)

    Brindley, W. J. (Compiler); Lee, W. Y. (Compiler); Goedjen, J. G. (Compiler); Dapkunas, S. J. (Compiler)

    1995-01-01

    This document contains the agenda and presentation abstracts for the Thermal Barrier Coating Workshop, sponsored by NASA, DOE, and NIST. The workshop covered thermal barrier coating (TBC) issues related to applications, processing, properties, and modeling. The intent of the workshop was to highlight the state of knowledge on TBC's and to identify critical gaps in knowledge that may hinder TBC use in advanced applications. The workshop goals were achieved through presentations by 22 speakers representing industry, academia, and government as well as through extensive discussion periods.

  5. PHARUS airborne SAR concept

    NASA Astrophysics Data System (ADS)

    Snoeij, Paul; Pouwels, Henk; Koomen, Peter J.; Hoogeboom, Peter

    1995-11-01

    PHARUS (phased array universal SAR) is an airborne SAR concept which is being developed in the Netherlands. The PHARUS system differs from other airborne SARs by the use of a phased array antenna, which provides both for the flexibility in the design as well as for a compact, light-weight instrument that can be carried on small aircraft. The concept allows for the construction of airborne SAR systems on a common generic basis but tailored to specific user needs and can be seen as a preparation for future spaceborne SAR systems using solid state transmitters with electronically steerable phased array antenna. The whole approach is aimed at providing an economic and yet technically sophisticated solution to remote sensing or surveying needs of a specific user. The solid state phased array antenna consists of a collection of radiating patches; the design flexibility for a large part resides in the freedom to choose the number of patches, and thereby the essential radar performance parameters such as resolution and swath width. Another consequence of the use of the phased array antenna is the system's compactness and the possibility to rigidly mount it on a small aircraft. The use of small aircraft of course considerably improves the cost/benefit ratio of the use of airborne SAR. Flight altitude of the system is flexible between about 7,000 and 40,000 feet, giving much operational freedom within the meteo and airspace control limits. In the PHARUS concept the airborne segment is complemented by a ground segment, which consists of a SAR processor, possibly extended by a matching image processing package. (A quick look image is available in real-time on board the aircraft.) The SAR processor is UNIX based and runs on easily available hardware (SUN station). Although the additional image processing software is available, the SAR processing software is nevertheless designed to be able to interface with commercially available image processing software, as well as being able

  6. Airborne radioactive contamination monitoring

    SciTech Connect

    Whitley, C.R.; Adams, J.R.; Bounds, J.A.; MacArthur, D.W.

    1996-03-01

    Current technologies for the detection of airborne radioactive contamination do not provide real-time capability. Most of these techniques are based on the capture of particulate matter in air onto filters which are then processed in the laboratory; thus, the turnaround time for detection of contamination can be many days. To address this shortcoming, an effort is underway to adapt LRAD (Long-Range-Alpha-Detection) technology for real-time monitoring of airborne releases of alpa-emitting radionuclides. Alpha decays in air create ionization that can be subsequently collected on electrodes, producing a current that is proportional to the amount of radioactive material present. Using external fans on a pipe containing LRAD detectors, controlled samples of ambient air can be continuously tested for the presence of radioactive contamination. Current prototypes include a two-chamber model. Sampled air is drawn through a particulate filter and then through the first chamber, which uses an electrostatic filter at its entrance to remove ambient ionization. At its exit, ionization that occurred due to the presence of radon is collected and recorded. The air then passes through a length of pipe to allow some decay of short-lived radon species. A second chamber identical to the first monitors the remaining activity. Further development is necessary on air samples without the use of particulate filtering, both to distinguish ionization that can pass through the initial electrostatic filter on otherwise inert particulate matter from that produced through the decay of radioactive material and to separate both of these from the radon contribution. The end product could provide a sensitive, cost-effective, real-time method of determining the presence of airborne radioactive contamination.

  7. NAGT-GER: A Community of Practice to Support the Emerging Field of Geoscience Education Research

    NASA Astrophysics Data System (ADS)

    Lukes, L.; LaDue, N.; Cheek, K.; Ryker, K.

    2014-12-01

    As the National Research Council noted in its 2012 report on discipline-based education research (DBER) in undergraduate science and engineering, in order to advance DBER as a field of inquiry, "a robust infrastructure is required to recognize and support [DBER] within professional societies." One way to develop such an infrastructure around geoscience education research is to create a community of practice within the broader geoscience education community. In recent years, the members of the National Association of Geoscience Teachers (NAGT) have created two divisions to support the geoscience education needs of specific subpopulations of the geoscience community: the 2YC division, focusing on community college issues, and TED, focusing on teacher education. This year marks the first year of a new division within the National Association of Geoscience Teachers (NAGT) focused on geoscience education research. The Geoscience Education Research division (GER) is committed to the promotion of high quality, scholarly research in geoscience education that improves teaching and learning in K-12, higher education, and informal learning environments. High quality DBER in geoscience requires the ability to connect current theories of teaching and learning with deep content-specific conceptual understanding. A community of practice like NAGT GER, has the potential to improve the quality of scholarly efforts in geoscience education by providing a forum for improving the collective knowledge and expertise of the geoscience education research community. Current division initiatives and efforts will be highlighted and time for dialogue on future directions will be included.

  8. The Need for an International Geoscience School Syllabus: Its Development and Publication

    ERIC Educational Resources Information Center

    King, C.

    2015-01-01

    International comparisons of school-level geoscience education across the world had shown great variability in the amount and content of the geoscience materials and in the ways in which it was taught. When this situation was discussed at meetings of organisations concerned with international school-level geoscience education in 2012, the decision…

  9. Airborne Raman lidar

    NASA Astrophysics Data System (ADS)

    Heaps, Wm. S.; Burris, J.

    1996-12-01

    We designed and tested an airborne lidar system using Raman scattering to make simultaneous measurements of methane, water vapor, and temperature in a series of flights on a NASA-operated C-130 aircraft. We present the results for methane detection, which show that the instrument has the requisite sensitivity to atmospheric trace gases. Ultimately these measurements can be used to examine the transport of chemically processed air from within the polar vortex to mid-latitudinal regions and the exchange of stratospheric air between tropical and mid-latitudinal regions.

  10. Airborne Oceanographic Lidar System

    NASA Technical Reports Server (NTRS)

    Bressel, C.; Itzkan, I.; Nunes, J. E.; Hoge, F.

    1977-01-01

    The Airborne Oceanographic Lidar (AOL), a spatially scanning range-gated device installed on board a NASA C-54 aircraft, is described. The AOL system is capable of measuring topographical relief or water depth (bathymetry) with a range resolution of plus or minus 0.3 m in the vertical dimension. The system may also be used to measure fluorescent spectral signatures from 3500 to 8000 A with a resolution of 100 A. Potential applications of the AOL, including sea state measurements, water transparency assessments, oil spill identification, effluent identification and crop cover assessment are also mentioned.

  11. Space Borne Cloud and Aerosol Measurements by the Geoscience Laser Altimeter System: Initial Results

    NASA Technical Reports Server (NTRS)

    Spinhirne, James D.; Palm, Steven P.; Hlavka, Dennis L.; Hart, William D.; Mahesh, Ashwin; Welton, Ellsworth J.

    2003-01-01

    In January 2003 the Geoscience Laser Altimeter System (GLAS) was successfully launched into orbit. Beginning in March 2003 GLAS will provide global coverage lidar measurement of the height distribution of clouds and aerosol in the atmosphere for up to five years. The characteristic and value of the unique data will be presented. The instrument is a basic backscatter lidar that operates at two wavelengths, 532 and 1064 nm. The mission data products for atmospheric observations include the calibrated, observed, attenuated backscatter cross section for cloud and aerosol; height detection for multiple cloud layers; planetary boundary layer height; cirrus and aerosol optical depth and the height distribution of aerosol and cloud scattering cross section profiles. The data is expected to significantly enhance knowledge in several areas of atmospheric science, in particular the distribution, transport and influence of atmospheric aerosol and thin clouds. Measurements of the coverage and height of polar and cirrus cloud should be significantly more accurate than previous global observations. In March and April 2003, airborne and ground based data verification experiments will be carried out. Initial results from the verification experiments and the first several months of operation will be presented.

  12. Airborne concentrations of peanut protein.

    PubMed

    Johnson, Rodney M; Barnes, Charles S

    2013-01-01

    Food allergy to peanut is a significant health problem, and there are reported allergic reactions to peanuts despite not eating or having physical contact with peanuts. It is presumed that an allergic reaction may have occurred from inhalation of airborne peanut allergens. The purpose of this study was to detect the possible concentrations of airborne peanut proteins for various preparations and during specific activities. Separate Ara h 1 and Ara h 2 monoclonal enzyme-linked immunosorbent assays and a polyclonal sandwich enzyme immunoassay for peanuts were used to detect the amount of airborne peanut protein collected using a Spincon Omni 3000 air collector (Sceptor Industries, Inc., Kansas City, MO) under different peanut preparation methods and situations. Air samples were measured for multiple peanut preparations and scenarios. Detectable amounts of airborne peanut protein were measured using a whole peanut immunoassay when removing the shells of roasted peanut. No airborne peanut allergen (Ara h 1 or Ara h 2) or whole peanut protein above the LLD was measured in any of the other peanut preparation collections. Ara h 1, Ara h 2, and polyclonal peanut proteins were detected from water used to boil peanuts. Small amounts of airborne peanut protein were detected in the scenario of removing shells from roasted peanuts; however, Ara h 1 and Ara h 2 proteins were unable to be consistently detected. Although airborne peanut proteins were detected, the concentration of airborne peanut protein that is necessary to elicit a clinical allergic reaction is unknown. PMID:23406937

  13. Airborne ballistic camera tracking systems

    NASA Technical Reports Server (NTRS)

    Redish, W. L.

    1976-01-01

    An operational airborne ballistic camera tracking system was tested for operational and data reduction feasibility. The acquisition and data processing requirements of the system are discussed. Suggestions for future improvements are also noted. A description of the data reduction mathematics is outlined. Results from a successful reentry test mission are tabulated. The test mission indicated that airborne ballistic camera tracking systems are feasible.

  14. AMS Online Weather Studies: The National Dissemination of a Distance Learning Course for Enhancing Diversity in the Geosciences

    NASA Astrophysics Data System (ADS)

    Weinbeck, R. S.; Geer, I. W.; Mills, E. W.; Porter, W. A.; Moran, J. M.

    2004-12-01

    and makes it available to colleges and universities as a user-friendly turnkey package with electronic and printed components. The AMS Geosciences Diversity Program, in cooperation with the National Weather Service (NWS), facilitates institutional participation in Online Weather Studies. Prior to an instructor's initial offering of the course, he or she is invited to attend a one-week course implementation workshop at the NWS Training Center at Kansas City, MO. Participants are encouraged to share best practices ideas in science content and teaching strategies related to their offering of Online Weather Studies. Through the course homepage, students are provided with information on further studies in the atmospheric sciences, opportunities for internships and summer research, and career counseling. Meteorologists-in-Charge at NWS Weather Forecast Offices across the nation have interacted with minority-serving institutions to encourage adoption of the AMS weather course. Also, participating faculty members are invited to the Educational Symposium of the AMS Annual Meeting where they will attend a special Diversity Session and are encouraged to present posters.

  15. Teaching about Climate Change and Energy with Online Materials and Workshops from On the Cutting Edge

    NASA Astrophysics Data System (ADS)

    Kirk, K. B.; Manduca, C. A.; Myers, J. D.; Loxsom, F.

    2009-12-01

    Global climate change and energy use are among the most relevant and pressing issues in today’s science curriculum, yet they are also complex topics to teach. The underlying science spans multiple disciplines and is quickly evolving. Moreover, a comprehensive treatment of climate change and energy use must also delve into perspectives not typically addressed in geosciences courses, such as public policy and economics. Thus, faculty attempting to address these timely issues face many challenges. To support faculty in teaching these subjects, the On the Cutting Edge faculty development program has created a series of websites and workshop opportunities to provide faculty with information and resources for teaching about climate and energy. A web-based collection of teaching materials was developed in conjunction with the On the Cutting Edge workshops “Teaching about Energy in Geoscience Courses: Current Research and Pedagogy.” The website is designed to provide faculty with examples, references and ideas for either incorporating energy topics into existing geoscience courses or for designing or refining a course about energy. The website contains a collection of over 30 classroom and lab activities contributed by faculty and covering such diverse topics as renewable energy, energy policy and energy conservation. Course descriptions and syllabi for energy courses address audiences ranging from introductory courses to advanced seminars. Other materials available on the website include a collection of visualizations and animations, a catalog of recommended books, presentations and related references from the teaching energy workshops, and ideas for novel approaches or new topics for teaching about energy in the geosciences. The Teaching Climate Change website hosts large collections of teaching materials spanning many different topics within climate change, climatology and meteorology. Classroom activities highlight diverse pedagogic approaches such as role

  16. Airborne transmission of lyssaviruses.

    PubMed

    Johnson, N; Phillpotts, R; Fooks, A R

    2006-06-01

    In 2002, a Scottish bat conservationist developed a rabies-like disease and subsequently died. This was caused by infection with European bat lyssavirus 2 (EBLV-2), a virus closely related to Rabies virus (RABV). The source of this infection and the means of transmission have not yet been confirmed. In this study, the hypothesis that lyssaviruses, particularly RABV and the bat variant EBLV-2, might be transmitted via the airborne route was tested. Mice were challenged via direct introduction of lyssavirus into the nasal passages. Two hours after intranasal challenge with a mouse-adapted strain of RABV (Challenge Virus Standard), viral RNA was detectable in the tongue, lungs and stomach. All of the mice challenged by direct intranasal inoculation developed disease signs by 7 days post-infection. Two out of five mice challenged by direct intranasal inoculation of EBLV-2 developed disease between 16 and 19 days post-infection. In addition, a simple apparatus was evaluated in which mice could be exposed experimentally to infectious doses of lyssavirus from an aerosol. Using this approach, mice challenged with RABV, but not those challenged with EBLV-2, were highly susceptible to infection by inhalation. These data support the hypothesis that lyssaviruses, and RABV in particular, can be spread by airborne transmission in a dose-dependent manner. This could present a particular hazard to personnel exposed to aerosols of infectious RABV following accidental release in a laboratory environment. PMID:16687600

  17. Sensors Workshop summary report

    NASA Technical Reports Server (NTRS)

    1977-01-01

    A review of the efforts of three workshops is presented. The presentation describes those technological developments that would contribute most to sensor subsystem optimization and improvement of NASA's data acquisition capabilities, and summarizes the recommendations of the sensor technology panels from the most recent workshops.

  18. Warehouse Sanitation Workshop Handbook.

    ERIC Educational Resources Information Center

    Food and Drug Administration (DHHS/PHS), Washington, DC.

    This workshop handbook contains information and reference materials on proper food warehouse sanitation. The materials have been used at Food and Drug Administration (FDA) food warehouse sanitation workshops, and are selected by the FDA for use by food warehouse operators and for training warehouse sanitation employees. The handbook is divided…

  19. Sustainable Agriculture as a Recruitment Tool for Geoscience Majors

    NASA Astrophysics Data System (ADS)

    Enright, K. P.; Gilbert, L. A.; McGillis, A.

    2014-12-01

    Small-scale agriculture has exploded with popularity in recent years, as teenagers and college students gain interest in local food sources. Outdoor experiences, including gardening and farming, are often among the motivations for students to take their first geoscience courses in college. The methods and theories of small agriculture translate well into geologic research questions, especially in the unique setting of college campus farms and gardens. We propose an activity or assignment to engage student-farmers in thinking about geosciences, and connect them with geoscience departments as a gateway to the major and career field. Furthermore, the activity will encourage a new generation of passionate young farmers to integrate the principles of earth science into their design and implementation of more sustainable food systems. The activity includes mapping, soil sampling, and interviewing professionals in agriculture and geology, and results in the students writing a series of recommendations for their campus or other farm. The activity includes assessment tools for instructors and can be used to give credit for a summer farming internship or as part of a regular course. We believe reaching out to students interested in farming could be an important recruitment tool for geosciences and helps build interdisciplinary and community partnerships.

  20. State of the art of geoscience libraries and information services

    SciTech Connect

    Pruett, N.J.

    1986-01-01

    Geoscience libraries and geoscience information services are closely related. Both are trying to meet the needs of the geoscientists for information and data. Both are also being affected by many trends: increased availability of personal computers; decreased costs of machine readable storage; increased availability of maps in digital format (Pallatto, 1986); progress in graphic displays and in developing Geographic Information System, (GIS) (Kelly and Phillips, 1986); development in artificial intelligence; and the availability of new formats (e.g. CD-ROM). Some additional factors are at work at changing the role of libraries: libraries are coming to recognize the impossibility of collecting everything and the validity of Bradford's Law unobtrustive studies of library reference services have pointed out that only 50% of the questions are answered correctly it is clear that the number of databases is increasing although good figures for specifically geoscience databases are not available; lists of numeric database are beginning to appear; evaluative (as opposed to purely descriptive) reviews of available bibliographic databases are beginning to appear; more and more libraries are getting online catalogs and results of studies of users of online catalog are being used to improve catalog design; and research is raising consciousness about the value of; and research is raising consciousness about the value of information. All these trends are having or will have an effect on geoscience information.

  1. A Compilation and Review of over 500 Geoscience Misconceptions

    ERIC Educational Resources Information Center

    Francek, Mark

    2013-01-01

    This paper organizes and analyses over 500 geoscience misconceptions relating to earthquakes, earth structure, geologic resources, glaciers, historical geology, karst (limestone terrains), plate tectonics, rivers, rocks and minerals, soils, volcanoes, and weathering and erosion. Journal and reliable web resources were reviewed to discover (1) the…

  2. Student Enrollment in Geoscience Departments. 1982-1983.

    ERIC Educational Resources Information Center

    American Geological Inst., Washington, DC.

    Presented in table format are student enrollment data for geoscience disciplines at colleges and universities in the United States and Canada. Subfields for both countries include: geology; geophysics; oceanography; marine science; geological engineering; geophysical engineering; geochemistry; hydrology; mineralogy; paleontology; soil science;…

  3. Developing a Program to Increase Diversity in the Geosciences

    NASA Astrophysics Data System (ADS)

    Prendeville, J. C.

