WorldWideScience

Sample records for geoscience laser altimeter

  1. Revised method for forest canopy height estimation from Geoscience Laser Altimeter System waveforms.

    Science.gov (United States)

    Michael A. Lefskya; Michael Keller; Yong Panga; Plinio B. de Camargod; Maria O. Hunter

    2007-01-01

    The vertical extent of waveforms collected by the Geoscience Laser Altimeter System (onboard ICESat - the Ice, Cloud, and land Elevation Satellite) increases as a function of terrain slope and footprint size (the area on the ground that is illuminated by the laser). Over sloped terrain, returns from both canopy and ground surfaces can occur at the same elevation. As a...

  2. A sample design for globally consistent biomass estimation using lidar data from the Geoscience Laser Altimeter System (GLAS)

    Science.gov (United States)

    Sean P. Healey; Paul L. Patterson; Sassan S. Saatchi; Michael A. Lefsky; Andrew J. Lister; Elizabeth A. Freeman

    2012-01-01

    Lidar height data collected by the Geosciences Laser Altimeter System (GLAS) from 2002 to 2008 has the potential to form the basis of a globally consistent sample-based inventory of forest biomass. GLAS lidar return data were collected globally in spatially discrete full waveform "shots," which have been shown to be strongly correlated with aboveground forest...

  3. A method for separating Antarctic postglacial rebound and ice mass balance using future ICESat Geoscience Laser Altimeter System, Gravity Recovery and Climate Experiment, and GPS satellite data

    OpenAIRE

    Velicogna, Isabella; Wahr, John

    2002-01-01

    Measurements of ice elevation from the Geoscience Laser Altimeter System (GLAS) aboard the Ice, Cloud, and Land Elevation Satellite can be combined with time-variable geoid measurements from the Gravity Recovery and Climate Experiment (GRACE) satellite mission to learn about ongoing changes in polar ice mass and viscoelastic rebound of the lithosphere under the ice sheet. We estimate the accuracy in recovering the spatially varying ice mass trend and postglacial rebound signals for Antarctica...

  4. The Ganymede Laser Altimeter (GALA)

    Science.gov (United States)

    Hussmann, H.

    2015-12-01

    The Ganymede Laser Altimeter (GALA) is one of the instruments selected for ESA's Jupiter Icy Moons Explorer (JUICE). A fundamental goal of any exploratory space mission is to characterize and measure the shape, topography, and rotation of the target bodies. A state of the art tool for this task is laser altimetry because it can provide absolute topographic height and position with respect to a body centered reference system. With respect to Ganymede, the GALA instrument aims at mapping of global, regional and local topography; confirming the global subsurface ocean and further characterization of the water-ice/liquid shell by monitoring the dynamic response of the ice shell to tidal forces; providing constraints on the forced physical librations and spin-axis obliquity; determining Ganymede's shape; obtaining detailed topographic profiles across the linear features of grooved terrain, impact structures, possible cryo-volcanic features and other different surface units; providing information about slope, roughness and albedo (at 1064nm) of Ganymede's surface. GALA uses the direct-detection (classical) approach of laser altimetry. Laser pulses are emitted at a wavelength of 1064 nm by using an actively Q-switched Nd:Yag laser. The pulse energy and pulse repetition frequency are 17 mJ at 30 Hz, respectively. The emission time of each pulse is measured by the detector. The beam is reflected from the surface and received at a 25 cm diameter F/1 telescope. The returning laser pulse is refocused onto a silicon avalanche photodiode (APD) through back-end optics including a narrow bandpass interference filter for isolating the 1064 nm wavelength. The APD-signal is then amplified, sampled and fed to a digital range finder. The minimum acceptable SNR is approx. 1.2. This system determines the time of flight, pulse intensity, width and full shape. The GALA instrument is developed in collaboration of institutes and industry from Germany, Japan, Switzerland and Spain.

  5. Design and Performance Measurement of the Mercury Laser Altimeter

    Science.gov (United States)

    Sun, Xiao-Li; Cavanaugh, John F.; Smith, James C.; Bartels, Arlin E.

    2004-01-01

    We report the design and test results of the Mercury Laser Altimeter on MESSENGER mission to be launched in May 2004. The altimeter will provide planet surface topography measurements via laser pulse time of flight.

  6. Airborne laser altimeter measurements of landscape topography

    International Nuclear Information System (INIS)

    Ritchie, J.C.

    1995-01-01

    Measurements of topography can provide a wealth of information on landscape properties for managing hydrologic and geologic systems and conserving natural and agricultural resources. This article discusses the application of an airborne laser altimeter to measure topography and other landscape surface properties. The airborne laser altimeter makes 4000 measurements per second with a vertical recording resolution of 5 cm. Data are collected digitally with a personal computer. A video camera, borehole sighted with the laser, records an image for locating flight lines. GPS data are used to locate flight line positions on the landscape. Laser data were used to measure vegetation canopy topography, height, cover, and distribution and to measure microtopography of the land surface and gullies with depths of 15–20 cm. Macrotopography of landscape profiles for segments up to 4 km were in agreement with available topographic maps but provided more detail. Larger gullies with and without vegetation, and stream channel cross sections and their associated floodplains have also been measured and reported in other publications. Landscape segments for any length could be measured for either micro- or macrotopography. Airborne laser altimeter measurements of landscape profiles can provide detailed information on landscape properties or specific needs that will allow better decisions on the design and location of structures (i.e., roads, pipe, and power lines) and for improving the management and conservation of natural and agricultural landscapes. (author)

  7. Initial development of a laser altimeter

    Science.gov (United States)

    Gilio, J. P.

    1985-09-01

    A design study was carried out of a small, expendable, self-contained laser altimeter for overwater operation at low altitude. A .904 micrometer Gallium Arsenide laser was used to build a prototype transmitter/ receiver at a cost of less than $600 and small enough to fit inside a 5 inch diameter cylinder, 5 inches long. Tests at a height of 120 feet above the surface of a lake resulted in a signal-to-noise ratio of 6, and validated the trade-off equation used in this study. A second test model, with design improvements incorporated, is predicted to yield a SNR of over 20 for an altitude of 150 meters.

  8. Photogrammetry and altimetry. Part A: Apollo 16 laser altimeter

    Science.gov (United States)

    Wollenhaupt, W. R.; Sjogren, W. L.

    1972-01-01

    The laser altimeter measures precise altitudes of the command and service module above the lunar surface and can function either with the metric (mapping) camera or independently. In the camera mode, the laser altimeter ranges at each exposure time, which varies between 20 and 28 sec (i.e., 30 to 43 km on the lunar surface). In the independent mode, the laser altimeter ranges every 20 sec. These altitude data and the spacecraft attitudes that are derived from simultaneous stellar photography are used to constrain the photogrammetric reduction of the lunar surface photographs when cartographic products are generated. In addition, the altimeter measurements alone provide broad-scale topographic relief around the entire circumference of the moon. These data are useful in investigating the selenodetic figure of the moon and may provide information regarding gravitational anomalies on the lunar far side.

  9. Measuring canopy structure with an airborne laser altimeter

    International Nuclear Information System (INIS)

    Ritchie, J.C.; Evans, D.L.; Jacobs, D.; Everitt, J.H.; Weltz, M.A.

    1993-01-01

    Quantification of vegetation patterns and properties is needed to determine their role on the landscape and to develop management plans to conserve our natural resources. Quantifying vegetation patterns from the ground, or by using aerial photography or satellite imagery is difficult, time consuming, and often expensive. Digital data from an airborne laser altimeter offer an alternative method to quantify selected vegetation properties and patterns of forest and range vegetation. Airborne laser data found canopy heights varied from 2 to 6 m within even-aged pine forests. Maximum canopy heights measured with the laser altimeter were significantly correlated to measurements made with ground-based methods. Canopy shape could be used to distinguish deciduous and evergreen trees. In rangeland areas, vegetation heights, spatial patterns, and canopy cover measured with the laser altimeter were significantly related with field measurements. These studies demonstrate the potential of airborne laser data to measure canopy structure and properties for large areas quickly and quantitatively

  10. Optical System Design and Integration of the Mercury Laser Altimeter

    Science.gov (United States)

    Ramos-Izquierdo, Luis; Scott, V. Stanley, III; Schmidt, Stephen; Britt, Jamie; Mamakos, William; Trunzo, Raymond; Cavanaugh, John; Miller, Roger

    2005-01-01

    The Mercury Laser Altimeter (MLA). developed for the 2004 MESSENGER mission to Mercury, is designed to measure the planet's topography via laser ranging. A description of the MLA optical system and its measured optical performance during instrument-level and spacecraft-level integration and testing are presented.

  11. The Mercury Laser Altimeter Instrument for the MESSENGER Mission

    Science.gov (United States)

    Cavanaugh, John F.; Smith, James C.; Sun, Xiaoli; Bartels, Arlin E.; Ramos-Izquierdo, Luis; Krebs, Danny J.; Novo-Gradac, Anne marie; McGarry, Jan F.; Trunzo, Raymond; Britt, Jamie L.

    2006-01-01

    The Mercury Laser Altimeter (MLA) is one of the payload science instruments on the MErcury Surface, Space ENvironment, GEochemistry, and Ranging (MESSENGER) mission, which launched on 3 August 2004. The altimeter will measure the round trip time-of-flight of transmitted laser pulses reflected from the surface of the planet that, in combination with the spacecraft orbit position and pointing data, gives a high-precision measurement of surface topography referenced to Mercury's center of mass. The altimeter measurements will be used to determine the planet's forced librations by tracking the motion of large-scale topographic features as a function of time. MLA's laser pulse energy monitor and the echo pulse energy estimate will provide an active measurement of the surface reflectivity at 1064 nm. This paper describes the instrument design, prelaunch testing, calibration, and results of post-launch testing.

  12. IceBridge Riegl Laser Altimeter L1B Time-Tagged Laser Ranges

    Data.gov (United States)

    National Aeronautics and Space Administration — The NASA IceBridge Riegl Laser Altimeter L1B Time-Tagged Laser Ranges (ILUTP1B) data set contains laser ranges, returned pulses, and deviation for returned pulses in...

  13. Laser altimeter measurements at Walnut Gulch Watershed, Arizona

    International Nuclear Information System (INIS)

    Ritchie, J.C.; Humes, K.S.; Weltz, M.A.

    1995-01-01

    Measurements of landscape surface roughness properties are necessary for understanding many watershed processes. This paper reviews the use of an airborne laser altimeter to measure topography and surface roughness properties of the landscape at Walnut Gulch Watershed in Arizona. Airborne laser data were used to measure macro and micro topography as well as canopy topography, height, cover, and distribution. Macro topography of landscape profiles for segments up to 5 km (3 mi) were measured and were in agreement with available topographic maps but provided more detail. Gullies and stream channel cross-sections and their associated floodplains were measured. Laser measurements of vegetation properties (height and cover) were highly correlated with ground measurements. Landscape segments for any length can be used to measure these landscape roughness properties. Airborne laser altimeter measurements of landscape profiles can provide detailed information on watershed surface properties for improving the management of watersheds. (author)

  14. Considerations in the Design of Future Planetary Laser Altimeters

    Science.gov (United States)

    Smith, D. E.; Neumann, G. A.; Mazarico, E.; Zuber, M. T.; Sun, X.

    2017-12-01

    Planetary laser altimeters have generally been designed to provide high accuracy measurements of the nadir range to an uncooperative surface for deriving the shape of the target body, and sometimes specifically for identifying and characterizing potential landing sites. However, experience has shown that in addition to the range measurement, other valuable observations can be acquired, including surface reflectance and surface roughness, despite not being given high priority in the original altimeter design or even anticipated. After nearly 2 decades of planetary laser altimeter design, the requirements are evolving and additional capabilities are becoming equally important. The target bodies, once the terrestrial planets, are now equally asteroids and moons that in many cases do not permit simple orbital operations due to their small mass, radiation issues, or spacecraft fuel limitations. In addition, for a number of reasons, it has become necessary to perform shape determination from a much greater range, even thousands of kilometers, and thus ranging is becoming as important as nadir altimetry. Reflectance measurements have also proved important for assessing the presence of ice, water or CO2, and laser pulse spreading informed knowledge of surface roughness; all indicating a need for improved instrument capability. Recently, the need to obtain accurate range measurement to laser reflectors on landers or on a planetary surface is presenting new science opportunities but for which current designs are far from optimal. These changes to classic laser altimetry have consequences for many instrument functions and capabilities, including beam divergence, laser power, number of beams and detectors, pixelation, energy measurements, pointing stability, polarization, laser wavelengths, and laser pulse rate dependent range. We will discuss how a new consideration of these trades will help make lidars key instruments to execute innovative science in future planetary

  15. Single photon laser altimeter simulator and statistical signal processing

    Science.gov (United States)

    Vacek, Michael; Prochazka, Ivan

    2013-05-01

    Spaceborne altimeters are common instruments onboard the deep space rendezvous spacecrafts. They provide range and topographic measurements critical in spacecraft navigation. Simultaneously, the receiver part may be utilized for Earth-to-satellite link, one way time transfer, and precise optical radiometry. The main advantage of single photon counting approach is the ability of processing signals with very low signal-to-noise ratio eliminating the need of large telescopes and high power laser source. Extremely small, rugged and compact microchip lasers can be employed. The major limiting factor, on the other hand, is the acquisition time needed to gather sufficient volume of data in repetitive measurements in order to process and evaluate the data appropriately. Statistical signal processing is adopted to detect signals with average strength much lower than one photon per measurement. A comprehensive simulator design and range signal processing algorithm are presented to identify a mission specific altimeter configuration. Typical mission scenarios (celestial body surface landing and topographical mapping) are simulated and evaluated. The high interest and promising single photon altimeter applications are low-orbit (˜10 km) and low-radial velocity (several m/s) topographical mapping (asteroids, Phobos and Deimos) and landing altimetry (˜10 km) where range evaluation repetition rates of ˜100 Hz and 0.1 m precision may be achieved. Moon landing and asteroid Itokawa topographical mapping scenario simulations are discussed in more detail.

  16. An overview of the laser ranging method of space laser altimeter

    Science.gov (United States)

    Zhou, Hui; Chen, Yuwei; Hyyppä, Juha; Li, Song

    2017-11-01

    Space laser altimeter is an active remote sensing instrument to measure topographic map of Earth, Moon and planetary. The space laser altimeter determines the range between the instrument and laser footprint by measuring round trip time of laser pulse. The return pulse reflected from ground surface is gathered by the receiver of space laser altimeter, the pulsewidth and amplitude of which are changeable with the variability of the ground relief. Meantime, several kinds of noise overlapped on the return pulse signal affect its signal-to-noise ratio. To eliminate the influence of these factors that cause range walk and range uncertainty, the reliable laser ranging methods need to be implemented to obtain high-precision range results. Based on typical space laser altimeters in the past few decades, various ranging methods are expounded in detail according to the operational principle of instruments and timing method. By illustrating the concrete procedure of determining time of flight of laser pulse, this overview provides the comparison of the employed technologies in previous and undergoing research programs and prospect innovative technology for space laser altimeters in future.

  17. SPACE-BORNE LASER ALTIMETER GEOLOCATION ERROR ANALYSIS

    Directory of Open Access Journals (Sweden)

    Y. Wang

    2018-05-01

    Full Text Available This paper reviews the development of space-borne laser altimetry technology over the past 40 years. Taking the ICESAT satellite as an example, a rigorous space-borne laser altimeter geolocation model is studied, and an error propagation equation is derived. The influence of the main error sources, such as the platform positioning error, attitude measurement error, pointing angle measurement error and range measurement error, on the geolocation accuracy of the laser spot are analysed by simulated experiments. The reasons for the different influences on geolocation accuracy in different directions are discussed, and to satisfy the accuracy of the laser control point, a design index for each error source is put forward.

  18. Laser altimeter observations from MESSENGER's first Mercury flyby.

    Science.gov (United States)

    Zuber, Maria T; Smith, David E; Solomon, Sean C; Phillips, Roger J; Peale, Stanton J; Head, James W; Hauck, Steven A; McNutt, Ralph L; Oberst, Jürgen; Neumann, Gregory A; Lemoine, Frank G; Sun, Xiaoli; Barnouin-Jha, Olivier; Harmon, John K

    2008-07-04

    A 3200-kilometers-long profile of Mercury by the Mercury Laser Altimeter on the MESSENGER spacecraft spans approximately 20% of the near-equatorial region of the planet. Topography along the profile is characterized by a 5.2-kilometer dynamic range and 930-meter root-mean-square roughness. At long wavelengths, topography slopes eastward by 0.02 degrees , implying a variation of equatorial shape that is at least partially compensated. Sampled craters on Mercury are shallower than their counterparts on the Moon, at least in part the result of Mercury's higher gravity. Crater floors vary in roughness and slope, implying complex modification over a range of length scales.

  19. The OSIRIS-REx Laser Altimeter (OLA) Investigation and Instrument

    Science.gov (United States)

    Daly, M. G.; Barnouin, O. S.; Dickinson, C.; Seabrook, J.; Johnson, C. L.; Cunningham, G.; Haltigin, T.; Gaudreau, D.; Brunet, C.; Aslam, I.; Taylor, A.; Bierhaus, E. B.; Boynton, W.; Nolan, M.; Lauretta, D. S.

    2017-10-01

    The Canadian Space Agency (CSA) has contributed to the Origins Spectral Interpretation Resource Identification Security-Regolith Explorer (OSIRIS-REx) spacecraft the OSIRIS-REx Laser Altimeter (OLA). The OSIRIS-REx mission will sample asteroid 101955 Bennu, the first B-type asteroid to be visited by a spacecraft. Bennu is thought to be primitive, carbonaceous, and spectrally most closely related to CI and/or CM meteorites. As a scanning laser altimeter, the OLA instrument will measure the range between the OSIRIS-REx spacecraft and the surface of Bennu to produce digital terrain maps of unprecedented spatial scales for a planetary mission. The digital terrain maps produced will measure ˜7 cm per pixel globally, and ˜3 cm per pixel at specific sample sites. In addition, OLA data will be used to constrain and refine the spacecraft trajectories. Global maps and highly accurate spacecraft trajectory estimates are critical to infer the internal structure of the asteroid. The global and regional maps also are key to gain new insights into the surface processes acting across Bennu, which inform the selection of the OSIRIS-REx sample site. These, in turn, are essential for understanding the provenance of the regolith sample collected by the OSIRIS-REx spacecraft. The OLA data also are important for quantifying any hazards near the selected OSIRIS-REx sample site and for evaluating the range of tilts at the sampling site for comparison against the capabilities of the sample acquisition device.

  20. ZY3-02 Laser Altimeter On-orbit Geometrical Calibration and Test

    Directory of Open Access Journals (Sweden)

    TANG Xinming

    2017-06-01

    Full Text Available ZY3-02 is the first satellite equipped with a laser altimeter for earth observation in China .This laser altimeter is an experimental payload for land elevation measurement experiment. The ranging and pointing bias of the laser altimeter would change due to the launch vibration, the space environment difference or other factors, and that could bring plane and elevation errors of laser altimeter. In this paper, we propose an on-orbit geometric calibration method using a ground-based electro-optical detection system based on the analysis of ZY3-02 laser altimeter characteristic, and this method constructs the rigorous geometric calibration model, which consider the pointing and ranging bias as unknown systematic errors, and the unknown parameters are calibrated with laser spot's location captured by laser detectors and the minimum ranging error principle. With the ALOS-DSM data as reference, the elevation accuracy of the laser altimeter can be improved from 100~150 meters before calibration to 2~3 meters after calibration when the terrain slope is less than 2 degree. With several ground control points obtained with RTK in laser footprint for validation, the absolute elevation precision of laser altimeter in the flat area can reach about 1 meter after the calibration. The test results demonstrated the effectiveness and feasibility of the proposed method.

  1. The Fiber Optic System for the Advanced Topographic Laser Altimeter System (ATLAS) Instrument

    Science.gov (United States)

    Ott, Melanie N.; Thomes, Joe; Onuma, Eleanya; Switzer, Robert; Chuska, Richard; Blair, Diana; Frese, Erich; Matyseck, Marc

    2016-01-01

    The Advanced Topographic Laser Altimeter System (ATLAS) Instrument has been in integration and testing over the past 18 months in preparation for the Ice, Cloud and Land Elevation Satellite - 2 (ICESat-2) Mission, scheduled to launch in 2017. ICESat-2 is the follow on to ICESat which launched in 2003 and operated until 2009. ATLAS will measure the elevation of ice sheets, glaciers and sea ice or the "cryosphere" (as well as terrain) to provide data for assessing the earth's global climate changes. Where ICESat's instrument, the Geo-Science Laser Altimeter (GLAS) used a single beam measured with a 70 m spot on the ground and a distance between spots of 170 m, ATLAS will measure a spot size of 10 m with a spacing of 70 cm using six beams to measure terrain height changes as small as 4 mm. The ATLAS pulsed transmission system consists of two lasers operating at 532 nm with transmitter optics for beam steering, a diffractive optical element that splits the signal into 6 separate beams, receivers for start pulse detection and a wavelength tracking system. The optical receiver telescope system consists of optics that focus all six beams into optical fibers that feed a filter system that transmits the signal via fiber assemblies to the detectors. Also included on the instrument is a system that calibrates the alignment of the transmitted pulses to the receiver optics for precise signal capture. The larger electro optical subsystems for transmission, calibration, and signal receive, stay aligned and transmitting sufficiently due to the optical fiber system that links them together. The robust design of the fiber optic system, consisting of a variety of multi fiber arrays and simplex assemblies with multiple fiber core sizes and types, will enable the system to maintain consistent critical alignments for the entire life of the mission. Some of the development approaches used to meet the challenging optical system requirements for ATLAS are discussed here.

  2. The fiber optic system for the Advanced Topographic Laser Altimeter System (ATLAS) instrument.

    Science.gov (United States)

    Ott, Melanie N; Thomes, Joe; Onuma, Eleanya; Switzer, Robert; Chuska, Richard; Blair, Diana; Frese, Erich; Matyseck, Marc

    2016-08-28

    The Advanced Topographic Laser Altimeter System (ATLAS) Instrument has been in integration and testing over the past 18 months in preparation for the Ice, Cloud and Land Elevation Satellite - 2 (ICESat-2) Mission, scheduled to launch in 2017. ICESat-2 is the follow on to ICESat which launched in 2003 and operated until 2009. ATLAS will measure the elevation of ice sheets, glaciers and sea ice or the "cryosphere" (as well as terrain) to provide data for assessing the earth's global climate changes. Where ICESat's instrument, the Geo-Science Laser Altimeter (GLAS) used a single beam measured with a 70 m spot on the ground and a distance between spots of 170 m, ATLAS will measure a spot size of 10 m with a spacing of 70 cm using six beams to measure terrain height changes as small as 4 mm.[1] The ATLAS pulsed transmission system consists of two lasers operating at 532 nm with transmitter optics for beam steering, a diffractive optical element that splits the signal into 6 separate beams, receivers for start pulse detection and a wavelength tracking system. The optical receiver telescope system consists of optics that focus all six beams into optical fibers that feed a filter system that transmits the signal via fiber assemblies to the detectors. Also included on the instrument is a system that calibrates the alignment of the transmitted pulses to the receiver optics for precise signal capture. The larger electro optical subsystems for transmission, calibration, and signal receive, stay aligned and transmitting sufficiently due to the optical fiber system that links them together. The robust design of the fiber optic system, consisting of a variety of multi fiber arrays and simplex assemblies with multiple fiber core sizes and types, will enable the system to maintain consistent critical alignments for the entire life of the mission. Some of the development approaches used to meet the challenging optical system requirements for ATLAS are discussed here.

  3. Test Port for Fiber-Optic-Coupled Laser Altimeter

    Science.gov (United States)

    Ramos Izquierdo, Luis; Scott, V. Stanley; Rinis, Haris; Cavanaugh, John

    2011-01-01

    A test port designed as part of a fiber optic coupled laser altimeter receiver optical system allows for the back-illumination of the optical system for alignment verification, as well as illumination of the detector(s) for testing the receiver electronics and signal-processing algorithms. Measuring the optical alignment of a laser altimeter instrument is difficult after the instrument is fully assembled. The addition of a test port in the receiver aft-optics allows for the back-illumination of the receiver system such that its focal setting and boresight alignment can be easily verified. For a multiple-detector receiver system, the addition of the aft-optics test port offers the added advantage of being able to simultaneously test all the detectors with different signals that simulate the expected operational conditions. On a laser altimeter instrument (see figure), the aft-optics couple the light from the receiver telescope to the receiver detector(s). Incorporating a beam splitter in the aft-optics design allows for the addition of a test port to back-illuminate the receiver telescope and/or detectors. The aft-optics layout resembles a T with the detector on one leg, the receiver telescope input port on the second leg, and the test port on the third leg. The use of a custom beam splitter with 99-percent reflection, 1-percent transmission, and a mirrored roof can send the test port light to the receiver telescope leg as well as the detector leg, without unduly sacrificing the signal from the receiver telescope to the detector. The ability to test the receiver system alignment, as well as multiple detectors with different signals without the need to disassemble the instrument or connect and reconnect components, is a great advantage to the aft-optics test port. Another benefit is that the receiver telescope aperture is fully back-illuminated by the test port so the receiver telescope focal setting vs. pressure and or temperature can be accurately measured (as

  4. Straylight analysis of the BepiColombo Laser Altimeter

    Science.gov (United States)

    Weigel, T.; Rugi-Grond, E.; Kudielka, K.

    2008-09-01

    The BepiColombo Laser Altimeter (BELA) shall profile the surface of planet Mercury and operates on the day side as well as on the night side. Because of the high thermal loads, most interior surfaces of the front optics are highly reflective and specular, including the baffle. This puts a handicap on the straylight performance, which is needed to limit the solar background. We present the design measures used to reach an attenuation of about 10-8. We resume the method of backward straylight analysis which starts the rays at the detector and analyses the results in object space. The backward analysis can be quickly compiled and challenges computer resources rather than labor effort. This is very useful in a conceptual design phase when a design is iterated and trade-offs are to be performed. For one design, we compare the results with values obtained from a forward analysis.

  5. Revised coordinates of the Mars Orbiter Laser Altimeter (MOLA) footprints

    Science.gov (United States)

    Annibali, S.; Stark, A.; Gwinner, K.; Hussmann, H.; Oberst, J.

    2017-09-01

    We revised the Mars Orbiter Laser Altimeter (MOLA) footprint locations (i.e. areocentric body-fixed latitude and longitude), using updated trajectory models for the Mars Global Surveyor and updated rotation parameters of Mars, including precession, nutation and length-of-day variation. We assess the impact of these updates on the gridded MOLA maps. A first comparison reveals that even slight corrections to the rotational state of Mars can lead to height differences up to 100 m (in particular in regions with high slopes, where large interpolation effects are expected). Ultimately, we aim at independent measurements of the rotation parameters of Mars. We co-register MOLA profiles to digital terrain models from stereo images (stereo DTMs) and measure offsets of the two data sets.

  6. VERTICAL ACCURACY ASSESSMENT OF ZY-3 DIGITAL SURFACE MODEL USING ICESAT/GLAS LASER ALTIMETER DATA

    Directory of Open Access Journals (Sweden)

    G. Li

    2017-05-01

    Full Text Available The Ziyuan-3 (ZY-3 satellite, as the first civilian high resolution surveying and mapping satellite in China, has a very important role in national 1 : 50,000 stereo mapping project. High accuracy digital surface Model (DSMs can be generated from the three line-array images of ZY-3, and ZY-3 DSMs of China can be produced without using any ground control points (GCPs by selecting SRTM (Shuttle Radar Topography Mission and ICESat/GLAS (Ice, Cloud, and land Elevation Satellite, Geo-science Laser Altimeter System as the datum reference in the Satellite Surveying and Mapping Application Center, which is the key institute that manages and distributes ZY-3 products. To conduct the vertical accuracy evaluation of ZY-3 DSMs of China, three representative regions were chosen and the results were compared to ICESat/GLAS data. The experimental results demonstrated that the root mean square error (RMSE elevation accuracy of the ZY-3 DSMs was better than 5.0 m, and it even reached to less than 2.5 m in the second region of eastern China. While this work presents preliminary results, it is an important reference for expanding the application of ZY-3 satellite imagery to widespread regions. And the satellite laser altimetry data can be used as referenced data for wide-area DSM evaluation.

  7. Lunar Topography: Results from the Lunar Orbiter Laser Altimeter

    Science.gov (United States)

    Neumann, Gregory; Smith, David E.; Zuber, Maria T.; Mazarico, Erwan

    2012-01-01

    The Lunar Orbiter Laser Altimeter (LOLA) onboard the Lunar Reconnaissance Orbiter (LRO) has been operating nearly continuously since July 2009, accumulating over 6 billion measurements from more than 2 billion in-orbit laser shots. LRO's near-polar orbit results in very high data density in the immediate vicinity of the lunar poles, with full coverage at the equator from more than 12000 orbital tracks averaging less than 1 km in spacing at the equator. LRO has obtained a global geodetic model of the lunar topography with 50-meter horizontal and 1-m radial accuracy in a lunar center-of-mass coordinate system, with profiles of topography at 20-m horizontal resolution, and 0.1-m vertical precision. LOLA also provides measurements of reflectivity and surface roughness down to its 5-m laser spot size. With these data LOLA has measured the shape of all lunar craters 20 km and larger. In the proposed extended mission commencing late in 2012, LOLA will concentrate observations in the Southern Hemisphere, improving the density of the polar coverage to nearly 10-m pixel resolution and accuracy to better than 20 m total position error. Uses for these data include mission planning and targeting, illumination studies, geodetic control of images, as well as lunar geology and geophysics. Further improvements in geodetic accuracy are anticipated from the use of re ned gravity fields after the successful completion of the Gravity Recovery and Interior Laboratory (GRAIL) mission in 2012.

  8. IceBridge Riegl Laser Altimeter L2 Geolocated Surface Elevation Triplets

    Data.gov (United States)

    National Aeronautics and Space Administration — The IceBridge Riegl Laser Altimeter L2 Geolocated Surface Elevation Triplets (ILUTP2) data set contains surface range values for Antarctica and Greenland derived...

  9. On retrieving sea ice freeboard from ICESat laser altimeter

    Directory of Open Access Journals (Sweden)

    K. Khvorostovsky

    2016-10-01

    Full Text Available Sea ice freeboard derived from satellite altimetry is the basis for the estimation of sea ice thickness using the assumption of hydrostatic equilibrium. High accuracy of altimeter measurements and freeboard retrieval procedure are, therefore, required. As of today, two approaches for estimating the freeboard using laser altimeter measurements from Ice, Cloud, and land Elevation Satellite (ICESat, referred to as tie points (TP and lowest-level elevation (LLE methods, have been developed and applied in different studies. We reproduced these methods for the ICESat observation periods (2003–2008 in order to assess and analyse the sources of differences found in the retrieved freeboard and corresponding thickness estimates of the Arctic sea ice as produced by the Jet Propulsion Laboratory (JPL and Goddard Space Flight Center (GSFC. Three main factors are found to affect the freeboard differences when applying these methods: (a the approach used for calculation of the local sea surface references in leads (TP or LLE methods, (b the along-track averaging scales used for this calculation, and (c the corrections for lead width relative to the ICESat footprint and for snow depth accumulated in refrozen leads. The LLE method with 100 km averaging scale, as used to produce the GSFC data set, and the LLE method with a shorter averaging scale of 25 km both give larger freeboard estimates comparing to those derived by applying the TP method with 25 km averaging scale as used for the JPL product. Two factors, (a and (b, contribute to the freeboard differences in approximately equal proportions, and their combined effect is, on average, about 6–7 cm. The effect of using different methods varies spatially: the LLE method tends to give lower freeboards (by up to 15 cm over the thick multiyear ice and higher freeboards (by up to 10 cm over first-year ice and the thin part of multiyear ice; the higher freeboards dominate. We show that the

  10. Baseline Design and Performance Analysis of Laser Altimeter for Korean Lunar Orbiter

    Directory of Open Access Journals (Sweden)

    Hyung-Chul Lim

    2016-09-01

    Full Text Available Korea’s lunar exploration project includes the launching of an orbiter, a lander (including a rover, and an experimental orbiter (referred to as a lunar pathfinder. Laser altimeters have played an important scientific role in lunar, planetary, and asteroid exploration missions since their first use in 1971 onboard the Apollo 15 mission to the Moon. In this study, a laser altimeter was proposed as a scientific instrument for the Korean lunar orbiter, which will be launched by 2020, to study the global topography of the surface of the Moon and its gravitational field and to support other payloads such as a terrain mapping camera or spectral imager. This study presents the baseline design and performance model for the proposed laser altimeter. Additionally, the study discusses the expected performance based on numerical simulation results. The simulation results indicate that the design of system parameters satisfies performance requirements with respect to detection probability and range error even under unfavorable conditions.

  11. The OSIRIS-REx laser altimeter (OLA): Development progress

    Science.gov (United States)

    Daly, M.; Barnouin, O.; Johnson, C.; Bierhaus, E.; Seabrook, J.; Dickinson, C.; Haltigin, T.; Gaudreau, D.; Brunet, C.; Cunningham, G.; Lauretta, D.; Boynton, W.; Beshore, E.

    2014-07-01

    Introduction: The NASA New Frontiers Origins Spectral Interpretation Resource Identification Security Regolith Explorer (OSIRIS-REx) mission will be the first to sample the B-type asteroid (101955) Bennu [1]. This asteroid is thought to be primitive and carbonaceous, and is probably closely related to CI and/or CM meteorites [2]. The OSIRIS-REx mission hopes to better understand both the physical and geochemical origin and evolution of carbonaceous asteroids through its investigation of Bennu. The OSIRIS-REx spacecraft will launch in September 2016, and arrive at Bennu two years later. The Canadian Space Agency is contributing a scanning lidar system known as the OSIRIS-REx Laser Altimeter (OLA), to the OSIRIS-REx Mission. The OLA instrument is part of suite of onboard instruments [3] including cameras (OCAMS) [4], a visible and near- infrared spectrometer (OVIRS) [5], a thermal emission spectrometer (OTES), and an X-ray imaging spectrometer (REXIS) [6]. OLA Objectives: The OLA instrument has a suite of scientific and mission operations purposes. At a global scale, it will update the shape and mass of Bennu to provide insights on the geological origin and evolution of Bennu, by, for example, further refining constraints on its bulk density. With a carefully undertaken geodesy campaign, OLA-based precision ranges, constraints from radio science (2-way tracking) data and stereo OCAMS images, it will yield broad-scale, quantitative constraints on any internal heterogeneity of Bennu and hence provide further clues to Bennu's origin and subsequent collisional evolution. OLA-derived global asteroid maps of slopes, elevation relative to the asteroid geoid, and vertical roughness will provide quantitative insights on how local-regional surfaces on Bennu evolved subsequent to the formation of the asteroid. In addition, OLA data and derived products support the assessment of the safety and sampleability of potential sample sites. At the sample-site scale, the OLA instrument

  12. Design of pulsed laser diode drive power for ZY3(02) laser altimeter

    Science.gov (United States)

    Feng, Wen; Li, Mingshan; Meng, Peibei; Yan, Fanjiang; Li, Xu; Wang, Chunhui

    2017-11-01

    Solid laser pumped by semiconductor laser has the large value in the area of space laser technology, because of the advantages of high efficiency, small volume and long life. As the indispensable component of laser, laser power is also very important. Combined with ZY3(02) laser altimeter project, a high voltage(0-300V), high current(0-80A), long pulse width(0-230us) and high precision temperature semiconductor laser power is developed. IGBT is applied in the driving circuit as the switch to provide a current pulse for LD. The heating or cooling capacity of TEC is controlled by PID compensation circuit quickly adjusts the duty cycle of the UC1637 PWM signal, to realize the high accuracy controlling of LD working temperature. The tests in the external ambient temperature of 5°C, 20°C, 30°C show that the LD current pulse is stable and the stability of LD working temperature up to +/-0.1°C around the set point temperature, which ensure the highly stable operation of DPL.

  13. Improving maps of ice-sheet surface elevation change using combined laser altimeter and stereoscopic elevation model data

    DEFF Research Database (Denmark)

    Fredenslund Levinsen, Joanna; Howat, I. M.; Tscherning, C. C.

    2013-01-01

    We combine the complementary characteristics of laser altimeter data and stereoscopic digital elevation models (DEMs) to construct high-resolution (_100 m) maps of surface elevations and elevation changes over rapidly changing outlet glaciers in Greenland. Measurements from spaceborne and airborne...... laser altimeters have relatively low errors but are spatially limited to the ground tracks, while DEMs have larger errors but provide spatially continuous surfaces. The principle of our method is to fit the DEM surface to the altimeter point clouds in time and space to minimize the DEM errors and use...... that surface to extrapolate elevations away from altimeter flight lines. This reduces the DEM registration errors and fills the gap between the altimeter paths. We use data from ICESat and ATM as well as SPOT 5 DEMs from 2007 and 2008 and apply them to the outlet glaciers Jakobshavn Isbræ (JI...

  14. Measurement and stability of the pointing of the BepiColombo Laser Altimeter under thermal load

    Science.gov (United States)

    Gouman, J.; Beck, T.; Affolter, M.; Thomas, N.; Geissbühler, U.; Péteut, A.; Bandy, T.; Servonet, A.; Piazza, D.; Seiferlin, K.

    2014-04-01

    The first European laser altimeter, designed for interplanetary flight, BELA, (on BepiColombo mission to Mercury) will be launched in July 2016. This abstract describes the setup used to characterize the angular movements of BELA during the simulation of the environment that the instrument will encounter when orbiting Mercury. Tests performed using the Engineering Qualification Model (EQM) show that the setup is accurate enough to characterize angular movements of the instrument components with an accuracy of ≈ 10 μrad.

  15. Measurements of land surface features using an airborne laser altimeter: the HAPEX-Sahel experiment

    International Nuclear Information System (INIS)

    Ritchie, J.C.; Menenti, M.; Weltz, M.A.

    1997-01-01

    An airborne laser profiling altimeter was used to measure surface features and properties of the landscape during the HAPEX-Sahel Experiment in Niger, Africa in September 1992. The laser altimeter makes 4000 measurements per second with a vertical resolution of 5 cm. Airborne laser and detailed field measurements of vegetation heights had similar average heights and frequency distribution. Laser transects were used to estimate land surface topography, gully and channel morphology, and vegetation properties ( height, cover and distribution). Land surface changes related to soil erosion and channel development were measured. For 1 km laser transects over tiger bush communities, the maximum vegetation height was between 4-5 and 6-5 m, with an average height of 21 m. Distances between the centre of rows of tiger bush vegetation averaged 100 m. For two laser transects, ground cover for tiger bush was estimated to be 225 and 301 per cent for vegetation greater than 0-5m tall and 190 and 25-8 per cent for vegetation greater than 10m tall. These values are similar to published values for tiger bush. Vegetation cover for 14 and 18 km transects was estimated to be 4 per cent for vegetation greater than 0-5 m tall. These cover values agree within 1-2 per cent with published data for short transects (⩾ 100 m) for the area. The laser altimeter provided quick and accurate measurements for evaluating changes in land surface features. Such information provides a basis for understanding land degradation and a basis for management plans to rehabilitate the landscape. (author)

  16. Night and Day: The Opacity of Clouds Measured by the Mars Orbiter Laser Altimeter (MOLA)

    Science.gov (United States)

    Neumann, G. A.; Wilson, R. J.

    2006-01-01

    The Mars Orbiter Laser Altimeter (MOLA) [l] on the Mars Global Surveyor spacecraft ranged to clouds over the course of nearly two Mars years [2] using an active laser ranging system. While ranging to the surface, the instrument was also able to measure the product of the surface reflectivity with the two-way atmospheric transmission at 1064 nm. Furthermore, the reflectivity has now been mapped over seasonal cycles using the passive radiometric capability built into MOLA [3]. Combining these measurements, the column opacity may be inferred. MOLA uniquely provides these measurements both night and day. This study examines the pronounced nighttime opacity of the aphelion season tropical water ice clouds, and the indiscernibly low opacity of the southern polar winter clouds. The water ice clouds (Figure 1) do not themselves trigger the altimeter but have measured opacities tau > 1.5 and are temporally and spatially correlated with temperature anomalies predicted by a Mars Global Circulation Model (MGCM) that incorporates cloud radiative effects [4]. The south polar CO2 ice clouds trigger the altimeter with a very high backscatter cross-section over a thickness of 3-9 m and are vertically dispersed over several km, but their total column opacities lie well below the MOLA measurement limit of tau = 0.7. These clouds correspond to regions of supercooled atmosphere that may form either very large specularly reflecting particles [2] or very compact, dense concentrations (>5x10(exp 6)/cu m) of 100-p particles

  17. Light Detection and Ranging (LIDAR) From Space - Laser Altimeters

    Science.gov (United States)

    Sun, Xiaoli

    2016-01-01

    Light detection and ranging, or lidar, is like radar but atoptical wavelengths. The principle of operation and theirapplications in remote sensing are similar. Lidars havemany advantages over radars in instrument designs andapplications because of the much shorter laser wavelengthsand narrower beams. The lidar transmitters and receiveroptics are much smaller than radar antenna dishes. Thespatial resolution of lidar measurement is much finer thanthat of radar because of the much smaller footprint size onground. Lidar measurements usually give a better temporalresolution because the laser pulses can be much narrowerthan radio frequency (RF) signals. The major limitation oflidar is the ability to penetrate clouds and ground surfaces.

  18. Polarimetric, Two-Color, Photon-Counting Laser Altimeter Measurements of Forest Canopy Structure

    Science.gov (United States)

    Harding, David J.; Dabney, Philip W.; Valett, Susan

    2011-01-01

    Laser altimeter measurements of forest stands with distinct structures and compositions have been acquired at 532 nm (green) and 1064 nm (near-infrared) wavelengths and parallel and perpendicular polarization states using the Slope Imaging Multi-polarization Photon Counting Lidar (SIMPL). The micropulse, single photon ranging measurement approach employed by SIMPL provides canopy structure measurements with high vertical and spatial resolution. Using a height distribution analysis method adapted from conventional, 1064 nm, full-waveform lidar remote sensing, the sensitivity of two parameters commonly used for above-ground biomass estimation are compared as a function of wavelength. The results for the height of median energy (HOME) and canopy cover are for the most part very similar, indicating biomass estimations using lidars operating at green and near-infrared wavelengths will yield comparable estimates. The expected detection of increasing depolarization with depth into the canopies due to volume multiple-scattering was not observed, possibly due to the small laser footprint and the small detector field of view used in the SIMPL instrument. The results of this work provide pathfinder information for NASA's ICESat-2 mission that will employ a 532 nm, micropulse, photon counting laser altimeter.

  19. Brightening and Volatile Distribution Within Shackleton Crater Observed by the LRO Laser Altimeter.

    Science.gov (United States)

    Smith, D. E.; Zuber, M. T.; Head, J. W.; Neumann, G. A.; Mazarico, E.; Torrence, M. H.; Aharonson, O.; Tye, A. R.; Fassett, C. I.; Rosengurg, M. A.; hide

    2012-01-01

    Shackleton crater, whose interior lies largely in permanent shadow, is of interest due to its potential to sequester volatiles. Observations from the Lunar Orbiter Laser Altimeter onboard the Lunar Reconnaissance Orbiter have enabled an unprecedented topographic characterization, revealing Shackleton to be an ancient, unusually well-preserved simple crater whose interior walls are fresher than its floor and rim. Shackleton floor deposits are nearly the same age as the rim, suggesting little floor deposition since crater formation over 3 billion years ago. At 1064 nm the floor of Shackleton is brighter than the surrounding terrain and the interiors of nearby craters, but not as bright as the interior walls. The combined observations are explainable primarily by downslope movement of regolith on the walls exposing fresher underlying material. The relatively brighter crater floor is most simply explained by decreased space weathering due to shadowing, but a 1-mm-thick layer containing approx 20% surficial ice is an alternative possibility.

  20. Thermal Testing and Model Correlation for Advanced Topographic Laser Altimeter Instrument (ATLAS)

    Science.gov (United States)

    Patel, Deepak

    2016-01-01

    The Advanced Topographic Laser Altimeter System (ATLAS) part of the Ice Cloud and Land Elevation Satellite 2 (ICESat-2) is an upcoming Earth Science mission focusing on the effects of climate change. The flight instrument passed all environmental testing at GSFC (Goddard Space Flight Center) and is now ready to be shipped to the spacecraft vendor for integration and testing. This topic covers the analysis leading up to the test setup for ATLAS thermal testing as well as model correlation to flight predictions. Test setup analysis section will include areas where ATLAS could not meet flight like conditions and what were the limitations. Model correlation section will walk through changes that had to be made to the thermal model in order to match test results. The correlated model will then be integrated with spacecraft model for on-orbit predictions.

  1. The Topography of Mars: Understanding the Surface of Mars Through the Mars Orbiter Laser Altimeter

    Science.gov (United States)

    Derby, C. A.; Neumann, G. A.; Sakimoto, S. E.

    2001-12-01

    The Mars Orbiter Laser Altimeter has been orbiting Mars since 1997 and has measured the topography of Mars with a meter of vertical accuracy. This new information has improved our understanding of both the surface and the interior of Mars. The topographic globe and the labeled topographic map of Mars illustrate these new data in a format that can be used in a classroom setting. The map is color shaded to show differences in elevation on Mars, presenting Mars with a different perspective than traditional geological and geographic maps. Through the differences in color, students can see Mars as a three-dimensional surface and will be able to recognize features that are invisible in imagery. The accompanying lesson plans are designed for middle school science students and can be used both to teach information about Mars as a planet and Mars in comparison to Earth, fitting both the solar system unit and the Earth science unit in a middle school curriculum. The lessons are referenced to the National Benchmark standards for students in grades 6-8 and cover topics such as Mars exploration, the Mars Orbiter Laser Altimeter, resolution and powers of 10, gravity, craters, seismic waves and the interior structure of a planet, isostasy, and volcanoes. Each lesson is written in the 5 E format and includes a student content activity and an extension showing current applications of Mars and MOLA data. These activities can be found at http://ltpwww.gsfc.nasa.gov/education/resources.html. Funding for this project was provided by the Maryland Space Grant Consortium and the MOLA Science Team, Goddard Space Flight Center.

  2. Detection of the lunar body tide by the Lunar Orbiter Laser Altimeter.

    Science.gov (United States)

    Mazarico, Erwan; Barker, Michael K; Neumann, Gregory A; Zuber, Maria T; Smith, David E

    2014-04-16

    The Lunar Orbiter Laser Altimeter instrument onboard the Lunar Reconnaissance Orbiter spacecraft collected more than 5 billion measurements in the nominal 50 km orbit over ∼10,000 orbits. The data precision, geodetic accuracy, and spatial distribution enable two-dimensional crossovers to be used to infer relative radial position corrections between tracks to better than ∼1 m. We use nearly 500,000 altimetric crossovers to separate remaining high-frequency spacecraft trajectory errors from the periodic radial surface tidal deformation. The unusual sampling of the lunar body tide from polar lunar orbit limits the size of the typical differential signal expected at ground track intersections to ∼10 cm. Nevertheless, we reliably detect the topographic tidal signal and estimate the associated Love number h 2 to be 0.0371 ± 0.0033, which is consistent with but lower than recent results from lunar laser ranging. Altimetric data are used to create radial constraints on the tidal deformationThe body tide amplitude is estimated from the crossover dataThe estimated Love number is consistent with previous estimates but more precise.

  3. The Lunar Orbiter Laser Altimeter (LOLA) on NASA's Lunar Reconnaissance Orbiter (LRO) mission

    Science.gov (United States)

    Riris, H.; Cavanaugh, J.; Sun, X.; Liiva, P.; Rodriguez, M.; Neuman, G.

    2017-11-01

    The Lunar Orbiter Laser Altimeter (LOLA) instrument [1-3] on NASA's Lunar Reconnaissance Orbiter (LRO) mission, launched on June 18th, 2009, from Kennedy Space Center, Florida, will provide a precise global lunar topographic map using laser altimetry. LOLA will assist in the selection of landing sites on the Moon for future robotic and human exploration missions and will attempt to detect the presence of water ice on or near the surface, which is one of the objectives of NASA's Exploration Program. Our present knowledge of the topography of the Moon is inadequate for determining safe landing areas for NASA's future lunar exploration missions. Only those locations, surveyed by the Apollo missions, are known with enough detail. Knowledge of the position and characteristics of the topographic features on the scale of a lunar lander are crucial for selecting safe landing sites. Our present knowledge of the rest of the lunar surface is at approximately 1 km kilometer level and in many areas, such as the lunar far side, is on the order of many kilometers. LOLA aims to rectify that and provide a precise map of the lunar surface on both the far and near side of the moon. LOLA uses short (6 ns) pulses from a single laser through a Diffractive Optical Element (DOE) to produce a five-beam pattern that illuminates the lunar surface. For each beam, LOLA measures the time of flight (range), pulse spreading (surface roughness), and transmit/return energy (surface reflectance). LOLA will produce a high-resolution global topographic model and global geodetic framework that enables precise targeting, safe landing, and surface mobility to carry out exploratory activities. In addition, it will characterize the polar illumination environment, and image permanently shadowed regions of the lunar surface to identify possible locations of surface ice crystals in shadowed polar craters.