    2001-05-01

    The Geosciences have a history of poor participation by minorities- African Americans, Hispanics, Native Americans and persons with disabilities. Demographic data concerning population trends over the next decades make it clear that, without intervention, underrepresentation of these groups in the geosciences will only worsen. The Directorate for Geosciences of the National Science Foundation has acknowledged the problem of underrepresentation and the loss of intellectual resources that it represents. The Directorate has established a program to create a pool of students from underrepresented groups who will take their place in the future as both scientific researchers and educators, as well as scientifically knowledgeable citizens. The strategy employed in developing the Geosciences Diversity program emphasizes community direction and inclusion. Steps in developing the program included examining data that demonstrate where the "leaks" in the educational pipeline occur; reviewing the programs that are offered by the NSF, by other federal agencies and by professional societies; and gaining insights from individuals who have developed or managed programs that have similar goals.

  4. A Call for a New Geoscience Education Research Agenda

    ERIC Educational Resources Information Center

    Lewis, Elizabeth B.; Baker, Dale R.

    2010-01-01

    A lack of qualified teachers and low enrollment in the geosciences exist at both secondary and tertiary levels in the United States. Consequently, it is unlikely that students will be able to achieve scientific literacy without an increase in both of these populations. To address these problems, we pose research questions, highlight sociocultural…

  5. Students' Interest in Geoscience Topics, Contexts and Methods

    ERIC Educational Resources Information Center

    Hemmer, Ingrid; Bayrhuber, Horst; Haubler, Peter; Hemmer, Michael; Hlawatsch, Sylke; Hoffmann, Lore; Raffelsiefer, Marion

    2007-01-01

    Geoscience topics are playing an increasingly important role with regard to the future of our planet. Consequently, they have been moving into the educational foreground because of their societal relevance. The question is, however: Are pupils interested in these topics? This is important didactically, for interest is both a prerequisite and a…

  6. Embedding Data Stewardship in Geoscience Australia

    NASA Astrophysics Data System (ADS)

    Bastrakova, I.; Fyfe, S.

    2013-12-01

    Ten years of technological innovation now enable vast amounts of data to be collected, managed, processed and shared. At the same time, organisations have witnessed government legislative and policy requirements for open access to public sector data, and a demand for flexibility in access to data by both machine-to-machine and human consumption. Geoscience Australia (GA) has adopted Data Stewardship as an organisation-wide initiative to improve the way we manage and share our data. The benefits to GA including: - Consolidated understanding of GA's data assets and their value to the Agency; - Recognition of the significant role of data custodianship and data management; - Well-defined governance, policies, standards, practices and accountabilities that promote the accessibility, quality and interoperability of GA's data; - Integration of disparate data sets into cohesive information products available online in real time and equally accessible to researchers, government, industry and the public. Although the theory behind data stewardship is well-defined and accepted and the benefits are generally well-understood, practical implementation requires an organisation to prepare for a long-term commitment of resources, both financial and human. Fundamentally this involves: 1. Raising awareness in the organisation of the need for data stewardship and the challenges this entails; 2. Establishing a data stewardship framework including a data governance office to set policy and drive organisational change; and 3. Embedding the functions and a culture of data stewardship into business as usual operations. GA holds a vast amount of data ranging from petabytes of Big Data to significant quantities of relatively small ';long tail' geoscientific observations and measurements. Over the past four years, GA has undertaken strategic activities that prepare us for Data Stewardship: - Organisation-wide audits of GA's data holdings and identification of custodians for each dataset

  7. Making a Difference: a Global Geoscience Initiative

    NASA Astrophysics Data System (ADS)

    Nickless, E.

    2013-05-01

    Since 2009, an informal group, comprising four former board members of the International Year of Planet Earth, has been promoting the concept of a so-called Global Geoscientific Initiative. The GGI should: i.Be inclusive, involve a geoscience community, which is broad both in terms of discipline and nationality, and involve the social sciences; ii.Have a clear socio-economic context and global societal relevance; iii.Focus on a globally significant science theme and preferably involve global processes; iv.Attract the support of geoscientific communities, funding agencies, governments and other institutions in many countries, under the umbrella of UNESCO, ICSU and its geoscientific unions. A series of five town hall meetings have been held at which usually three invited, well-respected figures from the geoscientific community gave presentations. Those presentations were followed by discussion about the importance or otherwise of particular areas of science, and the need to engage better with legislators, policy makers, the media and the lay public. No one challenged the desirability of a large-scale programme that would attract researchers from many geoscientific disciplines and potentially involve the geo-unions. The discussions can be summarised under three broad themes: i.Mineral and hydrocarbon resources and their waste products; ii.Living with natural hazards; iii.Strategic Earth science in Africa through the Africa Alive corridors. During the course of development of the GGI, ICSU has issued a number of papers, most recently a strategic plan, covering the period 2012-2017, working parties have been undertaking foresight analysis and there have also been discussions concerning regional environmental change: human action and adaptation with the question "what does it take to meet the Belmont challenge?". The Belmont Forum brings together a number of funding agencies and could provide the resource to enable some initiative to go forward. More recently a programme

  8. EUFAR the unique portal for airborne research in Europe

    NASA Astrophysics Data System (ADS)

    Gérard, Elisabeth; Brown, Philip

    2016-04-01

    Created in 2000 and supported by the EU Framework Programmes since then, EUFAR was born out of the necessity to create a central network and access point for the airborne research community in Europe. With the aim to support researchers by granting them access to research infrastructures, not accessible in their home countries, EUFAR also provides technical support and training in the field of airborne research for the environmental and geo-sciences. Today, EUFAR2 (2014-2018) coordinates and facilitates transnational access to 18 instrumented aircraft and 3 remote-sensing instruments through the 13 operators who are part of EUFAR's current 24-partner European consortium. In addition, the current project supports networking and research activities focused on providing an enabling environment for and promoting airborne research. The EUFAR2 activities cover three objectives, supported by the internet website www.eufar.net: (I - Institutional) improvement of the access to the research infrastructures and development of the future fleet according to the strategic advisory committee (SAC) recommendations; (ii - Innovation) improvement of the scientific knowledge and promotion of innovating instruments, processes and services for the emergence of new industrial technologies, with an identification of industrial needs by the SAC; (iii - Service) optimisation and harmonisation of the use of the research infrastructures through the development of the community of young researches in airborne science, of the standards and protocols and of the airborne central database. With the launch of a brand new website (www.eufar.net) in mid-November 2015, EUFAR aims to improve user experience on the website, which serves as a source of information and a hub where users are able to collaborate, learn, share expertise and best practices, and apply for transnational access, and education and training funded opportunities within the network. With its newly designed eye-catching interface

  9. The Non-traditional Student, a new Geoscience Resource

    NASA Astrophysics Data System (ADS)

    Ferrell, R.; Anderson, L.; Bart, P.; Lorenzo, J. M.; Tomkin, J.

    2004-12-01

    The LSU GAEMP (Geoscience Alliance to Enhance Minority Participation) program targets non-traditional students, those without an undergraduate degree in geoscience, in its efforts to attract African American and Hispanic students from minority serving institutions (MSIs) to pursue careers in geology and geophysics. Faculty collaborators at nine MSIs (seven HBCUs and two HSIs) work closely with LSU faculty to advertise the program and to select student participants. The enthusiastic cooperation of the MSI Professors is crucial to success. The ideal student is a junior-level, high academic achiever with a major in one of the basic sciences, mathematics, engineering or computer science. A special summer course uses a focus on research to introduce basic geoscience concepts. Students are encouraged to design a cooperative research project to complete during their last year at their home institution and to apply for GAEMP graduate fellowships leading directly to an M.S. or Ph.D. in Geoscience. There are several reasons for the emphasis on these students 1. They have special knowledge and skills to use in graduate programs in geophysics, geochemistry, geobiology, etc. 2. Third-year students have demonstrated their ability to succeed in the academic world and are ready to select a graduate program that will enhance their employment prospects. 3. The MSIs, especially some of the physics programs at the collaborating HBCUs, provide well-trained, highly motivated graduates who have compiled excellent records in highly ranked graduate programs. This pool of talent is not available in the geosciences because most MSIs do not have geoscience degree programs. 4. This group provides a unique niche for focus as there are many programs concentrating on K-12 students and the recruitment of traditional majors. In the first year of GAEMP, 12 students participated in the summer program, six elected to pursue research projects and expressed interest in applying for the fellowships, and

  10. AMIDST: Attracting Minorities to Geosciences Through Involved Digital Story Telling

    NASA Astrophysics Data System (ADS)

    Prakash, A.; Ohler, J.; Cooper, C.; McDermott, M.; Heinrich, J.; Johnson, R.; Leeper, L.; Polk, N.; Wimer, T.

    2009-12-01

    Attracting Minorities to Geosciences Through Involved Digital Story Telling (AMIDST) is a project funded by the Geoscience Directorate of the National Science Foundation through their program entitled Opportunities for Enhancing Diversity in Geosciences. This project centers around the idea of integrating place-based geoscience education with culturally sensitive digital story telling, to engage and attract Alaska’s native and rural children from grades 3 through 5 to geosciences. In Spring 2008 we brought together a team 2 native elders, a group of scientists and technicians, an evaluator, 2 teachers and their 24 third grade students from Fairbanks (interior Alaska) to create computer-based digital stories around the geoscience themes of permafrost, and forest fires. These two to four minutes digital narratives consisted of a series of images accompanied by music and a voice-over narration by the children. In Fall 2008 we worked with a similar group from Nome (coastal town in western Alaska). The geoscience themes were climate change, and gold in Alaska. This time the students used the same kind of “green screen” editing so prevalent in science fiction movies. Students enacted and recorded their stories in front of a green screen and in post-production replaced the green background with photos, drawings and scientific illustrations related to their stories. Evaluation involved pre and post project tests for all participants, mid-term individual interviews and exit-interviews of selected participants. Project final assessment results from an independent education evaluator showed that both students and teachers improved their geo science content knowledge about permafrost, forest fires, gold mining, and sea ice changes. Teachers and students went through a very steep learning curve and gained experience and new understanding in digital storytelling in the context of geologic phenomena of local interest. Children took pride in being creators, directors and

  11. Towards a global data network for the geosciences

    NASA Astrophysics Data System (ADS)

    Allison, M. L.; Gundersen, L. C.; Jackson, I.; Hubbard, J.; Richard, S. M.

    2009-12-01

    Efforts around the world are converging towards creation of an integrated global digital data network for the geosciences based on common standards and protocols for data discovery and access, and a shared vision of a distributed, web-based, interoperable system. Commonalities include use of OGC-compliant standards and GeoSciML as the data interchange mechanism. The Geosciences Information Network (GIN; usgin.org) is linking databases in the U.S. state geological surveys (AASG) and the USGS. The USGS Data Integration Council is working to resolve the challenges in linking data resources from all of its four branches - geology, geography, water, and biology. GIN has been adopted as the data exchange mechanism for the U.S. Department of Energy-funded National Geothermal Data System (NGDS). All data generated by new DOE-funded geothermal projects will have to be available through the NGDS. Critical system components include a standardized catalog services to register and discover resources, web map service to display georeferenced images, and feature services to transport data. Open Geospatial Consortium service components are being used to meet all of these requirements. The Catalog Service for the Web (CSW) ISO 19115 profile provides services to search metadata registries and obtain results in a standard format. The GIN project is participating in the Energy Industry Metadata Standards Working Group, with representatives from the upstream petroleum industry, to develop an industry metadata profile that is compatible with metadata services for other geoscience domains. The OneGeology protocol to build an online digital geologic map of the world has 109 participating countries as of 1 September 2009, providing various nation-scale geologic maps using OGC WMS service (onegeology.org). These map services demonstrate the maturity of the WMS for production-level data publication. OneGeology - Europe (1G-E) is a European Commission project in which 29 national geological

  12. The Quantitative Preparation of Future Geoscience Graduate Students

    NASA Astrophysics Data System (ADS)

    Manduca, C. A.; Hancock, G. S.

    2006-12-01

    Modern geoscience is a highly quantitative science. In February, a small group of faculty and graduate students from across the country met to discuss the quantitative preparation of geoscience majors for graduate school. The group included ten faculty supervising graduate students in quantitative areas spanning the earth, atmosphere, and ocean sciences; five current graduate students in these areas; and five faculty teaching undergraduate students in the spectrum of institutions preparing students for graduate work. Discussion focused in four key ares: Are incoming graduate students adequately prepared for the quantitative aspects of graduate geoscience programs? What are the essential quantitative skills are that are required for success in graduate school? What are perceived as the important courses to prepare students for the quantitative aspects of graduate school? What programs/resources would be valuable in helping faculty/departments improve the quantitative preparation of students? The participants concluded that strengthening the quantitative preparation of undergraduate geoscience majors would increase their opportunities in graduate school. While specifics differed amongst disciplines, a special importance was placed on developing the ability to use quantitative skills to solve geoscience problems. This requires the ability to pose problems so they can be addressed quantitatively, understand the relationship between quantitative concepts and physical representations, visualize mathematics, test the reasonableness of quantitative results, creatively move forward from existing models/techniques/approaches, and move between quantitative and verbal descriptions. A list of important quantitative competencies desirable in incoming graduate students includes mechanical skills in basic mathematics, functions, multi-variate analysis, statistics and calculus, as well as skills in logical analysis and the ability to learn independently in quantitative ways

  13. NCALM: NSF Supported Center for Airborne Laser Mapping

    NASA Astrophysics Data System (ADS)

    Shrestha, R. L.; Carter, W. E.; Dietrich, W. E.

    2003-12-01

    The National Science Foundation (NSF) recently awarded a grant to create a research center to support the use of airborne laser mapping technology in the scientific community. The NSF supported Center for Airborne Laser Mapping (NCALM) will be operated jointly by the Department of Civil & Coastal Engineering, College of Engineering, University of Florida (UF) and the Department of Earth and Planetary Science, University of California-Berkeley (UCB). NCALM will use the Airborne Laser Swath Mapping (ALSM) system jointly owned by UF and Florida International University (FIU), based at the UF Geosensing Engineering and Mapping (GEM) Research Center. The state-of-the-art laser surveying instrumentation, GPS systems, which are installed in a Cessna 337 Skymaster aircraft, will collect research grade data in areas selected through the competitive NSF grant review process. The ALSM observations will be analyzed both at UF and UCB, and made available to the PI through an archiving and distribution center at UCB-building upon the Berkeley Seismological Laboratory (BSL) Northern California Earthquake Data Center system. The purpose of NCALM is to provide research grade data from ALSM technology to NSF supported research studies in geosciences. The Center will also contribute to software development that will increase the processing speed and data accuracy. This presentation will discuss NCALM operation and the process of submitting proposals to NSF. In addition, it will outline the process to request available NCALM seed project funds to help jump-start small scientific research studies. Funds are also available for travel by academic researchers and students for hands-on knowledge and experience in ALSM technology at UF and UCB.

  14. Challenges of the NGSS for Future Geoscience Education

    NASA Astrophysics Data System (ADS)

    Wysession, M. E.; Colson, M.; Duschl, R. A.; Lopez, R. E.; Messina, P.; Speranza, P.

    2013-12-01

    The new Next Generation Science Standards (NGSS), which spell out a set of K-12 performance expectations for life science, physical science, and Earth and space science (ESS), pose a variety of opportunities and challenges for geoscience education. Among the changes recommended by the NGSS include establishing ESS on an equal footing with both life science and physical sciences, at the full K-12 level. This represents a departure from the traditional high school curriculum in most states. In addition, ESS is presented as a complex, integrated, interdisciplinary, quantitative Earth Systems-oriented set of sciences that includes complex and politically controversial topics such as climate change and human impacts. The geoscience communities will need to mobilize in order to assist and aid in the full implementation of ESS aspects of the NGSS in as many states as possible. In this context, the NGSS highlight Earth and space science to an unprecedented degree. If the NGSS are implemented in an optimal manner, a year of ESS will be taught in both middle and high school. In addition, because of the complexity and interconnectedness of the ESS content (with material such as climate change and human sustainability), it is recommended (Appendix K of the NGSS release) that much of it be taught following physics, chemistry, and biology. However, there are considerable challenges to a full adoption of the NGSS. A sufficient work force of high school geoscientists qualified in modern Earth Systems Science does not exist and will need to be trained. Many colleges do not credit high school geoscience as a lab science with respect to college admission. The NGSS demand curricular practices that include analyzing and interpreting real geoscience data, and these curricular modules do not yet exist. However, a concerted effort on the part of geoscience research and education organizations can help resolve these challenges.

  15. EarthCube Activities: Community Engagement Advancing Geoscience Research

    NASA Astrophysics Data System (ADS)

    Kinkade, D.

    2015-12-01

    Our ability to advance scientific research in order to better understand complex Earth systems, address emerging geoscience problems, and meet societal challenges is increasingly dependent upon the concept of Open Science and Data. Although these terms are relatively new to the world of research, Open Science and Data in this context may be described as transparency in the scientific process. This includes the discoverability, public accessibility and reusability of scientific data, as well as accessibility and transparency of scientific communication (www.openscience.org). Scientists and the US government alike are realizing the critical need for easy discovery and access to multidisciplinary data to advance research in the geosciences. The NSF-supported EarthCube project was created to meet this need. EarthCube is developing a community-driven common cyberinfrastructure for the purpose of accessing, integrating, analyzing, sharing and visualizing all forms of data and related resources through advanced technological and computational capabilities. Engaging the geoscience community in EarthCube's development is crucial to its success, and EarthCube is providing several opportunities for geoscience involvement. This presentation will provide an overview of the activities EarthCube is employing to entrain the community in the development process, from governance development and strategic planning, to technical needs gathering. Particular focus will be given to the collection of science-driven use cases as a means of capturing scientific and technical requirements. Such activities inform the development of key technical and computational components that collectively will form a cyberinfrastructure to meet the research needs of the geoscience community.

  16. 75 FR 74736 - Food Labeling Workshop; Public Workshop

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-12-01

    ....'' Mail to: Dr. Ruth MacDonald, Food Science and Human Nutrition, 2312 Food Sciences Building, Ames, IA... HUMAN SERVICES Food and Drug Administration Food Labeling Workshop; Public Workshop AGENCY: Food and... workshop. Topics to be discussed at the workshop include: (1) Mandatory label elements, (2)...