  4. Summary of the results from the lunar orbiter laser altimeter after seven years in lunar orbit

    Science.gov (United States)

    Smith, David E.; Zuber, Maria T.; Neumann, Gregory A.; Mazarico, Erwan; Lemoine, Frank G.; Head, James W., III; Lucey, Paul G.; Aharonson, Oded; Robinson, Mark S.; Sun, Xiaoli; Torrence, Mark H.; Barker, Michael K.; Oberst, Juergen; Duxbury, Thomas C.; Mao, Dandan; Barnouin, Olivier S.; Jha, Kopal; Rowlands, David D.; Goossens, Sander; Baker, David; Bauer, Sven; Gläser, Philipp; Lemelin, Myriam; Rosenburg, Margaret; Sori, Michael M.; Whitten, Jennifer; Mcclanahan, Timothy

    2017-02-01

    In June 2009 the Lunar Reconnaissance Orbiter (LRO) spacecraft was launched to the Moon. The payload consists of 7 science instruments selected to characterize sites for future robotic and human missions. Among them, the Lunar Orbiter Laser Altimeter (LOLA) was designed to obtain altimetry, surface roughness, and reflectance measurements. The primary phase of lunar exploration lasted one year, following a 3-month commissioning phase. On completion of its exploration objectives, the LRO mission transitioned to a science mission. After 7 years in lunar orbit, the LOLA instrument continues to map the lunar surface. The LOLA dataset is one of the foundational datasets acquired by the various LRO instruments. LOLA provided a high-accuracy global geodetic reference frame to which past, present and future lunar observations can be referenced. It also obtained high-resolution and accurate global topography that were used to determine regions in permanent shadow at the lunar poles. LOLA further contributed to the study of polar volatiles through its unique measurement of surface brightness at zero phase, which revealed anomalies in several polar craters that may indicate the presence of water ice. In this paper, we describe the many LOLA accomplishments to date and its contribution to lunar and planetary science.

  5. Summary of the Results from the Lunar Orbiter Laser Altimeter after Seven Years in Lunar Orbit

    Science.gov (United States)

    Smith, David E.; Zuber, Maria T.; Neumann, Gregory A.; Mazarico, Erwan; Lemoine, Frank G.; Head, James W., III; Lucey, Paul G.; Aharonson, Oded; Robinson, Mark S.; Sun, Xiaoli; hide

    2016-01-01

    In June 2009 the Lunar Reconnaissance Orbiter (LRO) spacecraft was launched to the Moon. The payload consists of 7 science instruments selected to characterize sites for future robotic and human missions. Among them, the Lunar Orbiter Laser Altimeter (LOLA) was designed to obtain altimetry, surface roughness, and reflectance measurements. The primary phase of lunar exploration lasted one year, following a 3-month commissioning phase. On completion of its exploration objectives, the LRO mission transitioned to a science mission. After 7 years in lunar orbit, the LOLA instrument continues to map the lunar surface. The LOLA dataset is one of the foundational datasets acquired by the various LRO instruments. LOLA provided a high-accuracy global geodetic reference frame to which past, present and future lunar observations can be referenced. It also obtained high-resolution and accurate global topography that were used to determine regions in permanent shadow at the lunar poles. LOLA further contributed to the study of polar volatiles through its unique measurement of surface brightness at zero phase, which revealed anomalies in several polar craters that may indicate the presence of water ice. In this paper, we describe the many LOLA accomplishments to date and its contribution to lunar and planetary science.

  6. The accuracy of satellite radar altimeter data over the Greenland ice sheet determined from airborne laser data

    DEFF Research Database (Denmark)

    Bamber, J.L.; Ekholm, Simon; Krabill, W.

    1998-01-01

    with airborne laser altimeter data an absolute accuracy typically in the range 2-10 cm +/- 10 cm. Comparison of differences between the radar and laser derived elevations, showed a correlation with surface slope. The difference between the two data sets ranged from 84 cm +/- 79 cm for slopes below 0.1 degrees......The 336 days of the geodetic phase of ERS-1 provides dense coverage, by satellite radar altimetry, of the whole of the Greenland ice sheet. These data have been used to produce a digital elevation model of the ice sheet. The errors present in the altimeter data were investigated via a comparison......, to 10.3 m +/- 8.4 m for a slope of 0.7 degrees ( the half power beam-width of the ERS-1 radar altimeter). An explanation for the behaviour of the difference as a function of surface slope is given in terms of the pattern of surface roughness on the ice sheet....

  7. Searching for Lunar Horizon Glow With the Lunar Orbiter Laser Altimeter (LOLA)

    Science.gov (United States)

    Barker, M. K.; Mazarico, E. M.; McClanahan, T. P.; Sun, X.; Smith, D. E.; Neumann, G. A.; Zuber, M. T.; Head, J. W., III

    2017-12-01

    The dust environment of the Moon is sensitive to the interplanetary meteoroid population and dust transport processes near the lunar surface, and this affects many aspects of lunar surface science and planetary exploration. The interplanetary meteoroid population poses a significant risk to spacecraft, yet it remains one of the more uncertain constituents of the space environment. Observed and hypothesized lunar dust transport mechanisms have included impact-generated dust plumes, electrostatic levitation, and dynamic lofting. Many details of the impactor flux and impact ejection process are poorly understood, a fact highlighted by recent discrepant estimates of the regolith mixing rate. Apollo-era observations of lunar horizon glow (LHG) were interpreted as sunlight forward-scattered by exospheric dust grains levitating in the top meter above the surface or lofted to tens of kilometers in altitude. However, recent studies have placed limits on the dust density orders of magnitude less than what was originally inferred, raising new questions on the time variability of the dust environment. Motivated by the need to better understand dust transport processes and the meteoroid population, the Lunar Orbiter Laser Altimeter (LOLA) aboard the Lunar Reconnaissance Orbiter (LRO) is conducting a campaign to search for LHG with the LOLA Laser Ranging (LR) system. Advantages of this LOLA LHG search include: (1) the LOLA-LR telescope can observe arbitrarily close to the Sun at any time during the year without damaging itself or the other instruments, (2) a long temporal baseline with observations both during and outside of meteor streams, which will improve the chances of detecting LHG, and (3) a focus on altitudes methodology, and preliminary results.

  8. Subsurface Scattered Photons: Friend or Foe? Improving visible light laser altimeter elevation estimates, and measuring surface properties using subsurface scattered photons

    Science.gov (United States)

    Greeley, A.; Kurtz, N. T.; Neumann, T.; Cook, W. B.; Markus, T.

    2016-12-01

    Photon counting laser altimeters such as MABEL (Multiple Altimeter Beam Experimental Lidar) - a single photon counting simulator for ATLAS (Advanced Topographical Laser Altimeter System) - use individual photons with visible wavelengths to measure their range to target surfaces. ATLAS, the sole instrument on NASA's upcoming ICESat-2 mission, will provide scientists a view of Earth's ice sheets, glaciers, and sea ice with unprecedented detail. Precise calibration of these instruments is needed to understand rapidly changing parameters such as sea ice freeboard, and to measure optical properties of surfaces like snow covered ice sheets using subsurface scattered photons. Photons that travel through snow, ice, or water before scattering back to an altimeter receiving system travel farther than photons taking the shortest path between the observatory and the target of interest. These delayed photons produce a negative elevation bias relative to photons scattered directly off these surfaces. We use laboratory measurements of snow surfaces using a flight-tested laser altimeter (MABEL), and Monte Carlo simulations of backscattered photons from snow to estimate elevation biases from subsurface scattered photons. We also use these techniques to demonstrate the ability to retrieve snow surface properties like snow grain size.

  9. Low-Amplitude Topographic Features and Textures on the Moon: Initial Results from Detrended Lunar Orbiter Laser Altimeter (LOLA) Topography

    Science.gov (United States)

    Kreslavsky, Mikhail A.; Head, James W.; Neumann, Gregory A.; Zuber, Maria T.; Smith, David E.

    2016-01-01

    Global lunar topographic data derived from ranging measurements by the Lunar Orbiter Laser Altimeter (LOLA) onboard LRO mission to the Moon have extremely high vertical precision. We use detrended topography as a means for utilization of this precision in geomorphological analysis. The detrended topography was calculated as a difference between actual topography and a trend surface defined as a median topography in a circular sliding window. We found that despite complicated distortions caused by the non-linear nature of the detrending procedure, visual inspection of these data facilitates identification of low-amplitude gently-sloping geomorphic features. We present specific examples of patterns of lava flows forming the lunar maria and revealing compound flow fields, a new class of lava flow complex on the Moon. We also highlight the identification of linear tectonic features that otherwise are obscured in the images and topographic data processed in a more traditional manner.

  10. Component-Level Selection and Qualification for the Global Ecosystem Dynamics Investigation (GEDI) Laser Altimeter Transmitter

    Science.gov (United States)

    Frese, Erich A.; Chiragh, Furqan L.; Switzer, Robert; Vasilyev, Aleksey A.; Thomes, Joe; Coyle, D. Barry; Stysley, Paul R.

    2018-01-01

    Flight quality solid-state lasers require a unique and extensive set of testing and qualification processes, both at the system and component levels to insure the laser's promised performance. As important as the overall laser transmitter design is, the quality and performance of individual subassemblies, optics, and electro-optics dictate the final laser unit's quality. The Global Ecosystem Dynamics Investigation (GEDI) laser transmitters employ all the usual components typical for a diode-pumped, solid-state laser, yet must each go through their own individual process of specification, modeling, performance demonstration, inspection, and destructive testing. These qualification processes and results for the laser crystals, laser diode arrays, electro-optics, and optics, will be reviewed as well as the relevant critical issues encountered, prior to their installation in the GEDI flight laser units.

  11. Crater Morphometry and Crater Degradation on Mercury: Mercury Laser Altimeter (MLA) Measurements and Comparison to Stereo-DTM Derived Results

    Science.gov (United States)

    Leight, C.; Fassett, C. I.; Crowley, M. C.; Dyar, M. D.

    2017-01-01

    Two types of measurements of Mercury's surface topography were obtained by the MESSENGER (MErcury Surface Space ENvironment, GEochemisty and Ranging) spacecraft: laser ranging data from Mercury Laser Altimeter (MLA) [1], and stereo imagery from the Mercury Dual Imaging System (MDIS) camera [e.g., 2, 3]. MLA data provide precise and accurate elevation meaurements, but with sparse spatial sampling except at the highest northern latitudes. Digital terrain models (DTMs) from MDIS have superior resolution but with less vertical accuracy, limited approximately to the pixel resolution of the original images (in the case of [3], 15-75 m). Last year [4], we reported topographic measurements of craters in the D=2.5 to 5 km diameter range from stereo images and suggested that craters on Mercury degrade more quickly than on the Moon (by a factor of up to approximately 10×). However, we listed several alternative explanations for this finding, including the hypothesis that the lower depth/diameter ratios we observe might be a result of the resolution and accuracy of the stereo DTMs. Thus, additional measurements were undertaken using MLA data to examine the morphometry of craters in this diameter range and assess whether the faster crater degradation rates proposed to occur on Mercury is robust.

  12. High Resolution Airborne InSAR DEM of Bagley Ice Valley, South-central Alaska: Geodetic Validation with Airborne Laser Altimeter Data

    Science.gov (United States)

    Muskett, R. R.; Lingle, C. S.; Echelmeyer, K. A.; Valentine, V. B.; Elsberg, D.

    2001-12-01

    Bagley Ice Valley, in the St. Elias and Chugach Mountains of south-central Alaska, is an integral part of the largest connected glacierized terrain on the North American continent. From the flow divide between Mt. Logan and Mt. St. Elias, Bagley Ice Valley flows west-northwest for some 90 km down a slope of less than 1o, at widths up to 15 km, to a saddle-gap where it turns south-west to become Bering Glacier. During 4-13 September 2000, an airborne survey of Bagley Ice Valley was performed by Intermap Technologies, Inc., using their Star-3i X-band SAR interferometer. The resulting digital elevation model (DEM) covers an area of 3243 km2. The DEM elevations are orthometric heights, in meters above the EGM96 geoid. The horizontal locations of the 10-m postings are with respect to the WGS84 ellipsoid. On 26 August 2000, 9 to 18 days prior to the Intermap Star-3i survey, a small-aircraft laser altimeter profile was acquired along the central flow line for validation. The laser altimeter data consists of elevations above the WGS84 ellipsoid and orthometric heights above GEOID99-Alaska. Assessment of the accuracy of the Intermap Star-3i DEM was made by comparison of both the DEM orthometric heights and elevations above the WGS84 ellipsoid with the laser altimeter data. Comparison of the orthometric heights showed an average difference of 5.4 +/- 1.0 m (DEM surface higher). Comparison of elevations above the WGS84 ellipsoid showed an average difference of -0.77 +/- 0.93 m (DEM surface lower). This indicates that the X-band Star-3i interferometer was penetrating the glacier surface by an expected small amount. The WGS84 comparison is well within the 3 m RMS accuracy quoted for GT-3 DEM products. Snow accumulation may have occurred, however, on Bagley Ice Valley between 26 August and 4-13 September 2000. This will be estimated using a mass balance model and used to correct the altimeter-derived surface heights. The new DEM of Bagley Ice Valley will provide a reference

  13. Quantifying Seasonal Skill In Coupled Sea Ice Models Using Freeboard Measurements From Spaceborne Laser Altimeters

    Science.gov (United States)

    2016-06-01

    Data collection periods during the ICESat mission were influenced by the presence of atmospheric clouds and aerosols, and also LASER malfunctions. Upon...measurements after that satellite is launched next year. 14. subject terms Arctic, climate change, Regional Arctic System Model, altimetry...measurements, sea ice, sea ice thickness, freeboard, ICESat, ICESat-2, climate model, coupled model, Operation IceBridge 15. NUMBER OF PAGES 147 16

  14. Lunar Impact Basins: Stratigraphy, Sequence and Ages from Superposed Impact Crater Populations Measured from Lunar Orbiter Laser Altimeter (LOLA) Data

    Science.gov (United States)

    Fassett, C. I.; Head, J. W.; Kadish, S. J.; Mazarico, E.; Neumann, G. A.; Smith, D. E.; Zuber, M. T.

    2012-01-01

    Impact basin formation is a fundamental process in the evolution of the Moon and records the history of impactors in the early solar system. In order to assess the stratigraphy, sequence, and ages of impact basins and the impactor population as a function of time, we have used topography from the Lunar Orbiter Laser Altimeter (LOLA) on the Lunar Reconnaissance Orbiter (LRO) to measure the superposed impact crater size-frequency distributions for 30 lunar basins (D = 300 km). These data generally support the widely used Wilhelms sequence of lunar basins, although we find significantly higher densities of superposed craters on many lunar basins than derived by Wilhelms (50% higher densities). Our data also provide new insight into the timing of the transition between distinct crater populations characteristic of ancient and young lunar terrains. The transition from a lunar impact flux dominated by Population 1 to Population 2 occurred before the mid-Nectarian. This is before the end of the period of rapid cratering, and potentially before the end of the hypothesized Late Heavy Bombardment. LOLA-derived crater densities also suggest that many Pre-Nectarian basins, such as South Pole-Aitken, have been cratered to saturation equilibrium. Finally, both crater counts and stratigraphic observations based on LOLA data are applicable to specific basin stratigraphic problems of interest; for example, using these data, we suggest that Serenitatis is older than Nectaris, and Humboldtianum is younger than Crisium. Sample return missions to specific basins can anchor these measurements to a Pre-Imbrian absolute chronology.

  15. Lunar Phase Function at 1064 Nm from Lunar Orbiter Laser Altimeter Passive and Active Radiometry

    Science.gov (United States)

    Barker, M. K.; Sun, X.; Mazarico, E.; Neumann, G. A.; Zuber, M. T.; Smith, D. E.

    2016-01-01

    We present initial calibration and results of passive radiometry collected by the Lunar Orbiter Laser Al- timeter onboard the Lunar Reconnaissance Orbiter over the course of 12 months. After correcting for time- and temperature-dependent dark noise and detector responsivity variations, the LOLA passive radiometry measurements are brought onto the absolute radiance scale of the SELENE Spectral Profiler. The resulting photometric precision is estimated to be approximately 5%. We leverage the unique ability of LOLA to measure normal albedo to explore the 1064 nm phase function's dependence on various geologic parameters. On a global scale, we find that iron abundance and optical maturity (quantified by FeO and OMAT) are the dominant controlling parameters. Titanium abundance (TiO2 ), surface roughness on decimeter to decameter scales, and soil thermophysical properties have a smaller effect, but the latter two are correlated with OMAT, indicating that exposure age is the driving force behind their effects in a globally-averaged sense. The phase function also exhibits a dependence on surface slope at approximately 300 m baselines, possibly the result of mass wasting exposing immature material and/or less space weathering due to reduced sky visibility. Modeling the photometric function in the Hapke framework, we find that, relative to the highlands, the maria exhibit decreased backscattering, a smaller opposition effect (OE) width, and a smaller OE amplitude. Immature highlands regolith has a higher backscattering fraction and a larger OE width compared to mature highlands regolith. Within the maria, the backscattering fraction and OE width show little dependence on TiO2 and OMAT. Variations in the phase function shape at large phase angles are observed in and around the Copernican-aged Jackson crater, including its dark halo, a putative impact melt deposit. Finally, the phase function of the Reiner Gamma Formation behaves more optically immature than is typical for its

  16. Mineralogy and Iron Content of the Lunar Polar Regions Using the Kaguya Spectral Profiler and the Lunar Orbiter Laser Altimeter

    Science.gov (United States)

    Lemelin, M.; Lucey, P. G.; Trang, D.; Jha, K.

    2016-12-01

    The lunar polar regions are of high scientific interest, but the extreme lighting conditions have made quantitative analyses using reflectance spectra difficult; some regions are in permanent shadow, and flat surfaces are difficult to correct photometrically due to the extreme grazing incidence and low signal available. Thus, most mineral maps derived from visible and near infrared reflectance spectra have been constrained to within 50° in latitude. The mineralogy of the polar regions, or 44% of the lunar surface, is almost entirely unknown. A few studies have provided compositional analysis based on the spectral shape (where strong absorption bands were present) of lithologies dominated by one or two minerals. In this study, we take a novel approach and use strong signal and well-calibrated reflectance acquired by two different instruments, the Kaguya Spectra Profiler (SP) and the Lunar Orbiter Laser Altimeter (LOLA), in order to derive the first FeO and mineral maps of the polar regions at a spatial resolution of 1 km per pixel. We use reflectance ratios from SP and calibrated reflectance data from LOLA to derive the first polar maps of FeO, which are within 2 wt.% of the FeO measured by the Lunar Prospector Gamma-Ray spectrometer up to 85° in latitude. We then use the reflectance data from SP and Hapke radiative transfer model to compute the abundance of olivine, low-calcium pyroxene, high-calcium pyroxene and plagioclase, using FeO as a constraint. The radiative transfer model yields an error in mineral abundances of 9 wt.%. We use the mineral maps to study the composition of 27 central peaks and 5 basin rings in the polar regions, and relate their composition to their depth of origin in the lunar crust. We find that the central peaks and basin rings in Feldspathic Highlands Terrane are mostly anorthositic in composition, with modal plagioclase content ranging between 66 and 92 wt.%. The central peaks and basin rings in the South Pole-Aitken basin are noritic

  17. Performance Considerations for the SIMPL Single Photon, Polarimetric, Two-Color Laser Altimeter as Applied to Measurements of Forest Canopy Structure and Composition

    Science.gov (United States)

    Dabney, Philip W.; Harding, David J.; Valett, Susan R.; Vasilyev, Aleksey A.; Yu, Anthony W.

    2012-01-01

    The Slope Imaging Multi-polarization Photon-counting Lidar (SIMPL) is a multi-beam, micropulse airborne laser altimeter that acquires active and passive polarimetric optical remote sensing measurements at visible and near-infrared wavelengths. SIMPL was developed to demonstrate advanced measurement approaches of potential benefit for improved, more efficient spaceflight laser altimeter missions. SIMPL data have been acquired for wide diversity of forest types in the summers of 2010 and 2011 in order to assess the potential of its novel capabilities for characterization of vegetation structure and composition. On each of its four beams SIMPL provides highly-resolved measurements of forest canopy structure by detecting single-photons with 15 cm ranging precision using a narrow-beam system operating at a laser repetition rate of 11 kHz. Associated with that ranging data SIMPL provides eight amplitude parameters per beam unlike the single amplitude provided by typical laser altimeters. Those eight parameters are received energy that is parallel and perpendicular to that of the plane-polarized transmit pulse at 532 nm (green) and 1064 nm (near IR), for both the active laser backscatter retro-reflectance and the passive solar bi-directional reflectance. This poster presentation will cover the instrument architecture and highlight the performance of the SIMPL instrument with examples taken from measurements for several sites with distinct canopy structures and compositions. Specific performance areas such as probability of detection, after pulsing, and dead time, will be highlighted and addressed, along with examples of their impact on the measurements and how they limit the ability to accurately model and recover the canopy properties. To assess the sensitivity of SIMPL's measurements to canopy properties an instrument model has been implemented in the FLIGHT radiative transfer code, based on Monte Carlo simulation of photon transport. SIMPL data collected in 2010 over

  18. Surge of Bering Glacier and Bagley Ice Field: Parameterization of surge characteristics based on automated analysis of crevasse image data and laser altimeter data

    Science.gov (United States)

    Stachura, M.; Herzfeld, U. C.; McDonald, B.; Weltman, A.; Hale, G.; Trantow, T.

    2012-12-01

    The dynamical processes that occur during the surge of a large, complex glacier system are far from being understood. The aim of this paper is to derive a parameterization of surge characteristics that captures the principle processes and can serve as the basis for a dynamic surge model. Innovative mathematical methods are introduced that facilitate derivation of such a parameterization from remote-sensing observations. Methods include automated geostatistical characterization and connectionist-geostatistical classification of dynamic provinces and deformation states, using the vehicle of crevasse patterns. These methods are applied to analyze satellite and airborne image and laser altimeter data collected during the current surge of Bering Glacier and Bagley Ice Field, Alaska.

  19. Stratigraphy, Sequence, and Crater Populations of Lunar Impact Basins from Lunar Orbiter Laser Altimeter (LOLA) Data: Implications for the Late Heavy Bombardment

    Science.gov (United States)

    Fassett, C. I.; Head, J. W.; Kadish, S. J.; Mazarico, E.; Neumann, G. A.; Smith, D. E.; Zuber, M. T.

    2012-01-01

    New measurements of the topography of the Moon from the Lunar Orbiter Laser Altimeter (LOLA)[1] provide an excellent base-map for analyzing the large crater population (D.20 km)of the lunar surface [2, 3]. We have recently used this data to calculate crater size-frequency distributions (CSFD) for 30 lunar impact basins, which have implications for their stratigraphy and sequence. These data provide an avenue for assessing the timing of the transitions between distinct crater populations characteristic of ancient and young lunar terrains, which has been linked to the late heavy bombardment (LHB). We also use LOLA data to re-examine relative stratigraphic relationships between key lunar basins.

  20. Coupled thermo-elastic and optical performance analyses of a reflective baffle for the BepiColombo laser altimeter (BELA) receiver

    Science.gov (United States)

    Heesel, E.; Weigel, T.; Lochmatter, P.; Rugi Grond, E.

    2017-11-01

    For the BepiColombo mission, the extreme thermal environment around Mercury requires good heat shields for the instruments. The BepiColombo Laser altimeter (BELA) Receiver will be equipped with a specular reflective baffle in order to limit the solar power impact. The design uses a Stavroudis geometry with alternating elliptical and hyperbolic vanes to reflect radiation at angles >38° back into space. The thermal loads on the baffle lead to deformations, and the resulting changes in the optical performance can be modeled by ray-tracing. Conventional interfaces, such as Zernike surface fitting, fail to provide a proper import of the mechanical distortions into optical models. We have studied alternative models such as free form surface representations and compared them to a simple modeling approach with straight segments. The performance merit is presented in terms of the power rejection ratio and the absence of specular stray-light.

  1. A new, high-resolution digital elevation model of Greenland fully validated with airborne laser altimeter data

    DEFF Research Database (Denmark)

    Bamber, J.L.; Ekholm, Simon; Krabill, W.B.

    2001-01-01

    were corrected for a slope-dependent bias that had been identified in a previous study. The radar altimetry was supplemented with stereophotogrammetric data sets, synthetic aperture radar interferometry, and digitized cartographic maps over regions of bare rock and where gaps in the satellite altimeter...... the bare rock areas the accuracy ranged from 20 to 200 m, dependent on the data source available. The new digital elevation model was used as an input data set for a positive degree day model of ablation. The new elevation model was found to reduce ablation by only 2% compared with using an older, 2.5-km...

  2. Comprehensive study of electro-optic and passive Q-switching in solid state lasers for altimeter applications

    Science.gov (United States)

    Bhardwaj, Atul; Agrawal, Lalita; Pal, Suranjan; Kumar, Anil

    2006-12-01

    Laser Science and Technology Center (LASTEC), Delhi, is developing a space qualified diode pumped Nd: YAG laser transmitter capable of generating 10 ns pulses of 30 mJ energy @ 10 pps. This paper presents the results of experiments for comparative studies between electro-optic and passively Q-switched Nd: YAG laser in a crossed porro prism based laser resonator. Experimental studies have been performed by developing an economical bench model of flash lamp pumped Nd: YAG laser (rod dimension, \

  3. Mid-Latitude versus Polar-Latitude Transitional Impact Craters: Geometric Properties from Mars Orbiter Laser Altimeter (MOLA) Observations and Viking Images

    Science.gov (United States)

    Matias, A.; Garvin, J. B.; Sakimoto, S. E. H.

    1998-01-01

    One intriguing aspect of martian impact crater morphology is the change of crater cavity and ejecta characteristics from the mid-latitudes to the polar regions. This is thought to reflect differences in target properties such as an increasing presence of ice in the polar regions. Previous image-based efforts concerning martian crater morphology has documented some aspects of this, but has been hampered by the lack of adequate topography data. Recent Mars Orbiter Laser Altimeter (MOLA) topographic profiles provide a quantitative perspective for interpreting the detailed morphologies of martian crater cavities and ejecta morphology. This study is a preliminary effort to quantify the latitude-dependent differences in morphology with the goal of identifying target-dependent and crater modification effects from the combined of images and MOLA topography. We combine the available MOLA profiles and the corresponding Viking Mars Digital Image Mosaics (MDIMS), and high resolution Viking Orbiter images to focus on two transitional craters; one on the mid-latitudes, and one in the North Polar region. One MOLA pass (MGS Orbit 34) traverses the center of a 15.9 km diameter fresh complex crater located at 12.8degN 83.8degE on the Hesperian ridge plains unit (Hvr). Viking images, as well as MOLA data, show that this crater has well developed wall terraces and a central peak with 429 m of relative relief. Three MOLA passes have been acquired for a second impact crater, which is located at 69.5degN 41degE on the Vastitas Borealis Formation. This fresh rampart crater lacks terraces and central peak structures and it has a depth af 579 m. Correlation between images and MOLA topographic profiles allows us to construct basic facies maps of the craters. Eight main units were identified, four of which are common on both craters.

  4. Biomass accumulation rates of Amazonian secondary forest and biomass of old-growth forests from Landsat time series and the Geoscience Laser Altimeter System

    Science.gov (United States)

    E. H. Helmer; M. A. Lefsky; D. A. Roberts

    2009-01-01

    We estimate the age of humid lowland tropical forests in Rondônia, Brazil, from a somewhat densely spaced time series of Landsat images (1975–2003) with an automated procedure, the Threshold Age Mapping Algorithm (TAMA), first described here. We then estimate a landscape-level rate of aboveground woody biomass accumulation of secondary forest by combining forest age...

  5. The matter-wave laser interferometer gravitation antenna (MIGA: New perspectives for fundamental physics and geosciences

    Directory of Open Access Journals (Sweden)

    Canuel B.

    2014-01-01

    Full Text Available We are building a hybrid detector of new concept that couples laser and matter-wave interferometry to study sub Hertz variations of the strain tensor of space-time and gravitation. Using a set of atomic interferometers simultaneously manipulated by the resonant optical field of a 200 m cavity, the MIGA instrument will allow the monitoring of the evolution of the gravitational field at unprecedented sensitivity, which will be exploited both for geophysical studies and for Gravitational Waves (GWs detection. This new infrastructure will be embedded into the LSBB underground laboratory, ideally located away from major anthropogenic disturbances and benefitting from very low background noise.

  6. New evidence for surface water ice in small-scale cold traps and in three large craters at the north polar region of Mercury from the Mercury Laser Altimeter

    Science.gov (United States)

    Deutsch, Ariel N.; Neumann, Gregory A.; Head, James W.

    2017-09-01

    The Mercury Laser Altimeter (MLA) measured surface reflectance, rs, at 1064 nm. On Mercury, most water-ice deposits have anomalously low rs values indicative of an insulating layer beneath which ice is buried. Previous detections of surface water ice (without an insulating layer) were limited to seven possible craters. Here we map rs in three additional permanently shadowed craters that host radar-bright deposits. Each crater has a mean rs value >0.3, suggesting that water ice is exposed at the surface without an overlying insulating layer. We also identify small-scale cold traps (rs >0.3 and permanent shadows have biannual maximum surface temperatures <100 K. We suggest that a substantial amount of Mercury's water ice is not confined to large craters but exists within microcold traps, within rough patches and intercrater terrain.

  7. Constraining the thickness of polar ice deposits on Mercury using the Mercury Laser Altimeter and small craters in permanently shadowed regions

    Science.gov (United States)

    Deutsch, Ariel N.; Head, James W.; Chabot, Nancy L.; Neumann, Gregory A.

    2018-05-01

    Radar-bright deposits at the poles of Mercury are located in permanently shadowed regions, which provide thermally stable environments for hosting and retaining water ice on the surface or in the near subsurface for geologic timescales. While the areal distribution of these radar-bright deposits is well characterized, their thickness, and thus their total mass and volume, remain poorly constrained. Here we derive thickness estimates for selected water-ice deposits using small, simple craters visible within the permanently shadowed, radar-bright deposits. We examine two endmember scenarios: in Case I, these craters predate the emplacement of the ice, and in Case II, these craters postdate the emplacement of the ice. In Case I, we find the difference between estimated depths of the original unfilled craters and the measured depths of the craters to find the estimated infill of material. The average estimated infilled material for 9 craters assumed to be overlain with water ice is ∼ 41-14+30 m, where 1-σ standard error of the mean is reported as uncertainty. Reported uncertainties are for statistical errors only. Additional systematic uncertainty may stem from georeferencing the images and topographic datasets, from the radial accuracy of the altimeter measurements, or from assumptions in our models including (1) ice is flat in the bowl-shaped crater and (2) there is negligible ice at the crater rims. In Case II, we derive crater excavation depths to investigate the thickness of the ice layer that may have been penetrated by the impact. While the absence of excavated regolith associated with the small craters observed suggests that impacts generally do not penetrate through the ice deposit, the spatial resolution and complex illumination geometry of images may limit the observations. Therefore, it is not possible to conclude whether the small craters in this study penetrate through the ice deposit, and thus Case II does not provide a constraint on the ice thickness

  8. SLICER Airborne Laser Altimeter Characterization of Canopy Structure and Sub-canopy Topography for the BOREAS Northern and Southern Study Regions: Instrument and Data Product Description

    Science.gov (United States)

    Hall, Forrest G. (Editor); Nickeson, Jaime (Editor); Harding, D. J.; Blair, J. B.; Rabine, D. L.; Still, K. L.

    2000-01-01

    SLICER data were acquired in support of BOREAS at all of the TF sites in the SSA and NSA, and along transects between the study areas. Data were acquired on 5 days between 18-Jul and 30-Jul-1996. Each coverage of a tower site is typically 40 km in length, with a minimum of 3 and a maximum of 10 lines across each tower oriented in a variety of azimuths. The SLICER data were acquired simultaneously with ASAS hyperspectral, multiview angle images. The SLICER Level 3 products consist of binary files for each flight line with a data record for each laser shot composed of 13 parameters and a 600-byte waveform that is the raw record of the backscatter laser energy reflected from Earth's surface. The SLICER data are stored in a combination of ASCII and binary data files.

  9. Portable double-sided pulsed laser heating system for time-resolved geoscience and materials science applications.

    Science.gov (United States)

    Aprilis, G; Strohm, C; Kupenko, I; Linhardt, S; Laskin, A; Vasiukov, D M; Cerantola, V; Koemets, E G; McCammon, C; Kurnosov, A; Chumakov, A I; Rüffer, R; Dubrovinskaia, N; Dubrovinsky, L

    2017-08-01

    A portable double-sided pulsed laser heating system for diamond anvil cells has been developed that is able to stably produce laser pulses as short as a few microseconds with repetition frequencies up to 100 kHz. In situ temperature determination is possible by collecting and fitting the thermal radiation spectrum for a specific wavelength range (particularly, between 650 nm and 850 nm) to the Planck radiation function. Surface temperature information can also be time-resolved by using a gated detector that is synchronized with the laser pulse modulation and space-resolved with the implementation of a multi-point thermal radiation collection technique. The system can be easily coupled with equipment at synchrotron facilities, particularly for nuclear resonance spectroscopy experiments. Examples of applications include investigations of high-pressure high-temperature behavior of iron oxides, both in house and at the European Synchrotron Radiation Facility using the synchrotron Mössbauer source and nuclear inelastic scattering.

  10. Photon counting altimeter and lidar for air and spaceborne applications

    Science.gov (United States)

    Vacek, Michael; Michalek, Vojtech; Peca, Marek; Prochazka, Ivan; Blazej, Josef; Kodet, Jan

    2011-06-01

    We are presenting the concept and preliminary design of modular multipurpose device for space segment: single photon counting laser altimeter, atmospheric lidar, laser transponder and one way laser ranging receiver. For all the mentioned purposes, the same compact configuration of the device is appropriate. Overall estimated device weight should not exceed 5 kg with the power consumption below 10 W. The device will consists of three main parts, namely, receiver, transmitter and control and processing unit. As a transmitter a commercial solid state laser at 532 nm wavelength with 10 mW power will be used. The transmitter optics will have a diameter at most of 50 mm. The laser pulse width will be of hundreds of picoseconds order. For the laser altimeter and atmospheric lidar application, the repetition rate of 10 kHz is planned in order to obtain sufficient number of data for a distance value computing. The receiver device will be composed of active quenched Single Photon Avalanche Diode module, tiny optics, and narrow-band optical filter. The core part of the control and processing unit including high precision timing unit is implemented using single FPGA chip. The preliminary device concept includes considerations on energy balance, and statistical algorithms to meet all the mentioned purposes. Recently, the bread board version of the device is under construction in our labs. The concept, construction, and timing results will be presented.

  11. Geosciences projects FY 1985 listing

    Energy Technology Data Exchange (ETDEWEB)

    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.

  12. Probing Small Lakes on Titan Using the Cassini RADAR Altimeter

    Science.gov (United States)

    Mastrogiuseppe, M.; Poggiali, V.; Hayes, A.; Lunine, J. I.; Seu, R.; Lorenz, R. D.; Mitri, G.; Mitchell, K. L.; Janssen, M. A.; Casarano, D.; Notarnicola, C.; Le Gall, A. A.

    2017-12-01

    The T126 Cassini's final flyby of Titan has offered a unique opportunity to observe an area in the Northern Polar terrain, where several small - medium size (10 - 50 km) hydrocarbon lakes are present and have been previously imaged by Cassini. The successful observation allowed the radar to operate at the closest approach over several small lakes, using its altimetry mode for the investigation of depth and liquid composition. Herein we present the result of a dedicate processing previously applied to altimetric data acquired over Ligeia Mare where the radar revealed the bathymetry and composition of the sea [1,2]. We show that, the optimal geometry condition met during the T126 fly-by allowed the radar to probe Titan's lakes revealing that such small liquid bodies can exceed one-hundred meters of depth. [1] M. Mastrogiuseppe et al. (2014, Mar.). The bathymetry of a Titan Sea. Geophysical Research Letters. [Online]. 41 (5), pp. 1432-1437. Available: http://dx.doi.org/10.1002/2013GL058618 [2] M.Mastrogiuseppe et al. (2016, Oct). Radar Sounding Using the Cassini Altimeter: Waveform Modeling and Monte Carlo Approach for Data Inversion of Observations of Titan's Seas, IEEE Transactions On Geoscience And Remote Sensing, Vol. 54, No. 10, doi: 10.1109/TGRS.2016.2563426.

  13. Geoscience on television

    NARCIS (Netherlands)

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

    2016-01-01

    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

  14. High Density GEOSAT/GM Altimeter Data

    Data.gov (United States)

    National Oceanic and Atmospheric Administration, Department of Commerce — The high density Geosat/GM altimeter data south of 30 S have finally arrived. In addition, ERS-1 has completed more than 6 cycles of its 35-day repeat track. These...

  15. Future Careers in Geoscience

    Science.gov (United States)

    van der Vink, G. E.; van der Vink, G. E.

    2001-05-01

    A new generation of Geoscientists are abandoning the traditional pathways of oil exploration and academic research to pursue careers in public policy, international affairs, business, education and diplomacy. They are using their backgrounds in Geoscience to address challenging, multi-disciplinary problems of societal concern. To prepare for such careers, students are developing a broad understanding of science and a basic literacy in economics, international affairs, and policy-making.

  16. Writing fiction about geoscience

    Science.gov (United States)

    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

  17. Enhancing Diversity in the Geosciences

    Science.gov (United States)

    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…

  18. Open Geoscience Database

    Science.gov (United States)

    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

  19. Accessible Geoscience - Digital Fieldwork

    Science.gov (United States)

    Meara, Rhian

    2017-04-01

    Accessible Geoscience is a developing field of pedagogic research aimed at widening participation in Geography, Earth and Environmental Science (GEES) subjects. These subjects are often less commonly associated with disabilities, ethnic minorities, low income socio-economic groups and females. While advancements and improvements have been made in the inclusivity of these subject areas in recent years, access and participation of disabled students remains low. While universities are legally obligated to provide reasonable adjustments to ensure accessibility, the assumed incompatibility of GEES subjects and disability often deters students from applying to study these courses at a university level. Instead of making reasonable adjustments if and when they are needed, universities should be aiming to develop teaching materials, spaces and opportunities which are accessible to all, which in turn will allow all groups to participate in the GEES subjects. With this in mind, the Swansea Geography Department wish to enhance the accessibility of our undergraduate degree by developing digital field work opportunities. In the first instance, we intend to digitise three afternoon excursions which are run as part of a 1st year undergraduate module. Each of the field trips will be digitized into English- and Welsh-medium formats. In addition, each field trip will be digitized into British Sign Language (BSL) to allow for accessibility for D/deaf and hard of hearing students. Subtitles will also be made available in each version. While the main focus of this work is to provide accessible fieldwork opportunities for students with disabilities, this work also has additional benefits. Students within the Geography Department will be able to revisit the field trips, to revise and complete associated coursework. The use of digitized field work should not replace opportunities for real field work, but its use by the full cohort of students will begin to "normalize" accessible field

  20. GIS in geoscience education- geomorphometric study

    Digital Repository Service at National Institute of Oceanography (India)

    Mahender, K.; Yogita, K.; Kunte, P.D.

    The educational institutions around the world have realised the possibility of using GIS in geosciences teaching along with in many other subjects. GIS is been used in a large number of geoscience applications viz. mapping, mineral and petroleum...

  1. Examining sexism in the geosciences

    Science.gov (United States)

    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.

  2. Tracking the Health of the Geoscience Workforce

    Science.gov (United States)

    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

  3. Precise topography assessment of Lop Nur Lake Basin using GLAS altimeter

    International Nuclear Information System (INIS)

    Wang, Longfei; Gong, Huaze; Shao, Yun

    2014-01-01

    Lop Nur is a dried-up salt lake lying in the eastern part of Tarim basin, which used to be the second largest lagon in China. The ''ear'' rings in Lop Nur attract many interests and are regarded as the lake shorelines during its recession. The topography of the lake basin is important in understanding the formation of the ''ear'' rings. In this paper, elevation data along three transects obtained from laser altimeter were taken as the basic material of the topography in Lop Nur. Elevation data of laser altimeter show great consistency between adjacent passes. Orthometric height (OH) derived from altimetry data and the geoid model are used to analyze the elevation characteristic along ''ear'' rings. The result shows the ''ear'' rings are basically identical in elevation, supporting the statement that ''ear'' rings are former lake shorelines. A discrepancy of approximately 1 meter in OH is observed on the same ''ear'' ring, lower in the north and higher in the south, which is found for the first time. Possible explanations could be deformation of ground surface due to earthquake or tectonic movement after the ''ear'' rings are formed, or tilt of water surface due to wind stress or lake current during the formation of the rings

  4. Effects of surface roughness on sea ice freeboard retrieval with an Airborne Ku-Band SAR radar altimeter

    DEFF Research Database (Denmark)

    Hendricks, Stefan; Stenseng, Lars; Helm, Veit

    2010-01-01

    to investigate sea ice volume changes on an Arctic wide scale. Freeboard retrieval requires precise radar range measurements to the ice surface, therefore we investigate the penetration of the Ku-Band radar waves into the overlying snow cover as well as the effects of sub-footprint-scale surface roughness using...... airborne radar and laser altimeters. We find regional variable penetration of the radar signal at late spring conditions, where the difference of the radar and the reference laser range measurement never agrees with the expected snow thickness. In addition, a rough surface can lead to biases...

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

    International Nuclear Information System (INIS)

    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

  6. Target Assembly to Check Boresight Alignment of Active Sensors

    Science.gov (United States)

    Ramos-Izquierdo, Luis; Scott, V. Stanley; Riris, Haris; Cavanaugh, John; Liiva, Peter; Rodriguez, Michael

    2011-01-01

    A compact and portable target assembly (Fig. 1) has been developed to measure the boresite alignment of LRO's Lunar Orbiter Laser Altimeter (LOLA) instrument at the spacecraft level. The concept for this target assembly has evolved over many years with earlier versions used to test the Mars Observer Laser Altimeter (MOLA), the Geoscience Laser Altimeter System (GLAS), and the Mercury Laser Altimeter (MLA) space-based instruments.

  7. Application of QA geoscience investigations

    International Nuclear Information System (INIS)

    Henderson, J.T.

    1980-01-01

    This paper discusses the evolution of a classical hardware QA program (as currently embodied in DOE/ALO Manual Chapter 08XA; NRC 10CFR Part 50, Appendix B; and other similar documents) into the present geoscience quality assurance programs that address eventual NRC licensing, if required. In the context of this paper, QA will be restricted to the tasks associated with nuclear repositories, i.e. site identification, selection, characterization, verification, and utilization

  8. Spatiotemporal Thinking in the Geosciences

    Science.gov (United States)

    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.

  9. Opportunities at Geoscience in Veracruz

    Science.gov (United States)

    Welsh-Rodríguez, C.

    2006-12-01

    The State of Veracruz is located in the central part of the Gulf of Mexico. It has enormous natural, economic and cultural wealth, is the third most populous state in Mexico, with nearly 33 % of the nation's water resources. It has an enormous quantity of natural resources, including oil, and is strategically located in Mexico. On one hand, mountains to the east are a natural border on the other lies the Gulf of Mexico. Between these two barriers are located tropical forests, mountain forests, jungles, wetlands, reefs, etc., and the land is one of the richest in biodiversity within the Americas. Veracruz, because of its geographical characteristics, presents an opportunity for research and collaboration in the geosciences. The region has experienced frequent episodes of torrential rainfalls, which have caused floods resulting in large amounts of property damage to agriculture, housing, infrastructure and, in extreme situations, loss of human life. In 2004 Veracruz University initiated a bachelor degree in Geography, which will prepare professionals to use their knowledge of geosciences to understand and promote integrated assessment of the prevailing problems in the State. Along with the geography program, the Earth Science Center offers other research programs in seismology, vulcanology, climatology, sustainable development and global change. Because of these characteristics, Veracruz is an optimal environment for active research in the geosciences, as well as for sharing the results of this research with educators, students, and all learners. We look forward to facilitating these efforts in the coming years.

  10. 77 FR 21834 - Airborne Radar Altimeter Equipment (For Air Carrier Aircraft)

    Science.gov (United States)

    2012-04-11

    ... DEPARTMENT OF TRANSPORTATION Federal Aviation Administration Airborne Radar Altimeter Equipment... Technical Standard Order (TSO)-C67, Airborne Radar Altimeter Equipment (For Air Carrier Aircraft). SUMMARY: This is a confirmation notice of the cancellation of TSO-C67, Airborne Radar Altimeter Equipment (For...

  11. 77 FR 3323 - Airborne Radar Altimeter Equipment (For Air Carrier Aircraft)

    Science.gov (United States)

    2012-01-23

    ... DEPARTMENT OF TRANSPORTATION Federal Aviation Administration Airborne Radar Altimeter Equipment... to cancel Technical Standard Order (TSO)-C67, Airborne Radar Altimeter Equipment (For Air Carrier Aircraft). SUMMARY: This notice announces the FAA's intent to cancel TSO-C67, Airborne Radar Altimeter...

  12. Geoscience is Important? Show Me Why

    Science.gov (United States)

    Boland, M. A.

    2017-12-01

    "The public" is not homogenous and no single message or form of messaging will connect the entire public with the geosciences. One approach to promoting trust in, and engagement with, the geosciences is to identify specific sectors of the public and then develop interactions and communication products that are immediately relevant to that sector's interests. If the content and delivery are appropriate, this approach empowers people to connect with the geosciences on their own terms and to understand the relevance of the geosciences to their own situation. Federal policy makers are a distinct and influential subgroup of the general public. In preparation for the 2016 presidential election, the American Geosciences Institute (AGI) in collaboration with its 51 member societies prepared Geoscience for America's Critical Needs: Invitation to a National Dialogue, a document that identified major geoscience policy issues that should be addressed in a national policy platform. Following the election, AGI worked with eight other geoscience societies to develop Geoscience Policy Recommendations for the New Administration and the 115th Congress, which outlines specific policy actions to address national issues. State and local decision makers are another important subgroup of the public. AGI has developed online content, factsheets, and case studies with different levels of technical complexity so people can explore societally-relevant geoscience topics at their level of technical proficiency. A related webinar series is attracting a growing worldwide audience from many employment sectors. Partnering with government agencies and other scientific and professional societies has increased the visibility and credibility of these information products with our target audience. Surveys and other feedback show that these products are raising awareness of the geosciences and helping to build reciprocal relationships between geoscientists and decision makers. The core message of all

  13. Translational Geoscience: Converting Geoscience Innovation into Societal Impacts

    Science.gov (United States)

    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.

  14. A Geoscience Workforce Model for Non-Geoscience and Non-Traditional STEM Students

    Science.gov (United States)

    Liou-Mark, J.; Blake, R.; Norouzi, H.; Vladutescu, D. V.; Yuen-Lau, L.

    2016-12-01

    The Summit on the Future of Geoscience Undergraduate Education has recently identified key professional skills, competencies, and conceptual understanding necessary in the development of undergraduate geoscience students (American Geosciences Institute, 2015). Through a comprehensive study involving a diverse range of the geoscience academic and employer community, the following professional scientist skills were rated highly important: 1) critical thinking/problem solving skills; 2) effective communication; 3) ability to access and integrate information; 4) strong quantitative skills; and 5) ability to work in interdisciplinary/cross cultural teams. Based on the findings of the study above, the New York City College of Technology (City Tech) has created a one-year intensive training program that focusses on the development of technical and non-technical geoscience skills for non-geoscience, non-traditional STEM students. Although City Tech does not offer geoscience degrees, the primary goal of the program is to create an unconventional pathway for under-represented minority STEM students to enter, participate, and compete in the geoscience workforce. The selected cohort of STEM students engage in year-round activities that include a geoscience course, enrichment training workshops, networking sessions, leadership development, research experiences, and summer internships at federal, local, and private geoscience facilities. These carefully designed programmatic elements provide both the geoscience knowledge and the non-technical professional skills that are essential for the geoscience workforce. Moreover, by executing this alternate, robust geoscience workforce model that attracts and prepares underrepresented minorities for geoscience careers, this unique pathway opens another corridor that helps to ameliorate the dire plight of the geoscience workforce shortage. This project is supported by NSF IUSE GEOPATH Grant # 1540721.