  17. CINERGI: Community Inventory of EarthCube Resources for Geoscience Interoperability

    NASA Astrophysics Data System (ADS)

    Zaslavsky, Ilya; Bermudez, Luis; Grethe, Jeffrey; Gupta, Amarnath; Hsu, Leslie; Lehnert, Kerstin; Malik, Tanu; Richard, Stephen; Valentine, David; Whitenack, Thomas

    2014-05-01

    catalogs, vocabularies, information models, data service specifications, identifier systems, and assess their conformance with international standards (such as those adopted by ISO and OGC, and used by INSPIRE) or de facto community standards using, in part, automatic validation techniques. The main level in CINERGI leverages a metadata aggregation platform (currently Geoportal Server) to organize harvested resources from multiple collections and contributed by community members during EarthCube end-user domain workshops or suggested online. The latter mechanism uses the SciCrunch toolkit originally developed within the Neuroscience Information Framework (NIF) project and now being extended to other communities. The inventory is designed to support requests such as "Find resources with theme X in geographic area S", "Find datasets with subject Y using query concept expansion", "Find geographic regions having data of type Z", "Find datasets that contain property P". With the added LOD support, additional types of requests, such as "Find example implementations of specification X", "Find researchers who have worked in Domain X, dataset Y, location L", "Find resources annotated by person X", will be supported. Project's website (http://workspace.earthcube.org/cinergi) provides access to the initial resource inventory, a gallery of EarthCube researchers, collections of geoscience models, metadata entry forms, and other software modules and inventories being integrated into the CINERGI system. Support from the US National Science Foundation under award NSF ICER-1343816 is gratefully acknowledged.

  18. From Planet Earth to Society: a new dynamics in Portugal about Geosciences Education and Outreach

    NASA Astrophysics Data System (ADS)

    Silva, Elizabeth; Abreu Sá, Artur; José Roxo, Maria

    2013-04-01

    Since the United Nations General Assembly declared the year 2008 as the International Year of Planet Earth (IYPE), during the triennium 2007-2009, under the motto Earth Sciences for Society, many impacts and changes were generated among the Portuguese society. Today is possible to say that those were due to the work of the Portuguese National Committee for the IYPE. After 2009, the Portuguese National Commission for UNESCO created the Portuguese National Committee for the International Programme of Geosciences (IGCP) with the main goal to continue the work done during the IYPE. Among those activities, a Workshop entitled "InFormation in Context" was organized by the UNESCO NatCom - Portugal, in collaboration with the IGCP National Committee and the National Public Television (RTP). This activity was created to reach specially journalists, aiming to give them more information in context, related to Earth matters, mainly related to natural hazards and Climate Change. It is essential that society knows its degree of vulnerability to the occurrence of extreme natural phenomena, which are the basis of natural catastrophes, with serious social and economic consequences. Thus, it is crucial the development of a culture of prevention and precaution, which hinges on a correct information, based in scientific knowledge on causes and consequences of extreme natural phenomena. At the same time, it is necessary the implementation of mitigation and adaptation measures, based on the analysis and cartography of risks, and in an effective monitoring process. During these workshops particular emphasis was given to the need to inform and educate the society in general, and students in particular, to the reality of living in a dynamic planet. Particular importance was given to natural hazards, such as those resulting from earthquakes landslides, floods, droughts, heat and cold waves and storms, which are those with the greatest potential danger in Portugal. An informed society is a

  19. The 33rd IGC, Oslo, Norway 2008; Geoscience World Congress 2008

    NASA Astrophysics Data System (ADS)

    Solheim, A.; Bjoerlykke, A.

    2007-12-01

    The International Geological Congress (IGC) has been arranged every four years since 1878. During the previous Congress in Florence, Italy, 2004, the Nordic countries were awarded the organisation of the 33rd IGC, which will be held in Oslo, Norway, August 6-14, 2008. We expect between 6000 and 9000 participants to the Congress, which also includes workshops, short-courses, and business meetings, as well as more than 50 pre -and post Congress excursions. The Congress is organised under the umbrella of IUGS and the patronage of UNESCO. The Congress will run with 40 parallel sessions and cover the whole width of the geosciences. About 500 symposia will run in 40 parallel sessions. There will be a major poster session, as well as a large exhibition (Geoexpo 2008), in which industry and other organisations will be able to exhibit their products and services. A number of international affiliations have announced their interest in organising annual business meetings during the Congress. In addition, a number of workshops and short-courses will be arranged. More than 50 excursions are planned for the two weeks before the Congress and one week after. These run in all the Nordic Countries, as well as in NW Russia, Ukraine, Greenland, Svalbard, and the Faeroes Islands. These excursions will give the participants a first-hand insight into Nordic Geosciences, as well as the Nordic natural and cultural heritage. Two major international events are important for the Congress. The "International Polar Year" (IPY) and the United Nations' "International Year of Planet Earth" (IYPE) are both running in the period 2007-2009. The Congress focuses on many of the main themes of IYPE, with major emphasis on "Geoscience and Society". Seven major themes will be treated in full-day plenary sessions of lectures given by invited lecturers. These plenary sessions will have a scientific part in the morning, a key-note lecture at lunch-time, and a societal part in the afternoon, followed by a

  20. Processor architecture for airborne SAR systems

    NASA Technical Reports Server (NTRS)

    Glass, C. M.

    1983-01-01

    Digital processors for spaceborne imaging radars and application of the technology developed for airborne SAR systems are considered. Transferring algorithms and implementation techniques from airborne to spaceborne SAR processors offers obvious advantages. The following topics are discussed: (1) a quantification of the differences in processing algorithms for airborne and spaceborne SARs; and (2) an overview of three processors for airborne SAR systems.

  1. Evaluation of meteorological airborne Doppler radar

    NASA Technical Reports Server (NTRS)

    Hildebrand, P. H.; Mueller, C. K.

    1984-01-01

    This paper will discuss the capabilities of airborne Doppler radar for atmospheric sciences research. The evaluation is based on airborne and ground based Doppler radar observations of convective storms. The capability of airborne Doppler radar to measure horizontal and vertical air motions is evaluated. Airborne Doppler radar is shown to be a viable tool for atmospheric sciences research.

  2. Integrating geoscience and Native American experiences through a multi-state geoscience field trip for high school students

    NASA Astrophysics Data System (ADS)

    Kelso, P. R.; Brown, L. M.; Spencer, M.; Sabatine, S.; Goetz, E. R.

    2012-12-01

    Lake Superior State University (LSSU) developed the GRANITE (Geological Reasoning And Natives Investigating The Earth) to engage high school students in the geosciences. The GRANITE program's target audience is Native American high school students and other populations underrepresented in the geosciences. Through the GRANITE program students undertake a variety of field and laboratory geosciences activities that culminates in a two week summer geoscience field experience during which they travel from Michigan to Wyoming. The sites students visit were selected because of their interesting and diverse geologic features and because in many cases they have special significance to Native American communities. Examples of the processes and localities studied by GRANITE students include igneous processes at Bear Butte, SD (Mato Paha) and Devil's Tower, WY (Mato Tipila); sedimentary processes in the Badlands, SD (Mako Sica) and Black Hills, SD (Paha Sapa); karst processes at Wind Cave, SD (Wasun Niye) and Vore Buffalo Jump; structural processes at Van Hise rock, WI and Dillon normal fault Badlands, SD; hydrologic and laucustrine processes along the Great Lakes and at the Fond du Lac Reservation, MN; fluvial processes along the Mississippi and Missouri rivers; geologic resources at the Homestake Mine, SD and Champion Mine, MI; and metamorphic processes at Pipestone, MN and Baraboo, WI. Through the GRANITE experience students develop an understanding of how geoscience is an important part of their lives, their communities and the world around them. The GRANITE program also promotes each student's growth and confidence to attend college and stresses the importance of taking challenging math and science courses in high school. Geoscience career opportunities are discussed at specific geologic localities and through general discussions. GRANITE students learn geosciences concepts and their application to Native communities and society in general through activities and

  3. Airborne agent concentration analysis

    DOEpatents

    Gelbard, Fred

    2004-02-03

    A method and system for inferring airborne contaminant concentrations in rooms without contaminant sensors, based on data collected by contaminant sensors in other rooms of a building, using known airflow interconnectivity data. The method solves a least squares problem that minimizes the difference between measured and predicted contaminant sensor concentrations with respect to an unknown contaminant release time. Solutions are constrained to providing non-negative initial contaminant concentrations in all rooms. The method can be used to identify a near-optimal distribution of sensors within the building, when then number of available sensors is less than the total number of rooms. This is achieved by having a system-sensor matrix that is non-singular, and by selecting that distribution which yields the lowest condition number of all the distributions considered. The method can predict one or more contaminant initial release points from the collected data.

  4. Airborne Wind Turbine

    SciTech Connect

    2010-09-01

    Broad Funding Opportunity Announcement Project: Makani Power is developing an Airborne Wind Turbine (AWT) that eliminates 90% of the mass of a conventional wind turbine and accesses a stronger, more consistent wind at altitudes of near 1,000 feet. At these altitudes, 85% of the country can offer viable wind resources compared to only 15% accessible with current technology. Additionally, the Makani Power wing can be economically deployed in deep offshore waters, opening up a resource which is 4 times greater than the entire U.S. electrical generation capacity. Makani Power has demonstrated the core technology, including autonomous launch, land, and power generation with an 8 meter wingspan, 20 kW prototype. At commercial scale, Makani Power aims to develop a 600 kW, 28 meter wingspan product capable of delivering energy at an unsubsidized cost competitive with coal, the current benchmark for low-cost power.

  5. US Geoscience Information Network, Web Services for Geoscience Information Discovery and Access

    NASA Astrophysics Data System (ADS)

    Richard, S.; Allison, L.; Clark, R.; Coleman, C.; Chen, G.

    2012-04-01

    The US Geoscience information network has developed metadata profiles for interoperable catalog services based on ISO19139 and the OGC CSW 2.0.2. Currently data services are being deployed for the US Dept. of Energy-funded National Geothermal Data System. These services utilize OGC Web Map Services, Web Feature Services, and THREDDS-served NetCDF for gridded datasets. Services and underlying datasets (along with a wide variety of other information and non information resources are registered in the catalog system. Metadata for registration is produced by various workflows, including harvest from OGC capabilities documents, Drupal-based web applications, transformation from tabular compilations. Catalog search is implemented using the ESRI Geoportal open-source server. We are pursuing various client applications to demonstrated discovery and utilization of the data services. Currently operational applications allow catalog search and data acquisition from map services in an ESRI ArcMap extension, a catalog browse and search application built on openlayers and Django. We are developing use cases and requirements for other applications to utilize geothermal data services for resource exploration and evaluation.

  6. Building a Geoscience Culture for Student Recruitment and Retention - The Geoscience Society and Department Nexus

    NASA Astrophysics Data System (ADS)

    Keane, C. M.; Martinez, C. M.

    2009-12-01

    In many other science and engineering fields, the professional society is a key component of the student culture during their education. Students in fields such as physics, civil engineering, and mechanical engineering are usually expected to be members and active participants in their respective professional society, which in turn is tightly integrated with the academic programs through student chapters or activities. This phenomenon does not readily exist in the geosciences, and may be part of the reason for above average student attrition rates and subcompetitive recruitment over the entirety of business cycles. Part of this is a result of 45 societies, including over a dozen that actively recruit student members, but in the same vein, no single society has universal strong cultural presence across the 800 undergraduate programs in the United States. In addition, given the diversity of professional opportunities are not obvious to students because of the traditional subject stovepiping see in the curriculum and societies. To test and address this issue, the American Geological Institute is piloting a program to build student awareness of the breadth of career opportunities in a social context while also promoting the role of societies as a key networking and development conduit. Early responses to this test have resulted in some non-intuitive patterns and may yield insight into the world view of new and prospective majors.

  7. Computer Aided Drafting Workshop. Workshop Booklet.

    ERIC Educational Resources Information Center

    Goetsch, David L.

    This mini-course and article are presentations from a workshop on computer-aided drafting. The purpose of the mini-course is to assist drafting instructors in updating their occupational knowledge to include computer-aided drafting (CAD). Topics covered in the course include general computer information, the computer in drafting, CAD terminology,…

  8. Workshop by Design: Planning a Workshop.

    ERIC Educational Resources Information Center

    Spencer, Dorothy; Parsons, A. Chapman

    In an Ohio Library Association guide for planning workshops, detailed instructions are given for forming a committee, holding meetings, selecting and paying the speaker, and developing the program. Budgets and fees are discussed along with information on federal funding. Practical guidance is also provided about equipment, table arrangements,…

  9. Airborne Cloud Computing Environment (ACCE)

    NASA Technical Reports Server (NTRS)

    Hardman, Sean; Freeborn, Dana; Crichton, Dan; Law, Emily; Kay-Im, Liz

    2011-01-01

    Airborne Cloud Computing Environment (ACCE) is JPL's internal investment to improve the return on airborne missions. Improve development performance of the data system. Improve return on the captured science data. The investment is to develop a common science data system capability for airborne instruments that encompasses the end-to-end lifecycle covering planning, provisioning of data system capabilities, and support for scientific analysis in order to improve the quality, cost effectiveness, and capabilities to enable new scientific discovery and research in earth observation.

  10. How Accessible Are the Geosciences? a Study of Professionally Held Perceptions and What They Mean for the Future of Geoscience Workforce Development

    NASA Astrophysics Data System (ADS)

    Atchison, C.; Libarkin, J. C.

    2014-12-01

    Individuals with disabilities are not entering pathways leading to the geoscience workforce; the reasons for which continue to elude access-focused geoscience educators. While research has focused on barriers individuals face entering into STEM disciplines, very little research has considered the role that practitioner perceptions play in limiting access and accommodation to scientific disciplines. The authors argue that changing the perceptions within the geoscience community is an important step to removing barriers to entry into the myriad fields that make up the geosciences. This paper reports on an investigation of the perceptions that geoscientist practitioners hold about opportunities for engagement in geoscience careers for people with disabilities. These perspectives were collected through three separate iterations of surveys at three professional geoscience meetings in the US and Australia between 2011 and 2012. Respondents were asked to indicate the extent to which individuals with specific types of disabilities would be able to perform various geoscientific tasks. The information obtained from these surveys provides an initial step in engaging the larger geoscience community in a necessary discussion of minimizing the barriers of access to include students and professionals with disabilities. The results imply that a majority of the geoscience community believes that accessible opportunities exist for inclusion regardless of disability. This and other findings suggest that people with disabilities are viewed as viable professionals once in the geosciences, but the pathways into the discipline are prohibitive. Perceptions of how individuals gain entry into the field are at odds with perceptions of accessibility. This presentation will discuss the common geoscientist perspectives of access and inclusion in the geoscience discipline and how these results might impact the future of the geoscience workforce pathway for individuals with disabilities.

  11. Soil Moisture Workshop

    NASA Technical Reports Server (NTRS)

    Heilman, J. L. (Editor); Moore, D. G. (Editor); Schmugge, T. J. (Editor); Friedman, D. B. (Editor)

    1978-01-01

    The Soil Moisture Workshop was held at the United States Department of Agriculture National Agricultural Library in Beltsville, Maryland on January 17-19, 1978. The objectives of the Workshop were to evaluate the state of the art of remote sensing of soil moisture; examine the needs of potential users; and make recommendations concerning the future of soil moisture research and development. To accomplish these objectives, small working groups were organized in advance of the Workshop to prepare position papers. These papers served as the basis for this report.

  12. Nuclear Innovation Workshops Report

    SciTech Connect

    Jackson, John Howard; Allen, Todd Randall; Hildebrandt, Philip Clay; Baker, Suzanne Hobbs

    2015-09-01

    The Nuclear Innovation Workshops were held at six locations across the United States on March 3-5, 2015. The data collected during these workshops has been analyzed and sorted to bring out consistent themes toward enhancing innovation in nuclear energy. These themes include development of a test bed and demonstration platform, improved regulatory processes, improved communications, and increased public-private partnerships. This report contains a discussion of the workshops and resulting themes. Actionable steps are suggested at the end of the report. This revision has a small amount of the data in Appendix C removed in order to avoid potential confusion.

  13. Ocean margins workshop

    SciTech Connect

    1990-12-31

    The Department of Energy (DOE) is announcing the refocusing of its marine research program to emphasize the study of ocean margins and their role in modulating, controlling, and driving Global Change phenomena. This is a proposal to conduct a workshop that will establish priorities and an implementation plan for a new research initiative by the Department of Energy on the ocean margins. The workshop will be attended by about 70 scientists who specialize in ocean margin research. The workshop will be held in the Norfolk, Virginia area in late June 1990.

  14. Understanding the Deep Earth: Slabs, Drips, Plumes and More - An On the Cutting Edge Workshop

    NASA Astrophysics Data System (ADS)

    Williams, M. L.; Mogk, D. W.; McDaris, J. R.

    2010-12-01

    Exciting new science is emerging from the study of the deep Earth using a variety of approaches: observational instrumentation (e.g. EarthScope’s USArray; IRIS), analysis of rocks (xenoliths, isotopic tracers), experimental methods (COMPRES facilities), and modeling (physical and computational, e.g. CIG program). New images and models of active faults, subducting plates, mantle drips, and rising plumes are spurring a new excitement about deep Earth processes and connections between Earth’s internal systems, the plate tectonic system, and the physiography of Earth’s surface. The integration of these lines of research presents unique opportunities and also challenges in geoscience education. How can we best teach about the architecture, composition, and processes of Earth where it is hidden from direct observation. How can we make deep Earth science relevant and meaningful to students across the geoscience curriculum? And how can we use the exciting new discoveries about Earth processes to attract new students into science? To explore the intersection of research and teaching about the deep Earth, a virtual workshop was convened in February 2010 for experts in deep Earth research and undergraduate geoscience education. The six-day workshop consisted of online plenary talks, large and small group discussions, asynchronous contributions using threaded listservs and web-based work spaces, as well as development and review of new classroom and laboratory activities. The workshop goals were to: 1) help participants stay current about data, tools, services, and research related to the deep earth, 2) address the "big science questions" related to deep earth (e.g. plumes, slabs, drips, post-perovskite, etc.) and explore exciting new scientific approaches, 3) to consider ways to effectively teach about "what can't be seen", at least not directly, and 4) develop and review classroom teaching activities for undergraduate education using these data, tools, services, and

  15. AMS Weather Studies and AMS Ocean Studies: Dynamic, College-Level Geoscience Courses Emphasizing Current Earth System Data

    NASA Astrophysics Data System (ADS)

    Brey, J. A.; Geer, I. W.; Moran, J. M.; Weinbeck, R. S.; Mills, E. W.; Blair, B. A.; Hopkins, E. J.; Kiley, T. P.; Ruwe, E. E.