  15. International Convergence on Geoscience Cyberinfrastructure

    Science.gov (United States)

    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

  16. Summary outline of ERDA geosciences and geoscience-related research

    International Nuclear Information System (INIS)

    1976-08-01

    The Division of Biomedical and Environmental Research (DBER) supports long-range, basic geosciences research in those areas of the life sciences which are relevant to current or planned ERDA programs. A central objective of the DBER geosciences program is to understand the mechanisms by which radionuclides and non-nuclear pollutants move through and interact with ecological systems including the air, land, inland waters, and oceans. Principal areas of interest include, in the field of atmospheric sciences: studies of the troposphere, particle formation, particulate matter, behavior of aerosols and gases, atmospheric transport and diffusion of fossil fuel pollutants, radionuclides, radionuclide global distribution patterns, nuclear emergency response systems, precipitation scavenging and dry deposition, regional relationships between pollutant sources and ambient atmospheric concentrations; and oceanographic studies of radioactivity that may be directly added to the environment from waste disposal activities and reactor operations or indirectly from nuclear explosions and transportation, the source term characterization, transport, fate, and effects of these pollutants in the marine environment; and studies of thermal effects on biological systems, mixing and circulation of water, distribution of radionuclides in ocean waters and sediments, and geochronology.A summary outline of the research programs is presented

  17. Geoscience Diversity Enhancement Project: Student Responses.

    Science.gov (United States)

    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…

  18. Inquiring with Geoscience Datasets: Instruction and Assessment

    Science.gov (United States)

    Zalles, D.; Quellmalz, E.; Gobert, J.

    2005-12-01

    This session will describe a new NSF-funded project in Geoscience education, Inquiring with Geoscience Data Sets. The goals of the project are to (1) Study the impacts on student learning of Web-based supplementary curriculum modules that engage secondary-level students in inquiry projects addressing important geoscience problems using an Earth System Science approach. Students will use technologies to access real data sets in the geosciences and to interpret, analyze, and communicate findings based on the data sets. The standards addressed will include geoscience concepts, inquiry abilities in NSES and Benchmarks for Science Literacy, data literacy, NCTM standards, and 21st-century skills and technology proficiencies (NETTS/ISTE). (2) Develop design principles, specification templates, and prototype exemplars for technology-based performance assessments that provide evidence of students' geoscientific knowledge and inquiry skills (including data literacy skills) and students' ability to access, use, analyze, and interpret technology-based geoscience data sets. (3) Develop scenarios based on the specification templates that describe curriculum modules and performance assessments that could be developed for other Earth Science standards and curriculum programs. Also to be described in the session are the project's efforts to differentiate among the dimensions of data literacy and scientific inquiry that are relevant for the geoscience discplines, and how recognition and awareness of the differences can be effectively channelled for the betterment of geoscience education.

  19. Summaries of physical research in the geosciences

    Energy Technology Data Exchange (ETDEWEB)

    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.

  20. The Geoscience Internet of Things

    Science.gov (United States)

    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

  1. A Stochastic Approach to Noise Modeling for Barometric Altimeters

    Directory of Open Access Journals (Sweden)

    Angelo Maria Sabatini

    2013-11-01

    Full Text Available The question whether barometric altimeters can be applied to accurately track human motions is still debated, since their measurement performance are rather poor due to either coarse resolution or drifting behavior problems. As a step toward accurate short-time tracking of changes in height (up to few minutes, we develop a stochastic model that attempts to capture some statistical properties of the barometric altimeter noise. The barometric altimeter noise is decomposed in three components with different physical origin and properties: a deterministic time-varying mean, mainly correlated with global environment changes, and a first-order Gauss-Markov (GM random process, mainly accounting for short-term, local environment changes, the effects of which are prominent, respectively, for long-time and short-time motion tracking; an uncorrelated random process, mainly due to wideband electronic noise, including quantization noise. Autoregressive-moving average (ARMA system identification techniques are used to capture the correlation structure of the piecewise stationary GM component, and to estimate its standard deviation, together with the standard deviation of the uncorrelated component. M-point moving average filters used alone or in combination with whitening filters learnt from ARMA model parameters are further tested in few dynamic motion experiments and discussed for their capability of short-time tracking small-amplitude, low-frequency motions.

  2. Nurturing a growing field: Computers & Geosciences

    Science.gov (United States)

    Mariethoz, Gregoire; Pebesma, Edzer

    2017-10-01

    Computational issues are becoming increasingly critical for virtually all fields of geoscience. This includes the development of improved algorithms and models, strategies for implementing high-performance computing, or the management and visualization of the large datasets provided by an ever-growing number of environmental sensors. Such issues are central to scientific fields as diverse as geological modeling, Earth observation, geophysics or climatology, to name just a few. Related computational advances, across a range of geoscience disciplines, are the core focus of Computers & Geosciences, which is thus a truly multidisciplinary journal.

  3. Absolute Sea Level Monitoring and Altimeter Calibration At Gavdos, Crete, Greece

    Science.gov (United States)

    Pavlis, E. C.; Gavdos Team

    We present the mean sea level (MSL) monitoring aspect of the altimeter calibration fa- cility under deployment on western Crete and the isle of Gavdos. The Eastern Mediter- ranean area is one of great interest for its intense tectonic activity as well as for its regional oceanography. Recent observations have convincingly demonstrated the im- portance of that area for the regional meteorological and climatological changes. Tide- gauge monitoring with GPS has gained importance lately since tectonics contaminate the inferred sea level variations, and a global network of tide-gauges with long his- torical records can be used as satellite altimeter calibration sites for current and fu- ture missions (e.g. TOPEX/POSEIDON, GFO, JASON-1, ENVISAT, etc.). This is at present a common IOC-GLOSS-IGS effort, already underway (TIGA). Crete hosts two of the oldest tide-gauges in the regional network and our project will further ex- pand it to the south of the island with a new site on the isle of Gavdos, the southernmost European parcel of land. One component of our "GAVDOS" project is the repeated occupation of two already in existence tide-gauge sites at Souda Bay and Heraklion, and their tie to the new facility. We show here initial results from positioning of these sites and some of the available tidal records. Gavdos is situated under a ground-track crossing point of the present T/P and JASON-1 orbits. It is an ideal calibration site if the tectonic motions are monitored precisely and continuously. Our plans include the deployment of additional instrumentation at this site: GPS and DORIS beacons for positioning, transponders for direct calibration, water vapor radiometers, GPS-loaded buoys, airborne surveys with gravimeters and laser profiling lidars, etc., to ensure the best possible and most reliable results.

  4. Geoscience at Community Colleges: Availability of Programs and Geoscience Student Pathways

    Science.gov (United States)

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

    2011-12-01

    Community colleges served over 7.5 million students in 2009, and have a more diverse student population than four-year institutions. In 2008, 58% of community college students were women and 33% of students were underrepresented minorities. Community colleges provide a large diverse pool of untapped talent for the geosciences and for all science and engineering disciplines. The most recent data from NSF's 2006 NSCRG database indicate that within the physical sciences, 43% of Bachelor's, 31% of Master's and 28% of Doctoral recipients had attended community college. Until recently, fine-grained datasets for examining the prevalence of community college education in geoscience students' academic pathways has not been available. Additionally, there has been limited information regarding the availability of geoscience programs and courses at community colleges. In 2011, the American Geological Institute (AGI) expanded its Directory of Geoscience Departments (DGD) to cover 434 community colleges that offer either geoscience programs and/or geoscience curriculum, and launched the first pilot of a standardized National Geoscience Exit Survey. The survey collects information not only about students' pathways in the university system and future academic and career plans, but also about community college attendance including geoscience course enrollments and Associate's degrees. 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, and will also establish a longitudinal survey effort to track students through their careers. Whereas the updated DGD now provides wider coverage of geoscience faculty members and programs at community colleges, the Exit Survey provides a rich dataset for mapping the flow of students from community colleges to university geoscience programs. We will discuss the availability of geoscience courses and programs at community

  5. Summaries of FY 1993 geosciences research

    Energy Technology Data Exchange (ETDEWEB)

    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.

  6. Summaries of physical research in the geosciences

    Energy Technology Data Exchange (ETDEWEB)

    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.

  7. Illuminate Knowledge Elements in Geoscience Literature

    Science.gov (United States)

    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.

  8. LIME: 3D visualisation and interpretation of virtual geoscience models

    Science.gov (United States)

    Buckley, Simon; Ringdal, Kari; Dolva, Benjamin; Naumann, Nicole; Kurz, Tobias

    2017-04-01

    Three-dimensional and photorealistic acquisition of surface topography, using methods such as laser scanning and photogrammetry, has become widespread across the geosciences over the last decade. With recent innovations in photogrammetric processing software, robust and automated data capture hardware, and novel sensor platforms, including unmanned aerial vehicles, obtaining 3D representations of exposed topography has never been easier. In addition to 3D datasets, fusion of surface geometry with imaging sensors, such as multi/hyperspectral, thermal and ground-based InSAR, and geophysical methods, create novel and highly visual datasets that provide a fundamental spatial framework to address open geoscience research questions. Although data capture and processing routines are becoming well-established and widely reported in the scientific literature, challenges remain related to the analysis, co-visualisation and presentation of 3D photorealistic models, especially for new users (e.g. students and scientists new to geomatics methods). Interpretation and measurement is essential for quantitative analysis of 3D datasets, and qualitative methods are valuable for presentation purposes, for planning and in education. Motivated by this background, the current contribution presents LIME, a lightweight and high performance 3D software for interpreting and co-visualising 3D models and related image data in geoscience applications. The software focuses on novel data integration and visualisation of 3D topography with image sources such as hyperspectral imagery, logs and interpretation panels, geophysical datasets and georeferenced maps and images. High quality visual output can be generated for dissemination purposes, to aid researchers with communication of their research results. The background of the software is described and case studies from outcrop geology, in hyperspectral mineral mapping and geophysical-geospatial data integration are used to showcase the novel

  9. Defining the Geoscience Community through a Quantitative Perspective

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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.

  12. Proceedings of the geosciences workshop

    Energy Technology Data Exchange (ETDEWEB)

    None

    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.

  13. Career Paths for Geosciences Students (Invited)

    Science.gov (United States)

    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.

  14. Testing in a stratospheric balloon of a semiconductor detector altimeter

    International Nuclear Information System (INIS)

    Gilly, L.; Jourdan, P.

    1968-01-01

    An altimeter containing a semiconductor detector has been operated on flight. We have used a stratospheric balloon launched from AIRE-SUR-ADOUR with the C.N.E.S. collaboration. During this assay two apparatus have been used. The first allowed to follow the balloon during its ascension and descent, the second to follow its evolution at its maximum altitude. Informations transmitted by radio and recorded on Magnetophon, have been studied after the flight. Results are identical with these given by the barometer used by the C.N.E.S. in this essay. (authors) [fr

  15. GEOS-C altimeter attitude bias error correction. [gate-tracking radar

    Science.gov (United States)

    Marini, J. W.

    1974-01-01

    A pulse-limited split-gate-tracking radar altimeter was flown on Skylab and will be used aboard GEOS-C. If such an altimeter were to employ a hypothetical isotropic antenna, the altimeter output would be independent of spacecraft orientation. To reduce power requirements the gain of the altimeter antenna proposed is increased to the point where its beamwidth is only a few degrees. The gain of the antenna consequently varies somewhat over the pulse-limited illuminated region of the ocean below the altimeter, and the altimeter output varies with antenna orientation. The error introduced into the altimeter data is modeled empirically, but close agreements with the expected errors was not realized. The attitude error effects expected with the GEOS-C altimeter are modelled using a form suggested by an analytical derivation. The treatment is restricted to the case of a relatively smooth sea, where the height of the ocean waves are small relative to the spatial length (pulse duration times speed of light) of the transmitted pulse.

  16. Geoscience and the 21st Century Workforce

    Science.gov (United States)

    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

  17. Summaries of FY 92 geosciences research

    Energy Technology Data Exchange (ETDEWEB)

    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.

  18. Summaries of FY 91 geosciences research

    Energy Technology Data Exchange (ETDEWEB)

    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.

  19. Computer axial tomography in geosciences

    International Nuclear Information System (INIS)

    Duliu, Octavian G.

    2002-01-01

    Computer Axial Tomography (CAT) is one of the most adequate non-invasive techniques for the investigation of the internal structure of a large category of objects. Initially designed for medical investigations, this technique, based on the attenuation of X- or gamma-ray (and in some cases neutrons), generates digital images which map the numerical values of the linear attenuation coefficient of a section or of the entire volume of the investigated sample. Shortly after its application in medicine, CAT has been successfully used in archaeology, life sciences, and geosciences as well as for the industrial materials non-destructive testing. Depending on the energy of the utilized radiation as well as on the effective atomic number of the sample, CAT can provide with a spatial resolution of 0.01 - 0.5 mm, quantitative as well as qualitative information concerning local density, porosity or chemical composition of the sample. At present two types of axial Computer Tomographs (CT) are in use. One category, consisting of medical as well as industrial CT is equipped with X-ray tubes while the other uses isotopic gamma-ray sources. CT provided with intense X-ray sources (equivalent to 12-15 kCi or 450-550 TBq) has the advantage of an extremely short running time (a few seconds and even less) but presents some disadvantages known as beam hardening and absorption edge effects. These effects, intrinsically related to the polychromatic nature of the X-rays generated by classical tubes, need special mathematical or physical corrections. A polychromatic X-ray beam can be made almost monochromatic by means of crystal diffraction or by using adequate multicomponent filters, but these devices are costly and considerably diminish the output of X-ray generators. In the case of CT of the second type, monochromatic gamma-rays generated by radioisotopic sources, such as 169 Yb (50.4 keV), 241 Am (59 keV), 192 Ir (310.5 and 469.1 keV ) or 137 Cs (662.7 keV), are used in combination with

  20. Inference of Altimeter Accuracy on Along-track Gravity Anomaly Recovery

    Directory of Open Access Journals (Sweden)

    LI Yang

    2015-04-01

    Full Text Available A correlation model between along-track gravity anomaly accuracy, spatial resolution and altimeter accuracy is proposed. This new model is based on along-track gravity anomaly recovery and resolution estimation. Firstly, an error propagation formula of along-track gravity anomaly is derived from the principle of satellite altimetry. Then the mathematics between the SNR (signal to noise ratio and cross spectral coherence is deduced. The analytical correlation between altimeter accuracy and spatial resolution is finally obtained from the results above. Numerical simulation results show that along-track gravity anomaly accuracy is proportional to altimeter accuracy, while spatial resolution has a power relation with altimeter accuracy. e.g., with altimeter accuracy improving m times, gravity anomaly accuracy improves m times while spatial resolution improves m0.4644 times. This model is verified by real-world data.

  1. A new 1 km digital elevation model of the Antarctic derived from combined satellite radar and laser data – Part 1: Data and methods

    Directory of Open Access Journals (Sweden)

    J. L. Bamber

    2009-05-01

    Full Text Available Digital elevation models (DEMs of the whole of Antarctica have been derived, previously, from satellite radar altimetry (SRA and limited terrestrial data. Near the ice sheet margins and in other areas of steep relief the SRA data tend to have relatively poor coverage and accuracy. To remedy this and to extend the coverage beyond the latitudinal limit of the SRA missions (81.5° S we have combined laser altimeter measurements from the Geosciences Laser Altimeter System onboard ICESat with SRA data from the geodetic phase of the ERS-1 satellite mission. The former provide decimetre vertical accuracy but with poor spatial coverage. The latter have excellent spatial coverage but a poorer vertical accuracy. By combining the radar and laser data using an optimal approach we have maximised the vertical accuracy and spatial resolution of the DEM and minimised the number of grid cells with an interpolated elevation estimate. We assessed the optimum resolution for producing a DEM based on a trade-off between resolution and interpolated cells, which was found to be 1 km. This resulted in just under 32% of grid cells having an interpolated value. The accuracy of the final DEM was assessed using a suite of independent airborne altimeter data and used to produce an error map. The RMS error in the new DEM was found to be roughly half that of the best previous 5 km resolution, SRA-derived DEM, with marked improvements in the steeper marginal and mountainous areas and between 81.5 and 86° S. The DEM contains a wealth of information related to ice flow. This is particularly apparent for the two largest ice shelves – the Filchner-Ronne and Ross – where the surface expression of flow of ice streams and outlet glaciers can be traced from the grounding line to the calving front. The surface expression of subglacial lakes and other basal features are also illustrated. We also use the DEM to derive new estimates of balance velocities and ice divide locations.

  2. Social Technologies to Jump Start Geoscience Careers

    Science.gov (United States)

    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

  3. Visual Analytics for Heterogeneous Geoscience Data

    Science.gov (United States)

    Pan, Y.; Yu, L.; Zhu, F.; Rilee, M. L.; Kuo, K. S.; Jiang, H.; Yu, H.

    2017-12-01

    Geoscience data obtained from diverse sources have been routinely leveraged by scientists to study various phenomena. The principal data sources include observations and model simulation outputs. These data are characterized by spatiotemporal heterogeneity originated from different instrument design specifications and/or computational model requirements used in data generation processes. Such inherent heterogeneity poses several challenges in exploring and analyzing geoscience data. First, scientists often wish to identify features or patterns co-located among multiple data sources to derive and validate certain hypotheses. Heterogeneous data make it a tedious task to search such features in dissimilar datasets. Second, features of geoscience data are typically multivariate. It is challenging to tackle the high dimensionality of geoscience data and explore the relations among multiple variables in a scalable fashion. Third, there is a lack of transparency in traditional automated approaches, such as feature detection or clustering, in that scientists cannot intuitively interact with their analysis processes and interpret results. To address these issues, we present a new scalable approach that can assist scientists in analyzing voluminous and diverse geoscience data. We expose a high-level query interface that allows users to easily express their customized queries to search features of interest across multiple heterogeneous datasets. For identified features, we develop a visualization interface that enables interactive exploration and analytics in a linked-view manner. Specific visualization techniques such as scatter plots to parallel coordinates are employed in each view to allow users to explore various aspects of features. Different views are linked and refreshed according to user interactions in any individual view. In such a manner, a user can interactively and iteratively gain understanding into the data through a variety of visual analytics operations. We

  4. Summaries of physical research in the geosciences

    Energy Technology Data Exchange (ETDEWEB)

    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.

  5. Summaries of physical research in the geosciences

    International Nuclear Information System (INIS)

    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

  6. Summaries of physical research in the geosciences

    Energy Technology Data Exchange (ETDEWEB)

    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.

  7. Status and Future of Lunar Geoscience.

    Science.gov (United States)

    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…

  8. Summaries of physical research in the geosciences

    Energy Technology Data Exchange (ETDEWEB)

    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.

  9. Reconfigurable Computing As an Enabling Technology for Single-Photon-Counting Laser Altimetry

    Science.gov (United States)

    Powell, Wesley; Hicks, Edward; Pinchinat, Maxime; Dabney, Philip; McGarry, Jan; Murray, Paul

    2003-01-01

    Single-photon-counting laser altimetry is a new measurement technique offering significant advantages in vertical resolution, reducing instrument size, mass, and power, and reducing laser complexity as compared to analog or threshold detection laser altimetry techniques. However, these improvements come at the cost of a dramatically increased requirement for onboard real-time data processing. Reconfigurable computing has been shown to offer considerable performance advantages in performing this processing. These advantages have been demonstrated on the Multi-KiloHertz Micro-Laser Altimeter (MMLA), an aircraft based single-photon-counting laser altimeter developed by NASA Goddard Space Flight Center with several potential spaceflight applications. This paper describes how reconfigurable computing technology was employed to perform MMLA data processing in real-time under realistic operating constraints, along with the results observed. This paper also expands on these prior results to identify concepts for using reconfigurable computing to enable spaceflight single-photon-counting laser altimeter instruments.

  10. Teaching Geoethics Across the Geoscience Curriculum

    Science.gov (United States)

    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

  11. Lasers

    CERN Document Server

    Milonni, Peter W

    1988-01-01

    A comprehensive introduction to the operating principles and applications of lasers. Explains basic principles, including the necessary elements of classical and quantum physics. Provides concise discussions of various laser types including gas, solid state, semiconductor, and free electron lasers, as well as of laser resonators, diffraction, optical coherence, and many applications including holography, phase conjugation, wave mixing, and nonlinear optics. Incorporates many intuitive explanations and practical examples. Discussions are self-contained in a consistent notation and in a style that should appeal to physicists, chemists, optical scientists and engineers.

  12. Data Quality Assessment of In Situ and Altimeter Observations Through Two-Way Intercomparison Methods

    Science.gov (United States)

    Guinehut, Stephanie; Valladeau, Guillaume; Legeais, Jean-Francois; Rio, Marie-Helene; Ablain, Michael; Larnicol, Gilles

    2013-09-01

    This proceeding presents an overview of the two-way inter-comparison activities performed at CLS for both space and in situ observation agencies and why this activity is a required step to obtain accurate and homogenous data sets that can then be used together for climate studies or in assimilation/validation tools. We first describe the work performed in the frame of the SALP program to assess the stability of altimeter missions through SSH comparisons with tide gauges (GLOSS/CLIVAR network). Then, we show how the SSH comparison between the Argo array and altimeter time series allows the detection of drifts or jumps in altimeter (SALP program) but also for some Argo floats (Ifremer/Coriolis center). Lastly, we describe how the combine use of altimeter and wind observations helps the detection of drogue loss of surface drifting buoys (GDP network) and allow the computation of a correction term for wind slippage.

  13. Visualizing Geoscience Concepts Through Textbook Art (Invited)

    Science.gov (United States)

    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

  14. Building a Community for Art and Geoscience

    Science.gov (United States)

    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

  15. LBA-ECO TG-07 Forest Structure Measurements for GLAS Validation: Santarem 2004

    Data.gov (United States)

    National Aeronautics and Space Administration — This data set provides the results of a GLAS (the Geoscience Laser Altimeter System) forest structure validation survey conducted in Santarem and Sao Jorge, Para...

  16. Summaries of FY 1994 geosciences research

    Energy Technology Data Exchange (ETDEWEB)

    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.

  17. Geoscience Digital Data Resource and Repository Service

    Science.gov (United States)

    Mayernik, M. S.; Schuster, D.; Hou, C. Y.

    2017-12-01

    The open availability and wide accessibility of digital data sets is becoming the norm for geoscience research. The National Science Foundation (NSF) instituted a data management planning requirement in 2011, and many scientific publishers, including the American Geophysical Union and the American Meteorological Society, have recently implemented data archiving and citation policies. Many disciplinary data facilities exist around the community to provide a high level of technical support and expertise for archiving data of particular kinds, or for particular projects. However, a significant number of geoscience research projects do not have the same level of data facility support due to a combination of several factors, including the research project's size, funding limitations, or topic scope that does not have a clear facility match. These projects typically manage data on an ad hoc basis without limited long-term management and preservation procedures. The NSF is supporting a workshop to be held in Summer of 2018 to develop requirements and expectations for a Geoscience Digital Data Resource and Repository Service (GeoDaRRS). The vision for the prospective GeoDaRRS is to complement existing NSF-funded data facilities by providing: 1) data management planning support resources for the general community, and 2) repository services for researchers who have data that do not fit in any existing repository. Functionally, the GeoDaRRS would support NSF-funded researchers in meeting data archiving requirements set by the NSF and publishers for geosciences, thereby ensuring the availability of digital data for use and reuse in scientific research going forward. This presentation will engage the AGU community in discussion about the needs for a new digital data repository service, specifically to inform the forthcoming GeoDaRRS workshop.

  18. History of Geoscience Research Matters to You

    Science.gov (United States)

    Fleming, J. R.

    2017-12-01

    The geosciences have a long, distinguished, and very useful history Today's science is tomorrow's history of science. If we don't study the past, then every decision we face will seem unprecedented. If we don't study the history of science and apply its lessons, then I don't think we can say we really understand science. Actual research results and ongoing programs will be highlighted, with a focus on public understanding and support for atmospheric science and global change.

  19. Smartphones: Powerful Tools for Geoscience Education

    Science.gov (United States)

    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.

  20. Summaries of physical research in the geosciences

    International Nuclear Information System (INIS)

    1978-09-01

    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 which relate to DOE's many missions. This research may be conducted in the major DOE laboratories, industry, universities and other government agencies. Such support provides for payment of salaries, purchase of equipment and other materials, an allowance for overhead costs, and is formalized by a contract between the Department and the organization performing the work. The summaries in this document, prepared by the investigators, describe the work performed during 1977, include the scope of the work to be performed in 1978 and provide information regarding some of the research planned for 1979. The Division of Engineering, Mathematics, and Geosciences, which is a part of the Office of Energy Research, supports, under its Geoscience Program, research in geology, petrology, geophysics, geochemistry, hydrology, solar-terrestrial relationships, aeronomy, seismology and natural resource analysis, including the various subdivisions and interdisciplinary relationships, as well as their relationship to the Department's technological needs

  1. Programming and Technology for Accessibility in Geoscience

    Science.gov (United States)

    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.

  2. Summaries of FY 1996 geosciences research

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    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.

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

    Science.gov (United States)

    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

  4. Tracking the attenuation and nonbreaking dissipation of swells using altimeters

    Science.gov (United States)

    Jiang, Haoyu; Stopa, Justin E.; Wang, He; Husson, Romain; Mouche, Alexis; Chapron, Bertrand; Chen, Ge

    2016-02-01

    A method for systematically tracking swells across oceanic basins is developed by taking advantage of high-quality data from space-borne altimeters and wave model output. The evolution of swells is observed over large distances based on 202 swell events with periods ranging from 12 to 18 s. An empirical attenuation rate of swell energy of about 4 × 10-7 m-1 is estimated using these observations, and the nonbreaking energy dissipation rates of swells far away from their generating areas are also estimated using a point source model. The resulting acceptance range of nonbreaking dissipation rates is -2.5 to 5.0 × 10-7 m-1, which corresponds to a dissipation e-folding scales of at least 2000 km for steep swells, to almost infinite for small-amplitude swells. These resulting rates are consistent with previous studies using in-situ and synthetic aperture radar (SAR) observations. The frequency dispersion and angular spreading effects during swell propagation are discussed by comparing the results with other studies, demonstrating that they are the two dominant processes for swell height attenuation, especially in the near field. The resulting dissipation rates from these observations can be used as a reference for ocean engineering and wave modeling, and for related studies such as air-sea and wind-wave-turbulence interactions.

  5. An Evaluation of Recent Gravity Models wrt. Altimeter Satellite Missions

    Science.gov (United States)

    Lemoine, Frank G.; Zelensky, N. P.; Luthcke, S. B.; Beckley, B. D.; Chinn, D. S.; Rowlands, D. D.

    2003-01-01

    With the launch of CHAMP and GRACE, we have entered a new phase in the history of satellite geodesy. For the first time, geopotential models are now available based almost exclusively on satellite-satellite tracking either with GPS in the case of the CHAMP-based geopotential models, or co-orbital intersatellite ultra-precise ranging in the case of GRACE. Different groups have analyzed these data, and produced a series of geopotential models (e.g., EIGENlS, EIGEN2, GGM0lS, GGMOlC) that incorporate the new data. We will compare the performance of these "newer" geopotential models with the standard models now used for computations, (e.g., JGM-3, BGM-96, PGS7727, and GRIMS-C1) for TOPEX, JASON, Geosat-Follow-On (GFO), and Envisat using standard metrics such as SLR RMS of fit, altimeter crossovers, and orbit overlaps. Where covariances are available we can evaluate the predicted geographically correlated orbit error. These predicted results can be compared with the Earth-fixed differences between dynamic and reduced-dynamic orbits to test the predictive accuracy of the covariances, as well as to calibrate the error of the solutions.

  6. Improved interpretation of satellite altimeter data using genetic algorithms

    Science.gov (United States)

    Messa, Kenneth; Lybanon, Matthew

    1992-01-01

    Genetic algorithms (GA) are optimization techniques that are based on the mechanics of evolution and natural selection. They take advantage of the power of cumulative selection, in which successive incremental improvements in a solution structure become the basis for continued development. A GA is an iterative procedure that maintains a 'population' of 'organisms' (candidate solutions). Through successive 'generations' (iterations) the population as a whole improves in simulation of Darwin's 'survival of the fittest'. GA's have been shown to be successful where noise significantly reduces the ability of other search techniques to work effectively. Satellite altimetry provides useful information about oceanographic phenomena. It provides rapid global coverage of the oceans and is not as severely hampered by cloud cover as infrared imagery. Despite these and other benefits, several factors lead to significant difficulty in interpretation. The GA approach to the improved interpretation of satellite data involves the representation of the ocean surface model as a string of parameters or coefficients from the model. The GA searches in parallel, a population of such representations (organisms) to obtain the individual that is best suited to 'survive', that is, the fittest as measured with respect to some 'fitness' function. The fittest organism is the one that best represents the ocean surface model with respect to the altimeter data.

  7. Nudging Satellite Altimeter Data Into Quasi-Geostrophic Ocean Models

    Science.gov (United States)

    Verron, Jacques

    1992-05-01

    This paper discusses the efficiency of several variants of the nudging technique (derived from the technique of the same name developed by meteorologists) for assimilating altimeter data into numerical ocean models based on quasi-geostrophic formulation. Assimilation experiments are performed with data simulated in the nominal sampling conditions of the Topex-Poseidon satellite mission. Under experimental conditions it is found that nudging on the altimetric sea level is as efficient as nudging on the vorticity (second derivative in space of the dynamic topography), the technique used thus far in studies of this type. The use of altimetric residuals only, instead of the total altimetric sea level signal, is also explored. The critical importance of having an adequate reference mean sea level is largely confirmed. Finally, the possibility of nudging only the signal of sea level tendency (i.e., the successive time differences of the sea level height) is examined. Apart from the barotropic mode, results are not very successful compared with those obtained by assimilating the residuals.

  8. MABEL Photon-Counting Laser Altimetry Data in Alaska for ICESat-2 Simulations and Development

    Science.gov (United States)

    Brunt, Kelly; Neumann, T. A.; Amundson, M.; Kavanaugh, J. L.; Moussavi, M. S.; Walsh, K. M.; Cook, W. B.; Markus, T.

    2016-01-01

    Multiple Altimeter Beam Experimental Lidar (MABEL) maps Alaskan crevasses in detail, using 50 of the expected along-track Advanced Topographic Laser Altimeter System (ATLAS) signal-photon densities over summer ice sheets. Ice, Cloud, and Land Elevation Satellite 2 (ICESat-2) along-track data density, and spatial data density due to the multiple-beam strategy, will provide a new dataset to mid-latitude alpine glacier researchers.

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

    Science.gov (United States)

    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

  10. Highlighting Successful Strategies for Engaging Minority Students in the Geosciences

    Science.gov (United States)

    Liou-Mark, J.; Blake, R.; Norouzi, H.; Vladutescu, D. V.; Yuen-Lau, L.

    2017-12-01

    Igniting interest and creativity in students for the geosciences oftentimes require innovation, bold `outside-the-box' thinking, and perseverance, particularly for minority students for whom the preparation for the discipline and its lucrative pathways to the geoscience workforce are regrettably unfamiliar and woefully inadequate. The enrollment, retention, participation, and graduation rates of minority students in STEM generally and in the geosciences particularly remain dismally low. However, a coupled, strategic geoscience model initiative at the New York City College of Technology (City Tech) of the City University of New York has been making steady in-roads of progress, and it offers practical solutions to improve minority student engagement in the geosciences. Aided by funding from the National Science Foundation (NSF), two geoscience-centric programs were created from NSF REU and NSF IUSE grants, and these programs have been successfully implemented and administered at City Tech. This presentation shares the hybrid geoscience research initiatives, the multi-tiered mentoring structures, the transformative geoscience workforce preparation, and a plethora of other vital bastions of support that made the overall program successful. Minority undergraduate scholars of the program have either moved on to graduate school, to the geoscience workforce, or they persist with greater levels of success in their STEM disciplines.

  11. The Case for Infusing Quantitative Literacy into Introductory Geoscience Courses

    Directory of Open Access Journals (Sweden)

    Jennifer M. Wenner

    2009-01-01

    Full Text Available We present the case for introductory geoscience courses as model venues for increasing the quantitative literacy (QL of large numbers of the college-educated population. The geosciences provide meaningful context for a number of fundamental mathematical concepts that are revisited several times in a single course. Using some best practices from the mathematics education community surrounding problem solving, calculus reform, pre-college mathematics and five geoscience/math workshops, geoscience and mathematics faculty have identified five pedagogical ideas to increase the QL of the students who populate introductory geoscience courses. These five ideas include techniques such as: place mathematical concepts in context, use multiple representations, use technology appropriately, work in groups, and do multiple-day, in-depth problems that place quantitative skills in multiple contexts. We discuss the pedagogical underpinnings of these five ideas and illustrate some ways that the geosciences represent ideal places to use these techniques. However, the inclusion of QL in introductory courses is often met with resistance at all levels. Faculty who wish to include quantitative content must use creative means to break down barriers of public perception of geoscience as qualitative, administrative worry that enrollments will drop and faculty resistance to change. Novel ways to infuse QL into geoscience classrooms include use of web-based resources, shadow courses, setting clear expectations, and promoting quantitative geoscience to the general public. In order to help faculty increase the QL of geoscience students, a community-built faculty-centered web resource (Teaching Quantitative Skills in the Geosciences houses multiple examples that implement the five best practices of QL throughout the geoscience curriculum. We direct faculty to three portions of the web resource: Teaching Quantitative Literacy, QL activities, and the 2006 workshop website

  12. Linking Undergraduate Geoscience and Education Departments

    Science.gov (United States)

    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.

  13. Transforming Indigenous Geoscience Education and Research (TIGER)

    Science.gov (United States)

    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.

  14. A Model Collaborative Platform for Geoscience Education

    Science.gov (United States)

    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

  15. Agent Based Modeling Applications for Geosciences

    Science.gov (United States)

    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. Summaries of FY 1995 geosciences research

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    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.

  17. Muons tomography applied to geosciences and volcanology

    Energy Technology Data Exchange (ETDEWEB)

    Marteau, J., E-mail: marteau@ipnl.in2p3.fr [Institut de Physique Nucleaire de Lyon (UMR CNRS-IN2P3 5822), Universite Lyon 1, Lyon (France); Gibert, D.; Lesparre, N. [Institut de Physique du Globe de Paris (UMR CNRS 7154), Sorbonne Paris Cite, Paris (France); Nicollin, F. [Geosciences Rennes (CNRS UMR 6118), Universite Rennes 1, Bat. 15 Campus de Beaulieu, 35042 Rennes cedex (France); Noli, P. [Universita degli studi di Napoli Federico II and INFN sez. Napoli (Italy); Giacoppo, F. [Laboratory for High Energy Physics, University of Bern, SidlerStrasse 5, CH-3012 Bern (Switzerland)

    2012-12-11

    Imaging the inner part of large geological targets is an important issue in geosciences with various applications. Different approaches already exist (e.g. gravimetry, electrical tomography) that give access to a wide range of information but with identified limitations or drawbacks (e.g. intrinsic ambiguity of the inverse problem, time consuming deployment of sensors over large distances). Here we present an alternative and complementary tomography method based on the measurement of the cosmic muons flux attenuation through the geological structures. We detail the basics of this muon tomography with a special emphasis on the photo-active detectors.

  18. Geoscience Training for NASA Astronaut Candidates

    Science.gov (United States)

    Young, K. E.; Evans, C. A.; Bleacher, J. E.; Graff, T. G.; Zeigler, R.

    2017-01-01

    After being selected to the astronaut office, crewmembers go through an initial two year training flow, astronaut candidacy, where they learn the basic skills necessary for spaceflight. While the bulk of astronaut candidate training currently centers on the multiple subjects required for ISS operations (EVA skills, Russian language, ISS systems, etc.), training also includes geoscience training designed to train crewmembers in Earth observations, teach astronauts about other planetary systems, and provide field training designed to investigate field operations and boost team skills. This training goes back to Apollo training and has evolved to support ISS operations and future exploration missions.

  19. OERL: A Tool For Geoscience Education Evaluators

    Science.gov (United States)

    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

  20. Optical Performance Measurements of the BELA EQM and FM Transmitter Laser during AIV

    Science.gov (United States)

    Althaus, C.; Michaelis, H.; Lingenauber, K.; Behnke, T.; Togno, S. d.; Kallenbach, R.; Wickhusen, K.; Althaus, C.

    2014-04-01

    The BepiColombo Laser Altimeter (BELA) onboard the Mercury Planetary Orbiter is Europe's first built Laser Altimeter for a planetary mission. Its main objectives are global mapping of Mercury's topography as well as measuring its tidal deformations to learn about the internal structure of this small terrestrial planet [1]. Crucial part of the instrument for this task is the transmitter laser. It must withstand all mission phases till operation in orbit and work within tight parameter margins. To ensure this a dedicated verification program has been performed at DLR Institute for Planetary Research Berlin which is described in the present paper.

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

    Science.gov (United States)

    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.

  2. Large-scale Estimates of Leaf Area Index from Active Remote Sensing Laser Altimetry

    Science.gov (United States)

    Hopkinson, C.; Mahoney, C.

    2016-12-01

    Leaf area index (LAI) is a key parameter that describes the spatial distribution of foliage within forest canopies which in turn control numerous relationships between the ground, canopy, and atmosphere. The retrieval of LAI has demonstrated success by in-situ (digital) hemispherical photography (DHP) and airborne laser scanning (ALS) data; however, field and ALS acquisitions are often spatially limited (100's km2) and costly. Large-scale (>1000's km2) retrievals have been demonstrated by optical sensors, however, accuracies remain uncertain due to the sensor's inability to penetrate the canopy. The spaceborne Geoscience Laser Altimeter System (GLAS) provides a possible solution in retrieving large-scale derivations whilst simultaneously penetrating the canopy. LAI retrieved by multiple DHP from 6 Australian sites, representing a cross-section of Australian ecosystems, were employed to model ALS LAI, which in turn were used to infer LAI from GLAS data at 5 other sites. An optimally filtered GLAS dataset was then employed in conjunction with a host of supplementary data to build a Random Forest (RF) model to infer predictions (and uncertainties) of LAI at a 250 m resolution across the forested regions of Australia. Predictions were validated against ALS-based LAI from 20 sites (R2=0.64, RMSE=1.1 m2m-2); MODIS-based LAI were also assessed against these sites (R2=0.30, RMSE=1.78 m2m-2) to demonstrate the strength of GLAS-based predictions. The large-scale nature of current predictions was also leveraged to demonstrate large-scale relationships of LAI with other environmental characteristics, such as: canopy height, elevation, and slope. The need for such wide-scale quantification of LAI is key in the assessment and modification of forest management strategies across Australia. Such work also assists Australia's Terrestrial Ecosystem Research Network, in fulfilling their government issued mandates.

  3. Building an Outdoor Classroom for Field Geology: The Geoscience Garden

    Science.gov (United States)

    Waldron, John W. F.; Locock, Andrew J.; Pujadas-Botey, Anna

    2016-01-01

    Many geoscience educators have noted the difficulty that students experience in transferring their classroom knowledge to the field environment. The Geoscience Garden, on the University of Alberta North Campus, provides a simulated field environment in which Earth Science students can develop field observation skills, interpret features of Earth's…

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

    Science.gov (United States)

    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

  5. Diversifying the Geosciences: Examples from the Arctic

    Science.gov (United States)

    Holmes, R. M.

    2017-12-01

    Like other realms of the geosciences, the scientists who comprise the Arctic research community tends to be white and male. For example, a survey of grants awarded over a 5-year period beginning in 2010 by NSF's Arctic System Science and Arctic Natural Sciences programs showed that over 90% of PIs were white whereas African Americans, Hispanics, and Native Americans together accounted for only about 1% of PIs. Over 70% of the PIs were male. I will suggest that involving diverse upper-level undergraduate students in authentic field research experiences may be one of the shortest and surest routes to diversifying the Arctic research community, and by extension, the geoscientific research community overall. Upper-level undergraduate students are still open to multiple possibilities, but an immersive field research experience often helps solidify graduate school and career trajectories. Though an all-of-the-above strategy is needed, focusing on engaging a diverse cohort of upper-level undergraduate students may provide one of the most efficient means of diversifying the geosciences over the coming years and decades.

  6. Progress toward Modular UAS for Geoscience Applications

    Science.gov (United States)

    Dahlgren, R. P.; Clark, M. A.; Comstock, R. J.; Fladeland, M.; Gascot, H., III; Haig, T. H.; Lam, S. J.; Mazhari, A. A.; Palomares, R. R.; Pinsker, E. A.; Prathipati, R. T.; Sagaga, J.; Thurling, J. S.; Travers, S. V.

    2017-12-01

    Small Unmanned Aerial Systems (UAS) have become accepted tools for geoscience, ecology, agriculture, disaster response, land management, and industry. A variety of consumer UAS options exist as science and engineering payload platforms, but their incompatibilities with one another contribute to high operational costs compared with those of piloted aircraft. This research explores the concept of modular UAS, demonstrating airframes that can be reconfigured in the field for experimental optimization, to enable multi-mission support, facilitate rapid repair, or respond to changing field conditions. Modular UAS is revolutionary in allowing aircraft to be optimized around the payload, reversing the conventional wisdom of designing the payload to accommodate an unmodifiable aircraft. UAS that are reconfigurable like Legos™ are ideal for airborne science service providers, system integrators, instrument designers and end users to fulfill a wide range of geoscience experiments. Modular UAS facilitate the adoption of open-source software and rapid prototyping technology where design reuse is important in the context of a highly regulated industry like aerospace. The industry is now at a stage where consolidation, acquisition, and attrition will reduce the number of small manufacturers, with a reduction of innovation and motivation to reduce costs. Modularity leads to interface specifications, which can evolve into de facto or formal standards which contain minimum (but sufficient) details such that multiple vendors can then design to those standards and demonstrate interoperability. At that stage, vendor coopetition leads to robust interface standards, interoperability standards and multi-source agreements which in turn drive costs down significantly.

  7. Fundamental geosciences program. Annual report, 1977

    Energy Technology Data Exchange (ETDEWEB)

    Witherspoon, P.A.; Apps, J.A.

    1977-01-01

    The geoscience program relating to geothermal energy consists of four projects. In the project on reservoir dynamics, sophisticated codes have been written to simulate the dynamics of heat flow in geothermal reservoir systems. These codes have also been applied to the investigations of natural aquifers as a storage system for thermal energy. In the second project, core samples are studied to determine the high temperature and high pressure behavior of aquifers in the presence of saturating fluids. The third project covers the systematic evaluation of the thermodynamic properties of electrolytes in order to interpret the behavior of geothermal fluids. The fourth project involves hydrothermal solubility measurements of various minerals to elucidate the chemistry and mass transfer in geothermal systems. The second major program includes four projects which involve precise measurements and analysis of physical and chemical properties of geologic materials. These include measurements of the thermodynamic properties (viscosity, density and heat capacity) of silicate materials to help understand magma genesis and evolution, high-precision neutron activation analysis of rare and trace elements in magmatic materials, and the precise measurement of seismic wave velocities near geological faults, in order to determine the buildup of stress in the earth's crust. Third, the development program in fundamental geosciences includes six innovative projects. These projects include research in the in situ leaching of uranium ore, properties of magmas, removal of pyrite from coal, properties of soils and soft rocks, stress flow behavior of fractured rock systems, and high-precision mass spectrometry.

  8. Machine learning in geosciences and remote sensing

    Directory of Open Access Journals (Sweden)

    David J. Lary

    2016-01-01

    Full Text Available Learning incorporates a broad range of complex procedures. Machine learning (ML is a subdivision of artificial intelligence based on the biological learning process. The ML approach deals with the design of algorithms to learn from machine readable data. ML covers main domains such as data mining, difficult-to-program applications, and software applications. It is a collection of a variety of algorithms (e.g. neural networks, support vector machines, self-organizing map, decision trees, random forests, case-based reasoning, genetic programming, etc. that can provide multivariate, nonlinear, nonparametric regression or classification. The modeling capabilities of the ML-based methods have resulted in their extensive applications in science and engineering. Herein, the role of ML as an effective approach for solving problems in geosciences and remote sensing will be highlighted. The unique features of some of the ML techniques will be outlined with a specific attention to genetic programming paradigm. Furthermore, nonparametric regression and classification illustrative examples are presented to demonstrate the efficiency of ML for tackling the geosciences and remote sensing problems.

  9. Geosciences Information for Teachers (GIFT) in Catalonia

    Science.gov (United States)

    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

  10. Inland and Near Shore Water Profiles Derived from the High Altitude Multiple Altimeter Beam Experimental Lidar (MABEL)

    Science.gov (United States)

    Jasinski, Michael F.; Stoll, Jeremy D.; Cook, William B.; Ondrusek, Michael; Stengel, Eric; Brunt, Kelly

    2016-01-01

    The Advanced Topographic Laser Altimeter System (ATLAS) on the Ice, Cloud, and Land Elevation Satellite (ICESat-2) mission is a six beam, low energy, high repetition rate, 532 nm laser transmitter with photon counting detectors. Although designed primarily for detecting height changes in icecaps, sea ice and vegetation, the polar-orbital satellite will observe global surface water during its designed three year life span, including inland water bodies, coasts, and open oceans. In preparation for the mission, an ICESat-2 prototype or the Multiple Altimeter Beam Experimental Lidar (MABEL), was built and flown on high altitude aircraft experiments over a range of inland and near-shore targets. The purpose was to test the ATLAS concept and to provide a database for developing an algorithm that detects along track surface water height and light penetration under a range of atmospheric and water conditions. The current analysis examines the datasets of three MABEL transects observed from 20 km above ground of coastal and inland waters conducted in 2012 and 2013. Transects ranged from about 2 to 12 km in length and included the middle Chesapeake Bay, the near shore Atlantic coast at Virginia Beach, and Lake Mead. Results indicate MABEL's high capability for retrieving surface water height statistics with a mean height precision of approximately 5-7 cm per 100m segment length. Profiles of attenuated subsurface backscatter, characterized using a Signal to Background Ratio written in Log10 base, or LSBR0, were observed over a range of 1.3 to 9.3 meters depending on water clarity and atmospheric background. Results indicate that observable penetration depth, although primarily dependent on water properties, was greatest when solar background rate was low. Near shore bottom reflectance was detected only at the Lake Mead site down to maximum of 10 m under a clear night sky and low turbidity of approximately 1.6 Nephelometric Turbidity Units (NTU). The overall results suggest

  11. Inland and Near-Shore Water Profiles Derived from the High-Altitude Multiple Altimeter Beam Experimental Lidar (MABEL)

    Science.gov (United States)

    Jasinski, Michael F.; Stoll, Jeremy D.; Cook, William B.; Ondrusek, Michael; Stengel, Eric; Brunt, Kelly

    2016-01-01

    The Advanced Topographic Laser Altimeter System (ATLAS) on the Ice, Cloud, and Land Elevation Satellite (ICESat-2) mission is a six beam, low energy, high repetition rate, 532-nanometer laser transmitter with photon counting detectors. Although designed primarily for detecting height changes in ice caps, sea ice, and vegetation, the polar-orbiting satellite will observe global surface water during its designed three-year life span, including inland waterbodies, coasts, and open oceans. In preparation for the mission, an ICESat-2 prototype, the Multiple Altimeter Beam Experimental Lidar (MABEL), was built and flown on high-altitude aircraft experiments over a range of inland and near-shore targets. The purpose was to test the ATLAS concept and to provide a database for developing an algorithm that detects along track surface water height and light penetration under a range of atmospheric and water conditions. The current analysis examines the data sets of three MABEL transects observed from 20 kilometers above ground of coastal and inland waters conducted in 2012 and 2013. Transects ranged from about 2 to 12 kilometers in length and included the middle Chesapeake Bay, the near-shore Atlantic coast at Virginia Beach, and Lake Mead. Results indicate MABEL's high capability for retrieving surface water height statistics with a mean height precision ofapproximately 5-7 centimeters per 100-meter segment length. Profiles of attenuated subsurface backscatter, characterized using a Signal to Background Ratio written in Log10 base, or LSBR (sub 0), were observed over a range of 1.3 to 9.3 meters, depending on water clarity and atmospheric background. Results indicate that observable penetration depth, although primarily dependent on water properties, was greatest when the solar background rate was low. Near-shore bottom reflectance was detected only at the Lake Mead site down to a maximum of 10 meters under a clear night sky and low turbidity of approximately 1

  12. Ocean current surface measurement using dynamic elevations obtained by the GEOS-3 radar altimeter

    Science.gov (United States)

    Leitao, C. D.; Huang, N. E.; Parra, C. G.

    1977-01-01

    Remote Sensing of the ocean surface from the GEOS-3 satellite using radar altimeter data has confirmed that the altimeter can detect the dynamic ocean topographic elevations relative to an equipotential surface, thus resulting in a reliable direct measurement of the ocean surface. Maps of the ocean dynamic topography calculated over a one month period and with 20 cm contour interval are prepared for the last half of 1975. The Gulf Stream is observed by the rapid slope change shown by the crowding of contours. Cold eddies associated with the current are seen as roughly circular depressions.

  13. Diversifying Geoscience by Preparing Faculty as Workshop Leaders to Promote Inclusive Teaching and Inclusive Geoscience Departments

    Science.gov (United States)

    Macdonald, H.; Manduca, C. A.; Beane, R. J.; Doser, D. I.; Ebanks, S. C.; Hodder, J.; McDaris, J. R.; Ormand, C. J.