    2008-12-01

    AMS Weather Studies and AMS Ocean Studies are introductory college-level courses developed by the American Meteorological Society, with NSF and NOAA support, for local offering at undergraduate institutions nationwide. The courses place students in a dynamic and highly motivational educational environment where they investigate the atmosphere and world ocean using real-world and real-time environmental data. Over 360 colleges throughout the United States have offered these courses in course environments ranging from traditional lecture/laboratory to completely online. AMS Diversity Projects aim to increase undergraduate student access to the geosciences through implementation of the courses at minority-serving institutions and training programs for MSI faculty. The AMS Weather Studies and AMS Ocean Studies course packages consist of a hard-cover, 15-chapter textbook, Investigations Manual with 30 lab-style activities, and course website containing weekly current weather and ocean investigations. Course instructors receive access to a faculty website and CD containing answer keys and course management system-compatible files, which allow full integration to a college's e-learning environment. The unique aspect of the courses is the focus on current Earth system data through weekly Current Weather Studies and Current Ocean Studies investigations written in real time and posted to the course website, as well as weekly news files and a daily weather summary for AMS Weather Studies. Students therefore study meteorology or oceanography as it happens, which creates a dynamic learning environment where student relate their experiences and observations to the course, and actively discuss the science with their instructor and classmates. With NSF support, AMS has held expenses-paid course implementation workshops for minority-serving institution faculty planning to offer AMS Weather Studies or AMS Ocean Studies. From May 2002-2007, AMS conducted week-long weather workshops

  16. ISIS Workshops Using Virtualization

    NASA Astrophysics Data System (ADS)

    Becker, K. J.; Becker, T. L.

    2015-06-01

    ISIS workshops are now using virtualization technology to improve the user experience and create a stable, consistent and useful ISIS installation for educational purposes as well as future processing needs.

  17. Transportation Management Workshop: Proceedings

    SciTech Connect

    Not Available

    1993-10-01

    This report is a compilation of discussions presented at the Transportation Management Workshop held in Gaithersburg, Maryland. Topics include waste packaging, personnel training, robotics, transportation routing, certification, containers, and waste classification.

  18. IAHS Workshops and Symposia

    NASA Astrophysics Data System (ADS)

    Johnson, A. Ivan

    The Workshop on Remote Data Transmission was sponsored on August 20, 1987, by the International Committee on Remote Sensing and Data Transmission (ICRSDT). Coconvenors of the workshop were Ivan Johnson (A. Ivan Johnson, Inc., Arvada, Colo.), president of ICRSDT, and Richard Paulson (U.S. Geological Survey (USGS), Reston, Va.), chairman, ICRSDT Division on Remote Data Transmission.The purpose of the workshop was to present information on remote data transmission techniques — the transmission of hydrologic and climatological data by satellite or reflection from meteor trails — and to relate experiences with such techniques to the needs of potential users, especially those in developing countries. An attempt was made, through a series of papers and an open discussion period evaluating the pros and cons of the various systems, to relate the state of the technology to the needs of the users. The workshop attendees represented 18 countries.

  19. SUMMARY OF WORKSHOP SESSIONS

    EPA Science Inventory

    Important aspects of the effect of contaminants on wetland ecological structure and function, in both natural and constructed systems, were reviewed and evaluated in a Society of Environmental Toxicology and Chemistry (SETAC) Workshop, Ecotoxicology and Risk Assessment for Wetlan...

  20. Highly Autonomous Systems Workshop

    NASA Technical Reports Server (NTRS)

    Doyle, R.; Rasmussen, R.; Man, G.; Patel, K.

    1998-01-01

    It is our aim by launching a series of workshops on the topic of highly autonomous systems to reach out to the larger community interested in technology development for remotely deployed systems, particularly those for exploration.

  1. Evaluating Aerospace Workshops.

    ERIC Educational Resources Information Center

    Leonard, Rex L.

    1978-01-01

    Declining enrollments in aerospace teacher workshops suggest the need for evaluation and cost effectiveness measurements. A major purpose of this article is to illustrate some typical evaluation methodologies, including the semantic differential. (MA)

  2. Cybernetics and Workshop Design.

    ERIC Educational Resources Information Center

    Eckstein, Daniel G.

    1979-01-01

    Cybernetic sessions allow for the investigation of several variables concurrently, resulting in a large volume of input compacted into a concise time frame. Three session questions are reproduced to illustrate the variety of ideas generated relative to workshop design. (Author)

  3. Complex Flow Workshop Report

    SciTech Connect

    none,

    2012-05-01

    This report documents findings from a workshop on the impacts of complex wind flows in and out of wind turbine environments, the research needs, and the challenges of meteorological and engineering modeling at regional, wind plant, and wind turbine scales.

  4. Workshop: Teaching Primitive Arts.

    ERIC Educational Resources Information Center

    Jordison, Jerry

    1999-01-01

    Discusses the concrete and spiritual aspects of teaching workshops on survival skills or primitive arts. Gives details on lostproofing, or ways to teach a child not to get lost in the outdoors; building a survival shelter; and wilderness cooking. (CDS)

  5. An Aerospace Workshop

    ERIC Educational Resources Information Center

    Hill, Bill

    1972-01-01

    Describes the 16-day, 10,000 mile national tour of the nation's major aerospace research and development centers by 65 students enrolled in Central Washington State College's Summer Aerospace Workshop. (Author/MB)

  6. Special parallel processing workshop

    SciTech Connect

    1994-12-01

    This report contains viewgraphs from the Special Parallel Processing Workshop. These viewgraphs deal with topics such as parallel processing performance, message passing, queue structure, and other basic concept detailing with parallel processing.

  7. GEOTHERMAL EFFLUENT SAMPLING WORKSHOP

    EPA Science Inventory

    This report outlines the major recommendations resulting from a workshop to identify gaps in existing geothermal effluent sampling methodologies, define needed research to fill those gaps, and recommend strategies to lead to a standardized sampling methodology.

  8. Canadian Geoscience Education Network (CGEN): Fostering Excellence in Earth Science Education and Outreach

    NASA Astrophysics Data System (ADS)

    Haidl, F. M.; Vodden, C.; Bates, J. L.; Morgan, A. V.

    2009-05-01

    CGEN, the outreach arm of the Canadian Federation of Earth Sciences, is a network of more than 270 individuals from all over Canada who work to promote geoscience education and public awareness of science. CGEN's priorities are threefold: to improve the quality of Earth science education delivered in our primary and secondary schools; to raise public awareness about the Earth sciences and their impact on everyday life; and to encourage student interest in the Earth sciences as a career option. These priorities are supported by CGEN's six core programs: 1) The national EdGEO program (www.edgeo.org), initiated in the 1970s, supports Earth science workshops for teachers. These workshops, organized by teams of local educators and geoscientists, provide teachers with "enhanced knowledge, classroom resources and increased confidence" to more effectively teach Earth science. In 2008, a record 521 teachers attended 14 EdGEO workshops. 2) EarthNet (www.earthnet-geonet.ca) is a virtual resource centre that provides support for teachers and for geoscientists involved in education and outreach. In 2008, EarthNet received a $11,500 grant from Encana Corporation to develop energy-related content. 3) The new Careers in Earth Science website (www.earthsciencescanada.com/careers), launched in October 2008, enhances CGEN's capacity to encourage students to pursue a career in the Earth sciences. This project exemplifies the value of collaboration with other organizations. Seven groups provided financial support for the project and many other organizations and individuals contributed in-kind support. 4) Geoscape Canada and Waterscape Canada, programs led by the Geological Survey of Canada, communicate practical Earth science information to teachers, students, and other members of communities across Canada through a series of electronic and hard-copy posters and other resources. Many of the resources created from 1998 to 2007 are available online (www.geoscape.nrcan.gc.ca). A northern

  9. The silent buzz of geosciences: the challenge of geosciences communication in the Italian framework

    NASA Astrophysics Data System (ADS)

    Rapisardi, Elena; Di Franco, Sabina; Giardino, Marco

    2015-04-01

    environmental dynamics and their interaction with human activity (preparedness). We suspect, that in the Italian framework, this raises from a sort of original sin: a "resistance" to science, that, for people with little or poor scientific knowledge, swings between pseudoscientific simplifications (which, unfortunately, web is variously "dotted" [Quattrociocchi et al. 2014]) and, as the sociologist Franco Ferrarotti would say, pre-scientific traditions [Peppoloni, 2011]. The "logos" of geology and the geological "narrative" are of fundamental importance in the Anthropocene, allowing to shift the focus back on the human/environment interaction. Geologists are often ignored, as bearers of uncomfortable messages, especially in a country where there is no longer a National Geological Survey, but it is unquestionable the importance of Earth Sciences and the social role of the geologist (geoethics) for Disaster Resilience. This is the next challenge of Geosciences, and of the whole community of geoscientists. Develop a coordinated communication approach for geosciences as an ethical imperative, and also as a pre-requisite to risk and emergency communication: geologists and geology are the authoritative interpreters of natural processes and risk, holders of scientific knowledge that if explained and shared allow people and decision makers to better cope with risks, and to enable Disaster Resilience.

  10. Internet-accessible, near-real-time volcano monitoring data for geoscience education: the Volcanoes Exploration Project—Pu`u `O`o

    NASA Astrophysics Data System (ADS)

    Poland, M. P.; Teasdale, R.; Kraft, K.

    2010-12-01

    Internet-accessible real- and near-real-time Earth science datasets are an important resource for geoscience education, but relatively few comprehensive datasets are available, and background information to aid interpretation is often lacking. In response to this need, the U.S. Geological Survey’s (USGS) Hawaiian Volcano Observatory, in collaboration with the National Aeronautics and Space Administration and the University of Hawai‘i, Mānoa, established the Volcanoes Exploration Project: Pu‘u ‘O‘o (VEPP). The VEPP Web site provides access, in near-real time, to geodetic, seismic, and geologic data from the Pu‘u ‘O‘o eruptive vent on Kilauea Volcano, Hawai‘i. On the VEPP Web site, a time series query tool provides a means of interacting with continuous geophysical data. In addition, results from episodic kinematic GPS campaigns and lava flow field maps are posted as data are collected, and archived Webcam images from Pu‘u ‘O‘o crater are available as a tool for examining visual changes in volcanic activity over time. A variety of background information on volcano surveillance and the history of the 1983-present Pu‘u ‘O‘o-Kupaianaha eruption puts the available monitoring data in context. The primary goal of the VEPP Web site is to take advantage of high visibility monitoring data that are seldom suitably well-organized to constitute an established educational resource. In doing so, the VEPP project provides a geoscience education resource that demonstrates the dynamic nature of volcanoes and promotes excitement about the process of scientific discovery through hands-on learning. To support use of the VEPP Web site, a week-long workshop was held at Kilauea Volcano in July 2010, which included 25 participants from the United States and Canada. The participants represented a diverse cross-section of higher learning, from community colleges to research universities, and included faculty who teach both large introductory non-major classes

  11. Post-Secondary Education and Diversity in the Geosciences: The Need for Innovative Courses and Curricula

    NASA Astrophysics Data System (ADS)

    Huntoon, J. E.; Lane, M.

    2004-12-01

    Enrollments in bachelor's-level degree programs in the geosciences are decreasing nationwide. It seems clear that it will be difficult to reverse this falling trend by teaching the `same old' content in the `same old' way. Innovative geoscience instructors are already revising both content and pedagogy, particularly for introductory-level courses that reach large audiences of potential geoscience majors. As these courses are updated, it is critical that practices contributing to increased diversity in the geosciences are incorporated. The geosciences currently have the lowest diversity of any of the science, technology, engineering, and mathematics (STEM) fields. In 2001, the most recent year for which data are available, ethnic and racial groups that are underrepresented in STEM disciplines made up approximately 25 percent of the population of the United States. In contrast, only 7 percent of the bachelor's, 5 percent of the master's, and 2 percent of the doctoral degrees awarded in the geosciences in 2001 went to members of underrepresented groups. The fact that diversity decreases less rapidly with increasing degree level (e.g. from B.S. to M.S.) in the geosciences than in other STEM disciplines indicates that the geosciences are of interest to members of underrepresented groups. Mechanisms that have been shown to be effective at increasing diversity in the geosciences (as well as total enrollment in bachelor's-level geoscience programs) are to: 1) demonstrate that the geosciences are relevant to technologically savvy, increasingly urban students; 2) engage students in research; 3) build partnerships between universities, community colleges, K-12 teachers, and guidance counselors, families, and communities to address pipeline issues; 4) promote mentoring relationships among scientists, educators, and students; 5) provide financial support to facilitate participation in the geosciences among all members of the diverse U.S. population; and 6) publicize traditional

  12. Recently Identified Changes to the Demographics of the Current and Future Geoscience Workforce

    NASA Astrophysics Data System (ADS)

    Wilson, C. E.; Keane, C. M.; Houlton, H. R.

    2014-12-01

    The American Geosciences Institute's (AGI) Geoscience Workforce Program collects and analyzes data pertaining to the changes in the supply, demand, and training of the geoscience workforce. Much of these trends are displayed in detail in AGI's Status of the Geoscience Workforce reports. In May, AGI released the Status of the Geoscience Workforce 2014, which updates these trends since the 2011 edition of this report. These updates highlight areas of change in the education of future geoscientists from K-12 through graduate school, the transition of geoscience graduates into early-career geoscientists, the dynamics of the current geoscience workforce, and the future predictions of the changes in the availability of geoscience jobs. Some examples of these changes include the increase in the number of states that will allow a high school course of earth sciences as a credit for graduation and the increasing importance of two-year college students as a talent pool for the geosciences, with over 25% of geoscience bachelor's graduates attending a two-year college for at least a semester. The continued increase in field camp hinted that these programs are at or reaching capacity. The overall number of faculty and research staff at four-year institutions increased slightly, but the percentages of academics in tenure-track positions continued to slowly decrease since 2009. However, the percentage of female faculty rose in 2013 for all tenure-track positions. Major geoscience industries, such as petroleum and mining, have seen an influx of early-career geoscientists. Demographic trends in the various industries in the geoscience workforce forecasted a shortage of approximately 135,000 geoscientists in the next decade—a decrease from the previously predicted shortage of 150,000 geoscientists. These changes and other changes identified in the Status of the Geoscience Workforce will be addressed in this talk.

  13. Industrial Fuel Flexibility Workshop

    SciTech Connect

    none,

    2006-09-01

    On September 28, 2006, in Washington, DC, ITP and Booz Allen Hamilton conducted a fuel flexibility workshop with attendance from various stakeholder groups. Workshop participants included representatives from the petrochemical, refining, food and beverage, steel and metals, pulp and paper, cement and glass manufacturing industries; as well as representatives from industrial boiler manufacturers, technology providers, energy and waste service providers, the federal government and national laboratories, and developers and financiers.

  14. Space Mechanisms Technology Workshop

    NASA Technical Reports Server (NTRS)

    Oswald, Fred B. (Editor)

    2002-01-01

    The Mechanical Components Branch at NASA Glenn Research Center hosted a workshop on Tuesday, May 14, 2002, to discuss space mechanisms technology. The theme for this workshop was 'Working in the Cold,' a focus on space mechanisms that must operate at low temperatures. We define 'cold' as below -60C (210 K), such as would be found near the equator of Mars. However, we are also concerned with much colder temperatures such as in permanently dark craters of the Moon (about 40 K).

  15. OEXP Analysis Tools Workshop

    NASA Technical Reports Server (NTRS)

    Garrett, L. Bernard; Wright, Robert L.; Badi, Deborah; Findlay, John T.

    1988-01-01

    This publication summarizes the software needs and available analysis tools presented at the OEXP Analysis Tools Workshop held at the NASA Langley Research Center, Hampton, Virginia on June 21 to 22, 1988. The objective of the workshop was to identify available spacecraft system (and subsystem) analysis and engineering design tools, and mission planning and analysis software that could be used for various NASA Office of Exploration (code Z) studies, specifically lunar and Mars missions.

  16. Workshop I: Gender Studies

    NASA Astrophysics Data System (ADS)

    Hennessey, Eden; Kurup, Anitha; Meza-Montes, Lilia; Shastri, Prajval; Ghose, Shohini

    2015-12-01

    Participants in the Gender Studies workshop of the 5th IUPAP International Conference on Women in Physics discussed the gender question in science practice from a policy perspective, informed by investigations from the social science disciplines. The workshop's three sessions—"Equity and Education: Examining Gender Stigma in Science," "A Comparative Study of Women Scientists and Engineers: Experiences in India and the US," and "Toward Gender Equity Through Policy: Characterizing the Social Impact of Interventions—are summarized, and the resulting recommendations presented.

  17. Space Mechanisms Technology Workshop

    NASA Technical Reports Server (NTRS)

    Oswald, Fred B. (Editor)

    2001-01-01

    The Mechanical Components Branch at NASA Glenn Research Center hosted a workshop to discuss the state of drive systems technology needed for space exploration. The Workshop was held Thursday, November 2, 2000. About 70 space mechanisms experts shared their experiences from working in this field and considered technology development that will be needed to support future space exploration in the next 10 to 30 years.

  18. Airborne Particulate Threat Assessment

    SciTech Connect

    Patrick Treado; Oksana Klueva; Jeffrey Beckstead

    2008-12-31

    Aerosol threat detection requires the ability to discern between threat agents and ambient background particulate matter (PM) encountered in the environment. To date, Raman imaging technology has been demonstrated as an effective strategy for the assessment of threat agents in the presence of specific, complex backgrounds. Expanding our understanding of the composition of ambient particulate matter background will improve the overall performance of Raman Chemical Imaging (RCI) detection strategies for the autonomous detection of airborne chemical and biological hazards. Improving RCI detection performance is strategic due to its potential to become a widely exploited detection approach by several U.S. government agencies. To improve the understanding of the ambient PM background with subsequent improvement in Raman threat detection capability, ChemImage undertook the Airborne Particulate Threat Assessment (APTA) Project in 2005-2008 through a collaborative effort with the National Energy Technology Laboratory (NETL), under cooperative agreement number DE-FC26-05NT42594. During Phase 1 of the program, a novel PM classification based on molecular composition was developed based on a comprehensive review of the scientific literature. In addition, testing protocols were developed for ambient PM characterization. A signature database was developed based on a variety of microanalytical techniques, including scanning electron microscopy, FT-IR microspectroscopy, optical microscopy, fluorescence and Raman chemical imaging techniques. An automated particle integrated collector and detector (APICD) prototype was developed for automated collection, deposition and detection of biothreat agents in background PM. During Phase 2 of the program, ChemImage continued to refine the understanding of ambient background composition. Additionally, ChemImage enhanced the APICD to provide improved autonomy, sensitivity and specificity. Deliverables included a Final Report detailing our

  19. Making the Transition from Geoscience Geek to Policy Wonk

    NASA Astrophysics Data System (ADS)

    Rowan, L.

    2013-12-01

    Geoscientists are often drawn into policymaking, willingly or otherwise, because mapping a course of action for a specific outcome benefits from geoscientific expertise. Policy development, such as legislation or regulation regarding energy, water, minerals, soils, hazards, land use, and other Earth-based processes, is informed by the geosciences. Some geoscientists have moved fully into policymaking as full time policymakers for congressional offices, government agencies, think tanks, non-profits, foundations, industry, and other places. Geoscientists turned policymakers need good communication skills, patience, persistence, strategic forethought, agility, timing, an understanding of competing interests, and the courage to advance geoscientifically sound policy with the right people at the right time. Transitioning from the geeky world of geoscience to the wonky world of policy for a brief time or full time is possible, can be fulfilling as well as frustrating, and ultimately can have a profound impact on how society adapts to living with a dynamic Earth.

  20. International Geoscience Workforce Trends: More Challenges for Federal Agencies

    NASA Astrophysics Data System (ADS)

    Groat, C. G.

    2005-12-01

    Concern about the decreasing number of students entering undergraduate geoscience programs has been chronic and, at times, acute over the past three decades. Despite dwindling populations of undergraduate majors, graduate programs have remained relatively robust, bolstered by international students. With Increasing competition for graduate students by universities in Europe, Japan, Australia, and some developing countries, and with procedural challenges faced by international students seeking entry into the United States and its universities, this supply source is threatened. For corporations operating on a global scale, the opportunity to employ students from and trained in the regions in which they operate is generally a plus. For U.S. universities that have traditionally supplied this workforce, the changing situation poses challenges, but also opportunities for creative international partnerships. Federal government science agencies face more challenges than opportunities in meeting workforce needs under both present and changing education conditions. Restrictions on hiring non-U.S. citizens into the permanent workforce have been a long-standing issue for federal agencies. Exceptions are granted only where they can document the absence of eligible U.S.-citizen candidates. The U.S. Geological Survey has been successful in doing this in its Mendenhall Postdoctoral Research Fellowship Program, but there has been no solution to the broader limitation. Under current and forecast workforce recruitment conditions, creativity, such as that evidenced by the Mendenhall program,will be necessary if federal agencies are to draw from the increasingly international geoscience talent pool. With fewer U.S. citizens in U.S. geoscience graduate programs and a growing number of advanced-degreed scientists coming from universities outside the U.S., the need for changes in federal hiring policies is heightened. The near-term liklihood of this is low and combined with the decline in

  1. OneGeology- A Global Geoscience Data Platform

    NASA Astrophysics Data System (ADS)

    Harrison, M.; Komac, M.; Duffy, T.; Robida, F.; Allison, M. L.

    2014-12-01

    OneGeology (1G) is an initiative of Geological Survey Organisations (GSOs) around the globe that dates back to 2007. Since then, OneGeology has been a leader in developing geological online map data using GeoSciML- an international interoperability standard for the exchange of geological data. Increased use of this new standard allows geological data to be shared and integrated across the planet among organisations. One of the goals of OneGeology is an exchange of know-how with the developing world, shortening the digital learning curve. In autumn 2013 OneGeology was transformed into a Consortium with a clearly defined governance structure, making it more transparent, its operation more sustainable and its membership more open where in addition to GSOs, other types of organisations that create and use geoscience data can join and contribute. The next stage of the OneGeology initiative is focused on increasing the openness and richness of that data from individual countries to create a multi-thematic global geological data resource about the rocks beneath our feet. Authoritative geoscience information will help to mitigate natural disasters, explore for resources (water, minerals and energy) and identify risks to human health on a planetary scale with the aim of 1G to increase awareness of the geosciences and their relevance among professionals and general public- to be part of the solution. We live in a digital world that enables prompt access to vast amounts of open access data. Understanding our world, the geology beneath our feet and environmental challenges related to geology calls for accessibility of geoscience data and the OneGeology Portal (portal.onegeology.org) is the place to find them.

  2. The Place of Rock and Mineral Identification in Geoscience Programs

    NASA Astrophysics Data System (ADS)

    Nicholls, J.

    2011-12-01

    Geoscience programs traditionally required a significant amount of class and laboratory time for students to learn to identify Earth materials: minerals, rocks, soils, and fossils. Two decades ago, courses devoted to the mineral sciences, mineralogy and petrology, constituted approximately 20% of a geoscience program. Today, they make up between 5% and 10% of the courses in such a program. Two decades ago students spent their laboratory time learning to identify Earth materials. Today, they do the same thing, even though the time set aside for students to achieve proficiency is limited. A typical learning objective for a geoscience program reads: Identify common Earth materials and interpret their composition, origin and uses. The three underlined words convey the essence of the objective: We ask students to identify and interpret common Earth materials, which begs the questions: Do the common Earth materials provide adequate information for interpreting the composition, origin, and use of Earth materials? Do modern curricula contain enough laboratory time for students to learn to identify Earth materials? Do all geoscientists need to be able to identify Earth materials? The assemblage kyanite plus sillimanite is crucial for interpreting metamorphic history yet they are not common minerals. The IUGS classification contains 179 rock names yet we expect students to identify only a handful of them. The upper mantle is dominated by peridotite yet do geophysicists need to be able to identify peridotite in order to study the upper mantle? All geoscientists should be able to interpret Earth materials, at least at some level, and deduce the information Earth materials provide about Earth history and processes. Only a subset of geoscientists needs to learn how to identify them. Identification skills can be learned in upper level courses designed for those who will become mineral scientists. Many of the interpretations derived from Earth materials can be

  3. Preparing for a Professional Career in the Geosciences with AEG

    NASA Astrophysics Data System (ADS)

    Barry, T.; Troost, K. G.

    2012-12-01

    The Association of Environmental and Engineering Geologists offers multiple resources to students and faculty about careers in the geosciences, such as description of what employers are looking for, career options, mentoring, and building your professional network. Our website provides easy access to these and other resources. Most of AEG's 3000 members found their first job through association with another AEG member and more than 75% of our membership is working in applied geoscience jobs. We know that employers are looking for the following qualities: passion for your career and the geosciences, an enthusiastic personality, flexibility, responsibility, ability to communicate well in oral and written modes, and the ability to work well in teams or independently. Employers want candidates with a strong well-rounded geoscience education and the following skills/experience: attendance at field camp, working knowledge of field methodologies, strong oral and written communication skills, basic to advanced computer skills, and the ability to conduct research. In addition, skill with GIS applications, computer modeling, and 40-hour OSHA training are desired. The most successful technique for finding a job is to have and use a network. Students can start building their network by attending regular AEG or other professional society monthly meetings, volunteering with the society, attending annual meetings, going on fieldtrips and participating in other events. Students should research what kind of job they want and build a list of potential preferred employers, then market themselves to people within those companies using networking opportunities. Word-of-mouth sharing of job openings is the most powerful tool for getting hired, and if students have name recognition established within their group of preferred employers, job interviews will occur at a faster rate than otherwise.

  4. History of the recognition of organic geochemistry in geoscience

    USGS Publications Warehouse

    Kvenvolden, K.A.

    2002-01-01

    The discipline of organic geochemistry is an outgrowth of the application of the principles and methods of organic chemistry to sedimentary geology. Its origin goes back to the last part of the nineteenth century and the first part of the twentieth century concurrent with the evolution of the applied discipline of petroleum geochemistry. In fact, organic geochemistry was strongly influenced by developments in petroleum geochemistry. Now, however, organic geochemistry is considered an umbrella geoscience discipline of which petroleum geochemistry is an important component.

  5. Tube Maps for Effective Geoscience Career Planning and Development

    NASA Astrophysics Data System (ADS)

    Keane, C. M.; Wilson, C. E.; Houlton, H. R.

    2013-12-01

    One of the greatest challenges faced by students and new graduates is the advice that they must take charge of their own career planning. This is ironic as new graduates are least prepared to understand the full spectrum of options and the potential pathways to meeting their personal goals. We will examine the rationale, tools, and utility of an approach aimed at assisting individuals in career planning nicknamed a "tube map." In particular, this approach has been used in support of geoscientist recruitment and career planning in major European energy companies. By utilizing information on the occupational sequences of geoscience professionals within an organization or a community, a student or new hire can quickly understand the proven pathways towards their eventual career goals. The tube map visualizes the career pathways of individuals in the form of a subway map, with specific occupations represented as "stations" and pathway interconnections represented as "transfers." The major application of this approach in the energy sector was to demonstrate both the logical career pathways to either senior management or senior technical positions, as well as present the reality that time must be invested in "lower level" jobs, thereby nullifying a persistent overinflated sense of the speed of upward mobility. To this end, we have run a similar occupational analysis on several geoscience employers, including one with somewhat non-traditional geoscience positions and another that would be considered a very traditional employer. We will examine the similarities and differences between the resulting 'tube maps,' critique the tools used to create the maps, and assess the utility of the product in career development planning for geoscience students and new hires.

  6. Modern X-ray Diffraction Methods in Mineralogy and Geosciences

    SciTech Connect

    Lavina, Barbara; Dera, Przemyslaw; Downs, Robert T.

    2014-01-01

    This section is not intended to be comprehensive or detailed, because diffraction is such a vast subject. The principles of diffraction theory, however, are summarized under the assumption that the reader is familiar with basic concepts of the crystalline state. We will briefly review the basics of diffraction techniques, using laboratory and synchrotron X-ray sources and highlight some of their applications in geoscience.

  7. Laser Transmitter Design for the Geoscience Laser Altimeter System

    NASA Technical Reports Server (NTRS)

    Afzal, R. S.; Yu, A. W.; Mamakos, W.; Lukemire, A.; Dallas, J. L.; Schroeder, B.; Green, J. W.

    1998-01-01

    NASA is embarking on a new era of laser remote sensing instruments from space. This paper focuses specifically on the laser technology involved in one of the present NASA missions. The Geoscience Laser Altimeter System (GLAS) scheduled to launch in 2001 is a laser altimeter and lidar for the Earth Observing System's (EOS) ICESat mission. The laser transmitter for this space-based remote sensing instrument is discussed in the context of the mission requirements.

  8. U.S.-Russian Geoscience Student Exchange Program

    SciTech Connect

    1997-08-04

    The objective was to support administration and operation of the US-Russian Geoscience Student Exchange Program. During the grant period, thirty Russian geoscience students have completed the program. The students selected to participate in the program were recent graduates in geoscience from the leading Russian universities. On the students arrival in the US, the DOE grant provided funds for a one-week cultural orientation program through the facility of the Meridian House International, Washington DC. The students then traveled to Houston where they participated in a technical orientation in the offices of the petroleum company sponsors. Students spent two-semesters in US universities and a ten-week internship at the offices of the sponsoring oil companies or at the DOE facility in Bartlesville, Oklahoma. At the end of the program students returned to Russia where they are currently employed by the ministry and/or one of the US international oil companies. Some decided to continue their education and enrolled in US universities in Russian and the US. The list of participating students and their present status is attached.

  9. Creating a Linked Data Hub in the Geosciences

    NASA Astrophysics Data System (ADS)

    Narock, T. W.; Rozell, E. A.; Robinson, E. M.

    2012-12-01

    Linked data is a paradigm for publishing data on the Web by using, among other things, non-proprietary data formats and resolvable identifiers for things in your dataset. One linked data initiative, DBPedia, is widely used as a "crystallization point" for linked data on the Web. It serves as a hub for links from external datasets covering a broad variety of domains. Within the Earth Science Information Partnership (ESIP) efforts have begun to create a similar crystallization point for linked data in the geosciences. The initial project was created by converting more than 100,000 abstracts from the American Geophysical Union (AGU) into linked data using the Resource Description Framework. Like the Wikipedia data DBPedia is derived from, AGU publications have extremely broad coverage of topics in the geosciences. To better characterize the network, we have linked this AGU data to ESIP meeting and membership data, as well as to National Science Foundation-funded research projects. In doing so, we can visualize connections between different collaborative clusters like the ESIP Community or NSF grantees within the broader Geosciences communities that attend AGU conferences. Efforts to extend this project include - the ability to annotate abstracts, provide links to referenced tools or datasets, and the enabling of a crowd-sourcing approach to co-reference resolution.

  10. Digging Into Earth Science: Teachers' Alternative Conceptions in the Geosciences

    NASA Astrophysics Data System (ADS)

    Dahl, J. A.; Anderson, S. W.; Libarkin, J.

    2003-12-01

    A sample of K-12 South Dakota teachers was investigated to discover if they held alternative conceptions in the geosciences. Data were collected through surveys (n=38), questionnaires (n=49), individual interviews (n=8) and a 30 item multiple-choice instrument called the geoscience concept test (n=44). Information about teachers' personal interests, classroom occurrence of basic geoscience topics and teachers' personal conceptions about these same topics were gathered. According to the survey results, the study of volcanoes generated both high interest and high classroom occurrence ratings. In contrast, the study of plate tectonics generated low ratings for both interest and occurrence. In fact, only 30% of teachers were able to correctly identify the location of the Earth's tectonic plates. Taking into consideration the important relationships between these two topics, it may suggest that plate tectonics is a subject that teachers do not feel adequately prepared to teach. Additionally, a large number of teachers (79%) perceive the Earth as having a "liquid" or "molten" core. Consequently, 38 of 49 teachers questioned attributed the source of magma to the Earth's core. Another unexpected finding, was the reluctance of teachers to participate in the interview phase. Eight teachers agreed to participate in face-to-face interviews. This is in contrast to 62 who declined.

  11. Wakimoto discusses role as NSF's incoming assistant director of geosciences

    NASA Astrophysics Data System (ADS)

    Showstack, Randy

    2012-12-01

    Roger Wakimoto's adrenaline “is starting to pump,” the incoming assistant director for geosciences (GEO) at the U.S. National Science Foundation (NSF) told Eos during an exclusive interview at this month's AGU Fall Meeting in San Francisco. Wakimoto, whose scientific expertise is in extreme weather, is scheduled to take charge as head of the NSF directorate for geosciences starting in February 2013. During his 4-year appointment at NSF, Wakimoto, 59 and an avowed workaholic, will head up the GEO directorate, which has about an $880 million annual funding portfolio and provides about 55% of federal funding for geosciences basic research at U.S. academic institutions. The directorate currently includes the divisions of atmospheric and geospace sciences, Earth sciences, and ocean sciences. In addition, NSF's Office of Polar Programs is slated to become a GEO division under a realignment plan announced on 7 September; Wakimoto said that shift had “no bearing” on his decision to accept the position.

  12. Reaching Beyond the Geoscience Stigma: Strategies for Success

    NASA Astrophysics Data System (ADS)

    Messina, P.; Metzger, E. P.

    2004-12-01

    The geosciences have traditionally been viewed with less "academic prestige" than other science curricula. Among the effects of this perception are depressed K-16 enrollments; state standards' relegation of Earth and space science concepts to earlier grades; Earth Science assignments to lower-performing students, and sometimes even to under-qualified teachers: all of which simply confirm the misconceptions. Restructuring pre-college science curricula so that Earth Science is placed as a capstone course is one way to enhance student understanding of the geosciences. Research demonstrates that reversing the traditional science course sequence (by offering Physics in the ninth grade) improves student success in subsequent science courses. The "Physics First" movement continues to gain momentum offering a possible niche for the Earth and space sciences beyond middle school. It is also critical to bridge the information gap for those with little or no prior exposure to the Earth sciences, particularly K-12 educators. An Earth systems course developed at San José State University is aligned to our state's standards; it is approved to satisfy geoscience subject matter competency by the California Commission on Teacher Credentialing, making it a popular offering for pre- and in-service teachers. Expanding our audience beyond the Bay Area, the Earth Systems Science Education Alliance courses infuse real-world and hands-on learning in a cohesive online curriculum. Through these courses teachers gain knowledge, share effective pedagogies, and build geography-independent communities.

  13. Geoscience Education Research Methods: Thinking About Sample Size

    NASA Astrophysics Data System (ADS)

    Slater, S. J.; Slater, T. F.; CenterAstronomy; Physics Education Research

    2011-12-01

    Geoscience education research is at a critical point in which conditions are sufficient to propel our field forward toward meaningful improvements in geosciences education practices. Our field has now reached a point where the outcomes of our research is deemed important to endusers and funding agencies, and where we now have a large number of scientists who are either formally trained in geosciences education research, or who have dedicated themselves to excellence in this domain. At this point we now must collectively work through our epistemology, our rules of what methodologies will be considered sufficiently rigorous, and what data and analysis techniques will be acceptable for constructing evidence. In particular, we have to work out our answer to that most difficult of research questions: "How big should my 'N' be??" This paper presents a very brief answer to that question, addressing both quantitative and qualitative methodologies. Research question/methodology alignment, effect size and statistical power will be discussed, in addition to a defense of the notion that bigger is not always better.

  14. Airborne GLM Simulator (FEGS)

    NASA Astrophysics Data System (ADS)

    Quick, M.; Blakeslee, R. J.; Christian, H. J., Jr.; Stewart, M. F.; Podgorny, S.; Corredor, D.

    2015-12-01

    Real time lightning observations have proven to be useful for advanced warning and now-casting of severe weather events. In anticipation of the launch of the Geostationary Lightning Mapper (GLM) onboard GOES-R that will provide continuous real time observations of total (both cloud and ground) lightning, the Fly's Eye GLM Simulator (FEGS) is in production. FEGS is an airborne instrument designed to provide cal/val measurements for GLM from high altitude aircraft. It consists of a 5 x 5 array of telescopes each with a narrow passband filter to isolate the 777.4 nm neutral oxygen emission triplet radiated by lightning. The telescopes will measure the optical radiance emitted by lightning that is transmitted through the cloud top with a temporal resolution of 10 μs. When integrated on the NASA ER-2 aircraft, the FEGS array with its 90° field-of-view will observe a cloud top area nearly equal to a single GLM pixel. This design will allow FEGS to determine the temporal and spatial variation of light that contributes to a GLM event detection. In addition to the primary telescope array, the instrument includes 5 supplementary optical channels that observe alternate spectral emission features and will enable the use of FEGS for interesting lightning physics applications. Here we present an up-to-date summary of the project and a description of its scientific applications.