    2017-12-01

    Efforts to broaden participation in the geosciences require that faculty implement inclusive practices in their teaching and their departments. Two national projects are building the capacity for faculty and departments to implement inclusive practices. The NAGT/InTeGrate Traveling Workshops Program (TWP) and the Supporting and Advancing Geoscience Education in Two-Year Colleges (SAGE 2YC) project each prepares a cadre of geoscience educators to lead workshops that provide opportunities for faculty and departments across the country to enhance their abilities to implement inclusive teaching practices and develop inclusive environments with the goal of increasing diversity in the geosciences. Both projects prepare faculty to design and lead interactive workshops that build on the research base, emphasize practical applications and strategies, enable participants to share their knowledge and experience, and include time for reflection and action planning. The curriculum common to both projects includes a framework of support for the whole student, supporting all students, data on diversity in the geosciences, and evidence-based strategies for inclusive teaching and developing inclusive environments that faculty and departments can implement. Other workshop topics include classroom strategies for engaging all students, addressing implicit bias and stereotype threat, and attracting diverse students to departments or programs and helping them thrive. Online resources for each project provide support beyond the workshops. The TWP brings together educators from different institutional types and experiences to develop materials and design a workshop offered to departments and organizations nationwide that request the workshop; the workshop leaders then customize the workshop for that audience. In SAGE 2YC, a team of leaders used relevant literature to develop workshop materials intended for re-use, and designed a workshop session for SAGE 2YC Faculty Change Agents, who

  14. Lidar Technology at the Goddard Laser and Electro-Optics Branch

    Science.gov (United States)

    Heaps, William S.; Obenschain, Arthur F. (Technical Monitor)

    2000-01-01

    The Laser and Electro-Optics Branch at Goddard Space flight Center was established about three years ago to provide a focused center of engineering support and technology development in these disciplines with an emphasis on spaced based instruments for Earth and Space Science. The Branch has approximately 15 engineers and technicians with backgrounds in physics, optics, and electrical engineering. Members of the Branch are currently supporting a number of space based lidar efforts as well as several technology efforts aimed at enabling future missions. The largest effort within the Branch is support of the Ice, Cloud, and land Elevation Satellite (ICESAT) carrying the Geoscience Laser Altimeter System (GLAS) instrument. The ICESAT/GLAS primary science objectives are: 1) To determine the mass balance of the polar ice sheets and their contributions to global sea level change; and 2) To obtain essential data for prediction of future changes in ice volume and sea-level. The secondary science objectives are: 1) To measure cloud heights and the vertical structure of clouds and aerosols in the atmosphere; 2) To map the topography of land surfaces; and 3) To measure roughness, reflectivity, vegetation heights, snow-cover, and sea-ice surface characteristics. Our efforts have concentrated on the GLAS receiver component development, the Laser Reference Sensor for the Stellar Reference System, the GLAS fiber optics subsystems, and the prelaunch calibration facilities. We will report on our efforts in the development of the space qualified interference filter [Allan], etalon filter, photon counting detectors, etalor/laser tracking system, and instrument fiber optics, as well as specification and selection of the star tracker and development of the calibration test bed. We are also engaged in development work on lidar sounders for chemical species. We are developing new lidar technology to enable a new class of miniature lidar instruments that are compatible with small

  15. Unidata: A cyberinfrastrucuture for the geosciences

    Science.gov (United States)

    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

  16. GeoMod 2014 - Modelling in geoscience

    Science.gov (United States)

    Leever, Karen; Oncken, Onno

    2016-08-01

    GeoMod is a biennial conference to review and discuss latest developments in analogue and numerical modelling of lithospheric and mantle deformation. GeoMod2014 took place at the GFZ German Research Centre for Geosciences in Potsdam, Germany. Its focus was on rheology and deformation at a wide range of temporal and spatial scales: from earthquakes to long-term deformation, from micro-structures to orogens and subduction systems. It also addressed volcanotectonics and the interaction between tectonics and surface processes (Elger et al., 2014). The conference was followed by a 2-day short course on "Constitutive Laws: from Observation to Implementation in Models" and a 1-day hands-on tutorial on the ASPECT numerical modelling software.

  17. Radon applications in geosciences - Progress & perspectives

    Science.gov (United States)

    Barbosa, S. M.; Donner, R. V.; Steinitz, G.

    2015-05-01

    During the last decades, the radioactive noble gas radon has found a variety of geoscientific applications, ranging from its utilization as a potential earthquake precursor and proxy of tectonic stress over its specific role in volcanic environments to a wide range of applications as a tracer in marine and hydrological settings. This topical issue summarizes the current state of research as exemplified by some original research articles covering the aforementioned as well as other closely related aspects and points to some important future directions of radon application in geosciences. This editorial provides a more detailed overview of the contents of this volume, a brief summary of the rationale underlying the diverse applications, and outlines some important perspectives.

  18. Mentored undergraduate research in the geosciences

    Science.gov (United States)

    Judge, Shelley; Pollock, Meagen; Wiles, Greg; Wilson, Mark

    2012-09-01

    There is little argument about the merits of undergraduate research, but it can seem like a complex, resource-intensive endeavor [e.g., Laursen et al., 2010; Lopatto, 2009; Hunter et al., 2006]. Although mentored undergraduate research can be challenging, the authors of this feature have found that research programs are strengthened when students and faculty collaborate to build new knowledge. Faculty members in the geology department at The College of Wooster have conducted mentored undergraduate research with their students for more than 60 years and have developed a highly effective program that enhances the teaching, scholarship, and research of our faculty and provides life-changing experiences for our students. Other colleges and universities have also implemented successful mentored undergraduate research programs in the geosciences. For instance, the 18 Keck Geology Consortium schools (http://keckgeology.org/), Princeton University, and other institutions have been recognized for their senior capstone experiences by U.S. News & World Report.

  19. SIMULATION OF THE Ku-BAND RADAR ALTIMETER SEA ICE EFFECTIVE SCATTERING SURFACE

    DEFF Research Database (Denmark)

    Tonboe, Rasmus; Andersen, Søren; Pedersen, Leif Toudal

    2006-01-01

    A radiative transfer model is used to simulate the sea ice radar altimeter effective scattering surface variability as a function of snow depth and density. Under dry snow conditions without layering these are the primary snow parameters affecting the scattering surface variability. The model is ...

  20. Immersive Virtual Reality Field Trips in the Geosciences: Integrating Geodetic Data in Undergraduate Geoscience Courses

    Science.gov (United States)

    La Femina, P. C.; Klippel, A.; Zhao, J.; Walgruen, J. O.; Stubbs, C.; Jackson, K. L.; Wetzel, R.

    2017-12-01

    High-quality geodetic data and data products, including GPS-GNSS, InSAR, LiDAR, and Structure from Motion (SfM) are opening the doors to visualizing, quantifying, and modeling geologic, tectonic, geomorphic, and geodynamic processes. The integration of these data sets with other geophysical, geochemical and geologic data is providing opportunities for the development of immersive Virtual Reality (iVR) field trips in the geosciences. iVR fieldtrips increase accessibility in the geosciences, by providing experiences that allow for: 1) exploration of field locations that might not be tenable for introductory or majors courses; 2) accessibility to outcrops for students with physical disabilities; and 3) the development of online geosciences courses. We have developed a workflow for producing iVR fieldtrips and tools to make quantitative observations (e.g., distance, area, and volume) within the iVR environment. We use a combination of terrestrial LiDAR and SfM data, 360° photos and videos, and other geophysical, geochemical and geologic data to develop realistic experiences for students to be exposed to the geosciences from sedimentary geology to physical volcanology. We present two of our iVR field trips: 1) Inside the Volcano: Exploring monogenetic volcanism at Thrihnukagigar Iceland; and 2) Changes in Depositional Environment in a Sedimentary Sequence: The Reedsville and Bald Eagle Formations, Pennsylvania. The Thrihnukagigar experience provides the opportunity to investigate monogenetic volcanism through the exploration of the upper 125 m of a fissure-cinder cone eruptive system. Students start at the plate boundary scale, then zoom into a single volcano where they can view the 3D geometry from either terrestrial LiDAR or SfM point clouds, view geochemical data and petrologic thins sections of rock samples, and a presentation of data collection and analysis, results and interpretation. Our sedimentary geology experience is based on a field lab from our

  1. Reliability of Wind Speed Data from Satellite Altimeter to Support Wind Turbine Energy

    Science.gov (United States)

    Uti, M. N.; Din, A. H. M.; Omar, A. H.

    2017-10-01

    Satellite altimeter has proven itself to be one of the important tool to provide good quality information in oceanographic study. Nowadays, most countries in the world have begun in implementation the wind energy as one of their renewable energy for electric power generation. Many wind speed studies conducted in Malaysia using conventional method and scientific technique such as anemometer and volunteer observing ships (VOS) in order to obtain the wind speed data to support the development of renewable energy. However, there are some limitations regarding to this conventional method such as less coverage for both spatial and temporal and less continuity in data sharing by VOS members. Thus, the aim of this research is to determine the reliability of wind speed data by using multi-mission satellite altimeter to support wind energy potential in Malaysia seas. Therefore, the wind speed data are derived from nine types of satellite altimeter starting from year 1993 until 2016. Then, to validate the reliability of wind speed data from satellite altimeter, a comparison of wind speed data form ground-truth buoy that located at Sabah and Sarawak is conducted. The validation is carried out in terms of the correlation, the root mean square error (RMSE) calculation and satellite track analysis. As a result, both techniques showing a good correlation with value positive 0.7976 and 0.6148 for point located at Sabah and Sarawak Sea, respectively. It can be concluded that a step towards the reliability of wind speed data by using multi-mission satellite altimeter can be achieved to support renewable energy.

  2. The impact of the snow cover on sea-ice thickness products retrieved by Ku-band radar altimeters

    Science.gov (United States)

    Ricker, R.; Hendricks, S.; Helm, V.; Perovich, D. K.

    2015-12-01

    Snow on sea ice is a relevant polar climate parameter related to ocean-atmospheric interactions and surface albedo. It also remains an important factor for sea-ice thickness products retrieved from Ku-band satellite radar altimeters like Envisat or CryoSat-2, which is currently on its mission and the subject of many recent studies. Such satellites sense the height of the sea-ice surface above the sea level, which is called sea-ice freeboard. By assuming hydrostatic equilibrium and that the main scattering horizon is given by the snow-ice interface, the freeboard can be transformed into sea-ice thickness. Therefore, information about the snow load on hemispherical scale is crucial. Due to the lack of sufficient satellite products, only climatological values are used in current studies. Since such values do not represent the high variability of snow distribution in the Arctic, they can be a substantial contributor to the total sea-ice thickness uncertainty budget. Secondly, recent studies suggest that the snow layer cannot be considered as homogenous, but possibly rather featuring a complex stratigraphy due to wind compaction and/or ice lenses. Therefore, the Ku-band radar signal can be scattered at internal layers, causing a shift of the main scattering horizon towards the snow surface. This alters the freeboard and thickness retrieval as the assumption that the main scattering horizon is given by the snow-ice interface is no longer valid and introduces a bias. Here, we present estimates for the impact of snow depth uncertainties and snow properties on CryoSat-2 sea-ice thickness retrievals. We therefore compare CryoSat-2 freeboard measurements with field data from ice mass-balance buoys and aircraft campaigns from the CryoSat Validation Experiment. This unique validation dataset includes airborne laser scanner and radar altimeter measurements in spring coincident to CryoSat-2 overflights, and allows us to evaluate how the main scattering horizon is altered by the

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

    Science.gov (United States)

    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

  4. The influence of rain and clouds on a satellite dual frequency radar altimeter system operating at 13 and 35 GHz

    Science.gov (United States)

    Walsh, E. J.; Monaldo, F. M.; Goldhirsh, J.

    1983-01-01

    The effects of inhomogeneous spatial attenuation resulting from clouds and rain on the altimeter estimate of the range to mean sea level are modelled. It is demonstrated that typical cloud and rain attenuation variability at commonly expected spatial scales can significantly degrade altimeter range precision. Rain cell and cloud scale sizes and attenuations are considered as factors. The model simulation of altimeter signature distortion is described, and the distortion of individual radar pulse waveforms by different spatial scales of attenuation is considered. Examples of range errors found for models of a single cloud, a rain cell, and cloud streets are discussed.

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

    Science.gov (United States)

    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

  6. Laser microprobe for the study of noble gases and nitrogen in single ...

    Indian Academy of Sciences (India)

    R. Narasimhan (Krishtel eMaging) 1461 1996 Oct 15 13:05:22

    Planetary and Geosciences Division, Physical Research Laboratory, Ahmedabad 380 009, India. ∗e-mail: murty@prl.ernet.in. A laser microprobe capable of analysing nitrogen and noble gases in .... tion properties for light radiation, with some.

  7. Native Geosciences: Strengthening the Future Through Tribal Traditions

    Science.gov (United States)

    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

  8. Geoscience as an Agent for Change in Higher Education

    Science.gov (United States)

    Manduca, C. A.; Orr, C. H.; Kastens, K.

    2016-12-01

    As our society becomes more aware of the realities of the resource and environmental challenges that face us, we have the opportunity to educate more broadly about the role of geoscience in addressing these challenges. The InTeGrate STEP Center is using three strategies to bring learning about the Earth to a wider population of undergraduate students: 1) infusing geoscience into disciplinary courses throughout the curriculum; 2) creating interdisciplinary or transdisciplinary courses with a strong geoscience component that draw a wide audience; and 3) embedding more opportunities to learn about the methods of geoscience and their application to societal challenges in courses for future teachers. InTeGrate is also bringing more emphasis on geoscience in service to societal challenges to geoscience students in introductory geoscience courses and courses for geoscience majors. Teaching science in a societal context is known to make science concepts more accessible for many learners, while learning to use geoscience to solve real world, interdisciplinary problems better prepares students for the 21stcentury workforce and for the decisions they will make as individuals and citizens. InTeGrate has developed materials and models that demonstrate a wide variety of strategies for increasing opportunities to learn about the Earth in a societal context that are freely available on the project website (http://serc.carleton.edu/integrate) and that form the foundation of ongoing professional development opportunities nationwide. The strategies employed by InTeGrate reflect a systems approach to educational transformation, the importance of networks and communities in supporting change, and the need for resources designed for adaptability and use. The project is demonstrating how geoscience can play a larger role in higher education addressing topics of wide interest including 1) preparing a competitive workforce by increasing the STEM skills of students regardless of their major

  9. Portrayal of the Geosciences in the New York Times

    Science.gov (United States)

    Wysession, M. E.; Lindstrom, A.

    2017-12-01

    An analysis of the portrayal of science, including the geosciences, in the New York Times shows that geoscience topics dominate front-page science coverage, appearing significantly more often than articles concerning biology, chemistry, or physics. This is significant because the geosciences are sometimes portrayed (in most high schools, for example) as being of less significance or importance than the other sciences, yet their portrayal in what is arguably the leading U.S. newspaper shows just the opposite - that the geosciences are the most relevant and newsworthy of the sciences. We analyzed NY Times front pages and Tuesday "Science Times" sections for 2012 - 2015, and looked at many parameters including science discipline, the kind of article (research, policy, human-interest, etc.), correlations to the "big ideas" of the Next Generation Science Standards, and for the geosciences, a break-down of sub-disciplines. For the front pages, we looked at both full articles and call-outs to articles on later pages. For front-page full articles, geoscience-related articles were more frequent (almost 60%) than biology, chemistry, and physics combined. Including call-outs to later articles, the geosciences still made the most front-page appearances (almost 40%), and this included the fact that 1/3 of front-page science articles were medicine-related, which accounted for nearly all of the biology and chemistry articles. Interestingly, what the NY Times perceived as "science" differed significantly: 60% of all Tuesday "Science Times" articles were medicine-related, and even removing these, biology (40%) edged the geosciences (35%) as the most frequent Science Times articles. Of the front-page geoscience articles, the topics were dominated each year by natural hazards, natural resources, and human impacts, with the percentage of human-impact-related articles almost doubling over the 4 years. The most significant 4-year trend was in the attention paid to climate change. For

  10. Promoting research integrity in the geosciences

    Science.gov (United States)

    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

  11. BCube: Building a Geoscience Brokering Framework

    Science.gov (United States)

    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.

  12. Raft river geoscience case study, volume 1

    Science.gov (United States)

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

    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: (1) 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; (2) anisotropic, with the major axis of hydraulic conductivity coincident to the Bridge Fault Zone; (3) hydraulically connected to the shallow thermal fluid of the Crook and BLM wells based upon both geochemistry and pressure response; (4) 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.

  13. Why research into the history of geosciences?

    Science.gov (United States)

    Schröder, Wilfried

    Study of the history of various sciences is rather heterogeneous. Some disciplines, such as medicine, mathematics, and astronomy, have numerous noteworthy compendia and even specialized journals where papers on the history of these sciences can be published.The situation in geophysics, meteorology, and other subdivisions of the geosciences is far less favorable. This neglect is an outcome of a dogma of autonomy that is essentially oriented toward progress in understanding, without much reference to historical developments. But even the geoscientists cannot ignore that the phenomenon ‘science’ must be viewed in the context of sociological processes. In the initial stages, sociologists and some philosophers, in the context of the general theory of perception, began research into the development of scientific thought, but the geoscientists and other natural scientists contributed very little. It has since become clear that research on these topics requires historical assessment and more insight. The development of the ‘science of science’ is directed toward understanding and explanation of the complex human involvement in science, not only in the sense of theorizing about the scientific processes but also in sociological, political, and historical context [Kuhn, 1973; Burrichter, 1979; Sandkühler and Plath, 1979.

  14. Developing Short Films of Geoscience Research

    Science.gov (United States)

    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.

  15. Offshore limit of coastal ocean variability identified from hydrography and altimeter data in the eastern Arabian Sea

    Digital Repository Service at National Institute of Oceanography (India)

    Antony, M.K.; Swamy, G.N.; Somayajulu, Y.K.

    In this communication, we describe a hitherto-unknown offshore limit to the coastal ocean variability signatures away from the continental shelf in the eastern Arabian Sea, based on hydrographic observations and satellite altimeter (TOPEX...

  16. Assessing the impact of multiple altimeter missions and Argo in a global eddy-permitting data assimilation system

    Science.gov (United States)

    Verrier, Simon; Le Traon, Pierre-Yves; Remy, Elisabeth

    2017-12-01

    A series of observing system simulation experiments (OSSEs) is carried out with a global data assimilation system at 1/4° resolution using simulated data derived from a 1/12° resolution free-run simulation. The objective is to not only quantify how well multiple altimeter missions and Argo profiling floats can constrain the global ocean analysis and 7-day forecast at 1/4° resolution but also to better understand the sensitivity of results to data assimilation techniques used in Mercator Ocean operational systems. The impact of multiple altimeter data is clearly evidenced even at a 1/4° resolution. Seven-day forecasts of sea level and ocean currents are significantly improved when moving from one altimeter to two altimeters not only on the sea level, but also on the 3-D thermohaline structure and currents. In high-eddy-energy regions, sea level and surface current 7-day forecast errors when assimilating one altimeter data set are respectively 20 and 45 % of the error of the simulation without assimilation. Seven-day forecasts of sea level and ocean currents continue to be improved when moving from one altimeter to two altimeters with a relative error reduction of almost 30 %. The addition of a third altimeter still improves the 7-day forecasts even at this medium 1/4° resolution and brings an additional relative error reduction of about 10 %. The error level of the analysis with one altimeter is close to the 7-day forecast error level when two or three altimeter data sets are assimilated. Assimilating altimeter data also improves the representation of the 3-D ocean fields. The addition of Argo has a major impact on improving temperature and demonstrates the essential role of Argo together with altimetry in constraining a global data assimilation system. Salinity fields are only marginally improved. Results derived from these OSSEs are consistent with those derived from experiments with real data (observing system evaluations, OSEs) but they allow for more

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

    Science.gov (United States)

    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

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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

  20. Outdoor Experiential Learning to Increase Student Interest in Geoscience Careers

    Science.gov (United States)

    Lazar, K.; Moysey, S. M.

    2017-12-01

    Outdoor-focused experiential learning opportunities are uncommon for students in large introductory geology courses, despite evidence that field experiences are a significant pathway for students to enter the geoscience pipeline. We address this deficiency by creating an extracurricular program for geology service courses that allows students to engage with classmates to foster a positive affective environment in which they are able to explore their geoscience interests, encouraged to visualize themselves as potential geoscientists, and emboldened to continue on a geoscience/geoscience-adjacent career path. Students in introductory-level geology courses were given pre- and post-semester surveys to assess the impact of these experiential learning experiences on student attitudes towards geoscience careers and willingness to pursue a major/minor in geology. Initial results indicate that high achieving students overall increase their interest in pursuing geology as a major regardless of their participation in extracurricular activities, while low achieving students only demonstrate increased interest in a geology major if they did not participate in extra credit activities. Conversely, high achieving, non-participant students showed no change in interest of pursuing a geology minor, while high achieving participants were much more likely to demonstrate interest in a minor at the end of the course. Similar to the trends of interest in a geology major, low achieving students only show increased interest in a minor if they were non-participants. These initial results indicate that these activities may be more effective in channeling students towards geology minors rather than majors, and could increase the number of students pursuing geoscience-related career paths. There also seem to be several competing factors at play affecting the different student populations, from an increased interest due to experience or a displeasure that geology is not simply `rocks for jocks

  1. Broadening Participation in the Geosciences through Participatory Research

    Science.gov (United States)

    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

  2. Validation and Variation of Upper Layer Thickness in South China Sea from Satellite Altimeter Data

    Directory of Open Access Journals (Sweden)

    Nan-Jung Kuo

    2008-06-01

    Full Text Available Satellite altimeter data from 1993 to 2005 has been used to analyze the seasonal variation and the interannual variability of upper layer thickness (ULT in the South China Sea (SCS. Base on in-situ measurements, the ULT is defined as the thickness from the sea surface to the depth of 16°C isotherm which is used to validate the result derived from satellite altimeter data. In comparison with altimeter and in-situ derived ULTs yields a correlation coefficient of 0.92 with a slope of 0.95 and an intercept of 6 m. The basin averaged ULT derived from altimeter is 160 m in winter and 171 m in summer which is similar to the in-situ measurements of 159 m in winter and 175 m in summer. Both results also show similar spatial patterns. It suggests that the sea surface height data derived from satellite sensors are usable for study the variation of ULT in the semi-closed SCS. Furthermore, we also use satellite derived ULT to detect the development of eddy. Interannual variability of two meso-scale cyclonic eddies and one anticyclonic eddy are strongly influenced by El Niño events. In most cases, there are highly positive correlations between ULT and sea surface temperature except the periods of El Niño. During the onset of El Niño event, ULT is deeper when sea surface temperature is lower.

  3. Detection and characterization of ship targets using CryoSat-2 altimeter waveforms

    OpenAIRE

    G?mez-Enri, Jesus; Scozzari, Andrea; Soldovieri, Francesco; Coca, Josep; Vignudelli, Stefano

    2016-01-01

    This article describes an investigation of the new possibilities offered by SAR altimetry compared with conventional altimetry in the detection and characterization of non-ocean targets. We explore the capabilities of the first SAR altimeter installed on the European Space Agency satellite CryoSat-2 for the detection and characterization of ships. We propose a methodology for the detection of anomalous targets in the radar signals, based on the advantages of SAR/Doppler processing over conven...

  4. Long-term and seasonal Caspian Sea level change from satellite gravity and altimeter measurements

    Science.gov (United States)

    Chen, J. L.; Wilson, C. R.; Tapley, B. D.; Save, H.; Cretaux, Jean-Francois

    2017-03-01

    We examine recent Caspian Sea level change by using both satellite radar altimetry and satellite gravity data. The altimetry record for 2002-2015 shows a declining level at a rate that is approximately 20 times greater than the rate of global sea level rise. Seasonal fluctuations are also much larger than in the world oceans. With a clearly defined geographic region and dominant signal magnitude, variations in the sea level and associated mass changes provide an excellent way to compare various approaches for processing satellite gravity data. An altimeter time series derived from several successive satellite missions is compared with mass measurements inferred from Gravity Recovery and Climate Experiment (GRACE) data in the form of both spherical harmonic (SH) and mass concentration (mascon) solutions. After correcting for spatial leakage in GRACE SH estimates by constrained forward modeling and accounting for steric and terrestrial water processes, GRACE and altimeter observations are in complete agreement at seasonal and longer time scales, including linear trends. This demonstrates that removal of spatial leakage error in GRACE SH estimates is both possible and critical to improving their accuracy and spatial resolution. Excellent agreement between GRACE and altimeter estimates also provides confirmation of steric Caspian Sea level change estimates. GRACE mascon estimates (both the Jet Propulsion Laboratory (JPL) coastline resolution improvement version 2 solution and the Center for Space Research (CSR) regularized) are also affected by leakage error. After leakage corrections, both JPL and CSR mascon solutions also agree well with altimeter observations. However, accurate quantification of leakage bias in GRACE mascon solutions is a more challenging problem.

  5. Sustaining Public Communication of Geoscience in the Mass Media Market

    Science.gov (United States)

    Keane, Christopher

    2017-04-01

    Most public communication about geoscience is either performed as a derivative of a research program or as part of one-off funded outreach activities. Few efforts are structured to both educate the public about geoscience while also attempting to establish a sustainable funding model. EARTH Magazine, a non-profit publications produced by the American Geosciences Institute, is a monthly geoscience news and information magazine geared towards the public. Originally a profession-oriented publication, titled Geotimes, the publication shifted towards public engagement in the 1990s, completing that focus in 1998. Though part of a non-profit institute, EARTH is not a recipient of grants or contributions to offset its costs and thus must strive to "break even" to sustain its operations and further its mission. How "break even" is measured in a mission-based enterprise incorporates a number of factors, including financial, but also community impact and offsets to other investments. A number of strategies and their successes and failures, both editorially in its focus on audience in scope, tone, and design, and from an operational perspective in the rapidly changing world of magazines, will be outlined. EARTH is now focused on exploring alternative distribution channels, new business models, and disaggregation as means towards broader exposure of geoscience to the widest audience possible.

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

    Science.gov (United States)

    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.

  7. Geoscience for society. 125th Anniversary volume

    Energy Technology Data Exchange (ETDEWEB)

    Nenonen, K.; Nurmi, P.A. (eds.)

    2011-07-01

    Our knowledge of Finnish geology and natural resources has considerably increased during the last few decades. Geological Survey of Finland - GTK has mapped the bedrock and Quaternary deposits, as well as mineral resources in great detail using modern geological, geochemical and geophysical techniques, so that Finland today has one of the best geological databases in the world. We have recently compiled countrywide datasets of seamless bedrock information at the scale of 1:200,000, and completed low-altitude airborne geophysical (200 m line spacing and 40 m terrain clearance), regional geochemical (80 000 samples), and reflection seismic surveys at the crustal scale and at high resolution on the main orepotential formations. Isotopic age determinations have been performed at GTK since the 1960s, and we now have accurate ages for about thousand samples, which is a key to studying the complex evolution of the Finnish Precambrian. GTK currently plays a vital role in providing geological expertise to the government, the business sector and the wider community. Specific responsibilities include the promotion and implementation of sustainable approaches to the supply and management of minerals, energy and construction materials, and to ensure environmental compliance through monitoring, assessment and remediation programmes. GTK also contributes to a wide range of international geoscience, mapping, mineral resources and environmental monitoring projects, and is active in developing multidisciplinary research programmes with universities, government agencies and stakeholders across related sectors. This 125th Anniversary Publication aims at elucidating, through a number of short articles, the current focus of research and development at GTK. In reaching the milestone of 125 years, we can state that our anniversary slogan, 'forever young', is justified by the vitality and increasing societal impact of the organization and our research focusing on sustainable

  8. Geoscience for society. 125th Anniversary volume

    Energy Technology Data Exchange (ETDEWEB)

    Nenonen, K.; Nurmi, P A [eds.

    2011-07-01

    Our knowledge of Finnish geology and natural resources has considerably increased during the last few decades. Geological Survey of Finland - GTK has mapped the bedrock and Quaternary deposits, as well as mineral resources in great detail using modern geological, geochemical and geophysical techniques, so that Finland today has one of the best geological databases in the world. We have recently compiled countrywide datasets of seamless bedrock information at the scale of 1:200,000, and completed low-altitude airborne geophysical (200 m line spacing and 40 m terrain clearance), regional geochemical (80 000 samples), and reflection seismic surveys at the crustal scale and at high resolution on the main orepotential formations. Isotopic age determinations have been performed at GTK since the 1960s, and we now have accurate ages for about thousand samples, which is a key to studying the complex evolution of the Finnish Precambrian. GTK currently plays a vital role in providing geological expertise to the government, the business sector and the wider community. Specific responsibilities include the promotion and implementation of sustainable approaches to the supply and management of minerals, energy and construction materials, and to ensure environmental compliance through monitoring, assessment and remediation programmes. GTK also contributes to a wide range of international geoscience, mapping, mineral resources and environmental monitoring projects, and is active in developing multidisciplinary research programmes with universities, government agencies and stakeholders across related sectors. This 125th Anniversary Publication aims at elucidating, through a number of short articles, the current focus of research and development at GTK. In reaching the milestone of 125 years, we can state that our anniversary slogan, 'forever young', is justified by the vitality and increasing societal impact of the organization and our research focusing on sustainable development of

  9. Leveraging biology interest to broaden participation in the geosciences

    Science.gov (United States)

    Perin, S.; Conner, L.; Oxtoby, L.

    2017-12-01

    It has been well documented that female participation in the geoscience workforce is low. By contrast, the biology workforce has largely reached gender parity. These trends are rooted in patterns of interest among youth. Specifically, girls tend to like biology and value social and societal connections to science (Brotman & Moore 2008). Our NSF-funded project, "BRIGHT Girls," offers two-week summer academies to high school-aged girls, in which the connections between the geosciences and biology are made explicit. We are conducting qualitative research to trace the girls' identity work during this intervention. Using team-based video interaction analysis, we are finding that the fabric of the academy allows girls to "try on" new possible selves in science. Our results imply that real-world, interdisciplinary programs that include opportunities for agency and authentic science practice may be a fruitful approach for broadening participation in the geosciences.

  10. Interdisciplinary cooperation and studies in geoscience in the Carpathian Basin

    Directory of Open Access Journals (Sweden)

    Marcel MINDRESCU

    2012-06-01

    Full Text Available An interdisciplinary approach to geoscience is particularly important in this vast research field, as the more innovative studies are increasingly crossing discipline boundaries and thus benefitting from multiple research methods and viewpoints. Grasping this concept has led us to encourage interdisciplinary cooperation by supporting and promoting the creation of “meeting places” able to provide a framework for researchers and scholars involved in geoscience research to find common grounds for discussion and collaboration. Most recently, this was achieved by organizing the 1st Workshop on “Interdisciplinarity in Geosciences in the Carpathian Basin” (IGCB held in the Department of Geography at the University of Suceava (Romania, between the 18th and 22nd October 2012. This event brought together both an international group of scientists and local researchers which created opportunities for collaboration in research topics such as geography, environment, geology and botany, biology and ecology in the Carpathian Basin.

  11. Quasi-CW Laser Diode Bar Life Tests

    Science.gov (United States)

    Stephen, Mark A.; Krainak, Michael A.; Dallas, Joseph L.

    1997-01-01

    NASA's Goddard Space Flight Center is developing technology for satellite-based, high peak power, LIDAR transmitters requiring 3-5 years of reliable operation. Semi-conductor laser diodes provide high efficiency pumping of solid state lasers with the promise of long-lived, reliable operation. 100-watt quasi- CW laser diode bars have been baselined for the next generation laser altimeters. Multi-billion shot lifetimes are required. The authors have monitored the performance of several diodes for billions of shots and investigated operational modes for improving diode lifetime.

  12. DAGIK: A data-showcase system of geoscience in KML

    Science.gov (United States)

    Yoshida, D.; Saito, A.

    2009-12-01

    We are developing a system to display geoscience data of various databases on virtual globe. This system is designed to be a showcase of databases. Users can browse various types of data of databases on this system. When they find data of interest, they can follow the network link to the WWW-based database and study it in detail. This system is served as a portal to geoscience databases. We call this system DAGIK (DAta-showcase system of Geoscience In Kml). It uses Google Earth as a browser. The reason to use Google Earth is that it has 1) four-dimensional data presentation capability, 2) scalability in time and space, 3) network capability. Virtual globe can show the data in intuitive way. It is a very powerful tool to show the characteristics of data for those who are not familiar with the data. DAGIK started in 2007 for geospace data, and was expanded to cover the geoscience in 2009. The sequence of usage of DAGIK is as follows: 1) user downloads the start up file, dagik.kml, from the DAGIK server (http://www-step.kugi.kyoto-u.ac.jp/dagik/) with a WWW browser, 2) it can be opened with Google Earth, 3) user select year, month and day, 4) for the selected date, the data list file will be downloaded from the DAGIK server, 5) user can select the data type from the data list, 6) and the KML/KMZ plot files will be downloaded from the DAGIK server or the other KML/KMZ server to display on Google Earth. There are several databases that provide their data plots in KML/KMZ format for DAGIK. DAGIK, a data-showcase system of geoscience, can bridge the gap between databases and novice users of the geoscience data.

  13. Geoscience Diversity Experiential Simulations (GeoDES) Workshop Report

    Science.gov (United States)

    Houlton, H. R.; Chen, J.; Brown, B.; Samuels, D.; Brinkworth, C.

    2017-12-01

    The geosciences have to solve increasingly complex problems relating to earth and society, as resources become limited, natural hazards and changes in climate impact larger communities, and as people interacting with Earth become more interconnected. However, the profession has dismally low representation from geoscientists who are from diverse racial, ethnic, or socioeconomic backgrounds, as well as women in leadership roles. This underrepresentation also includes individuals whose gender identity/expression is non-binary or gender-conforming, or those who have physical, cognitive, or emotional disabilities. This lack of diversity ultimately impacts our profession's ability to produce our best science and work with the communities that we strive to protect and serve as stewards of the earth. As part of the NSF GOLD solicitation, we developed a project (Geoscience Diversity Experiential Simulations) to train 30 faculty and administrators to be "champions for diversity" and combat the hostile climates in geoscience departments. We hosted a 3-day workshop in November that used virtual simulations to give participants experience in building the skills to react to situations regarding bias, discrimination, microaggressions, or bullying often cited in geoscience culture. Participants interacted with avatars on screen, who responded to participants' actions and choices, given certain scenarios. The scenarios are framed within a geoscience perspective; we integrated qualitative interview data from informants who experienced inequitable judgement, bias, discrimination, or harassment during their geoscience careers. The simulations gave learners a safe environment to practice and build self-efficacy in how to professionally and productively engage peers in difficult conversations. In addition, we obtained pre-workshop survey data about participants' understanding regarding Diversity, Equity, and Inclusion practices, as well as observation data of participants' responses

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

    Science.gov (United States)

    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.

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

    Energy Technology Data Exchange (ETDEWEB)

    NONE

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

    Science.gov (United States)

    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

  17. On the merits of conversion electron Mossbauer spectroscopy in geosciences

    DEFF Research Database (Denmark)

    Gunnlaugsson, H.P.; Bertelsen, P.; Budtz-Jørgensen, Carl

    2006-01-01

    Described are some applications of conversion electron Mossbauer spectroscopy (CEMS) in geosciences. It is shown how easily this technique can be applied in existing Mossbauer laboratories to investigate natural samples. Some examples demonstrate the kind of information CEMS can give on the weath......Described are some applications of conversion electron Mossbauer spectroscopy (CEMS) in geosciences. It is shown how easily this technique can be applied in existing Mossbauer laboratories to investigate natural samples. Some examples demonstrate the kind of information CEMS can give...

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

    Science.gov (United States)

    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

    Over the past 15 years, the geoscience education community has grown substantially and developed broad and deep capacity for collaboration and dissemination of ideas. While this community is best viewed as emergent from complex interactions among changing educational needs and opportunities, we highlight the role of several large projects in the development of a network within this community. In the 1990s, three NSF projects came together to build a robust web infrastructure to support the production and dissemination of on-line resources: On The Cutting Edge (OTCE), Earth Exploration Toolbook, and Starting Point: Teaching Introductory Geoscience. Along with the contemporaneous Digital Library for Earth System Education, these projects engaged geoscience educators nationwide in exploring professional development experiences that produced lasting on-line resources, collaborative authoring of resources, and models for web-based support for geoscience teaching. As a result, a culture developed in the 2000s in which geoscience educators anticipated that resources for geoscience teaching would be shared broadly and that collaborative authoring would be productive and engaging. By this time, a diverse set of examples demonstrated the power of the web infrastructure in supporting collaboration, dissemination and professional development . Building on this foundation, more recent work has expanded both the size of the network and the scope of its work. Many large research projects initiated collaborations to disseminate resources supporting educational use of their data. Research results from the rapidly expanding geoscience education research community were integrated into the Pedagogies in Action website and OTCE. Projects engaged faculty across the nation in large-scale data collection and educational research. The Climate Literacy and Energy Awareness Network and OTCE engaged community members in reviewing the expanding body of on-line resources. Building Strong

  19. Analysis and Validation of ZY-3 02 Satellite Laser Altimetry Data

    Directory of Open Access Journals (Sweden)

    LI Guoyuan

    2017-12-01

    Full Text Available ZY-3 02 satellite loaded with Chinese first earth observing satellite laser altimeter,and has been launched successfully on 30th May,2016. In this paper,the theoretical accuracy of the laser altimeter is analyzed,and several experimental areas are used to verify the actual accuracy. At the same time,the application of the laser altimetry data in the field of space-borne photogrammetry is tested. The laser altimetry theoretical accuracy of ZY-3 02 satellite in the flat area (slope less than 2 degrees is about 0.85 m and 14.2 m in the elevation and planimetry direction,respectively. The effective laser altimetry data account for about 23.89%,and near the calibration field the elevation accuracy is 0.89 m,and planimetry accuracy is about 14.76 m. Moreover,the verified elevation accuracy is 1.09 m in the North China by high precision DSM terrain data,and laser footprint points accuracy on the surface of the Bohai inland sea is about 0.47 m. When the laser foot print point is used as elevation control point,the elevation accuracy of the ZY-3 02 satellite stereo images in Shaanxi Weinan can be increased from 11.54 m to 1.90 m without GCPs. Although ZY3-02 satellite laser altimeter is just a test,the results proved that the domestic satellite laser altimetry data can effectively improve the stereo images without GCPs,which will be valuable in the global mapping project. It is suggest that operational laser altimeter equip on the next satellite of ZY-3 serials.

  20. Geoscience meets the four horsemen?: Tracking the rise of neocatastrophism

    Science.gov (United States)

    Marriner, Nick; Morhange, Christophe; Skrimshire, Stefan

    2010-10-01

    Although it is acknowledged that there has been an exponential growth in neocatastrophist geoscience inquiry, the extent, chronology and origin of this mode have not been precisely scrutinized. In this study, we use the bibliographic research tool Scopus to explore 'catastrophic' words replete in the earth and planetary science literature between 1950 and 2009, assessing when, where and why catastrophism has gained new currency amongst the geoscience community. First, we elucidate an exponential rise in neocatastrophist research from the 1980s onwards. We then argue that the neocatastrophist mode came to prominence in North America during the 1960s and 1970s before being more widely espoused in Europe, essentially after 1980. We compare these trends with the EM-DAT disaster database, a worldwide catalogue that compiles more than 11,000 natural disasters stretching back to 1900. The findings imply a clear link between anthropogenically forced global change and an increase in disaster research (r 2 = 0.73). Finally, we attempt to explain the rise of neocatastrophism by highlighting seven non-exhaustive factors: (1) the rise of applied geoscience; (2) inherited geological epistemology; (3) disciplinary interaction and the diffusion of ideas from the planetary to earth sciences; (4) the advent of radiometric dating techniques; (5) the communications revolution; (6) webometry and the quest for high-impact geoscience; and (7) popular cultural frameworks.

  1. Geoscience Videos and Their Role in Supporting Student Learning

    Science.gov (United States)

    Wiggen, Jennifer; McDonnell, David

    2017-01-01

    A series of short (5 to 7 minutes long) geoscience videos were created to support student learning in a flipped class setting for an introductory geology class at North Carolina State University. Videos were made using a stylus, tablet, microphone, and video editing software. Essentially, we narrate a slide, sketch a diagram, or explain a figure…

  2. Information extraction and knowledge graph construction from geoscience literature

    Science.gov (United States)

    Wang, Chengbin; Ma, Xiaogang; Chen, Jianguo; Chen, Jingwen

    2018-03-01

    Geoscience literature published online is an important part of open data, and brings both challenges and opportunities for data analysis. Compared with studies of numerical geoscience data, there are limited works on information extraction and knowledge discovery from textual geoscience data. This paper presents a workflow and a few empirical case studies for that topic, with a focus on documents written in Chinese. First, we set up a hybrid corpus combining the generic and geology terms from geology dictionaries to train Chinese word segmentation rules of the Conditional Random Fields model. Second, we used the word segmentation rules to parse documents into individual words, and removed the stop-words from the segmentation results to get a corpus constituted of content-words. Third, we used a statistical method to analyze the semantic links between content-words, and we selected the chord and bigram graphs to visualize the content-words and their links as nodes and edges in a knowledge graph, respectively. The resulting graph presents a clear overview of key information in an unstructured document. This study proves the usefulness of the designed workflow, and shows the potential of leveraging natural language processing and knowledge graph technologies for geoscience.

  3. Undergraduate research projects help promote diversity in the geosciences

    Science.gov (United States)

    Young, De'Etra; Trimboli, Shannon; Toomey, Rick S.; Byl, Thomas D.

    2016-01-01

    A workforce that draws from all segments of society and mirrors the ethnic, racial, and gender diversity of the United States population is important. The geosciences (geology, hydrology, geospatial sciences, environmental sciences) continue to lag far behind other science, technology, engineering and mathematical (STEM) disciplines in recruiting and retaining minorities (Valsco and Valsco, 2010). A report published by the National Science Foundation in 2015, “Women, Minorities, and Persons with Disabilities in Science and Engineering” states that from 2002 to 2012, less than 2% of the geoscience degrees were awarded to African-American students. Data also show that as of 2012, approximately 30% of African-American Ph.D. graduates obtained a bachelor’s degree from a Historic Black College or University (HBCU), indicating that HBCUs are a great source of diverse students for the geosciences. This paper reviews how an informal partnership between Tennessee State University (a HBCU), the U.S. Geological Survey, and Mammoth Cave National Park engaged students in scientific research and increased the number of students pursuing employment or graduate degrees in the geosciences.

  4. A Compilation and Review of over 500 Geoscience Misconceptions

    Science.gov (United States)

    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…

  5. Embedding Data Stewardship in Geoscience Australia

    Science.gov (United States)

    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

  6. Making a Difference: a Global Geoscience Initiative

    Science.gov (United States)

    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

  7. Building Strong Geoscience Departments Through the Visiting Workshop Program

    Science.gov (United States)

    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

  8. The Quantitative Preparation of Future Geoscience Graduate Students

    Science.gov (United States)

    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

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

    Science.gov (United States)

    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

  10. Determination of ocean tides from the first year of TOPEX/POSEIDON altimeter measurements

    Science.gov (United States)

    Ma, X. C.; Shum, C. K.; Eanes, R. J.; Tapley, B. D.

    1994-01-01

    An improved geocentric global ocean tide model has been determined using 1 year of TOPEX/POSEIDON altimeter measurements to provide corrections to the Cartwright and Ray (1991) model (CR91). The corrections were determined on a 3 deg x 3 deg grid using both the harmonic analysis method and the response method. The two approaches produce similar solutions. The effect on the tide solution of simultaneously adjusting radial orbit correction parameters using altimeter measurements was examined. Four semidiurnal (N(sub 2), M(sub 2), S(sub 2) and K(sub 2)), four diurnal (Q(sdub 1), O(sub 1), P(sub 1), and K(sub 1)), and three long-period (S(sub sa), M(sub m), and M(sub f)) constituents, along with the variations at the annual frequency, were included in the harmomnic analysis solution. The observed annual variations represents the first global measurement describing accurate seasonal changes of the ocean during an El Nino year. The corrections to the M(sub 2) constituent have an root mean square (RMS) of 3.6 cm and display a clear banding pattern with regional highs and lows reaching 8 cm. The improved tide model reduces the weighted altimeter crossover residual from 9.8 cm RMS, when the CR91 tide model is used, to 8.2 cm on RMS. Comparison of the improved model to pelagic tidal constants determined from 80 tide gauges gives RMS differences of 2.7 cm for M(sub 2) and 1.7 cm for K(sub 1). Comparable values when the CR91 model is used are 3.9 cm and 2.0 cm, respectively. Examination of TOPEX/POSEIDON sea level anomaly variations using the new tide model further confirms that the tide model has been improved.

  11. An improved and homogeneous altimeter sea level record from the ESA Climate Change Initiative

    DEFF Research Database (Denmark)

    Legeais, Jean-Francois; Ablain, Michael; Zawadzki, Lionel

    2018-01-01

    , the sea level ECV has been measured from space by different altimetry missions that have provided global and regional observations of sea level variations. As part of the Climate Change Initiative (CCI) program of the European Space Agency (ESA) (established in 2010), the Sea Level project (SL_cci) aimed...... to provide an accurate and homogeneous long-term satellite-based sea level record. At the end of the first phase of the project (2010-2013), an initial version (v1.1) of the sea level ECV was made available to users (Ablain et al., 2015). During the second phase of the project (2014-2017), improved altimeter...

  12. An improved and homogeneous altimeter sea level record from the ESA Climate Change Initiative

    Science.gov (United States)

    Legeais, Jean-François; Ablain, Michaël; Zawadzki, Lionel; Zuo, Hao; Johannessen, Johnny A.; Scharffenberg, Martin G.; Fenoglio-Marc, Luciana; Joana Fernandes, M.; Baltazar Andersen, Ole; Rudenko, Sergei; Cipollini, Paolo; Quartly, Graham D.; Passaro, Marcello; Cazenave, Anny; Benveniste, Jérôme

    2018-02-01

    Sea level is a very sensitive index of climate change since it integrates the impacts of ocean warming and ice mass loss from glaciers and the ice sheets. Sea level has been listed as an essential climate variable (ECV) by the Global Climate Observing System (GCOS). During the past 25 years, the sea level ECV has been measured from space by different altimetry missions that have provided global and regional observations of sea level variations. As part of the Climate Change Initiative (CCI) program of the European Space Agency (ESA) (established in 2010), the Sea Level project (SL_cci) aimed to provide an accurate and homogeneous long-term satellite-based sea level record. At the end of the first phase of the project (2010-2013), an initial version (v1.1) of the sea level ECV was made available to users (Ablain et al., 2015). During the second phase of the project (2014-2017), improved altimeter standards were selected to produce new sea level products (called SL_cci v2.0) based on nine altimeter missions for the period 1993-2015 (https://doi.org/10.5270/esa-sea_level_cci-1993_2015-v_2.0-201612; Legeais and the ESA SL_cci team, 2016c). Corresponding orbit solutions, geophysical corrections and altimeter standards used in this v2.0 dataset are described in detail in Quartly et al. (2017). The present paper focuses on the description of the SL_cci v2.0 ECV and associated uncertainty and discusses how it has been validated. Various approaches have been used for the quality assessment such as internal validation, comparisons with sea level records from other groups and with in situ measurements, sea level budget closure analyses and comparisons with model outputs. Compared with the previous version of the sea level ECV, we show that use of improved geophysical corrections, careful bias reduction between missions and inclusion of new altimeter missions lead to improved sea level products with reduced uncertainties on different spatial and temporal scales. However, there

  13. Teaching Introductory Geoscience: A Cutting Edge Workshop Report

    Science.gov (United States)

    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. GOLD: Building capacity for broadening participation in the Geosciences

    Science.gov (United States)

    Adams, Amanda; Patino, Lina; Jones, Michael B.; Rom, Elizabeth

    2017-04-01

    The geosciences continue to lag other science, technology, engineering, and mathematics (STEM) disciplines in the engagement, recruitment and retention of traditionally underrepresented and underserved minorities, requiring more focused and strategic efforts to address this problem. Prior investments made by the National Science Foundation (NSF) related to broadening participation in STEM have identified many effective strategies and model programs for engaging, recruiting, and retaining underrepresented students in the geosciences. These investments also have documented clearly the importance of committed, knowledgeable, and persistent leadership for making local progress in broadening participation in STEM and the geosciences. Achieving diversity at larger and systemic scales requires a network of diversity "champions" who can catalyze widespread adoption of these evidence-based best practices and resources. Although many members of the geoscience community are committed to the ideals of broadening participation, the skills and competencies that empower people who wish to have an impact, and make them effective as leaders in that capacity for sustained periods of time, must be cultivated through professional development. The NSF GEO Opportunities for Leadership in Diversity (GOLD) program was implemented in 2016, as a funding opportunity utilizing the Ideas Lab mechanism. Ideas Labs are intensive workshops focused on finding innovative solutions to grand challenge problems. The ultimate aim of this Ideas Lab, organized by the NSF Directorate for Geosciences (GEO), was to facilitate the design, pilot implementation, and evaluation of innovative professional development curricula that can unleash the potential of geoscientists with interests in broadening participation to become impactful leaders within the community. The expectation is that mixing geoscientists with experts in broadening participation research, behavioral change, social psychology, institutional

  15. Challenges of the NGSS for Future Geoscience Education

    Science.gov (United States)

    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.