  15. Airborne rescue system

    NASA Technical Reports Server (NTRS)

    Haslim, Leonard A. (Inventor)

    1991-01-01

    The airborne rescue system includes a boom with telescoping members for extending a line and collar to a rescue victim. The boom extends beyond the tip of the helicopter rotor so that the victim may avoid the rotor downwash. The rescue line is played out and reeled in by winch. The line is temporarily retained under the boom. When the boom is extended, the rescue line passes through clips. When the victim dons the collar and the tension in the line reaches a predetermined level, the clips open and release the line from the boom. Then the rescue line can form a straight line between the victim and the winch, and the victim can be lifted to the helicopter. A translator is utilized to push out or pull in the telescoping members. The translator comprises a tape and a rope. Inside the telescoping members the tape is curled around the rope and the tape has a tube-like configuration. The tape and rope are provided from supply spools.

  16. Diversity and Innovation for Geosciences (dig) Texas Earth and Space Science Instructional Blueprints

    NASA Astrophysics Data System (ADS)

    Ellins, K. K.; Bohls-Graham, E.; Riggs, E. M.; Serpa, L. F.; Jacobs, B. E.; Martinez, A. O.; Fox, S.; Kent, M.; Stocks, E.; Pennington, D. D.

    2014-12-01

    The NSF-sponsored DIG Texas Instructional Blueprint project supports the development of online instructional blueprints for a yearlong high school-level Earth science course. Each blueprint stitches together three-week units that contain curated educational resources aligned with the Texas state standards for Earth and Space Science and the Earth Science Literacy Principles. Units focus on specific geoscience content, place-based concerns, features or ideas, or other specific conceptual threads. Five regional teams composed of geoscientists, pedagogy specialists, and practicing science teachers chose unit themes and resources for twenty-two units during three workshops. In summer 2014 three Education Interns (Earth science teachers) spent six weeks refining the content of the units and aligning them with the Next Generation Science Standards. They also assembled units into example blueprints. The cross-disciplinary collaboration among blueprint team members allowed them to develop knowledge in new areas and to share their own discipline-based knowledge and perspectives. Team members and Education Interns learned where to find and how to evaluate high quality geoscience educational resources, using a web-based resource review tool developed by the Science Education Resource Center (SERC). SERC is the repository for the DIG Texas blueprint web pages. Work is underway to develop automated tools to allow educators to compile resources into customized instructional blueprints by reshuffling units within an existing blueprint, by mixing units from other blueprints, or creating new units and blueprints. These innovations will enhance the use of the units by secondary Earth science educators beyond Texas. This presentation provides an overview of the project, shows examples of blueprints and units, reports on the preliminary results of classroom implementation by Earth science teachers, and considers challenges encountered in developing and testing the blueprints. The

  17. Wallace Creek Virtual Field Trip: Teaching Geoscience Concepts with LiDAR

    NASA Astrophysics Data System (ADS)

    Robinson, S. E.; Arrowsmith, R.; Crosby, C. J.

    2009-12-01

    Recently available data such as LiDAR (Light Detection and Ranging) high-resolution topography can assist students to better visualize and understand geosciences concepts. It is important to bring these data into geosciences curricula as teaching aids while ensuring that the visualization tools, virtual environments, etc. do not serve as barriers to student learning. As a Southern California Earthquake Center ACCESS-G intern, I am creating a “virtual field trip” to Wallace Creek along the San Andreas Fault (SAF) using Google Earth as a platform and the B4 project LiDAR data. Wallace Creek is an excellent site for understanding the centennial-to-millennial record of SAF slip because of its dramatic stream offsets. Using the LiDAR data instead of, or alongside, traditional visualizations and teaching methods enhances a student’s ability to understand plate tectonics, the earthquake cycle, strike-slip faults, and geomorphology. Viewing a high-resolution representation of the topography in Google Earth allows students to analyze the landscape and answer questions about the behavior of the San Andreas Fault. The activity guides students along the fault allowing them to measure channel offsets using the Google Earth measuring tool. Knowing the ages of channels, they calculate slip rate. They look for the smallest channel offsets around Wallace Creek in order to determine the slip per event. At both a “LiDAR and Education” workshop and the Cyberinfrastructure Summer Institute for Geoscientists (CSIG), I presented the Wallace Creek activity to high school and college earth science teachers. The teachers were positive in their responses and had numerous important suggestions including the need for a teacher’s manual for instruction and scientific background, and that the student goals and science topics should be specific and well-articulated for the sake of both the teacher and the student. The teachers also noted that the technology in classrooms varies

  18. Streamlining Software Aspects of Certification: Technical Team Report on the First Industry Workshop

    NASA Technical Reports Server (NTRS)

    Hayhurst, Kelly J.; Holloway, C. Michael; Knight, John C.; Leveson, Nancy G.; Yang, Jeffrey C.; Dorsey, Cheryl A.; McCormick, G. Frank

    1998-01-01

    To address concerns about time and expense associated with software aspects of certification, the Federal Aviation Administration (FAA) began the Streamlining Software Aspects of Certification (SSAC) program. As part of this program, a Technical Team was established to determine whether the cost and time associated with certifying aircraft can be reduced while maintaining or improving safety, with the intent of impacting the FAA's Flight 2000 program. The Technical Team conducted a workshop to gain a better understanding of the major concerns in industry about software cost and schedule. Over 120 people attended the workshop, including representatives from the FAA,commercial transport and general aviation aircraft manufacturers and suppliers, and procurers and developers of non-airborne systems; and, more than 200 issues about software aspects of certification were recorded. This paper provides an overview of the SSAC program, motivation for the workshop, details of the workshop activities and outcomes, and recommendations for follow-on work.

  19. Meeting the Challenges for Gender Diversity in the Geosciences

    NASA Astrophysics Data System (ADS)

    Bell, R. E.; Cane, M. A.; Kastens, K. A.; Miller, R. B.; Mutter, J. C.; Pfirman, S. L.

    2003-12-01

    Women are now routinely chief scientists on major cruises, lead field parties to all continents, and have risen to leadership positions in professional organizations, academic departments and government agencies including major funding agencies. They teach at all levels, advise research students, make research discoveries and receive honors in recognition of their achievements. Despite these advances, women continue to be under-represented in the earth, ocean, and atmospheric sciences. As of 1997 women received only 29% of the doctorates in the earth, atmospheric, and oceanographic sciences and accounted for only 13% of employed Ph.D.s in these fields. Women's salaries also lag: the median annual salary for all Ph.D. geoscientists was \\60,000; for women the figure is \\47,000. Solving the problem of gender imbalance in the geosciences requires understanding of the particular obstacles women face in our field. The problem of under-representation of women requires that earth science departments, universities and research centers, funding agencies, and professional organizations like AGU take constructive action to recognize the root causes of the evident imbalance, and enact corrective policies. We have identified opportunities and challenges for each of these groups. A systematic study of the flux of women at Columbia University enabled a targeted strategy towards improving gender diversity based on the observed trends. The challenge for academic institutions is to document the flux of scientists and develop an appropriate strategy to balance the geoscience demographics. Based on the MIT study, an additional challenge faces universities and research centers. To enhance gender diversity these institutions need to develop transparency in promotion processes and open distribution of institutional resources. The challenge for granting agencies is to implement policies that ease the burden of extensive fieldwork on parents. Many fields of science require long work hours

  20. Web-based Academic Roadmaps for Careers in the Geosciences

    NASA Astrophysics Data System (ADS)

    Murray, D. P.; Veeger, A. I.; Grossman-Garber, D.

    2007-12-01

    To a greater extent than most science programs, geology is underrepresented in K-12 curricula and the media. Thus potential majors have scant knowledge of academic requirements and career trajectories, and their idea of what geologists do--if they have one at all--is outdated. We have addressed these concerns by developing a dynamic, web-based academic roadmap for current and prospective students, their families, and others who are contemplating careers in the geosciences. The goals of this visually attractive "educational pathway" are to not only improve student recruitment and retention, but to empower student learning by creating better communication and advising tools that can render our undergraduate program transparent for learners and their families. Although we have developed academic roadmaps for four environmental and life science programs at the University of Rhode Island, we focus here on the roadmap for the geosciences, which illustrates educational pathways along the academic and early-career continuum for current and potential (i.e., high school) students who are considering the earth sciences. In essence, the Geosciences Academic Roadmap is a "one-stop'" portal to the discipline. It includes user- friendly information about our curriculum, outcomes (which at URI are tightly linked to performance in courses and the major), extracurricular activities (e.g., field camp, internships), careers, graduate programs, and training. In the presentation of this material extensive use is made of streaming video, interviews with students and earth scientists, and links to other relevant sites. Moreover, through the use of "Hot Topics", particular attention is made to insure that examples of geoscience activities are not only of relevance to today's students, but show geologists using the modern methods of the discipline in exciting ways. Although this is a "work-in-progress", evaluation of the sites, by high school through graduate students, has been strongly

  1. Starting Point: Linking Methods and Materials for Introductory Geoscience Courses

    NASA Astrophysics Data System (ADS)

    Manduca, C. A.; MacDonald, R. H.; Merritts, D.; Savina, M.

    2004-12-01

    Introductory courses are one of the most challenging teaching environments for geoscience faculty. Courses are often large, students have a wide variety of background and skills, and student motivation can include completing a geoscience major, preparing for a career as teacher, fulfilling a distribution requirement, and general interest. The Starting Point site (http://serc.carleton.edu/introgeo/index.html) provides help for faculty teaching introductory courses by linking together examples of different teaching methods that have been used in entry-level courses with information about how to use the methods and relevant references from the geoscience and education literature. Examples span the content of geoscience courses including the atmosphere, biosphere, climate, Earth surface, energy/material cycles, human dimensions/resources, hydrosphere/cryosphere, ocean, solar system, solid earth and geologic time/earth history. Methods include interactive lecture (e.g think-pair-share, concepTests, and in-class activities and problems), investigative cases, peer review, role playing, Socratic questioning, games, and field labs. A special section of the site devoted to using an Earth System approach provides resources with content information about the various aspects of the Earth system linked to examples of teaching this content. Examples of courses incorporating Earth systems content, and strategies for designing an Earth system course are also included. A similar section on Teaching with an Earth History approach explores geologic history as a vehicle for teaching geoscience concepts and as a framework for course design. The Starting Point site has been authored and reviewed by faculty around the country. Evaluation indicates that faculty find the examples particularly helpful both for direct implementation in their classes and for sparking ideas. The help provided for using different teaching methods makes the examples particularly useful. Examples are chosen from

  2. Teaching All Geoscience Students: Lessons Learned From Two-Year Colleges

    NASA Astrophysics Data System (ADS)

    Baer, Eric; Blodgett, Robert H.; Macdonald, R. Heather

    2013-11-01

    Geoscience faculty at 2-year colleges (2YCs) are at the forefront of efforts to improve student learning and success while at the same time broadening participation in the geosciences. Faculty of 2YCs instruct large numbers of students from underrepresented minority groups and many students who are the first in their families to pursue higher education. Geoscience classes at 2YCs also typically have large enrollments of nontraditional students, English language learners, and students with learning disabilities.

  3. Sedimentary basin geochemistry and fluid/rock interactions workshop

    SciTech Connect

    1991-12-31

    Fundamental research related to organic geochemistry, fluid-rock interactions, and the processes by which fluids migrate through basins has long been a part of the U.S. Department of Energy Geosciences program. Objectives of this program were to emphasize those principles and processes which would be applicable to a wide range of problems associated with petroleum discovery, occurrence and extraction, waste disposal of all kinds, and environmental management. To gain a better understanding of the progress being made in understanding basinal fluids, their geochemistry and movement, and related research, and to enhance communication and interaction between principal investigators and DOE and other Federal program managers interested in this topic, this workshop was organized by the School of Geology and Geophysics and held in Norman, Oklahoma in November, 1991.

  4. Airborne Laser Polar Nephelometer

    NASA Technical Reports Server (NTRS)

    Grams, Gerald W.

    1973-01-01

    A polar nephelometer has been developed at NCAR to measure the angular variation of the intensity of light scattered by air molecules and particles. The system has been designed for airborne measurements using outside air ducted through a 5-cm diameter airflow tube; the sample volume is that which is common to the intersection of a collimated source beam and the detector field of view within the airflow tube. The source is a linearly polarized helium-neon laser beam. The optical system defines a collimated field-of-view (0.5deg half-angle) through a series of diaphragms located behind a I72-mm focal length objective lens. A photomultiplier tube is located immediately behind an aperture in the focal plane of the objective lens. The laser beam is mechanically chopped (on-off) at a rate of 5 Hz; a two-channel pulse counter, synchronized to the laser output, measures the photomultiplier pulse rate with the light beam both on and off. The difference in these measured pulse rates is directly proportional to the intensity of the scattered light from the volume common to the intersection of the laser beam and the detector field-of-view. Measurements can be made at scattering angles from 15deg to 165deg with reference to the direction of propagation of the light beam. Intermediate angles are obtained by selecting the angular increments desired between these extreme angles (any multiple of 0.1deg can be selected for the angular increment; 5deg is used in normal operation). Pulses provided by digital circuits control a stepping motor which sequentially rotates the detector by pre-selected angular increments. The synchronous photon-counting system automatically begins measurement of the scattered-light intensity immediately after the rotation to a new angle has been completed. The instrument has been flown on the NASA Convair 990 airborne laboratory to obtain data on the complex index of refraction of atmospheric aerosols. A particle impaction device is operated simultaneously

  5. t4 Workshop Report*

    PubMed Central

    Kleensang, Andre; Maertens, Alexandra; Rosenberg, Michael; Fitzpatrick, Suzanne; Lamb, Justin; Auerbach, Scott; Brennan, Richard; Crofton, Kevin M.; Gordon, Ben; Fornace, Albert J.; Gaido, Kevin; Gerhold, David; Haw, Robin; Henney, Adriano; Ma’ayan, Avi; McBride, Mary; Monti, Stefano; Ochs, Michael F.; Pandey, Akhilesh; Sharan, Roded; Stierum, Rob; Tugendreich, Stuart; Willett, Catherine; Wittwehr, Clemens; Xia, Jianguo; Patton, Geoffrey W.; Arvidson, Kirk; Bouhifd, Mounir; Hogberg, Helena T.; Luechtefeld, Thomas; Smirnova, Lena; Zhao, Liang; Adeleye, Yeyejide; Kanehisa, Minoru; Carmichael, Paul; Andersen, Melvin E.; Hartung, Thomas

    2014-01-01

    Summary Despite wide-spread consensus on the need to transform toxicology and risk assessment in order to keep pace with technological and computational changes that have revolutionized the life sciences, there remains much work to be done to achieve the vision of toxicology based on a mechanistic foundation. A workshop was organized to explore one key aspect of this transformation – the development of Pathways of Toxicity (PoT) as a key tool for hazard identification based on systems biology. Several issues were discussed in depth in the workshop: The first was the challenge of formally defining the concept of a PoT as distinct from, but complementary to, other toxicological pathway concepts such as mode of action (MoA). The workshop came up with a preliminary definition of PoT as “A molecular definition of cellular processes shown to mediate adverse outcomes of toxicants”. It is further recognized that normal physiological pathways exist that maintain homeostasis and these, sufficiently perturbed, can become PoT. Second, the workshop sought to define the adequate public and commercial resources for PoT information, including data, visualization, analyses, tools, and use-cases, as well as the kinds of efforts that will be necessary to enable the creation of such a resource. Third, the workshop explored ways in which systems biology approaches could inform pathway annotation, and which resources are needed and available that can provide relevant PoT information to the diverse user communities. PMID:24127042

  6. The QED Workshop

    SciTech Connect

    Pieper, G.W.

    1994-07-01

    On May 18--20, 1994, Argonne National Laboratory hosted the QED Workshop. The workshop was supported by special funding from the Office of Naval Research. The purpose of the workshop was to assemble of a group of researchers to consider whether it is desirable and feasible to build a proof-checked encyclopedia of mathematics, with an associated facility for theorem proving and proof checking. Among the projects represented were Coq, Eves, HOL, ILF, Imps, MathPert, Mizar, NQTHM, NuPrl, OTTER, Proof Pad, Qu-Prolog, and RRL. Although the content of the QED project is highly technical rigorously proof-checked mathematics of all sorts the discussions at the workshop were rarely technical. No prepared talks or papers were given. Instead, the discussions focused primarily on such political, sociological, practical, and aesthetic questions, such as Why do it? Who are the customers? How can one get mathematicians interested? What sort of interfaces are desirable? The most important conclusion of the workshop was that QED is an idea worthy pursuing, a statement with which virtually all the participants agreed. In this document, the authors capture some of the discussions and outline suggestions for the start of a QED scientific community.

  7. The Need for a National Alliance for Broadening Participation of Native Americans in the Geosciences.

    NASA Astrophysics Data System (ADS)

    Dalbotten, D. M.

    2008-12-01

    The continuing underrepresentation of Native Americans in the Geosciences can only mean that Native voices go unheard in setting research agendas and priorities. This is particularly significant where issues such as global climate change impact the land and livelihood of Native American communities. This talk will outline the need for a national alliance for broadening participation of Native Americans in the Geosciences. Our focus will be on defining goals for this alliance, i.e., new research in Geoscience education, defining best practices, inclusion of Native voices in Geoscience research, the potential for new collaborations, and promotion of opportunities for Native students and communities.

  8. 77 FR 12313 - Food Labeling Workshop; Public Workshop

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-02-29

    ... HUMAN SERVICES Food and Drug Administration Food Labeling Workshop; Public Workshop AGENCY: Food and Drug Administration, HHS. ACTION: Notice of public workshop. The Food and Drug Administration (FDA... University (OSU), Robert M. Kerr Food & Agricultural Products Center (FAPC), is announcing a public...

  9. 76 FR 60505 - Food Defense Workshop; Public Workshop

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-09-29

    ...) investigating food-related incidents effectively, (6) physical plant security, (7) crisis management, and other... HUMAN SERVICES Food and Drug Administration Food Defense Workshop; Public Workshop AGENCY: Food and Drug Administration, HHS. ACTION: Notice of public workshop. The Food and Drug Administration (FDA), Office...

  10. Strengthening an Interagency Network for Geoscience Data Sets

    NASA Astrophysics Data System (ADS)

    Ma, Xiaogang; Fox, Peter; Mayernik, Matthew S.

    2014-11-01

    More than 85 invited participants from government, academia, and the private sector attended the GeoData 2014 Workshop. The GeoData in the title of this workshop represents data sets collected and curated by the broad "Geo" community supported by numerous U.S. federal agencies: the Department of Energy, the Environmental Protection Agency, NASA, the National Oceanic and Atmospheric Administration, the National Science Foundation (NSF), the Department of Agriculture, and the U.S. Geological Survey, among others.