  16. Automatic User Interface Generation for Visualizing Big Geoscience Data

    Science.gov (United States)

    Yu, H.; Wu, J.; Zhou, Y.; Tang, Z.; Kuo, K. S.

    2016-12-01

    Along with advanced computing and observation technologies, geoscience and its related fields have been generating a large amount of data at an unprecedented growth rate. Visualization becomes an increasingly attractive and feasible means for researchers to effectively and efficiently access and explore data to gain new understandings and discoveries. However, visualization has been challenging due to a lack of effective data models and visual representations to tackle the heterogeneity of geoscience data. We propose a new geoscience data visualization framework by leveraging the interface automata theory to automatically generate user interface (UI). Our study has the following three main contributions. First, geoscience data has its unique hierarchy data structure and complex formats, and therefore it is relatively easy for users to get lost or confused during their exploration of the data. By applying interface automata model to the UI design, users can be clearly guided to find the exact visualization and analysis that they want. In addition, from a development perspective, interface automaton is also easier to understand than conditional statements, which can simplify the development process. Second, it is common that geoscience data has discontinuity in its hierarchy structure. The application of interface automata can prevent users from suffering automation surprises, and enhance user experience. Third, for supporting a variety of different data visualization and analysis, our design with interface automata could also make applications become extendable in that a new visualization function or a new data group could be easily added to an existing application, which reduces the overhead of maintenance significantly. We demonstrate the effectiveness of our framework using real-world applications.

  17. Geosciences Information Network (GIN): A modular, distributed, interoperable data network for the geosciences

    Science.gov (United States)

    Allison, M.; Gundersen, L. C.; Richard, S. M.; Dickinson, T. L.

    2008-12-01

    A coalition of the state geological surveys (AASG), the U.S. Geological Survey (USGS), and partners will receive NSF funding over 3 years under the INTEROP solicitation to start building the Geoscience Information Network (www.geoinformatics.info/gin) a distributed, interoperable data network. The GIN project will develop standardized services to link existing and in-progress components using a few standards and protocols, and work with data providers to implement these services. The key components of this network are 1) catalog system(s) for data discovery; 2) service definitions for interfaces for searching catalogs and accessing resources; 3) shared interchange formats to encode information for transmission (e.g. various XML markup languages); 4) data providers that publish information using standardized services defined by the network; and 5) client applications adapted to use information resources provided by the network. The GIN will integrate and use catalog resources that currently exist or are in development. We are working with the USGS National Geologic Map Database's existing map catalog, with the USGS National Geological and Geophysical Data Preservation Program, which is developing a metadata catalog (National Digital Catalog) for geoscience information resource discovery, and with the GEON catalog. Existing interchange formats will be used, such as GeoSciML, ChemML, and Open Geospatial Consortium sensor, observation and measurement MLs. Client application development will be fostered by collaboration with industry and academic partners. The GIN project will focus on the remaining aspects of the system -- service definitions and assistance to data providers to implement the services and bring content online - and on system integration of the modules. Initial formal collaborators include the OneGeology-Europe consortium of 27 nations that is building a comparable network under the EU INSPIRE initiative, GEON, Earthchem, and GIS software company ESRI

  18. The reflection of airborne UV laser pulses from the ocean

    Science.gov (United States)

    Hoge, F. E.; Krabill, W. B.; Swift, R. N.

    1984-01-01

    It is experimentally shown here for the first time that the normalized laser backscatter cross-section of the sea surface is a function of elevation or height position on teh ocean wave. All data were taken off-nadir, resulting in incidence angles of about 6.5 deg measured relative to the normal to mean sea level (MSL). In the limited data sets analyzed to date, the normalized backscatter cross-section was found to be higher in wave crest regions and lower in wave troughs for a swell-dominated sea over which the wind speed was 5 m/s. The reverse was found to be the case for a sea that was driven by a 14 m/s wind. These isolated results show that the MSL, as measured by an off-nadir and/or multibeam type satellite laser altimeter, will be found above, at, or below the true MSL, depending on the local sea conditions existing in the footprint of the altimeter. Airborne nadir-pointed laser altimeter data for a wide variety of sea conditions are needed before a final determination can be made of the effect of sea state on the backscatter cross-section as measured by a down-looking satellite laser system.

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

    Science.gov (United States)

    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

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

    Science.gov (United States)

    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.

  1. PROGRESS (PROmoting Geoscience Research Education and SuccesS): a novel mentoring program for retaining undergraduate women in the geosciences

    Science.gov (United States)

    Clinton, Sandra; Adams, Amanda; Barnes, Rebecca; Bloodhart, Brittany; Bowker, Cheryl; Burt, Melissa; Godfrey, Elaine; Henderson, Heather; Hernandez, Paul; Pollack, Ilana; Sample McMeeking, Laura Beth; Sayers, Jennifer; Fischer, Emily

    2017-04-01

    Women still remain underrepresented in many areas of the geosciences, and this underrepresentation often begins early in their university career. In 2015, an interdisciplinary team including expertise in the geosciences (multiple sub-disciplines), psychology, education and STEM persistence began a project focused on understanding whether mentoring can increase the interest, persistence, and achievement of undergraduate women in geoscience fields. The developed program (PROGRESS) focuses on mentoring undergraduate female students, starting in their 1st and 2nd year, from two geographically disparate areas of the United States: the Carolinas in the southeastern part of the United States and the Front Range of the Rocky Mountains in the western part of the United States. The two regions were chosen due to their different student demographics, as well as the differences in the number of working female geoscientists in the region. The mentoring program includes a weekend workshop, access to professional women across geoscience fields, and both in-person and virtual peer networks. Four cohorts of students were recruited and participated in our professional development workshops (88 participants in Fall 2015 and 94 participants in Fall 2016). Components of the workshops included perceptions of the geosciences, women in STEM misconceptions, identifying personal strengths, coping strategies, and skills on building their own personal network. The web-platform (http://geosciencewomen.org/), designed to enable peer-mentoring and provide resources, was launched in the fall of 2015 and is used by both cohorts in conjunction with social media platforms. We will present an overview of the major components of the program, discuss lessons learned during 2015 that were applied to 2016, and share preliminary analyses of surveys and interviews with study participants from the first two years of a five-year longitudinal study that follows PROGRESS participants and a control group.

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

    Science.gov (United States)

    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.

  3. Recently Identified Changes to the Demographics of the Current and Future Geoscience Workforce

    Science.gov (United States)

    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.

  4. The silent buzz of geosciences: the challenge of geosciences communication in the Italian framework

    Science.gov (United States)

    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.

  5. Carleton College: Geoscience Education for the Liberal Arts and the Geoscience Profession

    Science.gov (United States)

    Savina, M. E.

    2008-12-01

    Carleton College is a small (current enrollment ~1950), four-year, residential liberal arts college that has graduated more than 900 geology majors since the inception of the geology department inception in 1933. Since 1974, an average of more than 20 geology students have graduated each year. The department curriculum aims to educate at least six overlapping groups of students, who, however, may not place themselves into one of these groups until well after graduating. These groups include students in non- science majors who take geology for breadth or because of interest; science majors; geology majors who end up in other professions; and geology majors who pursue careers related to geology, most of whom ultimately earn a higher, professional degree. Goals for these groups of students differ and the department focuses its curriculum on developing skills and providing student experiences that will serve all groups well. The department has a strong focus on field geology and communication skills, solving complex problems in many project-based courses (culminating in a senior independent project for each student), and much group work. These characteristics correlate well with Carleton institutional goals. The senior independent projects (all reported in written, visual and oral forms) form the basis for outcomes assessment. We also regularly survey alumni who are in graduate programs of all kinds (not just geoscience), asking them about how well their undergraduate education has prepared them. Finally, the staff meet at least annually to discuss the curriculum, its goals, values, skills and content, and do a formal self-study with external and internal reviewers at least once a decade. The success of Carleton geology alumni in government, research, industry, education, consulting and other professions is the ultimate assessment tool.

  6. Multiple-Zone Diffractive Optic Element for Laser Ranging Applications

    Science.gov (United States)

    Ramos-Izquierdo, Luis A.

    2011-01-01

    A diffractive optic element (DOE) can be used as a beam splitter to generate multiple laser beams from a single input laser beam. This technology has been recently used in LRO s Lunar Orbiter Laser Altimeter (LOLA) instrument to generate five laser beams that measure the lunar topography from a 50-km nominal mapping orbit (see figure). An extension of this approach is to use a multiple-zone DOE to allow a laser altimeter instrument to operate over a wider range of distances. In particular, a multiple-zone DOE could be used for applications that require both mapping and landing on a planetary body. In this case, the laser altimeter operating range would need to extend from several hundred kilometers down to a few meters. The innovator was recently involved in an investigation how to modify the LOLA instrument for the OSIRIS asteroid mapping and sample return mission. One approach is to replace the DOE in the LOLA laser beam expander assembly with a multiple-zone DOE that would allow for the simultaneous illumination of the asteroid with mapping and landing laser beams. The proposed OSIRIS multiple-zone DOE would generate the same LOLA five-beam output pattern for high-altitude topographic mapping, but would simultaneously generate a wide divergence angle beam using a small portion of the total laser energy for the approach and landing portion of the mission. Only a few percent of the total laser energy is required for approach and landing operations as the return signal increases as the inverse square of the ranging height. A wide divergence beam could be implemented by making the center of the DOE a diffractive or refractive negative lens. The beam energy and beam divergence characteristics of a multiple-zone DOE could be easily tailored to meet the requirements of other missions that require laser ranging data. Current single-zone DOE lithographic manufacturing techniques could also be used to fabricate a multiple-zone DOE by masking the different DOE zones during

  7. International Geoscience Workforce Trends: More Challenges for Federal Agencies

    Science.gov (United States)

    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

  8. Preparing for a Professional Career in the Geosciences with AEG

    Science.gov (United States)

    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.

  9. Geosciences program annual report 1978. [LBL Earth Sciences Division

    Energy Technology Data Exchange (ETDEWEB)

    Witherspoon, P.A.

    1978-01-01

    This report is a reprint of the Geosciences section of the LBL Earth Sciences Division Annual Report 1978 (LBL-8648). It contains summary papers that describe fundamental studies addressing a variety of earth science problems of interest to the DOE. They have applications in such diverse areas as geothermal energy, oil recovery, in situ coal gasification, uranium resource evaluation and recovery, and earthquake prediction. Completed work has been reported or likely will be in the usual channels. (RWR)

  10. The role of karst in engineering and environmental geosciences

    Directory of Open Access Journals (Sweden)

    H. C. Ho

    2011-08-01

    Full Text Available Karst is a unique landform developed by soluble rock. It usually relates to the groundwater drainage system, and provides important water resources. Current researches indicate that karst is closely related to the Earth system and environmental protection, and it can also create potential natural hazards such as sinkhole flooding and land subsidence in urban area. Its relationship with hydrogeology has also been an important factor for studying water pollution and nutrient cycles in engineering geosciences and agricultural geology.

  11. Tube Maps for Effective Geoscience Career Planning and Development

    Science.gov (United States)

    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.

  12. History and development of ABCDEFG: a data standard for geosciences

    OpenAIRE

    Petersen, Mareike; Glöckler, Falko; Kiessling, Wolfgang; Döring, Markus; Fichtmüller, David; Laphakorn, Lertsutham; Baltruschat, Brian; Hoffmann, Jana

    2018-01-01

    Museums and their collections have specially customized databases in order to optimally gather and record their contents and associated metadata associated with their specimens. To share, exchange, and publish data, an appropriate data standard is essential. ABCD (Access to Biological Collection Data) is a standard for biological collection units, including living and preserved specimen, together with field observation data. Its extension, EFG (Extension for Geoscience), ena...

  13. Virtual Reality as a Story Telling Platform for Geoscience Communication

    Science.gov (United States)

    Lazar, K.; Moysey, S. M.

    2017-12-01

    Capturing the attention of students and the public is a critical step for increasing societal interest and literacy in earth science issues. Virtual reality (VR) provides a means for geoscience engagement that is well suited to place-based learning through exciting and immersive experiences. One approach is to create fully-immersive virtual gaming environments where players interact with physical objects, such as rock samples and outcrops, to pursue geoscience learning goals. Developing an experience like this, however, can require substantial programming expertise and resources. At the other end of the development spectrum, it is possible for anyone to create immersive virtual experiences with 360-degree imagery, which can be made interactive using easy to use VR editing software to embed videos, audio, images, and other content within the 360-degree image. Accessible editing tools like these make the creation of VR experiences something that anyone can tackle. Using the VR editor ThingLink and imagery from Google Maps, for example, we were able to create an interactive tour of the Grand Canyon, complete with embedded assessments, in a matter of hours. The true power of such platforms, however, comes from the potential to engage students as content authors to create and share stories of place that explore geoscience issues from their personal perspective. For example, we have used combinations of 360-degree images with interactive mapping and web platforms to enable students with no programming experience to create complex web apps as highly engaging story telling platforms. We highlight here examples of how we have implemented such story telling approaches with students to assess learning in courses, to share geoscience research outcomes, and to communicate issues of societal importance.

  14. OneGeology- A Global Geoscience Data Platform

    Science.gov (United States)

    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.

  15. A hybrid personalized data recommendation approach for geoscience data sharing

    Science.gov (United States)

    WANG, M.; Wang, J.

    2016-12-01

    Recommender systems are effective tools helping Internet users overcome information overloading. The two most widely used recommendation algorithms are collaborating filtering (CF) and content-based filtering (CBF). A number of recommender systems based on those two algorithms were developed for multimedia, online sells, and other domains. Each of the two algorithms has its advantages and shortcomings. Hybrid approaches that combine these two algorithms are better choices in many cases. In geoscience data sharing domain, where the items (datasets) are more informative (in space and time) and domain-specific, no recommender system is specialized for data users. This paper reports a dynamic weighted hybrid recommendation algorithm that combines CF and CBF for geoscience data sharing portal. We first derive users' ratings on items with their historical visiting time by Jenks Natural Break. In the CBF part, we incorporate the space, time, and subject information of geoscience datasets to compute item similarity. Predicted ratings were computed with k-NN method separately using CBF and CF, and then combined with weights. With training dataset we attempted to find the best model describing ideal weights and users' co-rating numbers. A logarithmic function was confirmed to be the best model. The model was then used to tune the weights of CF and CBF on user-item basis with test dataset. Evaluation results show that the dynamic weighted approach outperforms either solo CF or CBF approach in terms of Precision and Recall.

  16. Signatures of Kelvin and Rossby wave propagation in the northern Indian Ocean from TOPEX/POSEIDON Altimeter

    Digital Repository Service at National Institute of Oceanography (India)

    PrasannaKumar, S.; Unnikrishnan, A.S.; Muraleedharan, P.M.

    The climatological monthly mean sea surface height (SSH) anomalies derived from T/P altimeter in the northern Indian Ocean, during 1993 to 1997, are used to prepare time-longitude plots. Along the equator they reveal strong semi-annual variability...

  17. ACCELERATION OF SEA LEVEL RISE OVER MALAYSIAN SEAS FROM SATELLITE ALTIMETER

    Directory of Open Access Journals (Sweden)

    A. I. A. Hamid

    2016-09-01

    Full Text Available Sea level rise becomes our concern nowadays as a result of variously contribution of climate change that cause by the anthropogenic effects. Global sea levels have been rising through the past century and are projected to rise at an accelerated rate throughout the 21st century. Due to this change, sea level is now constantly rising and eventually will threaten many low-lying and unprotected coastal areas in many ways. This paper is proposing a significant effort to quantify the sea level trend over Malaysian seas based on the combination of multi-mission satellite altimeters over a period of 23 years. Eight altimeter missions are used to derive the absolute sea level from Radar Altimeter Database System (RADS. Data verification is then carried out to verify the satellite derived sea level rise data with tidal data. Eight selected tide gauge stations from Peninsular Malaysia, Sabah and Sarawak are chosen for this data verification. The pattern and correlation of both measurements of sea level anomalies (SLA are evaluated over the same period in each area in order to produce comparable results. Afterwards, the time series of the sea level trend is quantified using robust fit regression analysis. The findings clearly show that the absolute sea level trend is rising and varying over the Malaysian seas with the rate of sea level varies and gradually increase from east to west of Malaysia. Highly confident and correlation level of the 23 years measurement data with an astonishing root mean square difference permits the absolute sea level trend of the Malaysian seas has raised at the rate 3.14 ± 0.12 mm yr-1 to 4.81 ± 0.15 mm yr-1 for the chosen sub-areas, with an overall mean of 4.09 ± 0.12 mm yr-1. This study hopefully offers a beneficial sea level information to be applied in a wide range of related environmental and climatology issue such as flood and global warming.

  18. Acceleration of Sea Level Rise Over Malaysian Seas from Satellite Altimeter

    Science.gov (United States)

    Hamid, A. I. A.; Din, A. H. M.; Khalid, N. F.; Omar, K. M.

    2016-09-01

    Sea level rise becomes our concern nowadays as a result of variously contribution of climate change that cause by the anthropogenic effects. Global sea levels have been rising through the past century and are projected to rise at an accelerated rate throughout the 21st century. Due to this change, sea level is now constantly rising and eventually will threaten many low-lying and unprotected coastal areas in many ways. This paper is proposing a significant effort to quantify the sea level trend over Malaysian seas based on the combination of multi-mission satellite altimeters over a period of 23 years. Eight altimeter missions are used to derive the absolute sea level from Radar Altimeter Database System (RADS). Data verification is then carried out to verify the satellite derived sea level rise data with tidal data. Eight selected tide gauge stations from Peninsular Malaysia, Sabah and Sarawak are chosen for this data verification. The pattern and correlation of both measurements of sea level anomalies (SLA) are evaluated over the same period in each area in order to produce comparable results. Afterwards, the time series of the sea level trend is quantified using robust fit regression analysis. The findings clearly show that the absolute sea level trend is rising and varying over the Malaysian seas with the rate of sea level varies and gradually increase from east to west of Malaysia. Highly confident and correlation level of the 23 years measurement data with an astonishing root mean square difference permits the absolute sea level trend of the Malaysian seas has raised at the rate 3.14 ± 0.12 mm yr-1 to 4.81 ± 0.15 mm yr-1 for the chosen sub-areas, with an overall mean of 4.09 ± 0.12 mm yr-1. This study hopefully offers a beneficial sea level information to be applied in a wide range of related environmental and climatology issue such as flood and global warming.

  19. Estimates of forest canopy height and aboveground biomass using ICESat.

    Science.gov (United States)

    Michael A. Lefsky; David J. Harding; Michael Keller; Warren B. Cohen; Claudia C. Carabajal; Fernando Del Bom; Maria O. Hunter; Raimundo Jr. de Oliveira

    2005-01-01

    Exchange of carbon between forests and the atmosphere is a vital component of the global carbon cycle. Satellite laser altimetry has a unique capability for estimating forest canopy height, which has a direct and increasingly well understood relationship to aboveground carbon storage. While the Geoscience Laser Altimeter System (GLAS) onboard the Ice, Cloud and land...

  20. Web-based Academic Roadmaps for Careers in the Geosciences

    Science.gov (United States)

    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. "YouTube Geology" - Increasing Geoscience Visibility Through Short Films

    Science.gov (United States)

    Piispa, E. J.; Lerner, G. A.

    2016-12-01

    Researchers have the responsibility to communicate their science to a broad audience: scientists, non-scientist, young and old. Effective ways of reaching these groups include using pathways that genuinely spark interest in the target audience. Communication techniques should evolve as the means of communication evolve. Here we talk about our experiences using short films to increase geoscience visibility and appreciation. At a time when brevity and quick engagement are vital to capturing people's attention, creating videos that fit popular formats is an effective way to draw and hold people's interest, and spreading these videos on popular sites is a good way to reach a non-academic audience. Creating videos that are fun, exciting, and catchy in order to initially increase awareness and interest is equally important as the educational content. The visual medium can also be powerful way to make complex scientific concepts seem less intimidating. We have experimented with this medium of geoscience communication by creating a number of short films that target a variety of audiences: short summaries of research topics, mock movie trailers, course advertisements, fieldwork highlight reels and geology lessons for elementary school children. Our two rules of thumb are to put the audience first and use style as a vital element. This allows for the creation of films that are more engaging and often less serious than standard informational (and longer-format) videos. Science does not need to be dry and dull - it can be humorous and entertaining while remaining highly accurate. Doing these short films has changed our own mindset as well - thinking about what to film while doing research helps keep the practical applications of our research in focus. We see a great deal of potential for collaboration between geoscientists and amateur or professional filmmakers creating hip and edgy videos that further raise awareness and interest. People like movies. We like movies. We like

  2. Starting Point: Linking Methods and Materials for Introductory Geoscience Courses

    Science.gov (United States)

    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

  3. Meeting the Challenges for Gender Diversity in the Geosciences

    Science.gov (United States)

    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

  4. Laser Technology in Interplanetary Exploration: The Past and the Future

    Science.gov (United States)

    Smith, David E.

    2000-01-01

    Laser technology has been used in planetary exploration for many years but it has only been in the last decade that laser altimeters and ranging systems have been selected as flight instruments alongside cameras, spectrometers, magnetometers, etc. Today we have an active laser system operating at Mars and another destined for the asteroid Eros. A few years ago a laser ranging system on the Clementine mission changed much of our thinking about the moon and in a few years laser altimeters will be on their way to Mercury, and also to Europa. Along with the increased capabilities and reliability of laser systems has came the realization that precision ranging to the surface of planetary bodies from orbiting spacecraft enables more scientific problems to be addressed, including many associated with planetary rotation, librations, and tides. In addition, new Earth-based laser ranging systems working with similar systems on other planetary bodies in an asynchronous transponder mode will be able to make interplanetary ranging measurements at the few cm level and will advance our understanding of solar system dynamics and relativistic physics.

  5. Geoscience Information for Teachers (GIFT) Workshops of the European Geoscience Union General Assembly

    Science.gov (United States)

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

    2017-04-01

    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 in Vienna, and also elsewhere in the world usually associated with large geoscience conferences. The program of each workshop focuses on a different general theme each year. Past themes have included, for example, "The solar system and beyond", "Mineral Resources", "Our changing Planet", "Natural Hazards", "Water" and "Evolution and Biodiversity". These workshops combine scientific presentations on current research in the Earth and Space Sciences, given by prominent scientists, 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 800 teachers from more than 25 nations. At all

  6. Climate-change-driven accelerated sea-level rise detected in the altimeter era.

    Science.gov (United States)

    Nerem, R S; Beckley, B D; Fasullo, J T; Hamlington, B D; Masters, D; Mitchum, G T

    2018-02-27

    Using a 25-y time series of precision satellite altimeter data from TOPEX/Poseidon, Jason-1, Jason-2, and Jason-3, we estimate the climate-change-driven acceleration of global mean sea level over the last 25 y to be 0.084 ± 0.025 mm/y 2 Coupled with the average climate-change-driven rate of sea level rise over these same 25 y of 2.9 mm/y, simple extrapolation of the quadratic implies global mean sea level could rise 65 ± 12 cm by 2100 compared with 2005, roughly in agreement with the Intergovernmental Panel on Climate Change (IPCC) 5th Assessment Report (AR5) model projections. Copyright © 2018 the Author(s). Published by PNAS.

  7. Measurement of the sea surface wind speed and direction by an airborne microwave radar altimeter

    Energy Technology Data Exchange (ETDEWEB)

    Nekrassov, A. [GKSS-Forschungszentrum Geesthacht GmbH (Germany). Inst. fuer Hydrophysik

    2001-07-01

    A pilot needs operational information about wind over sea as well as wave height to provide safety of a hydroplane landing on water. Near-surface wind speed and direction can be obtained with an airborne microwave scatterometer, radar designed for measuring the scatter characteristics of a surface. Mostly narrow-beam antennas are applied for such wind measurement. Unfortunately, a microwave narrow-beam antenna has considerable size that hampers its placing on flying apparatus. In this connection, a possibility to apply a conventional airborne radar altimeter as a scatterometer with a nadir-looking wide-beam antenna in conjunction with Doppler filtering for recovering the wind vector over sea is discussed, and measuring algorithms of sea surface wind speed and direction are proposed. The obtained results can be used for creation of an airborne radar system for operational measurement of the sea roughness characteristics and for safe landing of a hydroplane on water. (orig.)

  8. Corrections for the effects of significant wave height and attitude on Geosat radar altimeter measurements

    Science.gov (United States)

    Hayne, G. S.; Hancock, D. W., III

    1990-01-01

    Range estimates from a radar altimeter have biases which are a function of the significant wave height (SWH) and the satellite attitude angle (AA). Based on results of prelaunch Geosat modeling and simulation, a correction for SWH and AA was already applied to the sea-surface height estimates from Geosat's production data processing. By fitting a detailed model radar return waveform to Geosat waveform sampler data, it is possible to provide independent estimates of the height bias, the SWH, and the AA. The waveform fitting has been carried out for 10-sec averages of Geosat waveform sampler data over a wide range of SWH and AA values. The results confirm that Geosat sea-surface-height correction is good to well within the original dm-level specification, but that an additional height correction can be made at the level of several cm.

  9. Compact, Passively Q-Switched Nd:YAG Laser for the MESSENGER Mission to the Planet Mercury

    Science.gov (United States)

    Krebs, Danny J.; Novo-Gradac, Anne-Marie; Li, Steven X.; Lindauer, Steven J.; Afzal, Robert S.; Yu, Antony

    2004-01-01

    A compact, passively Q-switched Nd:YAG laser has been developed for the Mercury Laser Altimeter (MLA) instrument which is an instrument on the MESSENGER mission to the planet Mercury. The laser achieves 5.4 percent efficiency with a near diffraction limited beam. It has passed all space flight environmental tests at system, instrument, and satellite integration. The laser design draws on a heritage of previous laser altimetry missions, specifically ISESAT and Mars Global Surveyor; but incorporates thermal management features unique to the requirements of an orbit of the planet Mercury.

  10. Assessment of NASA airborne laser altimetry data using ground-based GPS data near Summit Station, Greenland

    Science.gov (United States)

    Brunt, Kelly M.; Hawley, Robert L.; Lutz, Eric R.; Studinger, Michael; Sonntag, John G.; Hofton, Michelle A.; Andrews, Lauren C.; Neumann, Thomas A.

    2017-03-01

    A series of NASA airborne lidars have been used in support of satellite laser altimetry missions. These airborne laser altimeters have been deployed for satellite instrument development, for spaceborne data validation, and to bridge the data gap between satellite missions. We used data from ground-based Global Positioning System (GPS) surveys of an 11 km long track near Summit Station, Greenland, to assess the surface-elevation bias and measurement precision of three airborne laser altimeters including the Airborne Topographic Mapper (ATM), the Land, Vegetation, and Ice Sensor (LVIS), and the Multiple Altimeter Beam Experimental Lidar (MABEL). Ground-based GPS data from the monthly ground-based traverses, which commenced in 2006, allowed for the assessment of nine airborne lidar surveys associated with ATM and LVIS between 2007 and 2016. Surface-elevation biases for these altimeters - over the flat, ice-sheet interior - are less than 0.12 m, while assessments of measurement precision are 0.09 m or better. Ground-based GPS positions determined both with and without differential post-processing techniques provided internally consistent solutions. Results from the analyses of ground-based and airborne data provide validation strategy guidance for the Ice, Cloud, and land Elevation Satellite 2 (ICESat-2) elevation and elevation-change data products.

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

    Science.gov (United States)

    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

  12. Improving Undergraduate STEM Education: Pathways into Geoscience (IUSE: GEOPATHS) - A National Science Foundation Initiative

    Science.gov (United States)

    Jones, B.; Patino, L. C.

    2016-12-01

    Preparation of the future professional geoscience workforce includes increasing numbers as well as providing adequate education, exposure and training for undergraduates once they enter geoscience pathways. It is important to consider potential career trajectories for geoscience students, as these inform the types of education and skill-learning required. Recent reports have highlighted that critical thinking and problem-solving skills, spatial and temporal abilities, strong quantitative skills, and the ability to work in teams are among the priorities for many geoscience work environments. The increasing focus of geoscience work on societal issues (e.g., climate change impacts) opens the door to engaging a diverse population of students. In light of this, one challenge is to find effective strategies for "opening the world of possibilities" in the geosciences for these students and supporting them at the critical junctures where they might choose an alternative pathway to geosciences or otherwise leave altogether. To address these and related matters, The National Science Foundation's (NSF) Directorate for Geosciences (GEO) has supported two rounds of the IUSE: GEOPATHS Program, to create and support innovative and inclusive projects to build the future geoscience workforce. This program is one component in NSF's Improving Undergraduate STEM Education (IUSE) initiative, which is a comprehensive, Foundation-wide effort to accelerate the quality and effectiveness of the education of undergraduates in all of the STEM fields. The two tracks of IUSE: GEOPATHS (EXTRA and IMPACT) seek to broaden and strengthen connections and activities that will engage and retain undergraduate students in geoscience education and career pathways, and help prepare them for a variety of careers. The long-term goal of this program is to dramatically increase the number and diversity of students earning undergraduate degrees or enrolling in graduate programs in geoscience fields, as well as

  13. Field Studies—Essential Cognitive Foundations for Geoscience Expertise

    Science.gov (United States)

    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

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

    Science.gov (United States)

    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

  15. Integrated Design for Geoscience Education with Upward Bound Students

    Science.gov (United States)

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

    2009-05-01

    Capturing the interest of our students is imperative to expand the conduit of future Earth scientists in the United States. According to the Rising Above the Gathering Storm report (2005), we must increase America's talent pool by improving K-12 mathematics and science education. Geoscience education is uniquely suited to accomplish this goal, as we have become acutely aware of our sensitivity to the destructive forces of nature. The educational community must take advantage of this heightened awareness to educate our students and ensure the next generation rebuilds the scientific and technological base on which our society rests. In response to these concerns, the National Science Foundation advocates initiatives in Geoscience Education such as IDGE (Integrated Design for Geoscience Education), which is an inquiry-based geoscience program for Upward Bound (UB) students at Marshall University in Huntington, West Virginia. The UB program targets low-income under-represented students for a summer academic-enrichment program. IDGE builds on the mission of UB by encouraging underprivileged students to investigate science and scientific careers. During the two year project, high school students participated in an Environmental Inquiry course utilizing GLOBE program materials and on-line learning modules developed by geoscience specialists in land cover, soils, hydrology, phenology, and meteorology. Students continued to an advanced course which required IDGE students to collaborate with GLOBE students from Costa Rica. The culmination of this project was an educational expedition in Costa Rica to complete ecological field studies, providing first-hand knowledge of the international responsibility we have as scientists and citizens of our planet. IDGE was designed to continuously serve educators and students. By coordinating initiatives with GLOBE headquarters and the GLOBE country community, IDGE's efforts have yielded multiple ways in which to optimize positive

  16. Spinning Your Own Story - Marketing the Geosciences to the Public

    Science.gov (United States)

    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

  17. An Integrated Model for Improving Undergraduate Geoscience Workforce Readiness

    Science.gov (United States)

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

    2017-12-01

    Within STEM fields, employers are reporting a widening gap in the workforce readiness of new graduates. As departments continue to be squeezed with new requirements, chasing the latest technologies and scientific developments and constrained budgets, formal undergraduate programs struggle to fully prepare students for the workforce. One major mechanisms to address gaps within formal education is in life-long learning. Most technical and professional fields have life-long learning requirements, but it is not common in the geosciences, as licensing requirements remain limited. By introducing the concept of career self-management and life-long learning into the formal education experience of students, we can build voluntary engagement and shift some of the preparation burden from existing degree programs. The Geoscience Online Learning Initiative (GOLI) seeks to extend professional life-long learning into the formal education realm. By utilizing proven, effective means to capture expert knowledge, the GOLI program constructs courses in the OpenEdX platform, where the content authors and society staff continuously refine the material into effective one- to two-hour long asynchronous modules. The topical focus of these courses are outside of the usual scope of the academic curriculum, but are aligned with applied technical or professional issues. These courses are provided as open education resources, but also qualify for CEUs as the ongoing professional microcredential in the profession. This way, interested faculty can utilize these resources as focused modules in their own course offerings or students can engage in the courses independently and upon passing the assessments and paying of a nominal fee, be awarded CEUs which count towards their professional qualifications. Establishing a continuum of learning over one's career is a critical cultural change needed for students to succeed and be resilient through the duration of a career. We will examine how this

  18. LaURGE: Louisiana Undergraduate Recruitment and Geoscience Education

    Science.gov (United States)

    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

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

    Science.gov (United States)

    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

  20. Building Strong Geoscience Programs: Perspectives From Three New Programs

    Science.gov (United States)

    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

  1. Geosat altimeter derived sea surface wind speeds and significant wave heights for the north Indian Ocean and their comparison with in situ data

    Digital Repository Service at National Institute of Oceanography (India)

    Vethamony, P.; Vaithiyanathan, R.; Almeida, A.M.; Santanam, K.; Rao, L.V.G.; Sarkar, A.; Kumar, R.; Gairola, R.M.; Gohil, B.S.

    Geosat altimeter data for the period November 1986-October 1987 over the north Indian Ocean have been processed to retrieve wind speeds and significant wave heights. Smoothed Brown algorithm is used to retrieve wind speeds from back...

  2. Enhancing Geoscience Education within a Minority-Serving Preservice Teacher Population

    Science.gov (United States)

    Ellins, Katherine K.; Olson, Hilary Clement

    2012-01-01

    The University of Texas Institute for Geophysics and Huston-Tillotson University collaborated on a proof of concept project to offer a geoscience course to undergraduate students and preservice teachers in order to expand the scope of geoscience education within the local minority student and teacher population. Students were exposed to rigorous…

  3. The Oil Game: Generating Enthusiasm for Geosciences in Urban Youth in Newark, NJ

    Science.gov (United States)

    Gates, Alexander E.; Kalczynski, Michael J.

    2016-01-01

    A hands-on game based upon principles of oil accumulation and drilling was highly effective at generating enthusiasm toward the geosciences in urban youth from underrepresented minority groups in Newark, NJ. Participating 9th-grade high school students showed little interest in the geosciences prior to participating in the oil game, even if they…

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

    Science.gov (United States)

    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

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

    Science.gov (United States)

    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

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

    Science.gov (United States)

    Blake, R.; Liou-Mark, J.

    2012-12-01

    An acute STEM crisis exists nationally, and the problem is even more dire among the geosciences. Since about the middle of the last century, fewer undergraduate and graduate degrees have been granted in the geosciences than in any other STEM fields. To help in ameliorating this geoscience plight, particularly from among members of racial and ethnic groups that are underrepresented in STEM fields, the New York City College of Technology (City Tech) launched a vibrant geoscience program and convened a community of STEM students who are interested in learning about the geosciences. This program creates and introduces geoscience knowledge and opportunities to a diverse undergraduate student population that was never before exposed to geoscience courses at City Tech. This geoscience project is funded by the NSF OEDG program, and it brings awareness, knowledge, and geoscience opportunities to City Tech's students in a variety of ways. Firstly, two new geoscience courses have been created and introduced. One course is on Environmental Remote Sensing, and the other course is an Introduction to the Physics of Natural Disasters. The Remote Sensing course highlights the physical and mathematical principles underlying remote sensing techniques. It covers the radiative transfer equation, atmospheric sounding techniques, interferometric and lidar systems, and an introduction to image processing. Guest lecturers are invited to present their expertise on various geoscience topics. These sessions are open to all City Tech students, not just to those students who enroll in the course. The Introduction to the Physics of Natural Disasters course is expected to be offered in Spring 2013. This highly relevant, fundamental course will be open to all students, especially to non-science majors. The course focuses on natural disasters, the processes that control them, and their devastating impacts to human life and structures. Students will be introduced to the nature, causes, risks

  7. Mobile devices, Virtual Reality, Augmented Reality, and Digital Geoscience Education.

    Science.gov (United States)

    Crompton, H.; De Paor, D. G.; Whitmeyer, S. J.; Bentley, C.

    2016-12-01

    Mobile devices are playing an increasing role in geoscience education. Affordances include instructor-student communication and class management in large classrooms, virtual and augmented reality applications, digital mapping, and crowd-sourcing. Mobile technologies have spawned the sub field of mobile learning or m-learning, which is defined as learning across multiple contexts, through social and content interactions. Geoscientists have traditionally engaged in non-digital mobile learning via fieldwork, but digital devices are greatly extending the possibilities, especially for non-traditional students. Smartphones and tablets are the most common devices but smart glasses such as Pivothead enable live streaming of a first-person view (see for example, https://youtu.be/gWrDaYP5w58). Virtual reality headsets such as Google Cardboard create an immersive virtual field experience and digital imagery such as GigaPan and Structure from Motion enables instructors and/or students to create virtual specimens and outcrops that are sharable across the globe. Whereas virtual reality (VR) replaces the real world with a virtual representation, augmented reality (AR) overlays digital data on the live scene visible to the user in real time. We have previously reported on our use of the AR application called FreshAiR for geoscientific "egg hunts." The popularity of Pokémon Go demonstrates the potential of AR for mobile learning in the geosciences.

  8. XML — an opportunity for data standards in the geosciences

    Science.gov (United States)

    Houlding, Simon W.

    2001-08-01

    Extensible markup language (XML) is a recently introduced meta-language standard on the Web. It provides the rules for development of metadata (markup) standards for information transfer in specific fields. XML allows development of markup languages that describe what information is rather than how it should be presented. This allows computer applications to process the information in intelligent ways. In contrast hypertext markup language (HTML), which fuelled the initial growth of the Web, is a metadata standard concerned exclusively with presentation of information. Besides its potential for revolutionizing Web activities, XML provides an opportunity for development of meaningful data standards in specific application fields. The rapid endorsement of XML by science, industry and e-commerce has already spawned new metadata standards in such fields as mathematics, chemistry, astronomy, multi-media and Web micro-payments. Development of XML-based data standards in the geosciences would significantly reduce the effort currently wasted on manipulating and reformatting data between different computer platforms and applications and would ensure compatibility with the new generation of Web browsers. This paper explores the evolution, benefits and status of XML and related standards in the more general context of Web activities and uses this as a platform for discussion of its potential for development of data standards in the geosciences. Some of the advantages of XML are illustrated by a simple, browser-compatible demonstration of XML functionality applied to a borehole log dataset. The XML dataset and the associated stylesheet and schema declarations are available for FTP download.

  9. OntoSoft: A Software Commons for Geosciences

    Science.gov (United States)

    Gil, Y.

    2015-12-01

    The goal of the EarthCube OntoSoft project is to enable the creation of a germinal ecosystem for software stewardship in geosciences that will empower scientists to manage their software as valuable scientific assets in an open transparent mode that enables broader access to that software by other scientists, software professionals, students, and decision makers. Our work to date includes: 1) an ontology for describing scientific software metadata, 2) a scientific software repository that contains more than 600 entries that can be searched and compared across metadata fields, 3) an intelligent user interface that guides scientists to publish software. We have also developed a training program where scientists learn to describe and cite software in their papers in addition to data and provenance. This training program is part of a Geoscience Papers of the Future Initiative, where scientists learn as they are writing a journal paper that can be submitted to a Special Section of the AGU Earth and Space Science Journal.

  10. OntoSoft: A Software Registry for Geosciences

    Science.gov (United States)

    Garijo, D.; Gil, Y.

    2017-12-01

    The goal of the EarthCube OntoSoft project is to enable the creation of an ecosystem for software stewardship in geosciences that will empower scientists to manage their software as valuable scientific assets. By sharing software metadata in OntoSoft, scientists enable broader access to that software by other scientists, software professionals, students, and decision makers. Our work to date includes: 1) an ontology for describing scientific software metadata, 2) a distributed scientific software repository that contains more than 750 entries that can be searched and compared across metadata fields, 3) an intelligent user interface that guides scientists to publish software and allows them to crowdsource its corresponding metadata. We have also developed a training program where scientists learn to describe and cite software in their papers in addition to data and provenance, and we are using OntoSoft to show them the benefits of publishing their software metadata. This training program is part of a Geoscience Papers of the Future Initiative, where scientists are reflecting on their current practices, benefits and effort for sharing software and data. This journal paper can be submitted to a Special Section of the AGU Earth and Space Science Journal.

  11. Ensemble Kalman filter assimilation of temperature and altimeter data with bias correction and application to seasonal prediction

    Directory of Open Access Journals (Sweden)

    C. L. Keppenne

    2005-01-01

    Full Text Available To compensate for a poorly known geoid, satellite altimeter data is usually analyzed in terms of anomalies from the time mean record. When such anomalies are assimilated into an ocean model, the bias between the climatologies of the model and data is problematic. An ensemble Kalman filter (EnKF is modified to account for the presence of a forecast-model bias and applied to the assimilation of TOPEX/Poseidon (T/P altimeter data. The online bias correction (OBC algorithm uses the same ensemble of model state vectors to estimate biased-error and unbiased-error covariance matrices. Covariance localization is used but the bias covariances have different localization scales from the unbiased-error covariances, thereby accounting for the fact that the bias in a global ocean model could have much larger spatial scales than the random error.The method is applied to a 27-layer version of the Poseidon global ocean general circulation model with about 30-million state variables. Experiments in which T/P altimeter anomalies are assimilated show that the OBC reduces the RMS observation minus forecast difference for sea-surface height (SSH over a similar EnKF run in which OBC is not used. Independent in situ temperature observations show that the temperature field is also improved. When the T/P data and in situ temperature data are assimilated in the same run and the configuration of the ensemble at the end of the run is used to initialize the ocean component of the GMAO coupled forecast model, seasonal SSH hindcasts made with the coupled model are generally better than those initialized with optimal interpolation of temperature observations without altimeter data. The analysis of the corresponding sea-surface temperature hindcasts is not as conclusive.

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

    Science.gov (United States)

    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

  13. Academic provenance: Investigation of pathways that lead students into the geosciences

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    Houlton, Heather R.

    Pathways that lead students into the geosciences as a college major have not been fully explored in the current literature, despite the recent studies on the "geoscience pipeline model." Anecdotal evidence suggests low quality geoscience curriculum in K-12 education, lack of visibility of the discipline and lack of knowledge about geoscience careers contribute to low geoscience enrollments at universities. This study investigated the reasons why college students decided to major in the geosciences. Students' interests, experiences, motivations and desired future careers were examined to develop a pathway model. In addition, self-efficacy was used to inform pathway analyses, as it is an influential factor in academic major and career choice. These results and interpretations have strong implications for recruitment and retention in academia and industry. A semi-structured interview protocol was developed, which was informed by John Flanagan's critical incident theory. The responses to this interview were used to identify common experiences that diverse students shared for reasons they became geoscience majors. Researchers used self-efficacy theory by Alfred Bandura to assess students' pathways. Seventeen undergraduate geoscience majors from two U.S. Midwest research universities were sampled for cross-comparison and analysis. Qualitative analyses led to the development of six categorical steps for the geoscience pathway. The six pathway steps are: innate attributes/interest sources, pre-college critical incidents, college critical incidents, current/near future goals, expected career attributes and desired future careers. Although, how students traversed through each step was unique for individuals, similar patterns were identified between different populations in our participants: Natives, Immigrants and Refugees. In addition, critical incidents were found to act on behavior in two different ways: to support and confirm decision-making behavior (supportive critical

  14. High Demand, Core Geosciences, and Meeting the Challenges through Online Approaches

    Science.gov (United States)

    Keane, Christopher; Leahy, P. Patrick; Houlton, Heather; Wilson, Carolyn

    2014-05-01

    As the geosciences has evolved over the last several decades, so too has undergraduate geoscience education, both from a standpoint of curriculum and educational experience. In the United States, we have been experiencing very strong growth in enrollments in geoscience, as well as employment demand for the last 7 years. That growth has been largely fueled by all aspects of the energy boom in the US, both from the energy production side and the environmental management side. Interestingly the portfolio of experiences and knowledge required are strongly congruent as evidenced from results of the American Geosciences Institute's National Geoscience Exit Survey. Likewise, the demand for new geoscientists in the US is outstripping even the nearly unprecedented growth in enrollments and degrees, which is calling into question the geosciences' inability to effectively reach into the largest growing segments of the U.S. College population - underrepresented minorities. We will also examine the results of the AGI Survey on Geoscience Online Learning and examine how the results of that survey are rectified with Peter Smith's "Middle Third" theory on "wasted talent" because of spatial, economic, and social dislocation. In particular, the geosciences are late to the online learning game in the United States and most faculty engaged in such activities are "lone wolves" in their department operating with little knowledge of the support structures that exist in such development. Yet the most cited barriers for faculty not engaging actively in online learning is the assertion that laboratory and field experiences will be lost and thus fight engaging in this medium. However, the survey shows that faculty are discovering novel approaches to address these issues, many of which have great application to enabling geoscience programs in the United States to meet the expanding demand for geoscience degrees.

  15. Model-Aided Altimeter-Based Water Level Forecasting System in Mekong River

    Science.gov (United States)

    Chang, C. H.; Lee, H.; Hossain, F.; Okeowo, M. A.; Basnayake, S. B.; Jayasinghe, S.; Saah, D. S.; Anderson, E.; Hwang, E.

    2017-12-01

    Mekong River, one of the massive river systems in the world, has drainage area of about 795,000 km2 covering six countries. People living in its drainage area highly rely on resources given by the river in terms of agriculture, fishery, and hydropower. Monitoring and forecasting the water level in a timely manner, is urgently needed over the Mekong River. Recently, using TOPEX/Poseidon (T/P) altimetry water level measurements in India, Biancamaria et al. [2011] has demonstrated the capability of an altimeter-based flood forecasting system in Bangladesh, with RMSE from 0.6 - 0.8 m for lead times up to 5 days on 10-day basis due to T/P's repeat period. Hossain et al. [2013] further established a daily water level forecasting system in Bangladesh using observations from Jason-2 in India and HEC-RAS hydraulic model, with RMSE from 0.5 - 1.5 m and an underestimating mean bias of 0.25 - 1.25 m. However, such daily forecasting system relies on a collection of Jason-2 virtual stations (VSs) to ensure frequent sampling and data availability. Since the Mekong River is a meridional river with few number of VSs, the direct application of this system to the Mekong River becomes challenging. To address this problem, we propose a model-aided altimeter-based forecasting system. The discharge output by Variable Infiltration Capacity hydrologic model is used to reconstruct a daily water level product at upstream Jason-2 VSs based on the discharge-to-level rating curve. The reconstructed daily water level is then used to perform regression analysis with downstream in-situ water level to build regression models, which are used to forecast a daily water level. In the middle reach of the Mekong River from Nakhon Phanom to Kratie, a 3-day lead time forecasting can reach RMSE about 0.7 - 1.3 m with correlation coefficient around 0.95. For the lower reach of the Mekong River, the water flow becomes more complicated due to the reversal flow between the Tonle Sap Lake and the Mekong River

  16. Developing Curriculum to Help Students Explore the Geosciences' Cultural Relevance

    Science.gov (United States)

    Miller, G.; Schoof, J. T.; Therrell, M. D.

    2011-12-01

    Even though climate change and an unhealthy environment have a disproportionate affect on persons of color, there is a poor record of diversity in geoscience-related fields where researchers are investigating ways to improve the quality of the environment and human health. This low percentage of representation in the geosciences is equally troubling at the university where we are beginning the third and final year of a project funded through the National Science Foundation's (NSF) Opportunities to Enhance Diversity in the Geosciences (OEDG). The purpose of this project is to explore a novel approach to using the social sciences to help students, specifically underrepresented minorities, discover the geosciences' cultural relevance and consider a career in the earth, atmospheric, and ocean sciences. To date, over 800 college freshmen have participated in a design study to evaluate the curriculum efficacy of a geoscience reader. Over half of these participants are students of color. The reader we designed allows students to analyze multiple, and sometimes conflicting, sources such as peer-reviewed journal articles, political cartoons, and newspaper articles. The topic for investigation in the reader is the 1995 Chicago Heat Wave, a tragic event that killed over 700 residents. Students use this reader in a core university course required for entering freshmen with low reading comprehension scores on standardized tests. To support students' comprehension, evaluation, and corroboration of these sources, we incorporated instructional supports aligned with the principles of Universal Design for Learning (UDL), reciprocal teaching, historical reasoning, media literacy, and quantitative reasoning. Using a digital format allows students to access multiple versions of the sources they are analyzing and definitions of challenging vocabulary and scientific concepts. Qualitative and quantitative data collected from participating students and their instructors included focus

  17. Evaluation and adjustment of altimeter measurement and numerical hindcast in wave height trend estimation in China's coastal seas

    Science.gov (United States)

    Li, Shuiqing; Guan, Shoude; Hou, Yijun; Liu, Yahao; Bi, Fan

    2018-05-01

    A long-term trend of significant wave height (SWH) in China's coastal seas was examined based on three datasets derived from satellite measurements and numerical hindcasts. One set of altimeter data were obtained from the GlobWave, while the other two datasets of numerical hindcasts were obtained from the third-generation wind wave model, WAVEWATCH III, forced by wind fields from the Cross-Calibrated Multi-Platform (CCMP) and NCEP's Climate Forecast System Reanalysis (CFSR). The mean and extreme wave trends were estimated for the period 1992-2010 with respect to the annual mean and the 99th-percentile values of SWH, respectively. The altimeter wave trend estimates feature considerable uncertainties owing to the sparse sampling rate. Furthermore, the extreme wave trend tends to be overestimated because of the increasing sampling rate over time. Numerical wave trends strongly depend on the quality of the wind fields, as the CCMP waves significantly overestimate the wave trend, whereas the CFSR waves tend to underestimate the trend. Corresponding adjustments were applied which effectively improved the trend estimates from the altimeter and numerical data. The adjusted results show generally increasing mean wave trends, while the extreme wave trends are more spatially-varied, from decreasing trends prevailing in the South China Sea to significant increasing trends mainly in the East China Sea.

  18. Study of the Penetration Bias of ENVISAT Altimeter Observations over Antarctica in Comparison to ICESat Observations

    Directory of Open Access Journals (Sweden)

    Aurélie Michel

    2014-09-01

    Full Text Available The aim of this article is to characterize the penetration bias of the ENVIronmental SATellite (ENVISAT radar altimeter over the Antarctic ice sheet through comparison with the more accurate measurements of the Ice, Cloud and land Elevation Satellite (ICESat altimeter at crossover points. We studied the difference between ENVISAT and ICESat fluctuations over six years. We observed the same patterns between the leading edge width and the elevation difference. Both parameters are linked, and the major bias is due to the lengthening of the leading edge width due to the radar penetration. We show that the elevation difference between both altimeters and the leading edge width are linearly well-linked with a 0.8 Pearson correlation coefficient, whereas the slope effect over the coasts is difficult to analyze. When we analyze each crossover point temporal evolution locally, the linear correlation between the leading edge width and the elevation difference is between −0.6 and −1. Fitting a linear model between them, we find a reliability index greater than 0.7 for the Antarctic Plateau and Dronning Maud Land, which confirms that the penetration effect has a linear influence on the retrieved height. Moreover, we present results from SARAL/AltiKa (launched in February 2013 that confirm SARAL/AltiKa accuracy and the promising information it will provide.

  19. Mapping the Topography of Mercury with MESSENGER Laser Altimetry

    Science.gov (United States)

    Sun, Xiaoli; Cavanaugh, John F.; Neumann, Gregory A.; Smith, David E..; Zubor, Maria T.

    2012-01-01

    The Mercury Laser Altimeter onboard MESSENGER involves unique design elements that deal with the challenges of being in orbit around Mercury. The Mercury Laser Altimeter (MLA) is one of seven instruments on NASA's MErcury Surface, Space ENvironment, GEochemistry, and Ranging (MESSENGER) spacecraft. MESSENGER was launched on 3 August 2004, and entered into orbit about Mercury on 18 March 2011 after a journey through the inner solar system. This involved six planetary flybys, including three of Mercury. MLA is designed to map the topography and landforms of Mercury's surface. It also measures the planet's forced libration (motion about the spin axis), which helps constrain the state of the core. The first science measurements from orbit taken with MLA were made on 29 March 2011 and continue to date. MLA had accumulated about 8.3 million laser ranging measurements to Mercury's surface, as of 31 July 2012, i.e., over six Mercury years (528 Earth days). Although MLA is the third planetary lidar built at the NASA Goddard Space Flight Center (GSFC), MLA must endure a much harsher thermal environment near Mercury than the previous instruments on Mars and Earth satellites. The design of MLA was derived in part from that of the Mars Orbiter Laser Altimeter on Mars Global Surveyor. However, MLA must range over greater distances and often in off-nadir directions from a highly eccentric orbit. In MLA we use a single-mode diode-pumped Nd:YAG (neodymium-doped yttrium aluminum garnet) laser that is highly collimated to maintain a small footprint on the planet. The receiver has both a narrow field of view and a narrow spectral bandwidth to minimize the amount of background light detected from the sunlit hemisphere of Mercury. We achieve the highest possible receiver sensitivity by employing the minimum receiver detection threshold.

  20. Global ocean tides through assimilation of oceanographic and altimeter satellite data in a hydrodynamic model

    Science.gov (United States)

    Leprovost, Christian; Mazzega, P.; Vincent, P.

    1991-01-01

    Ocean tides must be considered in many scientific disciplines: astronomy, oceanography, geodesy, geophysics, meteorology, and space technologies. Progress in each of these disciplines leads to the need for greater knowledge and more precise predictions of the ocean tide contribution. This is particularly true of satellite altimetry. On one side, the present and future satellite altimetry missions provide and will supply new data that will contribute to the improvement of the present ocean tide solutions. On the other side, tidal corrections included in the Geophysical Data Records must be determined with the maximum possible accuracy. The valuable results obtained with satellite altimeter data thus far have not been penalized by the insufficiencies of the present ocean tide predictions included in the geophysical data records (GDR's) because the oceanic processes investigated have shorter wavelengths than the error field of the tidal predictions, so that the residual errors of the tidal corrections are absorbed in the empirical tilt and bias corrections of the satellite orbit. For future applications to large-scale oceanic phenomena, however, it will no longer be possible to ignore these insufficiencies.

  1. Modal recovery of sea-level variability in the South China Sea using merged altimeter data

    Science.gov (United States)

    Jiang, Haoyu; Chen, Ge

    2015-09-01

    Using 20 years (1993-2012) of merged data recorded by contemporary multi-altimeter missions, a variety of sea-level variability modes are recovered in the South China Sea employing three-dimensional harmonic extraction. In terms of the long-term variation, the South China Sea is estimated to have a rising sea-level linear trend of 5.39 mm/a over these 20 years. Among the modes extracted, the seven most statistically significant periodic or quasi-periodic modes are identified as principal modes. The geographical distributions of the magnitudes and phases of the modes are displayed. In terms of intraannual and annual regimes, two principal modes with strict semiannual and annual periods are found, with the annual variability having the largest amplitudes among the seven modes. For interannual and decadal regimes, five principal modes at approximately 18, 21, 23, 28, and 112 months are found with the most mode-active region being to the east of Vietnam. For the phase distributions, a series of amphidromes are observed as twins, termed "amphidrome twins", comprising rotating dipole systems. The stability of periodic modes is investigated employing joint spatiotemporal analysis of latitude/longitude sections. Results show that all periodic modes are robust, revealing the richness and complexity of sea-level modes in the South China Sea.

  2. Circular Microstrip Patch Array Antenna for C-Band Altimeter System

    Directory of Open Access Journals (Sweden)

    Asghar Keshtkar

    2008-01-01

    Full Text Available The purpose of this paper is to discuss the practical and experimental results obtained from the design, construction, and test of an array of circular microstrip elements. The aim of this antenna construction was to obtain a gain of 12 dB, an acceptable pattern, and a reasonable value of SWR for altimeter system application. In this paper, the cavity model was applied to analyze the patch and a proper combination of ordinary formulas; HPHFSS software and Microwave Office software were used. The array includes four circular elements with equal sizes and equal spacing and was planed on a substrate. The method of analysis, design, and development of this antenna array is explained completely here. The antenna is simulated and is completely analyzed by commercial HPHFSS software. Microwave Office 2006 software has been used to initially simulate and find the optimum design and results. Comparison between practical results and the results obtained from the simulation shows that we reached our goals by a great degree of validity.

  3. Numbers of women faculty in the geosciences increasing, but slowly

    Science.gov (United States)

    Wolfe, C. J.

    2001-12-01

    Why are there so few women faculty in the geosciences, while there are large numbers of women undergraduate and graduate students? According to National Science Foundation (NSF) estimates for 1995 in the Earth, atmospheric, and oceanic sciences, women made up 34% of the bachelor's degrees awarded, 35% of the graduate students enrolled, and 22% of the doctorates granted. Yet progress has been slower in achieving adequate representation of women geoscientists in academia, where women represent only 12% of the overall faculty. This talk will present the results of a survey I conducted on the status of women faculty at the 20 top-ranked geology programs, which was originally published as a feature article in Eos [Wolfe, 1999]. Data from the 1997 AGI Directory of Geoscience Departments were used to compare the numbers of women faculty at different departments, as well as to consider the distribution of men and women faculty by year of Ph.D. Strong inequities were found to exist between the individual departments. The percentages of women in the departments ranged from 0% to as high as 23%, and 37% of the departments had either one woman faculty member or none. Histograms of the faculty sorted by year of Ph.D. showed that clear generational differences existed between the sets of men and women faculty. Thirty-nine percent of the men obtained their Ph.D. prior to 1970, whereas only 3% of the women obtained their Ph.D. before this date. The majority of women faculty members (64%) received their Ph.D. after 1980, but a minority of men (31%) received their degrees after 1980. In the 1960s and 1970s, the geosciences expanded and departments employed a high percentage of recent Ph.D.s, but hiring of young faculty decreased in the 1980s and 1990s. In contrast, the numbers of women graduate students only began to rise after 1970, and thus the quantity of women Ph.D.s increased as the number of young hires decreased. Two problems appeared evident from this study using 1997 data

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

    Science.gov (United States)

    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

  5. Alliances With the Potential to Transform Geoscience Education

    Science.gov (United States)

    Barron, E. J.

    2005-12-01

    Geoscience problems and disciplines are inherently global, and today's opportunities for students to join the workforce also increasingly involve every country and every place on the planet. We have reached the point where the need to create global educational experiences and to make global connections are more important than ever. First, there is enormous benefit to all students if they can contribute within the context of an increasingly globalized world. Second, our primary objective as educators is to build human capacity. The reach and impact of any university is severely limited if our efforts to build this capacity is limited to students within our own classroom. The Alliances that have the potential to transform Geoscience education then have two pathways. The first is to internationalize the curriculum and to provide international educational and research opportunities. This includes: (1) establishing formal undergraduate exchange opportunities specially for the Geosciences, (2) providing opportunities within our course frameworks to enable students to gain international competences, (3) promoting international field experiences and research projects, (4) developing collaborative educational projects with international partners, and (5) creating institutional structures that are charged with promoting, proposing, reviewing, monitoring and assessing international opportunities. The second is to recognize that developing strong educational programs across the world will have a greater impact on education and research, and hence the global workforce, then for select countries to educate small populations of international students. The Alliance for Earth Science, Engineering and Development in Africa (AESEDA), created at Penn State in 2003, is establishing the partnerships with universities in Africa and with HCBUs within the U.S. that both internationalize the education of Penn State students and enable capacity building within the participating universities

  6. EarthCube: A Community Organization for Geoscience Cyberinfrastructure

    Science.gov (United States)

    Patten, K.; Allison, M. L.

    2014-12-01

    The National Science Foundation's (NSF) EarthCube initiative is a community-driven approach to building cyberinfrastructure for managing, sharing, and exploring geoscience data and information to better address today's grand-challenge science questions. The EarthCube Test Enterprise Governance project is a two-year effort seeking to engage diverse geo- and cyber-science communities in applying a responsive approach to the development of a governing system for EarthCube. During Year 1, an Assembly of seven stakeholder groups representing the broad EarthCube community developed a draft Governance Framework. Finalized at the June 2014 EarthCube All Hands Meeting, this framework will be tested during the demonstration phase in Year 2, beginning October 2014. A brief overview of the framework: Community-elected members of the EarthCube Leadership Council will be responsible for managing strategic direction and identifying the scope of EarthCube. Three Standing Committees will also be established to oversee the development of technology and architecture, to coordinate among new and existing data facilities, and to represent the academic geosciences community in driving development of EarthCube cyberinfrastructure. An Engagement Team and a Liaison Team will support communication and partnerships with internal and external stakeholders, and a central Office will serve a logistical support function to the governance as a whole. Finally, ad hoc Working Groups and Special Interest Groups will take on other issues related to EarthCube's goals. The Year 2 demonstration phase will test the effectiveness of the proposed framework and allow for elements to be changed to better meet community needs. It will begin by populating committees and teams, and finalizing leadership and decision-making processes to move forward on community-selected priorities including identifying science drivers, coordinating emerging technical elements, and coming to convergence on system architecture. A

  7. Infusing Geoethics One Geoscience Course at a Time

    Science.gov (United States)

    Cronin, V. S.

    2016-12-01

    Positive change is sometimes difficult to accomplish within a university. While it might be easy to get faculty members and administrators to agree that facilitating the development of students as ethical geoscientists is a desirable goal in the abstract, formally proposing concrete plans to achieve that goal might generate negative responses and even roadblocks. For example, it might be a challenge to pass a course in geoethics through a college curriculum committee, because ethics is a topic usually taught by the philosophy faculty. Although there are recognized subfields in engineering, medical, business, and legal ethics that are commonly taught by faculty members in those respective departments, geoethics is not yet recognized in this way. A more productive approach might be to begin with change that can be accomplished simply, within existing courses. Faculty members are usually granted broad discretionary authority to decide how material is to be presented in geoscience courses, including required core courses. My suggestion is to structure a course that presents all of the material normally expected under that course title, but in such a way that the ethical dimensions are intentionally and consistently highlighted. As with any change in the way we present course material, there is a startup cost to be borne by the teacher. One cost is the time needed to deepen our understanding of applied professional and scientific ethics; however, this is more of a personal and professional benefit than a cost in the long run. Infusing a course with an awareness of ethical issues also takes prior thought and planning to be successful. But, of course, that is no different from any other improvement in science education. Impressions from a semester's effort to include geoethics in a required core course in structural geology to about 25 students will be shared. The main course topic is not particularly relevant, because there are a number of ethical questions that students

  8. A Categorical Framework for Model Classification in the Geosciences

    Science.gov (United States)

    Hauhs, Michael; Trancón y Widemann, Baltasar; Lange, Holger

    2016-04-01

    Models have a mixed record of success in the geosciences. In meteorology, model development and implementation has been among the first and most successful examples of triggering computer technology in science. On the other hand, notorious problems such as the 'equifinality issue' in hydrology lead to a rather mixed reputation of models in other areas. The most successful models in geosciences are applications of dynamic systems theory to non-living systems or phenomena. Thus, we start from the hypothesis that the success of model applications relates to the influence of life on the phenomenon under study. We thus focus on the (formal) representation of life in models. The aim is to investigate whether disappointment in model performance is due to system properties such as heterogeneity and historicity of ecosystems, or rather reflects an abstraction and formalisation problem at a fundamental level. As a formal framework for this investigation, we use category theory as applied in computer science to specify behaviour at an interface. Its methods have been developed for translating and comparing formal structures among different application areas and seems highly suited for a classification of the current "model zoo" in the geosciences. The approach is rather abstract, with a high degree of generality but a low level of expressibility. Here, category theory will be employed to check the consistency of assumptions about life in different models. It will be shown that it is sufficient to distinguish just four logical cases to check for consistency of model content. All four cases can be formalised as variants of coalgebra-algebra homomorphisms. It can be demonstrated that transitions between the four variants affect the relevant observations (time series or spatial maps), the formalisms used (equations, decision trees) and the test criteria of success (prediction, classification) of the resulting model types. We will present examples from hydrology and ecology in

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

    Science.gov (United States)

    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

  10. Be Explicit: Geoscience Program Design to Prepare the Next Generation of Geoscientists

    Science.gov (United States)

    Mogk, D. W.

    2015-12-01

    The work of geoscientists is to engage inquiry, discovery and exploration of Earth history and processes, and increasingly, to apply this knowledge to the "grand challenges" that face humanity. Geoscience as a discipline is confronted with an incomplete geologic record, observations or data that are often ambiguous or uncertain, and a need to grasp abstract concepts such as temporal reasoning ('deep time'), spatial reasoning over many orders of magnitude, and complex system behavior. These factors provide challenges, and also opportunities, for training future geoscientists. Beyond disciplinary knowledge, it is also important to provide opportunities for students to engage the community of practice and demonstrate how to "be" a geoscientist. Inculcation of geoscience "ways of knowing" is a collective responsibility for geoscientists (teaching faculty and other professionals), at all instructional levels, in all geoscience disciplines, and for all students. A whole-student approach is recommended. Geoscience programs can be designed to focus on student success by explictly: 1) defining programmatic student learning outcomes , 2) embedding assessments throughout the program to demonstrate mastery, 3) aligning course sequences to reinforce and anticipate essential concepts/skills, 4) preparing students to be life-long learners; 5) assigning responsibilities to courses/faculty to ensure these goals have been met; 6) providing opportunities for students to "do" geoscience (research experiences), and 7) modeling professional behaviors in class, field, labs, and informal settings. Extracurricular departmental activities also contribute to student development such as journal clubs, colloquia, field trips, and internships. Successful design of geoscience department programs is informed by: the AGI Workforce program and Summit on the Future of Geoscience Education that define pathways for becoming a successful geoscientist; training in Geoethics; Geoscience Education

  11. Strategic Roadmap for the U.S. Geoscience Information Network

    Science.gov (United States)

    Allison, M. L.; Gallagher, K. T.; Richard, S. M.; Hutchison, V. B.

    2012-04-01

    An external advisory working group has prepared a 5-year strategic roadmap for the U.S. Geoscience Information Network (USGIN). USGIN is a partnership of the Association of American State Geologists (AASG) and the U.S. Geological Survey (USGS), who formally agreed in 2007 to 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 intention of the USGIN is to benefit the geological surveys by reducing the cost of online data publication and access provision, and to benefit society through easier (lower cost) access to public domain geoscience data. This information supports environmental planning, resource-development, hazard mitigation design, and decision-making. USGIN supposes that sharing resources for system development and maintenance, standardizing data discovery and creating better access mechanisms, causes cost of data access and maintenance to be reduced. Standardization in a wide variety of business domains provides economic benefits that range between 0.2 and 0.9% of the gross national product. We suggest that the economic benefits of standardization also apply in the informatics domain. Standardized access to rich data resources will create collaborative opportunities in science and business. Development and use of shared protocols and interchange formats for data publication will create a market for user applications, facilitating geoscience data discovery and utility for the benefit of society. The USGIN Working Group envisions further development of tools and capabilities, in addition to extending the community of practice that currently involves geoinformatics practitioners from the USGS and AASG. Promoting engagement and participation of the state geological surveys, and increasing communication between the states, USGS, and other

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

    Science.gov (United States)

    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.

  13. Exploring Various Monte Carlo Simulations for Geoscience Applications

    Science.gov (United States)

    Blais, R.

    2010-12-01

    Computer simulations are increasingly important in geoscience research and development. At the core of stochastic or Monte Carlo simulations are the random number sequences that are assumed to be distributed with specific characteristics. Computer generated random numbers, uniformly distributed on (0, 1), can be very different depending on the selection of pseudo-random number (PRN), or chaotic random number (CRN) generators. Equidistributed quasi-random numbers (QRNs) can also be used in Monte Carlo simulations. In the evaluation of some definite integrals, the resulting error variances can even be of different orders of magnitude. Furthermore, practical techniques for variance reduction such as Importance Sampling and Stratified Sampling can be implemented to significantly improve the results. A comparative analysis of these strategies has been carried out for computational applications in planar and spatial contexts. Based on these experiments, and on examples of geodetic applications of gravimetric terrain corrections and gravity inversion, conclusions and recommendations concerning their performance and general applicability are included.

  14. Exploring Monte Carlo Simulation Strategies for Geoscience Applications

    Science.gov (United States)

    Blais, J.; Grebenitcharsky, R.; Zhang, Z.

    2008-12-01

    Computer simulations are an increasingly important area of geoscience research and development. At the core of stochastic or Monte Carlo simulations are the random number sequences that are assumed to be distributed with specific characteristics. Computer generated random numbers, uniformly distributed on [0, 1], can be very different depending on the selection of pseudo-random number (PRN), quasi-random number (QRN) or chaotic random number (CRN) generators. In the evaluation of some definite integrals, the expected error variances are generally of different orders for the same number of random numbers. A comparative analysis of these three strategies has been carried out for geodetic and related applications in planar and spherical contexts. Based on these computational experiments, conclusions and recommendations concerning their performance and error variances are included.

  15. Righting the balance: Gender diversity in the geosciences

    Science.gov (United States)

    Bell, Robin E.; Kastens, Kim A.; Cane, Mark; Muller, Roberta B.; Mutter, John C.; Pfirman, Stephanie

    The blatant barriers are down. 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 funding agencies. Nonetheless, barriers remain. Women continue to be under-represented in the Earth, ocean, and atmospheric sciences. Let's do the numbers: As of 1997, women received 41% of all Ph.D.s in science and engineering, but only 29% of the doctorates in the Earth, atmospheric, and oceanographic sciences [NSF, 1999a]. Women were 23% of employed Ph.D.s across all fields of science, but only accounted for 13% in the geosciences. Women's salaries also lag: the median salary for all Ph.D. geoscientists was $60,000; for women, the figure is $47,000 [NSF, 1999b]. The growing number of women students is a step in the right direction, but only a step.

  16. Geoscience in Developing Countries of South Asia and International Cooperation

    Science.gov (United States)

    Gupta, K.

    2007-12-01

    Earth Science community in developing countries of South Asia is actively engaged in interdisciplinary investigations of the Earth and its envelopes through geological, geophysical and geochemical processes, for these processes are interconnected. Interdisciplinary interaction will continue to grow since problems pertaining to the solid earth, with its core-mantle-crust, and fluid envelops can be solved only with contributions from different Science disciplines. The expanding population and revolution in data handling-and-computing have now become a necessity to tackle the geoscientific problems with modern techniques and methodologies to meet these new challenges. As a future strategy, geo-data generation and handling need to be speedier and easier and hence demands a well- knit coordiantion and understanding amongst Governments, Industries and Academic organizations. Such coordination will prove valuable for better understanding of the Earth's processes, especially mitigating natural hazards with more accurate and speedy prdictions, besides sustaining Earth's resources. South Asian geoscience must, therefore, seek new directions by way of strategies, policies, and actions to move forward in this century. Environmental and resource problems affecting the world population have become international issues, since global environmental changes demand international cooperation and planning. The Earth is continually modified by the interplay of internal and external processes. Hence we need to apply modern geophysical techniques and interpret the results with the help of available geological, geochronological and gechemical informations It is through such integrated approach that we could greatly refine our understanding of the deep structure and evolution of the Indian shield. However, the inputs into multi-disciplinary studies necessary to know the crustal structure and tectonics in the adjoining regions (Nepal, Bangladesh, Myanmar, Sri Lanka etc.) still remain

  17. History and development of ABCDEFG: a data standard for geosciences

    Directory of Open Access Journals (Sweden)

    M. Petersen

    2018-01-01

    Full Text Available Museums and their collections have specially customized databases in order to optimally gather and record their contents and associated metadata associated with their specimens. To share, exchange, and publish data, an appropriate data standard is essential. ABCD (Access to Biological Collection Data is a standard for biological collection units, including living and preserved specimen, together with field observation data. Its extension, EFG (Extension for Geoscience, enables sharing and publishing data related to paleontological, mineralogical, and petrological objects. The standard is very granular and allows detailed descriptions, including information about the collection event itself, the holding institution, stratigraphy, chemical analysis, and host rock. The standard extension was developed in 2006 and has been used since then by different initiatives and applied for the publication of collection-related data in domain-specific and interdisciplinary portals.

  18. Number of women faculty in the geosciences increasing, but slowly

    Science.gov (United States)

    Wolfe, Cecily J.

    Why are there so few women faculty in the geosciences, while there are large numbers of women undergraduate and graduate students? According to National Science Foundation (NSF) estimates [e.g.,NSF, 1996] for 1995 in the Earth, atmospheric, and oceanic sciences, women made up 34% of the bachelor's degrees awarded, 35% of the graduate students enrolled, and 22% of the doctorates granted. Yet progress has been slower in achieving adequate representation of women geoscientists in academia, where women represent only 12% of the faculty. The barriers confronting the advancement of women scientists are complex and difficult to unravel. Proposed factors include cultural stereotypes, childhood socialization, lack of women mentors and role models, lack of critical mass, family responsibilities, dual-career-couple status, isolation from collegial networks, different research and publishing strategy, and less adequate access to institutional resources [c.f., Widnall, 1988; Zuckerman et al., 1991].

  19. Geoscience research for the Canadian nuclear fuel waste management program

    International Nuclear Information System (INIS)

    Whitaker, S.H.

    1987-01-01

    The Canadian Nuclear Fuel Waste Management Program is assessing the concept of deep disposal of nuclear fuel waste in plutonic rock. As part of that assessment, a broad program of geoscience and geotechnical work has been undertaken to develop methods for characterizing sites, incorporating geotechnical data into disposal facility design, and incorporating geotechnical data into environmental and safety assessment of the disposal system. General field investigations are conducted throughout the Precambrian Shield, subsurface investigations are conducted at designated field research areas, and in situ rock mass experiments are being conducted in an Underground Research Laboratory. Samples from the field research areas and elsewhere are subjected to a wide range of tests and experiments in the laboratory to develop an understanding of the physical and chemical processes involved in ground-water-rock-waste interactions. Mathematical models to simulate these processes are developed, verified and validated. 114 refs.; 13 figs

  20. Geosciences: An Open Access Journal on Earth and Planetary Sciences and Their Interdisciplinary Approaches

    Directory of Open Access Journals (Sweden)

    Jesus Martinez-Frias

    2011-05-01

    Full Text Available On behalf of the Editorial Board and the editorial management staff of MDPI, it is my great pleasure to introduce this new journal Geosciences. Geosciences is an international, peer-reviewed open access journal, which publishes original papers, rapid communications, technical notes and review articles, and discussions about all interdisciplinary aspects of the earth and planetary sciences. Geosciences may also include papers presented at scientific conferences (proceedings or articles on a well defined topic assembled by individual editors or organizations/institutions (special publications.

  1. 3D Immersive Visualization: An Educational Tool in Geosciences

    Science.gov (United States)

    Pérez-Campos, N.; Cárdenas-Soto, M.; Juárez-Casas, M.; Castrejón-Pineda, R.

    2007-05-01

    3D immersive visualization is an innovative tool currently used in various disciplines, such as medicine, architecture, engineering, video games, etc. Recently, the Universidad Nacional Autónoma de México (UNAM) mounted a visualization theater (Ixtli) with leading edge technology, for academic and research purposes that require immersive 3D tools for a better understanding of the concepts involved. The Division of Engineering in Earth Sciences of the School of Engineering, UNAM, is running a project focused on visualization of geoscience data. Its objective is to incoporate educational material in geoscience courses in order to support and to improve the teaching-learning process, especially in well-known difficult topics for students. As part of the project, proffessors and students are trained in visualization techniques, then their data are adapted and visualized in Ixtli as part of a class or a seminar, where all the attendants can interact, not only among each other but also with the object under study. As part of our results, we present specific examples used in basic geophysics courses, such as interpreted seismic cubes, seismic-wave propagation models, and structural models from bathymetric, gravimetric and seismological data; as well as examples from ongoing applied projects, such as a modeled SH upward wave, the occurrence of an earthquake cluster in 1999 in the Popocatepetl volcano, and a risk atlas from Delegación Alvaro Obregón in Mexico City. All these examples, plus those to come, constitute a library for students and professors willing to explore another dimension of the teaching-learning process. Furthermore, this experience can be enhaced by rich discussions and interactions by videoconferences with other universities and researchers.

  2. Helping geoscience students improve their numeracy using online quizzes

    Science.gov (United States)

    Nuttall, Anne-Marie; Stott, Tim; Sparke, Shaun

    2010-05-01

    This project aims to help geoscience undergraduates improve their competence and confidence in numeracy using online quizzes delivered via the Blackboard virtual learning environment. Numeracy materials are being developed based on actual examples used in a range of modules in the geoscience degree programmes taught at Liverpool John Moores University. This is to ensure the subject relevance which is considered vital to maintaining student interest & motivation. These materials are delivered as a collection of Blackboard quizzes on specific numeracy topics which students can access at any point in their studies, either on or off campus. Feedback and guidance is provided immediately so that a student gains a confidence boost if they get it right or else they can learn where they have gone wrong. It is intended that positive feedback and repetition/reinforcement will help build the confidence in numeracy which so many students seem to lack. The anonymous nature of the delivery means that students avoid the common fear of ‘asking a stupid question' in class, which can hamper their progress. The fact that students can access the quizzes anytime and from anywhere means that they can use the materials flexibly to suit their individual learning needs. In preliminary research, 70% of the students asked felt that they were expected to have greater numeracy skills than they possessed and 65% said that they would use numeracy support materials on Blackboard. Once fully developed and evaluated, the Blackboard quizzes can be opened up to other departments who may wish to use them with their own students.

  3. Georgia Teachers in Academic Laboratories: Research Experiences in the Geosciences

    Science.gov (United States)

    Barrett, D.

    2005-12-01

    The Georgia Intern-Fellowships for Teachers (GIFT) is a collaborative effort designed to enhance mathematics and science experiences of Georgia teachers and their students through summer research internships for teachers. By offering business, industry, public science institute and research summer fellowships to teachers, GIFT provides educators with first-hand exposure to the skills and knowledge necessary for the preparation of our future workforce. Since 1991, GIFT has placed middle and high school mathematics, science and technology teachers in over 1000 positions throughout the state. In these fellowships, teachers are involved in cutting edge scientific and engineering research, data analysis, curriculum development and real-world inquiry and problem solving, and create Action Plans to assist them in translating the experience into changed classroom practice. Since 2004, an increasing number of high school students have worked with their teachers in research laboratories. The GIFT program places an average of 75 teachers per summer into internship positions. In the summer of 2005, 83 teachers worked in corporate and research environments throughout the state of Georgia and six of these positions involved authentic research in geoscience related departments at the Georgia Institute of Technology, including aerospace engineering and the earth and atmospheric sciences laboratories. This presentation will review the history and the structure of the program including the support system for teachers and mentors as well as the emphasis on inquiry based learning strategies. The focus of the presentation will be a comparison of two placement models of the teachers placed in geoscience research laboratories: middle school earth science teachers placed in a 6 week research experience and high school teachers placed in 7 week internships with teams of 3 high school students. The presentation will include interviews with faculty to determine the value of these experiences

  4. Enhancing learning in geosciences and water engineering via lab activities

    Science.gov (United States)

    Valyrakis, Manousos; Cheng, Ming

    2016-04-01

    This study focuses on the utilisation of lab based activities to enhance the learning experience of engineering students studying Water Engineering and Geosciences. In particular, the use of modern highly visual and tangible presentation techniques within an appropriate laboratory based space are used to introduce undergraduate students to advanced engineering concepts. A specific lab activity, namely "Flood-City", is presented as a case study to enhance the active engagement rate, improve the learning experience of the students and better achieve the intended learning objectives of the course within a broad context of the engineering and geosciences curriculum. Such activities, have been used over the last few years from the Water Engineering group @ Glasgow, with success for outreach purposes (e.g. Glasgow Science Festival and demos at the Glasgow Science Centre and Kelvingrove museum). The activity involves a specific setup of the demonstration flume in a sand-box configuration, with elements and activities designed so as to gamely the overall learning activity. Social media platforms can also be used effectively to the same goals, particularly in cases were the students already engage in these online media. To assess the effectiveness of this activity a purpose designed questionnaire is offered to the students. Specifically, the questionnaire covers several aspects that may affect student learning, performance and satisfaction, such as students' motivation, factors to effective learning (also assessed by follow-up quizzes), and methods of communication and assessment. The results, analysed to assess the effectiveness of the learning activity as the students perceive it, offer a promising potential for the use of such activities in outreach and learning.

  5. Finding faults: analogical comparison supports spatial concept learning in geoscience.

    Science.gov (United States)

    Jee, Benjamin D; Uttal, David H; Gentner, Dedre; Manduca, Cathy; Shipley, Thomas F; Sageman, Bradley

    2013-05-01

    A central issue in education is how to support the spatial thinking involved in learning science, technology, engineering, and mathematics (STEM). We investigated whether and how the cognitive process of analogical comparison supports learning of a basic spatial concept in geoscience, fault. Because of the high variability in the appearance of faults, it may be difficult for students to learn the category-relevant spatial structure. There is abundant evidence that comparing analogous examples can help students gain insight into important category-defining features (Gentner in Cogn Sci 34(5):752-775, 2010). Further, comparing high-similarity pairs can be especially effective at revealing key differences (Sagi et al. 2012). Across three experiments, we tested whether comparison of visually similar contrasting examples would help students learn the fault concept. Our main findings were that participants performed better at identifying faults when they (1) compared contrasting (fault/no fault) cases versus viewing each case separately (Experiment 1), (2) compared similar as opposed to dissimilar contrasting cases early in learning (Experiment 2), and (3) viewed a contrasting pair of schematic block diagrams as opposed to a single block diagram of a fault as part of an instructional text (Experiment 3). These results suggest that comparison of visually similar contrasting cases helped distinguish category-relevant from category-irrelevant features for participants. When such comparisons occurred early in learning, participants were more likely to form an accurate conceptual representation. Thus, analogical comparison of images may provide one powerful way to enhance spatial learning in geoscience and other STEM disciplines.

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

    Science.gov (United States)

    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.

  7. 3D Printing and Digital Rock Physics for the Geosciences

    Science.gov (United States)

    Martinez, M. J.; Yoon, H.; Dewers, T. A.

    2014-12-01

    Imaging techniques for the analysis of porous structures have revolutionized our ability to quantitatively characterize geomaterials. For example, digital representations of rock from CT images and physics modeling based on these pore structures provide the opportunity to further advance our quantitative understanding of fluid flow, geomechanics, and geochemistry, and the emergence of coupled behaviors. Additive manufacturing, commonly known as 3D printing, has revolutionized production of custom parts, to the point where parts might be cheaper to print than to make by traditional means in a plant and ship. Some key benefits of additive manufacturing include short lead times, complex shapes, parts on demand, zero required inventory and less material waste. Even subtractive processing, such as milling and etching, may be economized by additive manufacturing. For the geosciences, recent advances in 3D printing technology may be co-opted to print reproducible porous structures derived from CT-imaging of actual rocks for experimental testing. The use of 3D printed microstructure allows us to surmount typical problems associated with sample-to-sample heterogeneity that plague rock physics testing and to test material response independent from pore-structure variability. Together, imaging, digital rocks and 3D printing potentially enables a new workflow for understanding coupled geophysical processes in a real, but well-defined setting circumventing typical issues associated with reproducibility, enabling full characterization and thus connection of physical phenomena to structure. In this talk we will discuss the possibilities that the marriage of these technologies can bring to geosciences, including examples from our current research initiatives in developing constitutive laws for transport and geomechanics via digital rock physics. Sandia National Laboratories is a multi-program laboratory managed and operated by Sandia Corporation, a wholly owned subsidiary of

  8. The AR Sandbox: Augmented Reality in Geoscience Education

    Science.gov (United States)

    Kreylos, O.; Kellogg, L. H.; Reed, S.; Hsi, S.; Yikilmaz, M. B.; Schladow, G.; Segale, H.; Chan, L.

    2016-12-01

    The AR Sandbox is a combination of a physical box full of sand, a 3D (depth) camera such as a Microsoft Kinect, a data projector, and a computer running open-source software, creating a responsive and interactive system to teach geoscience concepts in formal or informal contexts. As one or more users shape the sand surface to create planes, hills, or valleys, the 3D camera scans the surface in real-time, the software creates a dynamic topographic map including elevation color maps and contour lines, and the projector projects that map back onto the sand surface such that real and projected features match exactly. In addition, users can add virtual water to the sandbox, which realistically flows over the real surface driven by a real-time fluid flow simulation. The AR Sandbox can teach basic geographic and hydrologic skills and concepts such as reading topographic maps, interpreting contour lines, formation of watersheds, flooding, or surface wave propagation in a hands-on and explorative manner. AR Sandbox installations in more than 150 institutions have shown high audience engagement and long dwell times of often 20 minutes and more. In a more formal context, the AR Sandbox can be used in field trip preparation, and can teach advanced geoscience skills such as extrapolating 3D sub-surface shapes from surface expression, via advanced software features such as the ability to load digital models of real landscapes and guiding users towards recreating them in the sandbox. Blueprints, installation instructions, and the open-source AR Sandbox software package are available at http://arsandbox.org .

  9. OneGeology - Access to geoscience for all

    Science.gov (United States)

    Komac, Marko; Lee, Kathryn; Robida, Francois

    2014-05-01

    OneGeology is an initiative of Geological Survey Organisations (GSO) around the globe that dates back to Brighton, UK in 2007. Since then OneGeology has been a leader in developing geological online map data using a new international standard - a geological exchange language known as 'GeoSciML'. Increased use of this new language allows geological data to be shared and integrated across the planet with other organisations. One of very important goals of OneGeology was a transfer of valuable know-how to the developing world, hence shortening the digital learning curve. In autumn 2013 OneGeology was transformed into a Consortium with a clearly defined governance structure, making its structure more official, its operability more flexible and its membership more open where in addition to GSO also to other type of organisations that manage geoscientific data can join and contribute. The next stage of the OneGeology initiative will hence be focused into increasing the openness and richness of that data from individual countries to create a multi-thematic global geological data resource on the rocks beneath our feet. Authoritative information on hazards and minerals will help to prevent natural disasters, explore for resources (water, minerals and energy) and identify risks to human health on a planetary scale. With this new stage also renewed OneGeology objectives were defined and these are 1) to be the provider of geoscience data globally, 2) to ensure exchange of know-how and skills so all can participate, and 3) to use the global profile of 1G to increase awareness of the geosciences and their relevance among professional and general public. 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 geoscientific data and OneGeology Portal (portal.onegeology.org) is the place to find them.

  10. Impact of ITRS 2014 realizations on altimeter satellite precise orbit determination

    Science.gov (United States)

    Zelensky, Nikita P.; Lemoine, Frank G.; Beckley, Brian D.; Chinn, Douglas S.; Pavlis, Despina E.

    2018-01-01

    This paper evaluates orbit accuracy and systematic error for altimeter satellite precise orbit determination on TOPEX, Jason-1, Jason-2 and Jason-3 by comparing the use of four SLR/DORIS station complements from the International Terrestrial Reference System (ITRS) 2014 realizations with those based on ITRF2008. The new Terrestrial Reference Frame 2014 (TRF2014) station complements include ITRS realizations from the Institut National de l'Information Géographique et Forestière (IGN) ITRF2014, the Jet Propulsion Laboratory (JPL) JTRF2014, the Deutsche Geodätisches Forschungsinstitut (DGFI) DTRF2014, and the DORIS extension to ITRF2014 for Precise Orbit Determination, DPOD2014. The largest source of error stems from ITRF2008 station position extrapolation past the 2009 solution end time. The TRF2014 SLR/DORIS complement impact on the ITRF2008 orbit is only 1-2 mm RMS radial difference between 1992-2009, and increases after 2009, up to 5 mm RMS radial difference in 2016. Residual analysis shows that station position extrapolation error past the solution span becomes evident even after two years, and will contribute to about 3-4 mm radial orbit error after seven years. Crossover data show the DTRF2014 orbits are the most accurate for the TOPEX and Jason-2 test periods, and the JTRF2014 orbits for the Jason-1 period. However for the 2016 Jason-3 test period only the DPOD2014-based orbits show a strong and statistically significant margin of improvement. The positive results with DTRF2014 suggest the new approach to correct station positions or normal equations for non-tidal loading before combination is beneficial. We did not find any compelling POD advantage in using non-linear over linear station velocity models in our SLR & DORIS orbit tests on the Jason satellites. The JTRF2014 proof-of-concept ITRS realization demonstrates the need for improved SLR+DORIS orbit centering when compared to the Ries (2013) CM annual model. Orbit centering error is seen as an annual

  11. Dramatic and long-term lake level changes in the Qinghai-Tibet Plateau from Cryosat-2 altimeter: validation and augmentation by results from repeat altimeter missions and satellite imagery

    Science.gov (United States)

    Hwang, Cheinway; Huang, YongRuei; Cheng, Ys; Shen, WenBin; Pan, Yuanjin

    2017-04-01

    The mean elevation of the Qinghai-Tibet Plateau (QTP) exceeds 4000 m. Lake levels in the QTP are less affected by human activities than elsewhere, and may better reflect the state of contemporary climate change. Here ground-based lake level measurements are rare. Repeat altimeter missions, particularly those from the TOPEX and ERS series of altimetry, have provided long-term lake level observations in the QTP, but their large cross-track distances allow only few lakes to be monitored. In contrast, the Cryosat-2 altimeter, equipped with the new sensor SIRAL (interferometric/ synthetic aperture radar altimeter), provides a much better ranging accuracy and a finer spatial coverage than these repeated missions, and can detect water level changes over a large number of lakes in the QTP. In this study, Cryosat-2 data are used to determine lake level changes over 75˚E-100˚E and 28˚N-37.5˚N, where Cryosat-2 covers 60 lakes and SARAL/ AltiKa covers 32 lakes from 2013 to 2016. Over a lake, Cryosat-2 in different cycles can pass through different spots of the lake, making the numbers of observations non-uniform and requiring corrections for lake slopes. Four cases are investigated to cope with these situations: (1) neglecting inconsistency in data volume and lake slopes (2) considering data volume, (3) considering lake slopes only, and (4) considering both data volume and lake slopes. The CRYOSAT-2 result is then compared with the result from the SARAL to determine the best case. Because Cryosat-2 is available from 2010 to 2016, Jason-2 data are used to fill gaps between the time series of Cryosat-2 and ICESat (2003-2009) to obtain >10 years of lake level series. The Cryosat-2 result shows dramatic lake level rises in Lakes Kusai, Zhuoaihu and Salt in 2011 caused by floods. Landsat satellite imagery assists the determination and interpretation of such rises.

  12. Why did you decide to become a Geoscience Major: A Critical Incident Study for the Development of Recruiting Programs for Inspiring Interests in the Geosciences Amongst Pre-College Students

    Science.gov (United States)

    Carrick, T. L.; Miller, K. C.; Levine, R.; Martinez-Sussmann, C.; Velasco, A. A.

    2011-12-01

    Anecdotally, it is often stated that the majority of students that enter the geosciences usually do so sometime after their initial entrance into college. With the objective of providing concrete and useful information for individuals developing programs for inspiring interest in the Geosciences amongst pre-college students and trying to increase the number of freshman Geoscience majors, we conducted a critical incident study. Twenty-two students, who were undergraduate or graduate Geoscience majors, were asked, "Why did you decide to major in the Geosciences?" in a series of interviews. Their responses were then used to identify over 100 critical incidents, each of which described a specific behavior that was causally responsible for a student's choice to major in Geoscience. Using these critical incidents, we developed a preliminary taxonomy that is comprised of three major categories: Informal Exposure to the Geosciences (e.g., outdoor experiences, family involvement), Formal Exposure to the Geosciences (e.g., academic experiences, program participation) and a Combined Informal and Formal Exposure (e.g., media exposure). Within these three main categories we identified thirteen subcategories. These categories and subcategories, describe, classify, and provide concrete examples of strategies that were responsible for geosciences career choices. As a whole, the taxonomy is valuable as a new, data-based guide for designing geosciences recruitment programs for the pre-college student population.

  13. Volcanic eruption crisis and the challenges of geoscience education in Indonesia

    Science.gov (United States)

    Hariyono, E.; Liliasari, Tjasyono, B.; Madlazim

    2016-02-01

    The study aims was to describe of the profile of geoscience education conducted at the institution of teacher education for answer challenges of volcanic eruption crisis in Indonesia. The method used is descriptive analysis based on result of test and interview to 31 students of physics pre-service teachers about volcanoes through field study. The results showed that the students have a low understanding of volcanic material and there are several problems associated with the volcanoes concept. Other facts are geoscience learning does not support to the formation of geoscience knowledge and skills, dominated by theoretical studies and less focused on effort to preparing students towards disasters particularly to the volcanic eruption. As a recommendation, this require to restructuring geoscience education so as relevant with the social needs. Through courses accordingly, we can greatly help student's physics prospective teacher to improve their participations to solve problems of volcanic eruption crisis in the society.

  14. Geoscience information integration and visualization research of Shandong Province, China based on ArcGIS engine

    Science.gov (United States)

    Xu, Mingzhu; Gao, Zhiqiang; Ning, Jicai

    2014-10-01

    To improve the access efficiency of geoscience data, efficient data model and storage solutions should be used. Geoscience data is usually classified by format or coordinate system in existing storage solutions. When data is large, it is not conducive to search the geographic features. In this study, a geographical information integration system of Shandong province, China was developed based on the technology of ArcGIS Engine, .NET, and SQL Server. It uses Geodatabase spatial data model and ArcSDE to organize and store spatial and attribute data and establishes geoscience database of Shangdong. Seven function modules were designed: map browse, database and subject management, layer control, map query, spatial analysis and map symbolization. The system's characteristics of can be browsed and managed by geoscience subjects make the system convenient for geographic researchers and decision-making departments to use the data.

  15. The Best and the Brightest in Geosciences: Broadening Representation in the Field

    Science.gov (United States)

    Myles, L.

    2017-12-01

    Geoscience research in government agencies and universities across the US is anchored by data collection from field and lab experiments. In these settings, the composition and the culture of the environment can be less welcoming for individuals from groups that are traditionally underrepresented in the geosciences. Ongoing efforts to address diversity and inclusion in the field and lab include top-down approaches that provide support and training for established geoscience leaders and bottom-up approaches that offer research internships and fellowships for students. To achieve success, effective strategies for broadening representation in the field must be developed and shared across the geosciences community to advance scientific innovation and create opportunities for success.

  16. Lasers '89

    International Nuclear Information System (INIS)

    Harris, D.G.; Shay, T.M.

    1990-01-01

    This book covers the following topics: XUV, X-Ray and Gamma-Ray Lasers, excimer lasers, chemical lasers, nuclear pumped lasers, high power gas lasers, solid state lasers, laser spectroscopy. The paper presented include: Development of KrF lasers for fusion and Nuclear driven solid-state lasers

  17. The IUGS Task Group on Global Geoscience Professionalism - promoting professional skills professionalism in the teaching, research and application of geoscience for the protection and education of the public

    Science.gov (United States)

    Allington, Ruth; Fernandez-Fuentes, Isabel

    2013-04-01

    A new IUGS Task Group entitled the Task Group on Global Geoscience Professionalism was formed in 2012 and launched at a symposium at the 341GC in Brisbane on strengthening communication between fundamental and applied geosciences and between geoscientists and public. The Task Group aims to ensure that the international geoscience community is engaged in a transformation of its profession so as to embed the need for a professional skills base alongside technical and scientific skills and expertise, within a sound ethical framework in all arenas of geoscience practice. This needs to be established during training and education and reinforced as CPD throughout a career in geoscience as part of ensuring public safety and effective communication of geoscience concepts to the public. The specific objective of the Task Group on Global Geoscience Professionalism that is relevant to this poster session is: • To facilitate a more 'joined up' geoscience community fostering better appreciation by academics and teachers of the professional skills that geoscientists need in the workplace, and facilitate better communication between academic and applied communities leading to more effective application of research findings and technology to applied practitioners and development of research programmes that truly address urgent issues. Other Task Group objectives are: • To provide a specific international forum for discussion of matters of common concern and interest among geoscientists and geoscientific organizations involved in professional affairs, at the local, national and international level; • To act as a resource to IUGS on professional affairs in the geosciences as they may influence and impact "Earth Science for the Global Community" in general - both now and in the future; • To offer and provide leadership and knowledge transfer services to countries and geoscientist communities around the world seeking to introduce systems of professional governance and self

  18. A New Sensor for Surface Process Quantification in the Geosciences - Image-Assisted Tacheometers

    Science.gov (United States)

    Vicovac, Tanja; Reiterer, Alexander; Rieke-Zapp, Dirk

    2010-05-01

    The quantification of earth surface processes in the geosciences requires precise measurement tools. Typical applications for precise measurement systems involve deformation monitoring for geo-risk management, detection of erosion rates, etc. Often employed for such applications are laser scanners, photogrammetric sensors and image-assisted tacheometers. Image-assisted tacheometers offer the user (metrology expert) an image capturing system (CCD/CMOS camera) in addition to 3D point measurements. The images of the telescope's visual field are projected onto the camera's chip. The camera is capable of capturing panoramic image mosaics through camera rotation if the axes of the measurement system are driven by computer controlled motors. With appropriate calibration, these images are accurately geo-referenced and oriented since the horizontal and vertical angles of rotation are continuously measured and fed into the computer. The oriented images can then directly be used for direction measurements with no need for control points in object space or further photogrammetric orientation processes. In such a system, viewing angles must be addressed to chip pixels inside the optical field of view. Hence dedicated calibration methods have to be applied, an autofocus unit has to be added to the optical path, and special digital image processing procedures have to be used to detect the points of interest on the objects to be measured. We present such a new optical measurement system for measuring and describing 3D surfaces for geosciences. Besides the technique and methods some practical examples will be shown. The system was developed at the Vienna University of Technology (Institute of Geodesy and Geophysics) - two interdisciplinary research project, i-MeaS and SedyMONT, have been launched with the purpose of measuring and interpreting 3D surfaces and surface processes. For the in situ measurement of bed rock erosion the level of surveying accuracy required for recurring sub

  19. Advanced Laser Architecture for Two-Step Laser Tandem Mass Spectrometer

    Science.gov (United States)

    Fahey, Molly E.; Li, Steven X.; Yu, Anthony W.; Getty, Stephanie A.