  11. Measurement Control Workshop Instructional Materials

    SciTech Connect

    Gibbs, Philip; Crawford, Cary; McGinnis, Brent

    2014-04-01

    A workshop to teach the essential elements of an effective nuclear materials control and accountability (MC&A) programs are outlined, along with the modes of Instruction, and the roles and responsibilities of participants in the workshop.

  12. Thin film solar cell workshop

    NASA Technical Reports Server (NTRS)

    Armstrong, Joe; Jeffrey, Frank

    1993-01-01

    A summation of responses to questions posed to the thin-film solar cell workshop and the ensuing discussion is provided. Participants in the workshop included photovoltaic manufacturers (both thin film and crystalline), cell performance investigators, and consumers.

  13. Skylab Orbiter Workshop Illustration

    NASA Technical Reports Server (NTRS)

    1972-01-01

    This cutaway illustration shows the characteristics and basic elements of the Skylab Orbiter Workshop (OWS). The OWS was divided into two major compartments. The lower level provided crew accommodations for sleeping, food preparation and consumption, hygiene, waste processing and disposal, and performance of certain experiments. The upper level consisted of a large work area and housed water storage tanks, a food freezer, storage vaults for film, scientific airlocks, mobility and stability experiment equipment, and other experimental equipment. The compartment below the crew quarters was a container for liquid and solid waste and trash accumulated throughout the mission. A solar array, consisting of two wings covered on one side with solar cells, was mounted outside the workshop to generate electrical power to augment the power generated by another solar array mounted on the solar observatory. Thrusters were provided at one end of the workshop for short-term control of the attitude of the space station.

  14. Chromosome 19 International Workshop

    SciTech Connect

    Pericak-Vance, M.A. . Medical Center); Ropers, H.H. . Dept. of Human Genetics); Carrano, A.J. )

    1993-01-04

    The Second International Workshop on Human Chromosome 19 was hosted on January 25 and 26, 1992, by the Department of Human Genetics, University Hospital Nijmegen, The Netherlands, at the 'Meerdal Conference Center'. The workshop was supported by a grant from the European Community obtained through HUGO, the Dutch Research Organization (NWO) and the Muscular Dystrophy Association (MDA). Travel support for American participants was provided by the Department of Energy. The goals of this workshop were to produce genetic, physical and integrated maps of chromosome 19, to identify inconsistencies and gaps, and to discuss and exchange resources and techniques available for the completion of these maps. The second day of the meeting was largely devoted to region or disease specific efforts. In particular, the meeting served as a platform for assessing and discussing the recent progress made into the molecular elucidation of myotonic dystrophy.

  15. Final Scientific EFNUDAT Workshop

    ScienceCinema

    None

    2011-10-06

    The Final Scientific EFNUDAT Workshop - organized by the CERN/EN-STI group on behalf of n_TOF Collaboration - will be held at CERN, Geneva (Switzerland) from 30 August to 2 September 2010 inclusive.EFNUDAT website: http://www.efnudat.euTopics of interest include: Data evaluationCross section measurementsExperimental techniquesUncertainties and covariancesFission propertiesCurrent and future facilities  International Advisory Committee: C. Barreau (CENBG, France)T. Belgya (IKI KFKI, Hungary)E. Gonzalez (CIEMAT, Spain)F. Gunsing (CEA, France)F.-J. Hambsch (IRMM, Belgium)A. Junghans (FZD, Germany)R. Nolte (PTB, Germany)S. Pomp (TSL UU, Sweden) Workshop Organizing Committee: Enrico Chiaveri (Chairman)Marco CalvianiSamuel AndriamonjeEric BerthoumieuxCarlos GuerreroRoberto LositoVasilis Vlachoudis Workshop Assistant: Géraldine Jean

  16. An airborne isothermal haze chamber

    NASA Technical Reports Server (NTRS)

    Hindman, E. E.

    1981-01-01

    Thermal gradient diffusion cloud chambers (TGDCC) are used to determine the concentrations of cloud condensation nuclei (CCN) with critical supersaturations greater than or equal to about 0.2%. The CCN concentrations measured with the airborne IHC were lower than theoretically predicted by factors ranging between 7.9 and 9.0. The CCN concentrations measured with the airborne IHC were lower than the concentrations measured with the larger laboratory IHC's by factors ranging between 3.9 and 7.5. The bounds of the supersaturation ranges of the airborne IHC and the CSU-Mee TGDCC do not overlap. Nevertheless, the slopes of the interpolated data between the bounds agree favorably with the theoretical slopes.

  17. Airborne laser topographic mapping results

    NASA Technical Reports Server (NTRS)

    Krabill, W. B.; Collins, J. G.; Link, L. E.; Swift, R. N.; Butler, M. L.

    1984-01-01

    The results of terrain mapping experiments utilizing the National Aeronautics and Space Administration (NASA) Airborne Oceanographic Lidar (AOL) over forested areas are presented. The flight tests were conducted as part of a joint NASA/U.S. Army Corps of Engineers (CE) investigation aimed at evaluating the potential of an airborne laser ranging system to provide cross-sectional topographic data on flood plains that are difficult and expensive to survey using conventional techniques. The data described in this paper were obtained in the Wolf River Basin located near Memphis, TN. Results from surveys conducted under winter 'leaves off' and summer 'leaves on' conditions, aspects of day and night operation, and data obtained from decidous and coniferous tree types are compared. Data processing techniques are reviewed. Conclusions relative to accuracy and present limitations of the AOL, and airborne lidar systems in general, to terrain mapping over forested areas are discussed.

  18. WESTERN AIRBORNE CONTAMINANTS ASSESSMENT PROJECT RESEARCH PLAN

    EPA Science Inventory

    The goal of the Western Airborne Contaminants Assessment Project (WACAP) is to assess the deposition of airborne contaminants in Western National Parks, providing regional and local information on exposure, accumulation, impacts, and probable sources. This project is being desig...

  19. The Astronomy Workshop

    NASA Astrophysics Data System (ADS)

    Hamilton, D. P.; Asbury, M. L.

    1999-12-01

    The Astronomy Workshop (http://janus.astro.umd.edu) is an interactive online astronomy resource developed and maintained at the University of Maryland for use by students, educators and the general public. The Astronomy Workshop has been extensively tested and used successfully at many different levels, including High School and Junior High School science classes, University introductory astronomy courses, and University intermediate and advanced astronomy courses. Some topics currently covered in the Astronomy Workshop are: Animated Orbits of Planets and Moons: The orbits of the nine planets and 63 known planetary satellites are shown in animated, to-scale drawings. The orbiting bodies move at their correct relative speeds about their parent, which is rendered as an attractive, to-scale gif image. Solar System Collisions: This most popular of our applications shows what happens when an asteroid or comet with user-defined size and speed impacts a given planet. The program calculates many effects, including the country impacted (if Earth is the target), energy of explosion, crater size, and magnitude of the ``planetquake'' generated. It also displays a relevant image (e.g. terrestrial crater, lunar crater, etc.). Scale of the Universe: Travel away from the Earth at a chosen speed and see how long it takes to reach other planets, stars and galaxies. This tool helps students visualize astronomical distances in an intuitive way. Scientific Notation: Students are interactively guided through conversions between scientific notation and regular numbers. Orbital Simulations: These tools allow the student to investigate different aspects of the three-body problem of celestial mechanics. Astronomy Workshop Bulletin Board: Get innovative teaching ideas and read about in-class experiences with the Astronomy Workshop. Share your ideas with other educators by posting on the Bulletin Board. Funding for the Astronomy Workshop is provided by NSF.

  20. The Astronomy Workshop

    NASA Astrophysics Data System (ADS)

    Hamilton, D. P.; Asbury, M. L.

    1999-09-01

    The Astronomy Workshop (http://janus.astro.umd.edu) is an interactive online astronomy resource developed and maintained at the University of Maryland for use by students, educators and the general public. The Astronomy Workshop has been extensively tested and used successfully at many different levels, including High School and Junior High School science classes, University introductory astronomy courses, and University intermediate and advanced astronomy courses. Some topics currently covered in the Astronomy Workshop are: Animated Orbits of Planets and Moons: The orbits of the nine planets and 63 known planetary satellites are shown in animated, to-scale drawings. The orbiting bodies move at their correct relative speeds about their parent, which is rendered as an attractive, to-scale gif image. Solar System Collisions: This most popular of our applications shows what happens when an asteroid or comet with user-defined size and speed impacts a given planet. The program calculates many effects, including the country impacted (if Earth is the target), energy of explosion, crater size, and magnitude of the ``planetquake'' generated. It also displays a relevant image (e.g. terrestrial crater, lunar crater, etc.). Scale of the Universe: Travel away from the Earth at a chosen speed and see how long it takes to reach other planets, stars and galaxies. This tool helps students visualize astronomical distances in an intuitive way. Scientific Notation: Students are interactively guided through conversions between scientific notation and regular numbers. Orbital Simulations: These tools allow the student to investigate different aspects of the three-body problem of celestial mechanics. Astronomy Workshop Bulletin Board: Get innovative teaching ideas and read about in-class experiences with the Astronomy Workshop. Share your ideas with other educators by posting on the Bulletin Board. Funding for the Astronomy Workshop is provided by NSF.

  1. The Astronomy Workshop

    NASA Astrophysics Data System (ADS)

    Hamilton, D. P.; Asbury, M. L.; Proctor, A.

    2001-12-01

    The Astronomy Workshop (http://janus.astro.umd.edu) is an interactive online astronomy resource developed, and maintained at the University of Maryland, for use by students, educators and the general public. The Astronomy Workshop has been extensively tested and used successfully at many different levels, including High School and Junior High School science classes, University introductory astronomy courses, and University intermediate and advanced astronomy courses. Some topics currently covered in the Astronomy Workshop are: Animated Orbits of Planets and Moons: The orbits of the nine planets and 91 known planetary satellites are shown in animated, to-scale drawings. The orbiting bodies move at their correct relative speeds about their parent, which is rendered as an attractive, to-scale gif image. Solar System Collisions: This most popular of our applications shows what happens when an asteroid or comet with user-defined size and speed impacts a given planet. The program calculates many effects, including the country impacted (if Earth is the target), energy of the explosion, crater size, magnitude of the planetquake generated. It also displays a relevant image (e.g. terrestrial crater, lunar crater, etc.). Planetary and Satellite Data Calculators: These tools allow the user to easily calculate physical data for all of the planets or satellites simultaneously, making comparison very easy. Orbital Simulations: These tools allow the student to investigate different aspects of the three-body problem of celestial mechanics. Astronomy Workshop Bulletin Board: Get innovative teaching ideas and read about in-class experiences with the Astronomy Workshop. Share your ideas with other educators by posting on the Bulletin Board. Funding for the Astronomy Workshop is provided by the National Science Foundation.

  2. The Astronomy Workshop

    NASA Astrophysics Data System (ADS)

    Hamilton, D. P.; Asbury, M. L.

    2000-05-01

    The Astronomy Workshop (http://janus.astro.umd.edu) is an interactive online astronomy resource developed and maintained at the University of Maryland for use by students, educators and the general public. The Astronomy Workshop has been extensively tested and used successfully at many different levels, including High School and Junior High School science classes, University introductory astronomy courses, and University intermediate and advanced astronomy courses. Some topics currently covered in the Astronomy Workshop are: ANIMATED ORBITS OF PLANETS AND MOONS: The orbits of the nine planets and 63 known planetary satellites are shown in animated, to-scale drawings. The orbiting bodies move at their correct relative speeds about their parent, which is rendered as an attractive, to-scale gif image. SOLAR SYSTEM COLLISIONS: This most popular of our applications shows what happens when an asteroid or comet with user-defined size and speed impacts a given planet. The program calculates many effects, including the country impacted (if Earth is the target), energy of explosion, crater size, and magnitude of the ``planetquake'' generated. It also displays a relevant image (e.g. terrestrial crater, lunar crater, etc.). SCALE OF THE UNIVERSE: Travel away from the Earth at a chosen speed and see how long it takes to reach other planets, stars and galaxies. This tool helps students visualize astronomical distances in an intuitive way. SCIENTIFIC NOTATION: Students are interactively guided through conversions between scientific notation and regular numbers. ORBITAL SIMULATIONS: These tools allow the student to investigate different aspects of the three-body problem of celestial mechanics. ASTRONOMY WORKSHOP BULLETIN BOARD: Get innovative teaching ideas and read about in-class experiences with the Astronomy Workshop. Share your ideas with other educators by posting on the Bulletin Board. Funding for the Astronomy Workshop is provided by NSF.

  3. Genesis of a workshop

    NASA Astrophysics Data System (ADS)

    Bourgeois, François

    2015-11-01

    The LHC Electronics Review Board was created in 1994 to advise the LHC experiments Committee LHCC on rationalization measures in the fields of design, manufacture and operation of electronic systems for LHC experiments. To this end, the LERB found appropriate to launch a series of topical workshops in order to allow for open discussions on the issues at stake. This paper recalls related events and decisions that occurred between 1985 and the approval of the LHC in 1995. The LERB terms of reference and the outcome of the first workshop are presented.

  4. Magnetic Suspension Technology Workshop

    NASA Technical Reports Server (NTRS)

    Keckler, Claude R. (Editor); Groom, Nelson J. (Editor); Britcher, Colin P. (Editor)

    1993-01-01

    In order to identify the state of magnetic suspension technology in such areas as rotating systems, pointing of experiments or subsystems, payload isolation, and superconducting materials, a workshop on Magnetic Suspension Technology was held at the Langley Research Center in Hampton, Virginia, on 2-4 Feb. 1988. The workshop included five technical sessions in which a total of 24 papers were presented. The technical sessions covered the areas of pointing, isolation, and measurement, rotating systems, modeling and control, and superconductors. A list of attendees is provided.

  5. Twenty-first workshop on geothermal reservoir engineering: Proceedings

    SciTech Connect

    1996-01-26

    PREFACE The Twenty-First Workshop on Geothermal Reservoir Engineering was held at the Holiday Inn, Palo Alto on January 22-24, 1996. There were one-hundred fifty-five registered participants. Participants came from twenty foreign countries: Argentina, Austria, Canada, Costa Rica, El Salvador, France, Iceland, Indonesia, Italy, Japan, Mexico, The Netherlands, New Zealand, Nicaragua, the Philippines, Romania, Russia, Switzerland, Turkey and the UK. The performance of many geothermal reservoirs outside the United States was described in several of the papers. Professor Roland N. Horne opened the meeting and welcomed visitors. The key note speaker was Marshall Reed, who gave a brief overview of the Department of Energy's current plan. Sixty-six papers were presented in the technical sessions of the workshop. Technical papers were organized into twenty sessions concerning: reservoir assessment, modeling, geology/geochemistry, fracture modeling hot dry rock, geoscience, low enthalpy, injection, well testing, drilling, adsorption and stimulation. Session chairmen were major contributors to the workshop, and we thank: Ben Barker, Bobbie Bishop-Gollan, Tom Box, Jim Combs, John Counsil, Sabodh Garg, Malcolm Grant, Marcel0 Lippmann, Jim Lovekin, John Pritchett, Marshall Reed, Joel Renner, Subir Sanyal, Mike Shook, Alfred Truesdell and Ken Williamson. Jim Lovekin gave the post-dinner speech at the banquet and highlighted the exciting developments in the geothermal field which are taking place worldwide. The Workshop was organized by the Stanford Geothermal Program faculty, staff, and graduate students. We wish to thank our students who operated the audiovisual equipment. Shaun D. Fitzgerald Program Manager.

  6. A Worldwide Community of Primary and Secondary Students and Their Teachers Engage in and Contribute to Geoscience Research

    NASA Astrophysics Data System (ADS)

    Sparrow, E. B.; Kopplin, M. R.; Yule, S.

    2009-12-01

    The GLOBE (Global learning and Observations to Benefit the Environment) program is among the most successful long-term citizen scientist programs engaging K-12 students, in-service and pre-service teachers, as well as community members in different areas of geoscience investigations: atmosphere/weather, land cover biology, soils, hydrology, and vegetation phenology. What sustains this multi-nation project is the interest and collaboration among scientists, educators, students and the GLOBE Partnerships that are mostly self-supporting and function in the United States and in a hundred other countries. The GLOBE Program Office in the United States continues to offer, an overall coordinating and leadership function, a website, an infrastructure, management and support for web data entry and access, as well as visualizations, and a much used help desk. In Alaska, GLOBE research and activities are maintained through professional development workshops for educators, continued year-long support for teachers and their students (classroom visits, email, mail and newsletters) including program assessments, funded through federal grants to the University of Alaska Fairbanks. The current earth system science Seasons and Biomes project uses GLOBE protocols as well as newly developed ones to fit the needs of the locale, such as ice freeze-up and break-up seasonality protocols for rivers and lakes in tundra, taiga and other northern biomes, and mosquito phenology protocols for tropical and sub-tropical moist broadleaf forests and other biomes in Asia and Africa, invasive plant species for Africa, and modified plant phenology protocols for temperate deciduous forests in Australia. Students contribute data and use archived data as needed when they conduct geoscience research individually, in small groups or as a class and/or collaboratively with others in schools in other parts of the country and the world.

  7. Enhancing Diversity in the Geosciences through National Dissemination of the AMS Online Weather Studies Distance Learning Course

    NASA Astrophysics Data System (ADS)

    Weinbeck, R. S.; Geer, I. W.; Mills, E. W.; Porter, W. A.; Moran, J. M.

    2002-12-01

    Our nation faces a serious challenge in attracting young people to science and science-related careers (including teaching). This is particularly true for members of groups underrepresented in science, mathematics, engineering, and technology and is especially acute in the number of minority college students majoring in the geosciences. A formidable obstacle in attracting undergraduates to the geosciences is lack of access, that is, no opportunity to enroll in an introductory geoscience course simply because none is offered at their college or university. Often introductory or survey courses are a student's first exposure to the geosciences. To help alleviate this problem, the American Meteorological Society (AMS) through its Education Program developed and implemented nationally an introductory weather and climate course, Online Weather Studies, which can be added to an institution's menu of general education course offerings. This highly successful course will be offered at 130 colleges and universities nationwide, including 30 minority-serving institutions, 20 of which have joined the AMS Online Weather Studies Diversity Program during 2002. The AMS encourages course adoption by more institutions serving large numbers of minority students through support from the National Science Foundation (NSF) Opportunities for Enhancing Diversity in the Geosciences (OEDG) and Course, Curriculum and Laboratory Improvement-National Dissemination (CCLI-ND) programs. Online Weather Studies is an innovative, 12- to 15-week introductory college-level, online distance-learning course on the fundamentals of atmospheric science. Learner-formatted current weather data are delivered via the Internet and coordinated with investigations keyed to the day's weather. The principal innovation of Online Weather Studies is that students learn about weather as it happens in near real-time-a highly motivational learning experience. The AMS Education Program designed and services this course and

  8. Integrating Native knowledge and community perspectives in geoscience research and education

    NASA Astrophysics Data System (ADS)

    Sparrow, E. B.; Stephens, S.; Schneider, W.