    2016-01-01

    Future astrobiology missions will focus on planets with significant astrochemical or potential astrobiological features, such as small, primitive bodies and the icy moons of the outer planets that may host diverse organic compounds. These missions require advanced instrument techniques to fully and unambiguously characterize the composition of surface and dust materials. Laser desorptionionization mass spectrometry (LDMS) is an emerging instrument technology for in situ mass analysis of non-volatile sample composition. A recent Goddard LDMS advancement is the two-step laser tandem mass spectrometer (L2MS) instrument to address the need for future flight instrumentation to deconvolve complex organic signatures. The L2MS prototype uses a resonance enhanced multi-photon laser ionization mechanism to selectively detect aromatic species from a more complex sample. By neglecting the aliphatic and inorganic mineral signatures in the two-step mass spectrum, the L2MS approach can provide both mass assignments and clues to structural information for an in situ investigation of non-volatile sample composition. In this paper we will describe our development effort on a new laser architecture that is based on the previously flown Lunar Orbiter Laser Altimeter (LOLA) laser transmitter for the L2MS instrument. The laser provides two discrete midinfrared wavelengths (2.8 m and 3.4 m) using monolithic optical parametric oscillators and ultraviolet (UV) wavelength (266 nm) on a single laser bench with a straightforward development path toward flight readiness.

  20. Recovery Of Short Wavelength Geophysical Signals With Future Delay-Doppler Altimeters (Cryosat Ii And Sentinel Type)

    DEFF Research Database (Denmark)

    Andersen, Ole Baltazar

    2010-01-01

    altimetry: Factor of 20 improvements in along track resolution. An along-track footprint length that does not vary with wave height (sea state). Twice the precision in sea surface height measurements / sea surface slope measurements. These improvements are studied with respect to retrieval of short...... wavelength geophysical signal related to mainly bathymetric features. The combination of upward continuation from the sea bottom and smoothing the altimeter observations resulted in the best recovery of geophysical signal for simulated 5-Hz DD observations. Simulations carried out in this investigation...

  1. GeoSegmenter: A statistically learned Chinese word segmenter for the geoscience domain

    Science.gov (United States)

    Huang, Lan; Du, Youfu; Chen, Gongyang

    2015-03-01

    Unlike English, the Chinese language has no space between words. Segmenting texts into words, known as the Chinese word segmentation (CWS) problem, thus becomes a fundamental issue for processing Chinese documents and the first step in many text mining applications, including information retrieval, machine translation and knowledge acquisition. However, for the geoscience subject domain, the CWS problem remains unsolved. Although a generic segmenter can be applied to process geoscience documents, they lack the domain specific knowledge and consequently their segmentation accuracy drops dramatically. This motivated us to develop a segmenter specifically for the geoscience subject domain: the GeoSegmenter. We first proposed a generic two-step framework for domain specific CWS. Following this framework, we built GeoSegmenter using conditional random fields, a principled statistical framework for sequence learning. Specifically, GeoSegmenter first identifies general terms by using a generic baseline segmenter. Then it recognises geoscience terms by learning and applying a model that can transform the initial segmentation into the goal segmentation. Empirical experimental results on geoscience documents and benchmark datasets showed that GeoSegmenter could effectively recognise both geoscience terms and general terms.

  2. EarthConnections: Integrating Community Science and Geoscience Education Pathways for More Resilient Communities.

    Science.gov (United States)

    Manduca, C. A.

    2017-12-01

    To develop a diverse geoscience workforce, the EarthConnections collective impact alliance is developing regionally focused, Earth education pathways. These pathways support and guide students from engagement in relevant, Earth-related science at an early age through the many steps and transitions to geoscience-related careers. Rooted in existing regional activities, pathways are developed using a process that engages regional stakeholders and community members with EarthConnections partners. Together they connect, sequence, and create multiple learning opportunities that link geoscience education and community service to address one or more local geoscience issues. Three initial pilots are demonstrating different starting points and strategies for creating pathways that serve community needs while supporting geoscience education. The San Bernardino pilot is leveraging existing academic relationships and programs; the Atlanta pilot is building into existing community activities; and the Oklahoma Tribal Nations pilot is co-constructing a pathway focus and approach. The project is using pathway mapping and a collective impact framework to support and monitor progress. The goal is to develop processes and activities that can help other communities develop similar community-based geoscience pathways. By intertwining Earth education with local community service we aspire to increase the resilience of communities in the face of environmental hazards and limited Earth resources.

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

    Science.gov (United States)

    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.

  4. On the applicability of Benford's Law in the Geosciences

    Science.gov (United States)

    Sambridge, M.; Tkalcic, H.; Jackson, A.

    2009-12-01

    Benford's Law is a curious property of numerous datasets whereby the frequency distribution of the first digit (i.e. first non zero number from the left) follows a well defined logarithmic function, namely P_D = log_b(1+1/D), where D is the first digit and b is the base of the data. This was initially observed by Newcomb (1881) and later quantified and expanded by Benford (1938). The latter author first put forward a set of 20 distinct data sets with differing physical dimension and character which collectively obeyed this 1st digit law. The nature of each data is the most startling feature of all in that they range from physical properties of matter such as molecular weight and specific heat capacity through river areas and drainage rates to population numbers in the USA as well as American baseball league averages of 1936. A universal law of digits was proposed by Benford and in recent times has been widely accepted. Investigations into the nature and use of Benford's Law have continued in multiple fields. Mathematicians have more recently proven the correctness of this universal law of digits under general conditions and Nigrini (1992) has made use of it for uncovering anomalous data errors and fraud in accountancy practices. To date Benford's Law appears to have received no attention within the Geosciences. Here we demonstrate its widespread applicability for geophysical data sets as well as models derived from data of varying type and physical dimension. Specifically we verify Benford's Law holds for a geomagnetic Field model of the Earth (gufm1), Seismic models obtained from tomography (including mantle shear wave and regional body wave P and S models for various parts of the globe), and the GRACE gravity model up to degree 160. It would appear that Benford's Law has widespread applicability to geoscience data. Departures from Benford's Law are of interest as they seem to indicate changes in the local character of data, possibly due to fraud, error, or

  5. D Geological Framework Models as a Teaching Aid for Geoscience

    Science.gov (United States)

    Kessler, H.; Ward, E.; Geological ModelsTeaching Project Team

    2010-12-01

    3D geological models have great potential as a resource for universities when teaching foundation geological concepts as it allows the student to visualise and interrogate UK geology. They are especially useful when dealing with the conversion of 2D field, map and GIS outputs into three dimensional geological units, which is a common problem for all students of geology. Today’s earth science students use a variety of skills and processes during their learning experience including the application of schema’s, spatial thinking, image construction, detecting patterns, memorising figures, mental manipulation and interpretation, making predictions and deducing the orientation of themselves and the rocks. 3D geological models can reinforce spatial thinking strategies and encourage students to think about processes and properties, in turn helping the student to recognise pre-learnt geological principles in the field and to convert what they see at the surface into a picture of what is going on at depth. Learning issues faced by students may also be encountered by experts, policy managers, and stakeholders when dealing with environmental problems. Therefore educational research of student learning in earth science may also improve environmental decision making. 3D geological framework models enhance the learning of Geosciences because they: ● enable a student to observe, manipulate and interpret geology; in particular the models instantly convert two-dimensional geology (maps, boreholes and cross-sections) into three dimensions which is a notoriously difficult geospatial skill to acquire. ● can be orientated to whatever the user finds comfortable and most aids recognition and interpretation. ● can be used either to teach geosciences to complete beginners or add to experienced students body of knowledge (whatever point that may be at). Models could therefore be packaged as a complete educational journey or students and tutor can select certain areas of the model

  6. Improving Scientific Writing in Undergraduate Geosciences Degrees Through Peer Review

    Science.gov (United States)

    Day, E. A.; Collins, G. S.; Craig, L.

    2016-12-01

    In the British educational system, students specialise early. Often geoscience undergraduates have not taken a class that requires extended writing since they were sixteen years old. This can make it difficult for students to develop the written skills necessary for a geoscience degree, which often has assessments in the form of essays and reports. To improve both the writing and editing skills of our undergraduates we have introduced a peer review system, in which seniors review the work of first year students. At Imperial College London we set written coursework in every year of the degree. Communication is taught and assessed in many courses. There are two major modules with substantial written components that bookend the undergraduate degree at Imperial; the freshmen all write an assessed essay, while all seniors take 'Science Communication', a course that aims to prepare them for a range of possible careers. In the 2015-16 academic year we linked these courses by introducing a modified form of peer marking and instruction. Seniors had to complete reviews of draft first year essays for credit in Science Communication. These reviews are completed for the department 'journal' and introduce the first and fourth years to the nature of peer review. Seniors learn how to critically, but kindly, evaluate the work of other students, and are also prepared for potentially submitting their senior theses to journals. Reviews were managed by volunteer seniors, who acted as associate editors. They allocated anonymous reviewers and wrote decision letters, which were sent to the freshmen before their final assessed essay submission. Ultimately the fourth year reviews were formally assessed and graded by members of staff, as were the revised and resubmitted first year essays. Feedback for both courses has improved since the introduction of student reviews of essays. The markers of the freshman essay have also commented on the improvement in the standard of the writing and a

  7. Using Google Streetview Panoramic Imagery for Geoscience Education

    Science.gov (United States)

    De Paor, D. G.; Dordevic, M. M.

    2014-12-01

    Google Streetview is a feature of Google Maps and Google Earth that allows viewers to switch from map or satellite view to 360° panoramic imagery recorded close to the ground. Most panoramas are recorded by Google engineers using special cameras mounted on the roofs of cars. Bicycles, snowmobiles, and boats have also been used and sometimes the camera has been mounted on a backpack for off-road use by hikers and skiers or attached to scuba-diving gear for "Underwater Streetview (sic)." Streetview panoramas are linked together so that the viewer can change viewpoint by clicking forward and reverse buttons. They therefore create a 4-D touring effect. As part of the GEODE project ("Google Earth for Onsite and Distance Education"), we are experimenting with the use of Streetview imagery for geoscience education. Our web-based test application allows instructors to select locations for students to study. Students are presented with a set of questions or tasks that they must address by studying the panoramic imagery. Questions include identification of rock types, structures such as faults, and general geological setting. The student view is locked into Streetview mode until they submit their answers, whereupon the map and satellite views become available, allowing students to zoom out and verify their location on Earth. Student learning is scaffolded by automatic computerized feedback. There are lots of existing Streetview panoramas with rich geological content. Additionally, instructors and members of the general public can create panoramas, including 360° Photo Spheres, by stitching images taken with their mobiles devices and submitting them to Google for evaluation and hosting. A multi-thousand-dollar, multi-directional camera and mount can be purchased from DIY-streetview.com. This allows power users to generate their own high-resolution panoramas. A cheaper, 360° video camera is soon to be released according to geonaute.com. Thus there are opportunities for

  8. Teaching Geoscience in Place for Local Diversity and Sustainability

    Science.gov (United States)

    Semken, S.

    2008-12-01

    Globalization, careerism, media, thoughtless consumption, standardized education and assessment, and even well-meaning advocacy for far-flung environments and people all divert our attention from meaningful interaction with our own surroundings. Meanwhile, many young Americans prefer virtual realities over personal intimacy with nature. Many have lost sight of the pedagogical power of places: localities imbued with meaning by human experience. To lack a sense of local places is to be oblivious to their environmental, cultural, and aesthetic importance, and to risk acceding to their degradation. The geosciences, born and rooted in exploration of environments, have much to lose from this trend but can be pivotal in helping to reverse it. Place-based teaching is situated in local physical and cultural environments and blends experiential learning, transdisciplinary and multicultural content, and service to the community. It is advocated for its relevance and potential to engage diverse students. Authentically place-based education is informed not only by scientific knowledge of places but also by the humanistic meanings and attachments affixed to them. Leveraging and enriching the senses of place of students, teachers, and the community is a defining and desirable learning outcome. We have researched and piloted several place-based approaches to geoscience teaching at various places in the Southwest USA: at a rural Tribal College, a large urban university, and a teacher in-service program at an underserved, minority-majority rural school district. Curricula are situated in complexly evolved, ruggedly beautiful desert-mountain physical landscapes coincident with multicultural, deeply historic, but rapidly changing cultural landscapes. The organizing theme is a cyclical path of inquiry through Earth and Sky, derived from Indigenous ethnogeology; syllabi integrate geology, hydrology, climate, environmental quality, and cultural geography and are situated in real places

  9. Geoscience data visualization and analysis using GeoMapApp

    Science.gov (United States)

    Ferrini, Vicki; Carbotte, Suzanne; Ryan, William; Chan, Samantha

    2013-04-01

    Increased availability of geoscience data resources has resulted in new opportunities for developing visualization and analysis tools that not only promote data integration and synthesis, but also facilitate quantitative cross-disciplinary access to data. Interdisciplinary investigations, in particular, frequently require visualizations and quantitative access to specialized data resources across disciplines, which has historically required specialist knowledge of data formats and software tools. GeoMapApp (www.geomapapp.org) is a free online data visualization and analysis tool that provides direct quantitative access to a wide variety of geoscience data for a broad international interdisciplinary user community. While GeoMapApp provides access to online data resources, it can also be packaged to work offline through the deployment of a small portable hard drive. This mode of operation can be particularly useful during field programs to provide functionality and direct access to data when a network connection is not possible. Hundreds of data sets from a variety of repositories are directly accessible in GeoMapApp, without the need for the user to understand the specifics of file formats or data reduction procedures. Available data include global and regional gridded data, images, as well as tabular and vector datasets. In addition to basic visualization and data discovery functionality, users are provided with simple tools for creating customized maps and visualizations and to quantitatively interrogate data. Specialized data portals with advanced functionality are also provided for power users to further analyze data resources and access underlying component datasets. Users may import and analyze their own geospatial datasets by loading local versions of geospatial data and can access content made available through Web Feature Services (WFS) and Web Map Services (WMS). Once data are loaded in GeoMapApp, a variety options are provided to export data and/or 2D/3D

  10. Impacting earthquake science and geoscience education: Educational programming to earthquake relocation

    Science.gov (United States)

    Carrick, Tina Louise

    This dissertation is comprised of four studies: three related to research on geoscience education and another seismological study of the South Island of New Zealand. The geoscience education research is grounded in 10 years of data collection and its implications for best practices for recruitment and retention of underrepresented minority students into higher education in the geosciences. The seismological component contains results from the relocation of earthquakes from the 2009 Dusky Sound Mw 7.8 event, South Island, New Zealand. In recent years, many have cited a major concern that U.S. is not producing enough STEM graduates to fit the forecasted economic need. This situation is exacerbated by the fact that underrepresented minorities are becoming a growing portion of the population, and people in these groups enter STEM careers at rates much smaller than their proportion of the populations. Among the STEM disciplines the Geosciences are the worst at attracting young people from underrepresented minorities. This dissertation reports on results the Pathways program at the University of Texas at El Paso Pathways which sought to create a geoscience recruitment and training network in El Paso, Texas to increase the number of Hispanic Americans students to attain higher degrees and increase the awareness of the geosciences from 2002-2012. Two elements of the program were a summer program for high school students and an undergraduate research program conducted during the academic year, called PREP. Data collected from pre- and post-surveys from the summer program showed statistically significant positive changes in attitudes towards the geosciences. Longitudinal data shows a strong positive correlation of the program with retention of participants in the geoscience pipeline. Results from the undergraduate research program show that it produced far more women and minority geoscience professionals than national norms. Combination of the institutional data, focus

  11. DC Rocks! Using Place-Based Learning to Introduce Washington DC's K-12 Students to the Geosciences

    Science.gov (United States)

    Mayberry, G. C.; Mattietti, G. K.

    2017-12-01

    The Washington DC area has interesting geology and a multitude of agencies that deal with the geosciences, yet K-12 public school students in DC, most of whom are minorities, have limited exposure to the geosciences. Geoscience agencies in the DC area have a unique opportunity to address this by introducing the geosciences to local students who otherwise may not have such an opportunity, by highlighting the geology in the students' "backyard," and by leveraging partnerships among DC-based geoscience-related agencies. The USGS and George Mason University are developing a project called DC Rocks, which will give DC's students an exciting introduction into the world of geoscience with place-based learning opportunities that will make geoscience relevant to their lives and their futures. Both the need in DC and the potential for lasting impact are great; the geosciences have the lowest racial diversity of all the science, technology, engineering, and math (STEM) fields, 89% of students in DC public schools are minorities, and there is no dedicated geoscience curriculum in DC. DC Rocks aims to give these students early exposure to the earth sciences, and encourage them to consider careers in the profession. DC Rocks will work with partner agencies to apply several methods that are recommended by researchers to increase the participation of minority students in the geosciences, including providing profoundly positive experiences that spark interest in the geosciences (Levine et al., 2007); increasing students' sense of belonging in the geosciences (Huntoon, et al, 2016); and place-based teaching practices that emphasize the study of local sites (Semken, 2005), such as DC's Rock Creek Park. DC Rocks will apply these methods by coordinating local geoscientists and resources to provide real-world examples of the geosciences' impact on students' lives. Through the DC Rocks website, educators will be able to request geoscience-related resources such as class presentations by

  12. GAVDOS/west crete cal-val site: Over a decade calibrations for Jason series, SARAL/Altika, cryoSat-2, Sentinel-3 and HY-2 altimeter satellites

    DEFF Research Database (Denmark)

    Mertikas, Stelios; Tziavos, Ilias; Galanakis, Demitris

    This work presents and compares the latest altimeter calibration results for the Sentinel-3, Jason series, as well as the SARAL/AltiKa and the Chinese HY-2 missions, conducted at the Gavdos/Crete calibration/validation facilities. At first, the Jason altimeter calibration values will be given for...

  13. A Multi-Wavelength IR Laser for Space Applications

    Science.gov (United States)

    Li, Steven X.; Yu, Anthony W.; Sun, Xiaoli; Fahey, Molly E.; Numata, Kenji; Krainak, Michael A.

    2017-01-01

    We present a laser technology development with space flight heritage to generate laser wavelengths in the near- to mid-infrared (NIR to MIR) for space lidar applications. Integrating an optical parametric crystal to the LOLA (Lunar Orbiter Laser Altimeter) laser transmitter design affords selective laser wavelengths from NIR to MIR that are not easily obtainable from traditional diode pumped solid-state lasers. By replacing the output coupler of the LOLA laser with a properly designed parametric crystal, we successfully demonstrated a monolithic intra-cavity optical parametric oscillator (iOPO) laser based on all high technology readiness level (TRL) subsystems and components. Several desired wavelengths have been generated including 2.1 microns, 2.7 microns and 3.4 microns. This laser can also be used in trace-gas remote sensing, as many molecules possess their unique vibrational transitions in NIR to MIR wavelength region, as well as in time-of-flight mass spectrometer where desorption of samples using MIR laser wavelengths have been successfully demonstrated.

  14. Role Models and Mentors in Mid-Pipeline Retention of Geoscience Students, Newark, NJ

    Science.gov (United States)

    Gates, A. E.; Kalczynski, M. J.

    2012-12-01

    Undergraduate minority students retained enthusiasm for majoring in the geosciences by a combination of working with advanced minority mentors and role models as well as serving as role models for middle and high school students in Geoscience Education programs in Newark, NJ. An academic year program to interest 8-10th grade students from the Newark Public schools in the Geosciences employs minority undergraduate students from Rutgers University and Essex Community College as assistants. There is an academic year program (Geoexplorers) and a science festival (Dinosaur Day) at the Newark Museum that employs Rutgers University students and a summer program that employs Rutgers and Essex Community College students. All students are members of the Garden State LSAMP and receive any needed academic support from that program. The students receive mentoring from minority graduate students, project personnel and participating Newark Public School teachers, many of whom are from minority groups. The main factor in success and retention, however, is their role as authorities and role models for the K-12 students. The assistants are respected and consulted by the K-12 students for their knowledge and authority in the geosciences. This positive feedback shows them that they can be regarded as geoscientists and reinforces their self-image and enthusiasm. It further reinforces their knowledge of Geoscience concepts. It also binds the assistants together into a self-supporting community that even extends to the non-participating minority students in the Rutgers program. Although the drop-out rate among minority Geoscience majors was high (up to 100%) prior to the initiation of the program, it has dropped to 0% over the past 3 years with 2 participants now in PhD programs and 2 others completing MS degrees this year. Current students are seriously considering graduate education. Prior to this program, only one minority graduate from the program continued to graduate school in the

  15. Lessons Learned for Recruiting and Retaining Native Hawaiians in the Geosciences

    Science.gov (United States)

    Gibson, B. A.; Brock, L.; Levine, R.; Spencer, L.; Wai, B.; Puniwai, N.

    2008-12-01

    Many Native Hawaiian and Pacific Island (NHPI) college students are unaware of the majors or career possibilities within geoscience disciplines. This notably can be seen by the low number of NHPI students who graduate with a bachelor's degree in an ocean or Earth science-related field within the University of Hawaii (UH) System. To help address this disparity, the Ka'Imi'Ike Program, which is funded through the Opportunities for Enhancing Diversity in the Geosciences (OEDG) Program at NSF, was started at the University of Hawaii at Manoa to attract and support NHPI students in the geosciences. A key component of the program is the recruiting of NHPI students to disciplines in the geosciences through linking geoscience concepts with their culture and community. This includes a 3-week Explorations in the Geosciences summer institute that introduces incoming freshmen and current UH sophomores to the earth, weather, and ocean sciences via hands-on field and lab experiences. Ka'Imi'Ike also provides limited support for current geoscience majors through scholarships and internship opportunities. Results from student journals and pre- and post- questionnaires given to students during the summer institute have shown the program to be successful in increasing student interest and knowledge of the geoscience disciplines. Demonstrating the links between scientific thought and NHPI culture has been crucial to peaking the students' interest in the geosciences. The results also show that there is a need to include more specifics related to local career options, especially information that can be shared with the students' family and community as our data show that parents play a formidable role in the career path a student chooses. Moreover, in order to provide a more contiguous pipeline of support for NHPI students, Ka'Imi'Ike is beginning to network its students from the summer institute to other programs, such as the C-MORE Scholars Program, which offer undergraduate research

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

    Science.gov (United States)

    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

  17. Strengthening International Collaboration: Geosciences Research and Education in Developing Countries

    Science.gov (United States)

    Fucugauchi, J. U.

    2009-05-01

    Geophysical research increasingly requires global multidisciplinary approaches and global integration. Global warming, increasing CO2 levels and increased needs of mineral and energy resources emphasize impact of human activities. The planetary view of our Earth as a deeply complex interconnected system also emphasizes the need of international scientific cooperation. International collaboration presents an immense potential and is urgently needed for further development of geosciences research and education. In analyzing international collaboration a relevant aspect is the role of scientific societies. Societies organize meetings, publish journals and books and promote cooperation through academic exchange activities and can further assist communities in developing countries providing and facilitating access to scientific literature, attendance to international meetings, short and long-term stays and student and young researcher mobility. Developing countries present additional challenges resulting from limited economic resources and social and political problems. Most countries urgently require improved educational and research programs. Needed are in-depth analyses of infrastructure and human resources and identification of major problems and needs. Questions may include what are the major limitations and needs in research and postgraduate education in developing countries? what and how should international collaboration do? and what are the roles of individuals, academic institutions, funding agencies, scientific societies? Here we attempt to examine some of these questions with reference to case examples and AGU role. We focus on current situation, size and characteristics of research community, education programs, facilities, economic support, and then move to perspectives for potential development in an international context.

  18. Does Question Structure Affect Exam Performance in the Geosciences?

    Science.gov (United States)

    Day, E. A.; D'Arcy, M. K.; Craig, L.; Streule, M. J.; Passmore, E.; Irving, J. C. E.

    2015-12-01

    The jump to university level exams can be challenging for some students, often resulting in poor marks, which may be detrimental to their confidence and ultimately affect their overall degree class. Previous studies have found that question structure can have a strong impact on the performance of students in college level exams (see Gibson et al., 2015, for a discussion of its impact on physics undergraduates). Here, we investigate the effect of question structure on the exam results of geology and geophysics undergraduate students. Specifically, we analyse the performance of students in questions that have a 'scaffolded' framework and compare them to their performance in open-ended questions and coursework. We also investigate if observed differences in exam performance are correlated with the educational background and gender of students, amongst other factors. It is important for all students to be able to access their degree courses, no matter what their backgrounds may be. Broadening participation in the geosciences relies on removing systematic barriers to achievement. Therefore we recommend that exams are either structured with scaffolding in questions at lower levels, or students are explicitly prepared for this transition. We also recommend that longitudinal studies of exam performance are conducted within individual departments, and this work outlines one approach to analysing performance data.

  19. Investigating the Potential Impact of the Surface Water and Ocean Topography (SWOT) Altimeter on Ocean Mesoscale Prediction

    Science.gov (United States)

    Carrier, M.; Ngodock, H.; Smith, S. R.; Souopgui, I.

    2016-02-01

    NASA's Surface Water and Ocean Topography (SWOT) satellite, scheduled for launch in 2020, will provide sea surface height anomaly (SSHA) observations with a wider swath width and higher spatial resolution than current satellite altimeters. It is expected that this will help to further constrain ocean models in terms of the mesoscale circulation. In this work, this expectation is investigated by way of twin data assimilation experiments using the Navy Coastal Ocean Model Four Dimensional Variational (NCOM-4DVAR) data assimilation system using a weak constraint formulation. Here, a nature run is created from which SWOT observations are sampled, as well as along-track SSHA observations from simulated Jason-2 tracks. The simulated SWOT data has appropriate spatial coverage, resolution, and noise characteristics based on an observation-simulator program provided by the SWOT science team. The experiment is run for a three-month period during which the analysis is updated every 24 hours and each analysis is used to initialize a 96 hour forecast. The forecasts in each experiment are compared to the available nature run to determine the impact of the assimilated data. It is demonstrated here that the SWOT observations help to constrain the model mesoscale in a more consistent manner than traditional altimeter observations. The findings of this study suggest that data from SWOT may have a substantial impact on improving the ocean model analysis and forecast of mesoscale features and surface ocean transport.

  20. The Person Behind the Picture: Influence of Social and Cultural Capital on Geoscience Career Pathways

    Science.gov (United States)

    Rappolee, E.; Libarkin, J. C.; McCallum, C.; Kurz, S.

    2017-12-01

    The amalgamation of fields in the geosciences share one desire: a better understanding of the natural world and the relationship humans have with that world. As issues such as climate change and clean water become globally recognized the geoscience job market grows. To insure these issues are resolved in ways that are fully representative of the entire human population, attention has been turned to increasing diversity of scientists in the geosciences. This study is based in the theory of social and cultural capital, types of non-financial wealth obtained by individuals and groups through connections and experiences. In particular, we investigated how individuals accessed specific resources and opportunities which eventually led to their entering the geosciences. Surveys were distributed to volunteers at a multinational geoscience conference held in fall of 2016. These surveys asked participants to "draw a picture of the people and experiences that have influenced your career up to this point." Nearly 150 completed drawings were coded through a thematic content analysis, wherein salient characteristics of drawings were documented and later grouped into common themes. We found that specific people (family, professors, peers) provided access to resources (education, museums, parks) as well as experiences (camping, traveling, research) that were instrumental in career building. Correlation analysis revealed two representative models of the drawings. These models aligned with the constructs of social and cultural capital. Cultural capital was more prevalent in majority white than nonwhite participants, suggesting different pathways into geoscience careers. We hope this research will inspire future work as well as highlight ways in which social and cultural capital can become accessible to future generations to produce a system with equal opportunities and increase diversity in the geosciences, resulting in better decision-making on global issues.

  1. Internships and UNAVCO: Training the Future Geoscience Workforce Through the NSF GAGE Facility

    Science.gov (United States)

    Morris, A. R.; MacPherson-Krutsky, C. C.; Charlevoix, D. J.; Bartel, B. A.

    2015-12-01

    Facilities are uniquely positioned to both serve a broad, national audience and provide unique workforce experience to students and recent graduates. Intentional efforts dedicated to broadening participation in the future geoscience workforce at the NSF GAGE (Geodesy Advancing Geosciences and EarthScope) Facility operated by UNAVCO, are designed to meet the needs of the next generation of students and professionals. As a university-governed consortium facilitating research and education in the geosciences, UNAVCO is well-situated to both prepare students for geoscience technical careers and advanced research positions. Since 1998, UNAVCO has offered over 165 student assistant or intern positions including engineering, data services, education and outreach, and business support. UNAVCO offers three formal programs: the UNAVCO Student Internship Program (USIP), Research Experiences in Solid Earth Science for Students (RESESS), and the Geo-Launchpad (GLP) internship program. Interns range from community college students up through graduate students and recent Masters graduates. USIP interns gain real-world work experience in a professional setting, collaborate with teams toward a common mission, and contribute their knowledge, skills, and abilities to the UNAVCO community. RESESS interns conduct authentic research with a scientist in the Front Range area as well as participate in a structured professional development series. GLP students are in their first 2 years of higher education and work alongside UNAVCO technical staff gaining valuable work experience and insight into the logistics of supporting scientific research. UNAVCO's efforts in preparing the next generation of scientists largely focuses on increasing diversity in the geosciences, whether continuing academic studies or moving into the workforce. To date, well over half of our interns and student assistants come from backgrounds historically underrepresented in the geosciences. Over 80% of former interns

  2. An Integrative and Collaborative Approach to Creating a Diverse and Computationally Competent Geoscience Workforce

    Science.gov (United States)

    Moore, S. L.; Kar, A.; Gomez, R.

    2015-12-01

    A partnership between Fort Valley State University (FVSU), the Jackson School of Geosciences at The University of Texas (UT) at Austin, and the Texas Advanced Computing Center (TACC) is engaging computational geoscience faculty and researchers with academically talented underrepresented minority (URM) students, training them to solve grand challenges . These next generation computational geoscientists are being trained to solve some of the world's most challenging geoscience grand challenges requiring data intensive large scale modeling and simulation on high performance computers . UT Austin's geoscience outreach program GeoFORCE, recently awarded the Presidential Award in Excellence in Science, Mathematics and Engineering Mentoring, contributes to the collaborative best practices in engaging researchers with URM students. Collaborative efforts over the past decade are providing data demonstrating that integrative pipeline programs with mentoring and paid internship opportunities, multi-year scholarships, computational training, and communication skills development are having an impact on URMs developing middle skills for geoscience careers. Since 1997, the Cooperative Developmental Energy Program at FVSU and its collaborating universities have graduated 87 engineers, 33 geoscientists, and eight health physicists. Recruited as early as high school, students enroll for three years at FVSU majoring in mathematics, chemistry or biology, and then transfer to UT Austin or other partner institutions to complete a second STEM degree, including geosciences. A partnership with the Integrative Computational Education and Research Traineeship (ICERT), a National Science Foundation (NSF) Research Experience for Undergraduates (REU) Site at TACC provides students with a 10-week summer research experience at UT Austin. Mentored by TACC researchers, students with no previous background in computational science learn to use some of the world's most powerful high performance

  3. NSF-Sponsored Summit on the Future of Undergraduate Geoscience Education: outcomes

    Science.gov (United States)

    Mosher, S.

    2014-12-01

    The NSF-sponsored Summit on the Future of Undergraduate Geoscience Education made major progress toward developing a collective community vision for the geosciences. A broad spectrum of the geoscience education community, ~200 educators from research universities/four and two year colleges, focused on preparation of undergraduates for graduate school and future geoscience careers, pedagogy, use of technology, broadening participation/retention of underrepresented groups, and preparation of K-12 science teachers. Participants agreed that key concepts, competencies and skills learned throughout the curriculum were more important than specific courses. Concepts included understanding Earth as complex, dynamic system, deep time, evolution of life, natural resources, energy, hazards, hydrogeology, surface processes, Earth materials and structure, and climate change. Skills/competencies included ability to think spatially and temporally, reason inductively and deductively, make and use indirect observations, engage in complex open, coupled systems thinking, and work with uncertainty, non-uniqueness, and incompleteness, as well as critical thinking, problem solving, communication, and ability to think like a scientist and continue to learn. Successful ways of developing these include collaborative, integrative projects involving teams, interdisciplinary projects, fieldwork and research experiences, as well as flipped classrooms and integration and interactive use of technology, including visualization, simulation, modeling and analysis of real data. Wider adoption of proven, effective best practices is our communities' main pedagogical challenge, and we focused on identifying implementation barriers. Preparation of future teachers in introductory and general geoscience courses by incorporating Next Generation Science Standards and using other sciences/math to solve real world geoscience problems should help increase diversity and number of future geoscientists and

  4. The use of airborne laser data to calibrate satellite radar altimetry data over ice sheets

    DEFF Research Database (Denmark)

    Ekholm, Simon; Bamber, J.L.; Krabill, W.B.

    2002-01-01

    Satellite radar altimetry is the most important data source for ice sheet elevation modeling but it is well established that the accuracy of such data from satellite borne radar altimeters degrade seriously with increasing surface slope and level of roughness. A significant fraction of the slope......-precision airborne laser profiling data from the so-called Arctic Ice Mapping project as a tool to determine that bias and to calibrate the satellite altimetry. This is achieved by a simple statistical analysis of the airborne laser profiles, which defines the mean amplitude of the local surface undulations...

  5. InTeGrate: Transforming the Teaching of Geoscience and Sustainability

    Science.gov (United States)

    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. Information needs and behaviors of geoscience educators: A grounded theory study

    Science.gov (United States)

    Aber, Susan Ward

    2005-12-01

    Geoscience educators use a variety of resources and resource formats in their classroom teaching to facilitate student understanding of concepts and processes that define subject areas considered in the realm of geoscience. In this study of information needs and behaviors of geoscience educators, the researcher found that participants preferred visual media such as personal photographic and digital images, as well as published figures, animations, and cartoons, and that participants bypassed their academic libraries to meet these information needs. In order to investigate the role of information in developing introductory geoscience course and instruction, a grounded theory study was conducted through a qualitative paradigm with an interpretive approach and naturalistic inquiry. The theoretical and methodological framework was constructivism and sense-making. Research questions were posited on the nature of geoscience subject areas and the resources and resource formats used in conveying geoscience topics to science and non-science majors, as well as educators' preferences and concerns with curriculum and instruction. The underlying framework was to investigate the place of the academic library and librarian in the sense-making, constructivist approach of geoscience educators. A purposive sample of seven geoscience educators from four universities located in mid-western United States was identified as exemplary teachers by department chairpersons. A triangulation of data collection methods included semi-structured interviews, document reviews, and classroom observations. Data were analyzed using the constant comparative method, which included coding, categorizing, and interpreting for patterns and relationships. Contextual factors were identified and a simple model resulted showing the role of information in teaching for these participants. While participants developed lectures and demonstrations using intrapersonal knowledge and personal collections, one barrier

  7. Proposed Grand Challenges in Geoscience Education Research: Articulating a Community Research Agenda

    Science.gov (United States)

    Semken, S. C.; St John, K. K.; Teasdale, R.; Ryker, K.; Riggs, E. M.; Pyle, E. J.; Petcovic, H. L.; McNeal, K.; McDaris, J. R.; Macdonald, H.; Kastens, K.; Cervato, C.

    2017-12-01

    Fourteen ago the Wingspread Project helped establish geoscience education research (GER) as an important research field and highlighted major research questions for GER at the time. More recently, the growth and interest in GER is evident from the increase in geoscience education research articles, the establishment of the NAGT GER Division, the creation of the GER Toolbox, an increase in GER graduate programs, and the growth of tenure-eligible GER faculty positions. As an emerging STEM education research field, the GER community is examining the current state of their research and considering the best course forward so that it can have the greatest collective impact on advancing teaching and learning in the geosciences. As part of an NSF-funded effort to meet this need, 45 researchers drafted priority research questions, or "Grand Challenges", that span 10 geoscience education research themes. These include research on: students' conceptual understanding of the solid and the fluid Earth, K-12 teacher preparation, teaching about Earth in the context of societal problems, access and success of underrepresented groups in the geosciences, spatial and temporal reasoning, quantitative reasoning and use of models, instructional strategies to improve geoscience learning, students' self-regulated learning, and faculty professional development and institutional change. For each theme, several Grand Challenges have been proposed; these have undergone one round of peer-review and are now ready for the AGU community to critically examine the proposed Grand Challenges and make suggestions on strategies for addressing them: http://nagt.org/nagt/geoedresearch/grand_challenges/feedback.html. We seek perspectives from geoscience education researchers, scholars, and reflective educators. It is our vision that the final outcomes of this community-grounded process will be a published guiding framework to (1) focus future GER on questions of high interest to the geoscience education

  8. Geoscience Education and Cognition Research at George Mason University

    Science.gov (United States)

    Mattietti, G. K.; Peters, E. E.; Verardo, S.

    2009-12-01

    Cognition research in Geoscience is the focus of a small group of faculty from the College of Science and the College of Education and Human Development at George Mason University. We approached this research when we were involved in an Institution-wide effort to assess critical thinking, one of the competencies mandated for evaluation by the State Council of Higher Education of Virginia. Our group started spontaneously and informally from personal interests and enthusiasm for what and how our students are learning about Geology and in general about science. We want to understand what our students bring to the course, their attitude towards science, their knowledge of the scientific enterprise and preconceived ideas—and what our students take away from the course, beyond the course content. We believe that, with the support of cognitive science, we can improve the learning experience and therefore enhance the learning outcomes for science and non-science majors alike. Our Institution offers introductory Physical and Historical Geology classes populated primarily by non-science-major undergraduates. Geology lectures range in size from 90 to over 220 students per session per semester, with laboratory sessions averaging 27 students per session. With this large student population, it is necessary to use research tools that give us valuable information about student cognition, while being efficient in terms of time use and logistics. Some examples of our work include critical readings on Geoscience topics, surveys on students’ understanding of science as a way of knowing, exercises with built-in self-efficacy assessments, and concept mapping. The common denominator among these tools is that they are calibrated to address one or more of the higher levels in the revised Bloom’s Taxonomy of the Cognitive Domain, which form a complex assessment of student learning processes. These tools, once refined, can provide us with a better view of how our students learn in

  9. Global Geoscience Initiatives From Windows to the Universe

    Science.gov (United States)

    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

  10. Emerging Geoscience Education Research at the University of British Columbia

    Science.gov (United States)

    Jones, F. M.; Harris, S.; Wieman, C.; Gilley, B.; Lane, E.; Caulkins, J.

    2009-12-01

    Geoscience education research (GER) in UBC’s Department of Earth and Ocean Sciences (EOS) began due to a well funded 5-yr Faculty of Science project called the Carl Wieman Science Education Initiative (CWSEI). This initiative takes an evidence-based, scientific approach to improving education by 1) establishing what students should learn; 2) scientifically measuring what students are learning; 3) adapting instruction and curricula using effective technologies and pedagogical research; and 4) disseminating and adopting what works. The presentation will discuss how this initiative has fostered a growing GER presence within our Department. CWSEI funding has enabled the EOS Department to hire 4 full-time Science Teaching and Learning Fellows (STLFs) who work directly with faculty to optimize courses and curricula. Much of the effort goes into developing active learning opportunities and rigorous ways to measure student learning and attitudes. Results serve as feedback for both students and instructors. Over 10 research projects have so far been initiated as a result of course and curriculum transformation. Examples include studies about: student attitudes towards Earth and Ocean Sciences; the effects of multiple instructors in courses; links between student in-class engagement and pedagogy; how certain instructional interventions promote metacognition; and others. Also, many modified courses use pre- and post-testing to measure learning gains. One undergraduate honors thesis, about assessing conceptual understanding of geological time, has been completed. Keys to fostering GER in our setting include: (1) faculty commitment to change, based on funding from CWSEI, (2) full-time Earth scientists (STLFs) who catalyze and support change, and (3) support from CWSEI science education experts. Specifically: - STLFs are trained Earth scientists but were not initially science education experts. Continuous support from CWSEI has been crucial for building expertise about how

  11. Role Models for boosting mobility of women scientists in geosciences

    Science.gov (United States)

    Avellis, Giovanna; Theodoridou, Magdalini

    2017-04-01

    More and more women today are choosing to study science and undertake scientific careers. Likewise mobility during one's career is increasingly important as research tends to be undertaken via international collaboration, often within networks based on the researchers mobility, especially in geosciences. We have developed an ebook on Role Models for boosting mobility of women scientists to showcase the careers of women scientists who have undertaken mobility during their careers. It is hoped that their stories will provide young women who are just starting out in their science careers with inspirational role models, and that these stories give them realistic information about career opportunities: many of them are women scientists in geosciences. These are not famous scientists, but rather real examples of people who express all the passion of the world of science. It is hoped that reading about successful scientists who have achieved a healthy work-life balance while moving to new locations will be particularly helpful for those individuals considering mobility in their own career. The ebook is available to be used by programs that support the development of systematic approaches to increasing the representation and advancement of women in science, engineering and technology, since mobility plays a key role in these programs. The stories contained herein will be useful to mentoring or advising program focusing on career, networking opportunities, discussion and grants opportunities in conjunction with mobility. There is still a gap between female graduates and the pool of female job applicants - even though the proportion of female graduate students and postdocs in most scientific fields is higher today than it is ever been. Therefore we suggest that focus should be placed on examining the real challenges which women need to overcome, particularly when "mobility" comes into play. Role models who have overcome these challenges will continue to play an important

  12. Examining the Professional Development Experiences and Non-Technical Skills Desired for Geoscience Employment

    Science.gov (United States)

    Houlton, H. R.; Ricci, J.; Wilson, C. E.; Keane, C.

    2014-12-01

    Professional development experiences, such as internships, research presentations and professional network building, are becoming increasingly important to enhance students' employability post-graduation. The practical, non-technical skills that are important for succeeding during these professional development experiences, such as public speaking, project management, ethical practices and writing, transition well and are imperative to the workplace. Thereby, graduates who have honed these skills are more competitive candidates for geoscience employment. Fortunately, the geoscience community recognizes the importance of these professional development opportunities and the skills required to successfully complete them, and are giving students the chance to practice non-technical skills while they are still enrolled in academic programs. The American Geosciences Institute has collected data regarding students' professional development experiences, including the preparation they receive in the corresponding non-technical skills. This talk will discuss the findings of two of AGI's survey efforts - the Geoscience Student Exit Survey and the Geoscience Careers Master's Preparation Survey (NSF: 1202707). Specifically, data highlighting the role played by internships, career opportunities and the complimentary non-technical skills will be discussed. As a practical guide, events informed by this research, such as AGI's professional development opportunities, networking luncheons and internships, will also be included.

  13. Accessible Earth: Enhancing diversity in the Geosciences through accessible course design

    Science.gov (United States)

    Bennett, R. A.; Lamb, D. A.

    2017-12-01

    The tradition of field-based instruction in the geoscience curriculum, which culminates in a capstone geological field camp, presents an insurmountable barrier to many disabled students who might otherwise choose to pursue geoscience careers. There is a widespread perception that success as a practicing geoscientist requires direct access to outcrops and vantage points available only to those able to traverse inaccessible terrain. Yet many modern geoscience activities are based on remotely sensed geophysical data, data analysis, and computation that take place entirely from within the laboratory. To challenge the perception of geoscience as a career option only for the non-disabled, we have created the capstone Accessible Earth Study Abroad Program, an alternative to geologic field camp for all students, with a focus on modern geophysical observation systems, computational thinking, data science, and professional development.In this presentation, we will review common pedagogical approaches in geosciences and current efforts to make the field more inclusive. We will review curricular access and inclusivity relative to a wide range of learners and provide examples of accessible course design based on our experiences in teaching a study abroad course in central Italy, and our plans for ongoing assessment, refinement, and dissemination of the effectiveness of our efforts.

  14. 3D for Geosciences: Interactive Tangibles and Virtual Models

    Science.gov (United States)

    Pippin, J. E.; Matheney, M.; Kitsch, N.; Rosado, G.; Thompson, Z.; Pierce, S. A.

    2016-12-01

    Point cloud processing provides a method of studying and modelling geologic features relevant to geoscience systems and processes. Here, software including Skanect, MeshLab, Blender, PDAL, and PCL are used in conjunction with 3D scanning hardware, including a Structure scanner and a Kinect camera, to create and analyze point cloud images of small scale topography, karst features, tunnels, and structures at high resolution. This project successfully scanned internal karst features ranging from small stalactites to large rooms, as well as an external waterfall feature. For comparison purposes, multiple scans of the same object were merged into single object files both automatically, using commercial software, and manually using open source libraries and code. Files with format .ply were manually converted into numeric data sets to be analyzed for similar regions between files in order to match them together. We can assume a numeric process would be more powerful and efficient than the manual method, however it could lack other useful features that GUI's may have. The digital models have applications in mining as efficient means of replacing topography functions such as measuring distances and areas. Additionally, it is possible to make simulation models such as drilling templates and calculations related to 3D spaces. Advantages of using methods described here for these procedures include the relatively quick time to obtain data and the easy transport of the equipment. With regard to openpit mining, obtaining 3D images of large surfaces and with precision would be a high value tool by georeferencing scan data to interactive maps. The digital 3D images obtained from scans may be saved as printable files to create physical 3D-printable models to create tangible objects based on scientific information, as well as digital "worlds" able to be navigated virtually. The data, models, and algorithms explored here can be used to convey complex scientific ideas to a range of

  15. Unidata: A geoscience e-infrastructure for International Data Sharing

    Science.gov (United States)

    Ramamurthy, Mohan

    2017-04-01

    The Internet and its myriad manifestations, including the World Wide Web, have amply demonstrated the compounding benefits of a global cyberinfrastructure and the power of networked communities as institutions and people exchange knowledge, ideas, and resources. The Unidata Program recognizes those benefits, and over the past several years it has developed a growing portfolio of international data distribution activities, conducted in close collaboration with academic, research and operational institutions on several continents, to advance earth system science education and research. The portfolio includes provision of data, tools, support and training as well as outreach activities that bring various stakeholders together to address important issues, all toward the goals of building a community with a shared vision. The overarching goals of Unidata's international data sharing activities include: • democratization of access-to and use-of data that describe the dynamic earth system by facilitating data access to a broad spectrum of observations and forecasts • building capacity and empowering geoscientists and educators worldwide by building encouraging local communities where data, tools, and best practices in education and research are shared • strengthening international science partnerships for exchanging knowledge and expertise • Supporting faculty and students at research and educational institutions in the use of Unidata systems building regional and global communities around specific geoscientific themes. In this presentation, I will present Unidata's ongoing data sharing activities in Latin America, Europe, Africa and Antarctica that are enabling linkages to existing and emergent e-infrastructures and operational networks, including recent advances to develop interoperable data systems, tools, and services that benefit the geosciences. Particular emphasis in the presentation will be made to describe the examples of the use of Unidata

  16. Strategic Planning for Interdisciplinary Science: a Geoscience Success Story

    Science.gov (United States)

    Harshvardhan, D.; Harbor, J. M.

    2003-12-01

    The Department of Earth and Atmospheric Sciences at Purdue University has engaged in a continuous strategic planning exercise for several years, including annual retreats since 1997 as an integral part of the process. The daylong Saturday retreat at the beginning of the fall semester has been used to flesh out the faculty hiring plan for the coming year based on the prior years' plans. The finalized strategic plan is built around the choice of three signature areas, two in disciplinary fields, (i) geodynamics and active tectonics, (ii) multi-scale atmospheric interactions and one interdisciplinary area, (iii) atmosphere/surface interactions. Our experience with strategic planning and the inherently interdisciplinary nature of geoscience helped us recently when our School of Science, which consists of seven departments, announced a competition for 60 new faculty positions that would be assigned based on the following criteria, listed in order of priority - (i) scientific merit and potential for societal impact, (ii) multidisciplinary nature of topic - level of participation and leveraging potential, (iii) alignment with Purdue's strategic plan - discovery, learning, engagement, (iv) existence of critical mass at Purdue and availability of faculty and student candidate pools, (v) corporate and federal sponsor interest. Some fifty white papers promoting diverse fields were submitted to the school and seven were chosen after a school-wide retreat. The department fared exceedingly well and we now have significant representation on three of the seven school areas of coalescence - (i) climate change, (ii) computational science and (iii) science education research. We are now in the process of drawing up hiring plans and developing strategies for allocation and reallocation of resources such as laboratory space and faculty startup to accommodate the 20% growth in faculty strength that is expected over the next five years.

  17. SAS- Semantic Annotation Service for Geoscience resources on the web

    Science.gov (United States)

    Elag, M.; Kumar, P.; Marini, L.; Li, R.; Jiang, P.

    2015-12-01

    There is a growing need for increased integration across the data and model resources that are disseminated on the web to advance their reuse across different earth science applications. Meaningful reuse of resources requires semantic metadata to realize the semantic web vision for allowing pragmatic linkage and integration among resources. Semantic metadata associates standard metadata with resources to turn them into semantically-enabled resources on the web. However, the lack of a common standardized metadata framework as well as the uncoordinated use of metadata fields across different geo-information systems, has led to a situation in which standards and related Standard Names abound. To address this need, we have designed SAS to provide a bridge between the core ontologies required to annotate resources and information systems in order to enable queries and analysis over annotation from a single environment (web). SAS is one of the services that are provided by the Geosematnic framework, which is a decentralized semantic framework to support the integration between models and data and allow semantically heterogeneous to interact with minimum human intervention. Here we present the design of SAS and demonstrate its application for annotating data and models. First we describe how predicates and their attributes are extracted from standards and ingested in the knowledge-base of the Geosemantic framework. Then we illustrate the application of SAS in annotating data managed by SEAD and annotating simulation models that have web interface. SAS is a step in a broader approach to raise the quality of geoscience data and models that are published on the web and allow users to better search, access, and use of the existing resources based on standard vocabularies that are encoded and published using semantic technologies.