    2010-12-01

    Multiple perspectives are being incorporated in geoscience research and education exemplified by ongoing projects at the University of Alaska Fairbanks. This presentation will highlight two such projects. In the Seasons and Biomes project, that monitors seasons through global learning communities, in an effort to increase K-12 student understanding of Earth as a system and the environmental changes occurring in their local environment, students are accessing different knowledge systems in their studies. During professional development workshops for K-12 teachers, Alaska Native elders and community experts have been invited to be part of the scientist-educator team to help teachers engage their students in geoscience studies. Teachers learn and practice scientific measurement protocols in investigations such as atmosphere/weather, phenology and hydrology, learn about increasing their observation skills and systems thinking and how to engage and guide their students in environmental investigations. Native elders have been involved in classroom projects to help students understand what changes have occurred and currently occurring in their villages. They have also been involved in projects where small groups of students have conducted investigations under their guidance and the teachers’/scientists’ guidance. A student group from Shageluk, Alaska, successfully completed their study on effects of environmental changes and fire, and was invited and funded along with their Native mentor, to present their findings at an international student conference. In the Stakeholders and Climate Change project, fieldwork, meetings and numerous interviews have been conducted with Tanana, Ft. Yukon, and Chalkyitsik elders and middle-aged travelers and subsistence users. These video-taped interviews have been transcribed, digitized and processed into a draft Alaska Stakeholders and Climate Change/Project Jukebox website using Drupal CMA to create and maintain dynamic content and

  9. Field Studies—Essential Cognitive Foundations for Geoscience Expertise

    NASA Astrophysics Data System (ADS)

    Goodwin, C.; Mogk, D. W.

    2010-12-01

    Learning in the field has traditionally been one of the fundamental components of the geoscience curriculum. Field experiences have been attributed to having positive impacts on cognitive, affective, metacognitive, mastery of skills and social components of learning geoscience. The development of geoscience thinking, and of geoscience expertise, encompasses a number of learned behaviors that contribute to the progress of Science and the development of scientists. By getting out into Nature, students necessarily engage active and experiential learning. The open, dynamic, heterogeneous and complex Earth system provides ample opportunities to learn by inquiry and discovery. Learning in this environment requires that students make informed decisions and to think critically about what is important to observe, and what should be excluded in the complex overload of information provided by Nature. Students must learn to employ the full range of cognitive skills that include observation, description, interpretation, analysis and synthesis that lead to “deep learning”. They must be able to integrate and rationalize observations of Nature with modern experimental, analytical, theoretical, and modeling approaches to studying the Earth system, and they must be able to iterate between what is known and what is yet to be discovered. Immersion in the field setting provides students with a sense of spatial and temporal scales of natural phenomena that can not be derived in other learning environments. The field setting provides strong sensory inputs that stimulate cognition and memories that will be available for future application. The field environment also stimulates strong affective responses related to motivation, curiosity, a sense of “ownership” of field projects, and inclusion in shared experiences that carry on throughout professional careers. The nature of field work also contains a strong metacognitive component, as students learn to be aware of what and how they

  10. NASA Airborne Lidar 1982-1984 Flights

    Atmospheric Science Data Center

    2016-05-26

    NASA Airborne Lidar 1982-1984 Flights Data from the 1982 NASA Langley Airborne Lidar flights following the eruption of El Chichon ... continuing to January 1984. Transcribed from the following NASA Tech Reports: McCormick, M. P., and M. T. Osborn, Airborne lidar ...

  11. Practical Software Sustainability Models for Geoscience Communities and Beyond

    NASA Astrophysics Data System (ADS)

    Kempler, L. A.

    2015-12-01

    There are many, active Geoscience-related efforts around data support infrastructures, with an eye towards enabling improved access, usability, and sharing cross scientific disciplines. Beyond that and even beyond consistent and compatible interfaces between those data infrastructures and the software that relies on them, lies the challenge of sustainable and compatible software systems. There is a need to establish guidelines and mechanisms for collaboration and coordination around software interoperability within and between software communities. These software communities include multiple parties developing a full software stack: from operating systems and foundation infrastructure, to off-the-shelf vendor-supplied applications, to partner and community-developed codes, all the way to the end-user tools, used once or repeatedly. Expanding the scope of the challenge is the reality that users of these software stacks are no longer solely from the geoscience community; more and more research and industry disciplines and the general public are accessing and using data and tools previously contained to the geoscience arena. Finally, the increased focus on research transparency and reproducibility creates additional requirements that developers of software must design to, whether for desktop, mobile, cloud-based, or even instrument- and hardware-based software systems.This talk will discuss the challenges involved in developing sustainable software within and across communities, including the various types of users and use cases that will need to be taken into account to build a successful model. In addition, the talk will outline requirements and potential solutions for addressing and achieving the level and consistency of coordination and quality required to support and sustain enduring software and effective software communities that use and support it.

  12. Spinning Your Own Story - Marketing the Geosciences to the Public

    NASA Astrophysics Data System (ADS)

    Sturm, D.; Jones, T. S.

    2006-12-01

    Studies of high achieving African-American and Hispanic students have shown the students do not go into STEM (Science, Technology, Engineering and Math) disciplines due to the poor teaching by some STEM teachers, lack of encouragement from teachers or parents and a self perception the students will not be successful. One underlying component to this problem is the issue of perception of the STEM disciplines by the general public. This study focuses on changing the often negative or neutral perception into one more positive and diverse. This study utilizes clear, and hopefully effective, media communication through the use of traditional marketing strategies to promote the geosciences and the geology program at the University of Tennessee at Chattanooga to the general public in the Chattanooga metropolitan area. Average citizens are generally unaware of the various geoscience divisions and career opportunities available. Pioneer marketing, used in this study, introduces new ideas and concepts to the general public, but does not ask for direct action to be taken. The primary goal is to increase awareness of the geosciences. The use of printed and online media delivers the message to the public. In the media, personal interviews with geoscientists from all races and backgrounds were included to demonstrate diversity. An invitation was made to all high school students to participate in an associated after-school program. Elements developed for this program include: 1) clearly defining goals for the marketing effort; 2) delineating the target market by age, education, race and gender; 3) developing a story to tell in the marketing effort; and 4) producing products to achieve the marketing goals. For this effort, the product results included: an annual newspaper tabloid, an associated website and a departmental brochure. The marketing results show increased public awareness, increased awareness of the geology program within the University of Tennessee at Chattanooga

  13. The Rise of Computer-Aided Discovery in Geoscience

    NASA Astrophysics Data System (ADS)

    Pankratius, V.; Blair, D. M.; Gowanlock, M.; Lind, F. D.; Erickson, P. J.

    2015-12-01

    Next-generation Geoscience will need to handle rapidly growing data volumes and exploration of complex phenomena challenging human cognitive limits. With instruments digitizing large amounts of sensor data from many sources, the scientific discovery process becomes a large-scale search process. However, insight generation is still a key problem and is especially complex in Geoscience, particularly when exploratory studies involve fusion of large data from various instruments in a manual labor-intensive manner. We propose an approach for a computer-aided discovery infrastructure that automatically explores the connection between physics models and empirical data to accelerate the pace of new discoveries. The approach uses (1) A system engaging scientists to programmatically express hypothesized Geoscience scenarios, constraints, and model variations, so as to automatically explore and evaluate the combinatorial search space of possible explanations in parallel on a variety of data sets. This automated system employs machine learning to support algorithmic choice and workflow reconfiguration allowing systematic pruning of the search space of applied algorithms and parameters based on historical results. (2) A cloud-based environment allowing scientists to conduct powerful exploratory analyses on large data sets that reside in data centers. Various search modes are provided, including a mode where scientists can iteratively guide the search based on intermediate results. This functionality directs the system to identify more Geospace features that are analogous or related in various ways. (3) Scientist input is used to configure programmable crawlers that automate and scale the search for interesting phenomena on cloud-based infrastructures. We discuss various application scenarios to show the impact of workflow configuration on scientific feature detection. Acknowledgements. We acknowledge support from NSF ACI-1442997 and NASA AIST NNX15AG84G (PI: V. Pankratius).

  14. Data Science in Support of Marine Geoscience Research

    NASA Astrophysics Data System (ADS)

    Ferrini, V.

    2011-12-01

    Scientific research has evolved over the past several years with an increasing emphasis on the need to preserve and share data with investigators not involved in its initial collection. Not only does this new paradigm fortify the scientific process by providing transparency and opportunities for the validation of results, but it also ensures that the significant financial investments made in basic scientific research provide ongoing benefits and continue to enable new discoveries. Effective management of scientific data relies upon familiarity with the full continuum of the data life cycle - from acquisition and analysis to preservation and dissemination. Knowledge of technical aspects of data management and informatics, coupled with an understanding of data content and scientific use, are the key ingredients for advancing data systems and developing new and innovative interfaces for accessing and analyzing data. Herein lies the work of the data scientist. Effective management of marine geoscience data requires additional specialized knowledge and expertise, much of which can only be gained by participating in field programs. By participating in field programs as both a data manager and as a domain scientist one gains a unique perspective and understanding of the complexities of sea-going field programs, and the challenges of acquiring and documenting marine geoscience data. Just as the combination of technical specialists and domain scientists is critical to the success of a research cruise, so too is it critical to the successful management of data after the conclusion of the cruise. In the case of marine geoscience data, the data scientist plays a key role not only in building bridges between informatics and domain science, but between sea-going technicians and scientists. Working with the full community of stakeholders, the data scientist can help develop realistic standards and protocols to help ensure that high quality observational data are consistently made

  15. Undergraduate Research Training Program in Geosciences at NC A&T

    NASA Astrophysics Data System (ADS)

    Tang, G.; Jackson, C. R.; Burbach, G. N.; Clemence, D.; Lin, Q.

    2004-12-01

    In this talk we present an ongoing effort to develop an undergraduate research training program in geosciences at North Carolina A&T State University. The National Science Foundation HBCU Undergraduate Program (HBCU-UP) funded in 1999 the University's Talent-21: Gateway for Advancing Science and Mathematics Talent. Defined in the Talent-21 Project is a research training component where a facility has been situated for undergraduate research training in the geophysical and environmental sciences. Planned for the undergraduate geophysical research training program is a three-pronged approach of generating (1) real-world seismic data by seismic field surveys, (2) physical modeled data through the Seismic Physical Modeling System, and (3) computer simulated data through mathematical modeling and numerical simulation to mutually refine understanding of site, the data, and the methods selected for testing. The results will be used to build models that simulate earth subsurface structures. This research training program aims to expose students to theory via topical seminars and workshops, and to practice via hands-on experience in field geophysical surveying, comparative field data analysis, physical modeling, computational modeling, and synthetic seismic data acquisition. It offers structured education and training activities that guide experiences in geophysical topics and techniques, and research for students to increase interest and participation in geophysical science with STEM career development. Students usually start the program with academic year research training to prepare themselves for research projects, and continue their pursuit through intensive summer REU program to undertake research projects and write project reports. Students are encouraged to present their research results at regional or national undergraduate research conferences. Four summer REU programs have been conducted since 2001, and some of the student research projects and results will be

  16. Engaging the Geodetic and Geoscience Communities in EarthScope Education and Outreach

    NASA Astrophysics Data System (ADS)

    Charlevoix, D. J.; Berg, M.; Morris, A. R.; Olds, S. E.

    2013-12-01

    UNAVCO is NSF's geodetic facility and operates as a university-governed consortium dedicated to facilitating geoscience research and education, including the support of EarthScope. The Education and Community Engagement program at UNAVCO provides support for broader impacts both externally to the broader University and EarthScope community as well as internally to the UNAVCO. During the first 10 years of EarthScope UNAVCO has engaged in outreach and education activities across the EarthScope footprint ranging from outreach to formal and informal educators and interpreters, to technical training for university faculty and researchers. UNAVCO works jointly with the EarthScope National Office and IRIS while simultaneously maintaining and developing an independent engagement and education program. UNAVCO provides training in the form of technical short courses to researchers including graduate students and early-career professionals, and conducts educational workshops for K-12 educators. A suite of educational materials focused on the integration of EarthScope data into curriculum materials is available from UNAVCO and will soon expand the undergraduate offerings to include a broader suite of geodesy applications activities for undergraduate students. UNAVCO provides outreach materials and in support of EarthScope including summaries of research project and campaign highlights, science snapshots featuring summaries of scientific advancements made possible by UNAVCO services and non-technical communications via social media. UNAVCO also provides undergraduate students exposure to EarthScope science research participation in a year-long research internship managed by UNAVCO (Research Experiences in Solid Earth Science for Students - RESESS).

  17. Making geoscience education accessible for students who are blind and visually impaired

    NASA Astrophysics Data System (ADS)

    Charlevoix, D. J.; Berg, M.; Morris, A. R.; Olds, S. E.

    2011-12-01

    UNAVCO is NSF's geodetic facility and operates as a university-governed consortium dedicated to facilitating geoscience research and education, including the support of EarthScope. The Education and Community Engagement program at UNAVCO provides support for broader impacts both externally to the broader University and EarthScope community as well as internally to the UNAVCO. During the first 10 years of EarthScope UNAVCO has engaged in outreach and education activities across the EarthScope footprint ranging from outreach to formal and informal educators and interpreters, to technical training for university faculty and researchers. UNAVCO works jointly with the EarthScope National Office and IRIS while simultaneously maintaining and developing an independent engagement and education program. UNAVCO provides training in the form of technical short courses to researchers including graduate students and early-career professionals, and conducts educational workshops for K-12 educators. A suite of educational materials focused on the integration of EarthScope data into curriculum materials is available from UNAVCO and will soon expand the undergraduate offerings to include a broader suite of geodesy applications activities for undergraduate students. UNAVCO provides outreach materials and in support of EarthScope including summaries of research project and campaign highlights, science snapshots featuring summaries of scientific advancements made possible by UNAVCO services and non-technical communications via social media. UNAVCO also provides undergraduate students exposure to EarthScope science research participation in a year-long research internship managed by UNAVCO (Research Experiences in Solid Earth Science for Students - RESESS).

  18. AGU and American Geosciences Institute Webinar Series to Strengthen Departments

    NASA Astrophysics Data System (ADS)

    Asher, Pranoti M.; Keane, Christopher M.

    2013-02-01

    The AGU Education and Public Outreach department in collaboration with the American Geosciences Institute (AGI) are continuing their partnership to support Earth and space science departments through AGU's Heads and Chairs Program. Through this partnership, AGI's Workforce Program and AGU's education staff continue to host monthly, hour-long webinars and online discussions on various topics that hit at the heart of the health and success of Earth and space science departments. We invite department heads and chairs as well as faculty, administrators, and program directors to join in this unique free program.

  19. Building Strong Geoscience Programs: Perspectives From Three New Programs

    NASA Astrophysics Data System (ADS)

    Flood, T. P.; Munk, L.; Anderson, S. W.

    2005-12-01

    During the past decade, at least sixteen geoscience departments in the U.S. that offer a B.S. degree or higher have been eliminated or dispersed. During that same time, three new geoscience departments with degree-granting programs have been developed. Each program has unique student demographics, affiliation (i.e. public institution versus private liberal arts college), geoscience curricula and reasons for initiation. Some of the common themes for each program include; 1) strong devotion to providing field experiences, 2) commitment to student-faculty collaborative research, 3) maintaining traditional geology program elements in the core curriculum and 4) placing students into high quality graduate programs and geoscience careers. Although the metrics for each school vary, each program can claim success in the area of maintaining solid enrollments. This metric is critical because programs are successful only if they have enough students, either in the major and/or general education courses, to convince administrators that continued support of faculty, including space and funding is warranted. Some perspectives gained through the establishment of these new programs may also be applicable to established programs. The success and personality of a program can be greatly affected by the personality of a single faculty member. Therefore, it may not be in the best interest of a program to distribute programmatic work equally among all faculty. For example, critical responsibilities such as teaching core and introductory courses should be the responsibility of faculty who are fully committed to these pursuits. However, if these responsibilities reduce scholarly output, well-articulated arguments should be developed in order to promote program quality and sustainability rather than individual productivity. Field and undergraduate research experiences should be valued as much as high-quality classroom and laboratory instruction. To gain the support of the administration

  20. Integrated geoscience data visualisation and exploration - GeoVisionary

    NASA Astrophysics Data System (ADS)

    Terrington, Ricky; Napier, Bruce; Ramos, Luz

    2013-04-01

    The British Geological Survey (BGS) provides a wide variety of options for communicating and delivering geoscience data, information and knowledge to external partners and the public. These include the traditional reports, maps and GIS data products. However since the early 2000's, the BGS has invested significant resources into developing its 3D geosciences knowledge base which has lead to advancements in visualising geoscience data. This in turn has lead to the improvement in the communication of surface and subsurface data, which has, in turn, led to far larger volumes of data that challenged visualisation technology. The BGS has developed a number of applications and exports to feed into this 3D environment such as those commonly used which include 3D PDFs (Adobe Acrobat), 3D shapefiles (ESRI) and KML/KMZ (GoogleEarth files). Bespoke software such as GroundhogTM and the LithoFrame Viewer has also been developed to help the user analyse 3D geology through synthetic boreholes and cross-sections. All of the above mentioned have limitations when visualising this type of 3D data due to the integration of data, file sizes and the limitations of the software applications. The most advanced of all of these 3D applications that have been developed is GeoVisionary. Initially, the BGS commissioned UK Virtual Reality specialists, Virtalis Ltd., to create an immersive 3-dimensional visualisation and interpretation software environment to capture linework and descriptive information in a virtual 3D environment either on their desktop PC or in specialised 3D suites, replicating the work undertaken by field geologists. GeoVisionary has since developed into an environmental application for visualising all different types of subsurface and surface data while suffering none of the limitations of other applications due to its ability to stream terabytes of data seamlessly. GeoVisionary is able to integrate a wide variety of GIS and CAD based data with the highest resolution