  18. Online Experiential Learning: Effective Applications for Geoscience Education

    Science.gov (United States)

    Matias, A.; Eriksson, S. C.

    2015-12-01

    Students today are rarely satisfied with a one-size-fits-all educational experience. The rapid changing landscape of the web and other technologies are breaking down communicationand geographic barries. More students are increasingly turning to the web for quality education that fits into their lives. As a result, higher education institutions are expanding their offerings through online courses. Nonetheless, online learning brings challenges as well as a fresh opportunityfor exploring practices not present in traditional higher education programs, particularly in the sciences. We are in a unique position to empower students to make strategic academic and professional decisions in global terms. Online learning, supportedwith hands-on and minds-on activities, actively engages student with critical thinking skills and higher level learning. This presentation will showcase examples from a series of geoscience and environmental science courses currently offered fully online at SUNY Empire State College (ESC). Taking advantage of the proliferation of tools currently available for online learning management systems, we will explore how we approach course developent to create an interactive learning environment. Students learn through case studies, group projects and understanding real-world issues while learning concepts. Particular focus will be given to an international collaboration with the Tecnologico de Monterrey, Chihuahua Campus. This collaboration took place during the Spring of 2015 with students from the fully-online, lower-level Geology and the Environment course at ESC and the upper-level, face-to-face Mobile Programming course in Mexico. Ultimately, the goal of this presentation is to show faculty members and afministrators the pedagogical principles and approach used with the expectation that it could help support development of online learning opportunities at their institutions.

  19. Geoethics and the Role of Professional Geoscience Societies

    Science.gov (United States)

    Kieffer, S. W.; Palka, J. M.; Geissman, J. W.; Mogk, D. W.

    2014-12-01

    Codes of Ethics (Conduct) for geoscientists are formulated primarily by professional societies and the codes must be viewed in the context of the Goals (Missions, Values) of the societies. Our survey of the codes of approximately twenty-five societies reveals that most codes enumerate principles centered on practical issues regarding professional conduct of individuals such as plagiarism, fabrication, and falsification, and the obligation of individuals to the profession and society at large. With the exception of statements regarding the ethics of peer review, there is relatively little regarding the ethical obligations of the societies themselves. In essence, the codes call for traditionally honorable behavior of individual members. It is striking, given that the geosciences are largely relevant to the future of Earth, most current codes of societies fail to address our immediate obligations to the environment and Earth itself. We challenge professional organizations to consider the ethical obligations to Earth in both their statements of goals and in their codes of ethics. Actions by societies could enhance the efforts of individual geoscientists to serve society, especially in matters related to hazards, resources and planetary stewardship. Actions we suggest to be considered include: (1) Issue timely position statements on topics in which there is expertise and consensus (some professional societies such as AGU, GSA, AAAS, and the AMS, do this regularly, yet others not at all.); (2) Build databases of case studies regarding geoethics that can be used in university classes; (3) Hold interdisciplinary panel discussions with ethicists, scientists, and policy makers at annual meetings; (4) Foster publication in society journals of contributions relating to ethical questions; and (5) Aggressively pursue the incorporation of geoethical issues in undergraduate and graduate curricula and in continuing professional development.

  20. Geoscience Australia Publishes Sample Descriptions using W3C standards

    Science.gov (United States)

    Car, N. J.; Cox, S. J. D.; Bastrakova, I.; Wyborn, L. A.

    2017-12-01

    The recent revision of the W3C Semantic Sensor Network Ontology (SSN) has focused on three key concerns: Extending the scope of the ontology to include sampling and actuation as well as observation and sensing Modularizing the ontology into a simple core with few classes and properties and little formal axiomatization, supplemented by additional modules that formalize the semantics and extend the scope Alignments with several existing applications and upper ontologies These enhancements mean that SSN can now be used as the basis for publishing descriptions of geologic samples as Linked Data. Geoscience Australia maintains a database of about three million samples, collected over 50 years through projects from ocean core, terrestrial rock and hydrochemistry borehole projects, almost all of which are held in in the special-purpose GA samples repository. Access to descriptions of these samples as Linked Data has recently been enabled. The sample descriptions can be viewed in various machine-readable formalizations, including IGSN (XML & RDF), Dublin Core (XML & RDF) and SSN (RDF), as well as web landing-pages for people. Of particular importance is the support for encoding relationships between samples, and between samples and surveys, boreholes, and traverses which they are related to, as well as between samples processed for analytical purposes and their parents, siblings, and back to the original field samples. The SSN extension for Sample Relationships provides an extensible, semantically rich mechanism to capture any relationship necessary to explain the provenance of observation results obtained from samples. Sample citation is facilitated through the use of URI-based persistent identifiers which resolve to samples' landing pages. The sample system also allows PROV pingbacks to be received for samples when users of them record provenance for their actions.

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

    Science.gov (United States)

    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.

  2. Using Low Cost Environmental Sensors in Geoscience Education

    Science.gov (United States)

    Leeman, J.; Ammon, C. J.; Anandakrishnan, S.

    2014-12-01

    Advances in process technology have drastically reduced the cost of manufacturing almost every type of sensor and micro-controller, putting low-to-mid grade sensor technology in the reach of educators and hobbyists. We demonstrate how a low cost magnetometer and an Arduino micro-controller can be used in education. Students can easily connect the sensor to the Arduino and collect three-component magnetic field data. Experiments can easily be turned into long-term monitoring projects by connecting sensors to the internet and providing an Internet-of-Things interface to store and to display the data in near-real time. Low-cost sensors are generally much noisier than their research grade counterparts, but can still provide an opportunity for students to learn about fundamental concepts such as signal quality, sampling, averaging, and filtering and to gain hands-on, concrete experience with observations. Sensors can be placed at different locations and compared both qualitatively and quantitatively. For example, with an inexpensive magnetometer, students can examine diurnal magnetic field variations and look for magnetic storms. Magnetic field orientation can be calculated and compared to the predicted geomagnetic field orientation at a given location. Data can be stored in simple text files to facilitate analysis with any convenient package. We illustrate the idea using Python notebooks, allowing students to explore the data interactively and to learn the basic principles of programming and reproducible research. Using an Arduino encourages students to interact with open-source data collection hardware and to experiment with ways to quickly, cheaply, and effectively measure the environment. Analysis of these data can lead to a deeper understanding of both geoscience and data processing.

  3. Make it fun for everyone: visualization techniques in geoscience

    Science.gov (United States)

    Portnov, A.; Sojtaric, M.

    2017-12-01

    We live on a planet that mostly consists of oceans, but most people cannot picture what the surface and the subsurface of the ocean floor looks like. Marine geophysics has traditionally been difficult to explain to general public as most of what we do happens beyond the visual realm of an average audience. However, recent advances in 3D visualization of scientific data is one of the tools we can employ to better explain complex systems through gripping visual content. Coupled with a narrative approach, this type of visualization can open up a whole new and relatively little known world of science to general public. Up-to-date remote-sensing methods provide unique data of surface of seabed and subsurface all over the planet. Modern software can present this data in a spectacular way and with great scientific accuracy, making it attractive both for specialists and non-specialists in geoscience. As an example, we present several visualizations, which in simple way tell stories of various research in the remote parts of the World, such as Arctic regions and deep ocean in the Gulf of Mexico. Diverse datasets: multibeam echosounding; hydrographic survey; seismic and borehole data are put together to build up perfectly geo-referenced environment, showing the complexity of geological processes on our planet. Some of the data was collected 10-15 years ago, but acquired its new life with the help of new data visualization techniques. Every digital object with assigned coordinates, including 2D pictures and 3D models may become a part of this virtual geologic environment, limiting the potential of geo-visualization only by the imagination of a scientist. Presented videos have an apparent scientific focus on marine geology and geophysics, since the data was collected by several research and petroleum organizations, specialized in this field. The stories which we tell in this way may, for example, provide the public with further insight in complexities surrounding natural

  4. A project-based geoscience curriculum: select examples

    Science.gov (United States)

    Brown, L. M.; Kelso, P. R.; White, R. J.; Rexroad, C. B.

    2007-12-01

    Principles of constructivist educational philosophy serve as a foundation for the recently completed National Science Foundation sponsored undergraduate curricular revision undertaken by the Geology Department of Lake Superior State University. We integrate lecture and laboratory sessions utilizing active learning strategies that focus on real-world geoscience experiences and problems. In this presentation, we discuss details of three research-like projects that require students to access original data, process and model the data using appropriate geological software, interpret and defend results, and disseminate results in reports, posters, and class presentations. The projects are from three upper division courses, Carbonate Systems, Sequence Stratigraphy, and Geophysical Systems, where teams of two to four students are presented with defined problems of durations ranging from a few weeks to an entire semester. Project goals and location, some background information, and specified dates and expectations for interim and final written and oral reports are provided to students. Some projects require the entire class to work on one data set, some require each team to be initially responsible for a portion of the project with teams ultimately merging data for interpretation and to arrive at final conclusions. Some projects require students to utilize data from appropriate geological web sites such as state geological surveys. Others require students to design surveys and utilize appropriate instruments of their choice for field data collection. Students learn usage and applications of appropriate geological software in compiling, processing, modeling, and interpreting data and preparing formal reports and presentations. Students uniformly report heightened interest and motivation when engaged in these projects. Our new curriculum has resulted in an increase in students" quantitative and interpretive skills along with dramatic improvement in communication and

  5. Data assimilation techniques and modelling uncertainty in geosciences

    Directory of Open Access Journals (Sweden)

    M. Darvishi

    2014-10-01

    Full Text Available "You cannot step into the same river twice". Perhaps this ancient quote is the best phrase to describe the dynamic nature of the earth system. If we regard the earth as a several mixed systems, we want to know the state of the system at any time. The state could be time-evolving, complex (such as atmosphere or simple and finding the current state requires complete knowledge of all aspects of the system. On one hand, the Measurements (in situ and satellite data are often with errors and incomplete. On the other hand, the modelling cannot be exact; therefore, the optimal combination of the measurements with the model information is the best choice to estimate the true state of the system. Data assimilation (DA methods are powerful tools to combine observations and a numerical model. Actually, DA is an interaction between uncertainty analysis, physical modelling and mathematical algorithms. DA improves knowledge of the past, present or future system states. DA provides a forecast the state of complex systems and better scientific understanding of calibration, validation, data errors and their probability distributions. Nowadays, the high performance and capabilities of DA have led to extensive use of it in different sciences such as meteorology, oceanography, hydrology and nuclear cores. In this paper, after a brief overview of the DA history and a comparison with conventional statistical methods, investigated the accuracy and computational efficiency of two main classical algorithms of DA involving stochastic DA (BLUE and Kalman filter and variational DA (3D and 4D-Var, then evaluated quantification and modelling of the errors. Finally, some of DA applications in geosciences and the challenges facing the DA are discussed.

  6. BCube: A Broker Framework for Next Generation Geoscience

    Science.gov (United States)

    Khalsa, S. S.; Pearlman, J.; Nativi, S.

    2013-12-01

    EarthCube is an NSF initiative that aims to transform the conduct of research through the creation of community-guided cyberinfrastructure enabling the integration information and data across the geosciences. Following an initial phase of concept and community development activities, NSF has made awards for the development of cyberinfrastructure 'building blocks.' In this talk we describe the goals and methods for one of these projects - BCube, for Brokering Building Blocks. BCube addresses the need for effective and efficient multi-disciplinary collaboration and interoperability through the introduction of brokering technologies. Brokers, as information systems middleware, have existed for many years and are found in diverse domains and industries such as financial systems, business-to-business interfaces, medicine and the automotive industry, to name a few. However, the emergence of brokers in science is relatively new and is now being piloted with great promise in cyberinfrastructure and science communities in the U.S., Europe, and elsewhere. Brokers act as intermediaries between information systems that implement well-defined interfaces, providing a bridge between communities using different specifications. The BCube project is helping to build a truly cross-disciplinary, global platform for data providers, cyberinfrastructure developers, and data users to make data more available and interoperable through a brokering framework. Building on the GEOSS Discover and Access Broker (DAB), BCube will develop new modules and services including * Expanded semantic brokering * Business Model support for work flows * Automated metadata generation * Automated linking to services discovered via web crawling * Plug and play for most community service buses * 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

  7. Ecoacoustic Music for Geoscience: Sonic Physiographies and Sound Casting

    Science.gov (United States)

    Burtner, M.

    2017-12-01

    The author describes specific ecoacoustic applications in his original compositions, Sonic Physiography of a Time-Stretched Glacier (2015), Catalog of Roughness (2017), Sound Cast of Matanuska Glacier (2016) and Ecoacoustic Concerto (Eagle Rock) (2014). Ecoacoustic music uses technology to map systems from nature into music through techniques such as sonification, material amplification, and field recording. The author aspires for this music to be descriptive of the data (as one would expect from a visualization) and also to function as engaging and expressive music/sound art on its own. In this way, ecoacoustic music might provide a fitting accompaniment to a scientific presentation (such as music for a science video) while also offering an exemplary concert hall presentation for a dedicated listening public. The music can at once support the communication of scientific research, and help science make inroads into culture. The author discusses how music created using the data, sounds and methods derived from earth science can recast this research into a sonic art modality. Such music can amplify the communication and dissemination of scientific knowledge by broadening the diversity of methods and formats we use to bring excellent scientific research to the public. Music can also open the public's imagination to science, inspiring curiosity and emotional resonance. Hearing geoscience as music may help a non-scientist access scientific knowledge in new ways, and it can greatly expand the types of venues in which this work can appear. Anywhere music is played - concert halls, festivals, galleries, radio, etc - become a venue for scientific discovery.

  8. Trends of wave height and period in the Central Arabian Sea from 1996 to 2012: A study based on satellite altimeter data

    Digital Repository Service at National Institute of Oceanography (India)

    Hithin, N.K.; SanilKumar, V.; Shanas, P.R.

    The variability of annual maximum and annual mean significant wave height (SWH) and wave period in the Central Arabian Sea is studied using satellite altimeter data from 1996 to 2012 at a deep water (water depth~3500 m) buoy location (15.5°N, 69...

  9. Equipment for testing the indications accuracy of speedometers and altimeters existing on board aircraft and the tightness of the related pneumatic paths

    Directory of Open Access Journals (Sweden)

    Constantin PETRE

    2011-03-01

    Full Text Available The equipment is intended to testing the tightness of the catchment pneumatic system (Pitot tube, the transmission (pneumatic paths and the total and static air pressures processing (aircrafttype instruments in order to establish the main flight parameters and checking the correctness of the operation of related aircraft instruments: the altimeter and the speedometer.

  10. Characterising and improving the performance of the Sentinel-3 SRAL altimeter: A Report from SCOOP, SHAPE & SPICE Projects

    Science.gov (United States)

    Restano, Marco; Ambrózio, Américo; Cotton, David; Scoop Team; Fabry, Pierre; Shape Team; McMillan, Malcolm; Spice Team; Benveniste, Jérôme

    2017-04-01

    Under the ESA Scientific Exploitation of Operational Missions (SEOM) Programme, 3 Projects are currently underway to accurately characterise and improve the performance of the Sentinel-3 SRAL SAR mode altimeter. They are: 1) SCOOP (SAR Altimetry Coastal & Open Ocean Performance Exploitation and Roadmap Study) for Coastal and Open Ocean; 2) SHAPE (Sentinel-3 Hydrologic Altimetry PrototypE) for Inland Water; 3) SPICE (Sentinel-3 Performance improvement for ICE sheets) for Ice Sheets. As projects started before the launch of Sentinel-3 (a full SAR mission), calibrated Cryosat-2 data have been used as input to a processor replicating the Sentinel-3 baseline processing. For the SCOOP project, a first test dataset has been released to end users including data from 10 regions of interest. The successful SAMOSA retracker, adopted in the previous CP4O Project (CryoSat Plus for Oceans), has been readapted to re-track Sentinel-3 waveforms. An improved version of SAMOSA will be released at the end of the project. The SHAPE project is working towards the design and assessment of alternative/innovative techniques not implemented in the Sentinel-3 ground segment (performing no Inland Water dedicated processing). Both rivers and lakes will be studied. Amazon, Brahmaputra and Danube have been selected as rivers, whereas Titicaca and Vanern have been chosen as lakes. The study will include the assimilation of output products into hydrological models for all regions of interest. A final dataset will be provided to end users. The SPICE project is addressing four high level objectives: 1) Assess and improve the Delay-Doppler altimeter processing for ice sheets. 2) Assess and develop SAR waveform retrackers for ice sheets. 3) Evaluate the performance of SAR altimetry relative to conventional pulse limited altimetry. 4) Assess the impact on SAR altimeter measurements of radar wave interaction with the snowpack. Dataset used for validation include ICESat and IceBridge products. Vostok

  11. Compact, passively Q-switched Nd:YAG laser for the MESSENGER mission to Mercury.

    Science.gov (United States)

    Krebs, Danny J; Novo-Gradac, Anne-Marie; Li, Steven X; Lindauer, Steven J; Afzal, Robert S; Yu, Anthony W

    2005-03-20

    A compact, passively Q-switched Nd:YAG laser has been developed for the Mercury Laser Altimeter, an instrument on the Mercury Surface, Space Environment, Geochemistry, and Ranging mission to the planet Mercury. The laser achieves 5.4% efficiency with a near-diffraction-limited beam. It passed all space-flight environmental tests at subsystem, instrument, and satellite integration testing and successfully completes a postlaunch aliveness check en route to Mercury. The laser design draws on a heritage of previous laser altimetry missions, specifically the Ice Cloud and Elevation Satellite and the Mars Global Surveyor, but incorporates thermal management features unique to the requirements of an orbit of the planet Mercury.

  12. Laser Technology.

    Science.gov (United States)

    Gauger, Robert

    1993-01-01

    Describes lasers and indicates that learning about laser technology and creating laser technology activities are among the teacher enhancement processes needed to strengthen technology education. (JOW)

  13. Build It, But Will They Come? A Geoscience Cyberinfrastructure Baseline Analysis

    Directory of Open Access Journals (Sweden)

    Joel Cutcher-Gershenfeld

    2016-07-01

    Full Text Available Understanding the earth as a system requires integrating many forms of data from multiple fields. Builders and funders of the cyberinfrastructure designed to enable open data sharing in the geosciences risk a key failure mode: What if geoscientists do not use the cyberinfrastructure to share, discover and reuse data? In this study, we report a baseline assessment of engagement with the NSF EarthCube initiative, an open cyberinfrastructure effort for the geosciences. We find scientists perceive the need for cross-disciplinary engagement and engage where there is organizational or institutional support. However, we also find a possibly imbalanced involvement between cyber and geoscience communities at the outset, with the former showing more interest than the latter. This analysis highlights the importance of examining fields and disciplines as stakeholders to investments in the cyberinfrastructure supporting science.

  14. DOE/OBES/Geosciences initiative on radioactive-waste isolation in mined repositories

    International Nuclear Information System (INIS)

    1983-05-01

    The Geosciences Program within the Office of Basic Energy Sciences supports fundamental research of scientific importance and of technological relevance in the energy field. The present document describes an ongoing scientific effort on the geoscience aspects of the emplacement of radioactive waste in a mined repository. Basic research in geochemical transport, rock mechanics, geodynamics and hydrologic modelings is needed to improve understanding of geoscience processes influenced by the introduction of mechanical and thermal stresses and by the introduction of new chemical and radioactive species to the subsurface. Laboratory and in-situ data are required for scaling, modeling, and predicting parameters most relevant to locating, developing, constructing, and operating geologic radioactive waste repositories. Testing and development of high resolution surface and borehole geophysical methods are needed for subsurface characterization. Special emphasis is given to the role of fractures because they control flow and are sites for geochemical interactions

  15. Creating and maintaining a successful geoscience pathway from 2YC to 4YC for Native Hawaiian Students: First Steps

    Science.gov (United States)

    Guidry, M.; Eschenberg, A.; McCoy, F. W.; McManus, M. A.; Lee, K.; DeLay, J. K.; Taylor, S. V.; Dire, J.; Krupp, D.

    2017-12-01

    In the Fall of 2015, the two four year (4YC) institutions within the University of Hawaii (UH) system offering baccalaureate degrees in geosciences enrolled only six Native Hawaiian (NH) students out of a total of 194 students in geoscience degree programs. This percentage (3%) of NH students enrolled in geosciences is far lower than the percentage of NH students enrolled at any single institution in the UH system, which ranges from 14 to 42%. At the same time, only six (3%) of the 194 students enrolled in geoscience baccalaureate programs were transfer students from the UH community colleges. Of these six transfer students, three were NH. This reflects the need for increased transfer of NH in the geosciences from two year (2YC) to 4YC. In the Fall of 2015, UH Manoa's (UHM) School of Ocean and Earth Science and Technology (SOEST) accounted for only 0.14% of transfer students from UH community colleges. This compares to 5% in the UHM School of Engineering and 27% in the UHM College of Arts and Sciences. As part of the first year of a multi-institutional five-year NSF TCUP-PAGE (Tribal Colleges and Universities Program - PArtnerships for Geoscience Education) award, we review our first steps and strategies for building a successful and sustainable geoscience transfer pathway for Native Hawaiian and community college students into the three undergraduate geoscience programs (Atmospheric Sciences, Environmental Sciences, and Geology & Geophysics) within SOEST.

  16. A Synthesis of Instructional Strategies in Geoscience Education Literature That Address Barriers to Inclusion for Students with Disabilities

    Science.gov (United States)

    Carabajal, Ivan G.; Marshall, Anita M.; Atchison, Christopher L.

    2017-01-01

    People with disabilities make up the largest minority population in the U.S. yet remain sorely underrepresented in scientific disciplines that require components of field-based training such as the geosciences. This paper provides a critical analysis of broadening participation within geoscience education literature through the use of accessible…

  17. Assimilation of radar altimeter data in numerical wave models: an impact study in two different wave climate regions

    Directory of Open Access Journals (Sweden)

    G. Emmanouil

    2007-03-01

    Full Text Available An operational assimilation system incorporating significant wave height observations in high resolution numerical wave models is studied and evaluated. In particular, altimeter satellite data provided by the European Space Agency (ESA-ENVISAT are assimilated in the wave model WAM which operates in two different wave climate areas: the Mediterranean Sea and the Indian Ocean. The first is a wind-sea dominated area while in the second, swell is the principal part of the sea state, a fact that seriously affects the performance of the assimilation scheme. A detailed study of the different impact is presented and the resulting forecasts are evaluated against available buoy and satellite observations. The corresponding results show a considerable improvement in wave forecasting for the Indian Ocean while in the Mediterranean Sea the assimilation impact is restricted to isolated areas.

  18. Video diaries on social media: Creating online communities for geoscience research and education

    Science.gov (United States)

    Tong, V.

    2013-12-01

    Making video clips is an engaging way to learn and teach geoscience. As smartphones become increasingly common, it is relatively straightforward for students to produce ';video diaries' by recording their research and learning experience over the course of a science module. Instead of keeping the video diaries for themselves, students may use the social media such as Facebook for sharing their experience and thoughts. There are some potential benefits to link video diaries and social media in pedagogical contexts. For example, online comments on video clips offer useful feedback and learning materials to the students. Students also have the opportunity to engage in geoscience outreach by producing authentic scientific contents at the same time. A video diary project was conducted to test the pedagogical potential of using video diaries on social media in the context of geoscience outreach, undergraduate research and teaching. This project formed part of a problem-based learning module in field geophysics at an archaeological site in the UK. The project involved i) the students posting video clips about their research and problem-based learning in the field on a daily basis; and ii) the lecturer building an online outreach community with partner institutions. In this contribution, I will discuss the implementation of the project and critically evaluate the pedagogical potential of video diaries on social media. My discussion will focus on the following: 1) Effectiveness of video diaries on social media; 2) Student-centered approach of producing geoscience video diaries as part of their research and problem-based learning; 3) Learning, teaching and assessment based on video clips and related commentaries posted on Facebook; and 4) Challenges in creating and promoting online communities for geoscience outreach through the use of video diaries. I will compare the outcomes from this study with those from other pedagogical projects with video clips on geoscience, and

  19. The Evolution of Building a Diverse Geosciences in the United States

    Science.gov (United States)

    Keane, Christopher; Houlton, Heather; Leahy, P. Patrick

    2016-04-01

    Since the 1960s, the United States has had numerous systematic efforts to support diversity in all parts of society. The American Geosciences Institute has had active ongoing research and diversity promotion programs in the geosciences since 1972. Over this time, the drivers and goals of promoting a diverse discipline have evolved, including in the scope and definition of diversity. The success of these efforts have been mixed, largely driven by wildly different responses by specific gender and racial subsets of the population. Some critical cultural barriers have been solidly identified and mitigation approaches promoted. For example, the use of field work in promotion of geoscience careers and education programs is viewed as a distinct negative by many African American and Hispanic communities as it equates geoscience as non-professional work. Similarly, efforts at improving gender diversity have had great success, especially in the private sector, as life-balance policies and mitigations of implicit biases have been addressed. Yet success in addressing some of these cultural and behavioral issues has also started to unveil other overarching factors, such as the role of socio-economic and geographic location. Recent critical changes in the definition of diversity that have been implemented will be discussed. These include dropping Asian races as underrepresented, the introduction of the multiracial definition, evolution of the nature of gender, and the increased awareness of persons with disabilities as a critical diverse population. This has been coupled with dramatic changes in the drivers for promoting diversity in the geosciences in the U.S. from a moral and ethical good to one of economic imperative and recognizing the way to access the best talent in the population as the U.S. rapidly approaches being a majority minority society. These changes are leading to new approaches and strategies, for which we will highlight specific programmatic efforts both by AGI

  20. Field research internships: Why they impact students' decisions to major in the geosciences

    Science.gov (United States)

    Kortz, K. M.; Cardace, D.; Savage, B.; Rieger, D.

    2017-12-01

    Although internships have been shown to retain geoscience students, little research has been done on what components of research or field experiences during an internship impact students' decisions to major in the geosciences. We created and led a short, two-week field-based internship for 5 introductory-level students to conduct research and create a poster to present their results. In addition to the two professors leading the internship and the 5 interns, there were 2 masters students and 1 community college student who were returning to the field area to collect data for their own projects. These students also helped to guide and mentor the interns. The interns were diverse in many aspects: 3 were female, 2 were non-white, 3 were community college students (1 4YC student was a transfer), 2 were first-generation college students, and their ages ranged from 18 to 33. Based on our evaluation, we found that the research experience increased students' self-efficacy in the geosciences through various means, increased their connection with mentors and other individuals who could serve as resources, gave them a sense of belonging to the geoscience culture, increased their knowledge of geoscience career paths and expectations, helped them make connections with Earth, and maintained their interest. These factors have been described in the literature as leading to retention, and we propose that field-based internships are successful for recruitment or retention in the geosciences because they influence so many of these affective and cognitive components at once. In particular, the social aspect of internships plays a fundamental role in their success because many of these factors require close and sustained interactions with other people. An implication of this research is that these affective components, including social ones, should be explicitly considered in the design and implementation of internships to best serve as a recruitment and retention strategy.

  1. Broadening Pathways to Geosciences with an Integrated Program at The University of Michigan

    Science.gov (United States)

    Dick, G.; Munson, J.

    2017-12-01

    Low participation of under-represented minorities (URM) in the geosciences is an acute issue at the University of Michigan (U-M), where the number of undergraduate URM students majoring in the Department of Earth and Environmental Sciences (EES) is typically 5% of total majors. The goal of our project is to substantially increase the number and success rate of underrepresented minorities majoring in EES at U-M. We are pursuing this goal with five primary objectives: (i) inspire and recruit high schools seniors to pursue geoscience at U-M, especially through hands-on experiences including field trips; (ii) establish infrastructure to support students interested in geosciences through the critical juncture between high school and college; (iii) increase the number of URM students transferring from community college; (iv) develop student interest in geosciences through research and field experiences; (v) expose students to career opportunities in the geosciences. To accomplish these objectives we are leveraging existing programs, including Earth Camp, Foundations for Undergraduate Teaching: Uniting Research and Education (FUTURE), M-Sci, and college academic advisors. Throughout our interactions with students from high-school through college, we expose them to career opportunities in the geosciences, including private industry, academia, and government agencies. Evaluation of the program revealed three main conclusions: (i) the program increased student interest in pursuing an earth science degree; (ii) participating students showed a marked increase in awareness about the various opportunities that are available with an earth science degree including pathways to graduate school and earth science careers; (iii) field trips were the most effective route for achieving outcomes (i) and (ii).

  2. Mathematics Prerequisites for Introductory Geoscience Courses: Using Technology to Help Solve the Problem

    Science.gov (United States)

    Burn, H. E.; Wenner, J. M.; Baer, E. M.

    2011-12-01

    The quantitative components of introductory geoscience courses can pose significant barriers to students. Many academic departments respond by stripping courses of their quantitative components or by attaching prerequisite mathematics courses [PMC]. PMCs cause students to incur additional costs and credits and may deter enrollment in introductory courses; yet, stripping quantitative content from geoscience courses masks the data-rich, quantitative nature of geoscience. Furthermore, the diversity of math skills required in geoscience and students' difficulty with transferring mathematical knowledge across domains suggest that PMCs may be ineffective. Instead, this study explores an alternative strategy -- to remediate students' mathematical skills using online modules that provide students with opportunities to build contextual quantitative reasoning skills. The Math You Need, When You Need It [TMYN] is a set of modular online student resources that address mathematical concepts in the context of the geosciences. TMYN modules are online resources that employ a "just-in-time" approach - giving students access to skills and then immediately providing opportunities to apply them. Each module places the mathematical concept in multiple geoscience contexts. Such an approach illustrates the immediate application of a principle and provides repeated exposure to a mathematical skill, enhancing long-term retention. At the same time, placing mathematics directly in several geoscience contexts better promotes transfer of learning by using similar discourse (words, tools, representations) and context that students will encounter when applying mathematics in the future. This study uses quantitative and qualitative data to explore the effectiveness of TMYN modules in remediating students' mathematical skills. Quantitative data derive from ten geoscience courses that used TMYN modules during the fall 2010 and spring 2011 semesters; none of the courses had a PMC. In all courses

  3. Addressing Issues of Broadening Participation Highlighted in the Report on the Future of Undergraduate Geoscience Education

    Science.gov (United States)

    McDaris, J. R.; Manduca, C. A.; Macdonald, H.; Iverson, E. A. R.

    2015-12-01

    The final report for the Summit on the Future of Geoscience Education lays out a consensus on issues that must be tackled by the geoscience community collectively if there are to be enough qualified people to fill the large number of expected geoscience job vacancies over the coming decade. Focus areas cited in the report include: Strengthening the connections between two-year colleges and four-year institutions Sharing and making use of successful recruitment and retention practices for students from underrepresented groups Making students aware of high-quality job prospects in the geosciences as well as its societal relevance The InTeGrate STEP Center for the Geosciences, the Supporting and Advancing Geoscience Education at Two-Year Colleges (SAGE 2YC) program, and the Building Strong Geoscience Departments (BSGD) project together have developed a suite of web resources to help faculty and program leaders begin to address these and other issues. These resources address practices that support the whole student, both in the classroom and as a part of the co-curriculum as well as information on geoscience careers, guidance for developing coherent degree programs, practical advice for mentoring and advising, and many others. In addition to developing web resources, InTeGrate has also undertaken an effort to profile successful program practices at a variety of institutions. An analysis of these data shows several common themes (e.g. proactive marketing, community building, research experiences) that align well with the existing literature on what works to support student success. But there are also indications of different approaches and emphases between Minority Serving Institutions (MSIs) and Primarily White Institutions (PWIs) as well as between different kinds of MSIs. Highlighting the different strategies in use can point both MSIs and PWIs to possible alternate solutions to the challenges their students face. InTeGrate - http

  4. Strategies for Positive Engagement with the Public in the Geosciences

    Science.gov (United States)

    Johnson, R.

    2017-12-01

    Strategies for engaging with the public about the geosciences are abundant. Whether engaging in these endeavors through professional opportunties associated with their research activities, or in their personal lives, scientists have numerous ways in which they can share the science they care so much about with the public. While participating in tried and true well-designed "outreach" activities associated with research projects has become a classic approach over the past 20 years, this is not the only way to reach "the public". Indeed, as we have recently learned, such approaches depend on the availability of funding for research projects and outreach components. With potentially large research funding cuts looming at federal agencies, and the future of "education and outreach" associated with funded projects in question, we need to think hard about approaches that are not so closely tied to the federal government. Engaging with the public through involvement in the K-12 educational arena provides another avenue to reach people - not only students and teachers, but also the parents of the students. Furthermore, engagement in local communities - on school boards as a member or regular attendee, in civic groups, in museums on their boards or as volunteers, in congregations, and in more informal local associations are additional opportunities. Indeed, one of the most important resources we have, as geoscientists, is ourselves. While many of us may be involved with groups in our communities, our willingness to openly talk about our science in ways that are accessible to members of the public is less clear. Indeed, some of us may intentionally avoid discussing our research with neighbors and friends for any number of reasons. But by doing so, we have effectively allowed scientists to be framed as "the other" - rather than the neighbor with a kid on the soccer team who occasionally hosts a sleepover for the team, or who really knows how to grill a nice steak, or who

  5. Enabling interoperability in Geoscience with GI-suite

    Science.gov (United States)

    Boldrini, Enrico; Papeschi, Fabrizio; Santoro, Mattia; Nativi, Stefano

    2015-04-01

    GI-suite is a brokering framework targeting interoperability of heterogeneous systems in the Geoscience domain. The framework is composed by different brokers each one focusing on a specific functionality: discovery, access and semantics (i.e. GI-cat, GI-axe, GI-sem). The brokering takes place between a set of heterogeneous publishing services and a set of heterogeneous consumer applications: the brokering target is represented by resources (e.g. coverages, features, or metadata information) required to seamlessly flow from the providers to the consumers. Different international and community standards are now supported by GI-suite, making possible the successful deployment of GI-suite in many international projects and initiatives (such as GEOSS, NSF BCube and several EU funded projects). As for the publisher side more than 40 standards and implementations are supported (e.g. Dublin Core, OAI-PMH, OGC W*S, Geonetwork, THREDDS Data Server, Hyrax Server, etc.). The support for each individual standard is provided by means of specific GI-suite components, called accessors. As for the consumer applications side more than 15 standards and implementations are supported (e.g. ESRI ArcGIS, Openlayers, OGC W*S, OAI-PMH clients, etc.). The support for each individual standard is provided by means of specific profiler components. The GI-suite can be used in different scenarios by different actors: - A data provider having a pre-existent data repository can deploy and configure GI-suite to broker it and making thus available its data resources through different protocols to many different users (e.g. for data discovery and/or data access) - A data consumer can use GI-suite to discover and/or access resources from a variety of publishing services that are already publishing data according to well-known standards. - A community can deploy and configure GI-suite to build a community (or project-specific) broker: GI-suite can broker a set of community related repositories and

  6. An Accessible User Interface for Geoscience and Programming

    Science.gov (United States)

    Sevre, E. O.; Lee, S.

    2012-12-01

    . Currently, the software works in a prototype mode, and it is our goal to further development to create software that can benefit a wide range of people working in geosciences, which will make code development practical and accessible for a wider audience of scientists. By using an interface like this, it reduces potential for errors by reusing known working code.

  7. Technology-Supported Performance Assessments for Middle School Geoscience

    Science.gov (United States)

    Zalles, D. R.; Quellmalz, E.; Rosenquist, A.; Kreikemeier, P.

    2002-12-01

    Under funding from the World Bank, the U.S. Department of Education, the National Science Foundation, and the Federal Government's Global Learning and Observations to Benefit the Environment Program (GLOBE), SRI International has developed and piloted web-accessible performance assessments that measure K-12 students' abilities to use learning technologies to reason with scientific information and communicate evidence-based conclusions to scientific problems. This presentation will describe the assessments that pertain to geoscience at the middle school level. They are the GLOBE Assessments and EPA Phoenix, an instantiation of SRI's model of assessment design known as Integrative Performance Assessments in Technology (IPAT). All are publicly-available on the web. GLOBE engages students in scientific data collection and observation about the environment. SRI's classroom assessments for GLOBE provide sample student assessment tools and frameworks that allow teachers and students to assess how well students can use the data in scientific inquiry projects. Teachers can use classroom assessment tools on the site to develop integrated investigations for assessing GLOBE within their particular science curricula. Rubrics are provided for measuring students' GLOBE-related skills, and alignments are made to state, national, and international science standards. Sample investigations are provided about atmosphere, hydrology, landcover, soils, earth systems, and visualizations. The IPAT assessments present students with engaging problems rooted in science or social science content, plus sets of tasks and questions that require them to gather relevant information on the web, use reasoning strategies to analyze and interpret the information, use spreadsheets, word processors, and other productivity tools, and communicate evidence-based findings and recommendations. In the process of gathering information and drawing conclusions, students are assessed on how well they can operate

  8. Examples to Keep the Passion for the Geosciences

    Science.gov (United States)

    Fernández Raga, María; Palencia Coto, Covadonga; Cerdà, Artemi

    2014-05-01

    welfare and health of the person. Applying this idea to the field of training, promote development within the classroom social networking encourages participation and aid in student learning.The criterion to consider dissolving or enhance these natural groups is given by the adequacy or not the educational proposed approaches (objectives, content, interests , etc.). And last but not least… 10. Never stop learning!!!!!!!!! Teaching geosciences needs passion for the Earth, the processes, the forms…And to show this in the field to the students.

  9. The ethical implications of geosciences in the art

    Science.gov (United States)

    Solarino, Stefano

    2015-04-01

    One major goal of Geoscientists is to educate people to natural hazards. This requires a constant action to disseminate scientific topics based on a simplified language able to foster and promote the participation of the Society to the educative activities. The issue has been debated many times since the establishment of the unprecedented interest of citizens and media towards major catastrophes that took place at the beginning of the 90'. In the last 25 years many efforts have been made by the scientific community to shift the increased demand of the public in search for information about the next big earthquake or volcanic eruption to a wider communication landscape that also includes the scientific aspects of the phenomenon and the risk preparedness. In this attempts scientists developed a language alternative to pure scientific communication, based on short, simple and figurative statements. However the enhanced interest of the society towards scientific topics also attracted non experts, as the number of web blogs dealing with Geosciences matters currently show. Moreover, it spanned to non scientific fields including arts, in particular the visual ones. Their impact on the society was and is way too high compared to the traditional ways of communicating science, but seldom the scientific content of this powerful communication form is rigorous and correct. In movies, for example, due to the need of a more astonishing show and thanks to the numerous facilities offered by the studios, the reaction of the characters to natural dangers is often exaggerated, oversimplified or not safe (like walking inside the Earth's core or riding a big car on magma) and leads the spectator to inexact information or, even worse, to imitate the actor in an emergency. A well educated society would understand the fictive nature of the show, but in most cases the effects of wrong messages or inaccurate information reflect on the preparedness towards natural hazards. In this poster I

  10. CTserver: A Computational Thermodynamics Server for the Geoscience Community

    Science.gov (United States)

    Kress, V. C.; Ghiorso, M. S.

    2006-12-01

    The CTserver platform is an Internet-based computational resource that provides on-demand services in Computational Thermodynamics (CT) to a diverse geoscience user base. This NSF-supported resource can be accessed at ctserver.ofm-research.org. The CTserver infrastructure leverages a high-quality and rigorously tested software library of routines for computing equilibrium phase assemblages and for evaluating internally consistent thermodynamic properties of materials, e.g. mineral solid solutions and a variety of geological fluids, including magmas. Thermodynamic models are currently available for 167 phases. Recent additions include Duan, Møller and Weare's model for supercritical C-O-H-S, extended to include SO2 and S2 species, and an entirely new associated solution model for O-S-Fe-Ni sulfide liquids. This software library is accessed via the CORBA Internet protocol for client-server communication. CORBA provides a standardized, object-oriented, language and platform independent, fast, low-bandwidth interface to phase property modules running on the server cluster. Network transport, language translation and resource allocation are handled by the CORBA interface. Users access server functionality in two principal ways. Clients written as browser- based Java applets may be downloaded which provide specific functionality such as retrieval of thermodynamic properties of phases, computation of phase equilibria for systems of specified composition, or modeling the evolution of these systems along some particular reaction path. This level of user interaction requires minimal programming effort and is ideal for classroom use. A more universal and flexible mode of CTserver access involves making remote procedure calls from user programs directly to the server public interface. The CTserver infrastructure relieves the user of the burden of implementing and testing the often complex thermodynamic models of real liquids and solids. A pilot application of this distributed

  11. Working Towards New Transformative Geoscience Analytics Enabled by Petascale Computing

    Science.gov (United States)

    Woodcock, R.; Wyborn, L.

    2012-04-01

    resolutions with integration and validation across data type boundaries. Increased capacity of storage and compute will mean that uncertainty and reliability of individual observations will consistently be taken into account and propagated throughout the processing chain. If these data access difficulties can be overcome, the increased compute capacity will also mean that larger scale, more complex models can be run at higher resolution and instead of single pass modelling runs. Ensembles of models will be able to be run to simultaneously test multiple hypotheses. Petascale computing and high performance data offer more than "bigger, faster": it is an opportunity for a transformative change in the way in which geoscience research is routinely conducted.

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

    Science.gov (United States)

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

    Science.gov (United States)

    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

  14. Using Q Methodology to Investigate Undergraduate Students' Attitudes toward the Geosciences

    Science.gov (United States)

    Young, Julia M.; Shepardson, Daniel P.

    2018-01-01

    Undergraduate students have different attitudes toward the geosciences, but few studies have investigated these attitudes using Q methodology. Q methodology allows the researcher to identify more detailed reasons for students' attitudes toward geology than Likert methodology. Thus this study used Q methodology to investigate the attitudes that 15…

  15. Assessing the Readability of Geoscience Textbooks, Laboratory Manuals, and Supplemental Materials

    Science.gov (United States)

    Hippensteel, Scott P.

    2015-01-01

    Reading materials used in undergraduate science classes have not received the same attention in the literature as those used in secondary schools. Additionally, reports critical of college textbooks and their prose are common. To assess both problems and determine the readability of assignments and texts used by geoscience faculty at the…

  16. The Roles of Working Memory and Cognitive Load in Geoscience Learning

    Science.gov (United States)

    Jaeger, Allison J.; Shipley, Thomas F.; Reynolds, Stephen J.

    2017-01-01

    Working memory is a cognitive system that allows for the simultaneous storage and processing of active information. While working memory has been implicated as an important element for success in many science, technology, engineering, and mathematics (STEM) fields, its specific role in geoscience learning is not fully understood. The major goal of…

  17. Social Learning Theories--An Important Design Consideration for Geoscience Fieldwork

    Science.gov (United States)

    Streule, M. J.; Craig, L. E.

    2016-01-01

    The nature of field trips in geoscience lends them to the application of social learning theories for three key reasons. First, they provide opportunity for meaningful practical experience and promote effective learning afforded by no other educational vehicle in the subject. Second, they are integral for students creating a strong but changing…

  18. Using Scientific Visualizations to Enhance Scientific Thinking In K-12 Geoscience Education

    Science.gov (United States)

    Robeck, E.

    2016-12-01

    The same scientific visualizations, animations, and images that are powerful tools for geoscientists can serve an important role in K-12 geoscience education by encouraging students to communicate in ways that help them develop habits of thought that are similar to those used by scientists. Resources such as those created by NASA's Scientific Visualization Studio (SVS), which are intended to inform researchers and the public about NASA missions, can be used in classrooms to promote thoughtful, engaged learning. Instructional materials that make use of those visualizations have been developed and are being used in K-12 classrooms in ways that demonstrate the vitality of the geosciences. For example, the Center for Geoscience and Society at the American Geosciences Institute (AGI) helped to develop a publication that outlines an inquiry-based approach to introducing students to the interpretation of scientific visualizations, even when they have had little to no prior experience with such media. To facilitate these uses, the SVS team worked with Center staff and others to adapt the visualizations, primarily by removing most of the labels and annotations. Engaging with these visually compelling resources serves as an invitation for students to ask questions, interpret data, draw conclusions, and make use of other processes that are key components of scientific thought. This presentation will share specific resources for K-12 teaching (all of which are available online, from NASA, and/or from AGI), as well as the instructional principles that they incorporate.

  19. Engaging Students to Learn through the Affective Domain: A New Framework for Teaching in the Geosciences

    Science.gov (United States)

    van der Hoeven Kraft, Katrien J.; Srogi, LeeAnn; Husman, Jenefer; Semken, Steven; Fuhrman, Miriam

    2011-01-01

    To motivate student learning, the affective domain--emotion, attitude, and motivation--must be engaged. We propose a model that is specific to the geosciences with theoretical components of motivation and emotion from the field of educational psychology, and a term we are proposing, "connections with Earth" based on research in the…

  20. A Potential Synergy Connecting Educational Leadership, The Geoscience Community, and Spatial Data

    Science.gov (United States)

    Branch, B. D.

    2008-12-01

    The effort to promote more geosciences numbers and greater diversity should reference considerations of federal policy. In congruence, institutions need to include geosciences education in the K-12 curriculum in order to increase the numbers of geoscientists and to increase diversity among geoscientists. For example, No Child Left Behind stated public entities should, ""(1) to carry out programs that prepare prospective teachers to use advanced technology to prepare all students to meet challenging", section 1051 sub section 221. Moreover, Executive Order 12906, the Spatial Data Infrastructure Act, requires all federal agencies to manage their spatial data. Such compliance may influence the job market, education and policy makers to see that spatial thinking transcends the standard course of study. Namely, educational leadership and policy have to be a vital aid to augment the geosciences experience through the K-12 experience and as an inclusion activity in the standard course of study agenda. A simple endorsement by the National Academy of Sciences (2006), in their work titled Learning to think spatially: GIS as a support system in the K-12 curriculum, who stated, "Spatial thinking can be learned, and it can and should be taught at all levels in the education system" (p.3). Such may not be enough to gain the attention and time consideration of educational leadership. Therefore, the challenge for progressive advocates of geosciences is that some may have to consider educational leadership as new frontier to push such policy and research issues.

  1. Basic Research Needs for Geosciences: Facilitating 21st Century Energy Systems

    Energy Technology Data Exchange (ETDEWEB)

    DePaolo, D. J.; Orr, F. M.; Benson, S. M.; Celia, M.; Felmy, A.; Nagy, K. L.; Fogg, G. E.; Snieder, R.; Davis, J.; Pruess, K.; Friedmann, J.; Peters, M.; Woodward, N. B.; Dobson, P.; Talamini, K.; Saarni, M.

    2007-06-01

    To identify research areas in geosciences, such as behavior of multiphase fluid-solid systems on a variety of scales, chemical migration processes in geologic media, characterization of geologic systems, and modeling and simulation of geologic systems, needed for improved energy systems.

  2. The Other Kind of Rock: Diversifying Geosciences Outreach with some Tools from Rock n' Roll

    Science.gov (United States)

    Konecky, B. L.

    2015-12-01

    Music can communicate science at times when words and graphs fail. For this reason, earth scientists are increasingly using sounds and rhythms to capture the public's imagination while demonstrating technical concepts and sharing the societal impacts of their research. Musical approaches reach across the boundaries of perceptual learning style, age, gender, and life history. Music therefore makes science (and scientists) more approachable to a wide range of people. But in addition to its unique power for engaging diverse audiences, music-based outreach also sets an example for the geosciences' untapped potential as a public empowerment tool. Like many STEM fields, the music industry has long been criticized for poor inclusion of women and minorities. Rock n' roll camps for girls are answering this challenge by teaching music as a vessel for empowerment, with principles that can easily be adapted to geoscience outreach and education. The process of observing the planet is innately empowering; outreach programs that emphasize this in their design will take their impacts to the next level. Just as diversity in the scientific community benefits geoscience, geoscience also benefits diverse communities. This presentation will outline some principles and applications from the music world to achieving both of these aims.

  3. Improving Geoscience Students' Spatial Thinking Skills: Applying Cognitive Science Research in the Classroom

    Science.gov (United States)

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

    2011-12-01

    Spatial thinking skills are critical to success in many subdisciplines of the geosciences (and beyond). There are many components of spatial thinking, such as mental rotation, penetrative visualization, disembedding, perspective taking, and navigation. Undergraduate students in introductory and upper-level geoscience courses bring a wide variety of spatial skill levels to the classroom, as measured by psychometric tests of many of these components of spatial thinking. Furthermore, it is not unusual for individual students to excel in some of these areas while struggling in others. Although pre- and post-test comparisons show that student skill levels typically improve over the course of an academic term, average gains are quite modest. This suggests that it may be valuable to develop interventions to help undergraduate students develop a range of spatial skills that can be used to solve geoscience problems. Cognitive science research suggests a number of strong strategies for building students' spatial skills. Practice is essential, and time on task is correlated to improvement. Progressive alignment may be used to scaffold students' successes on simpler problems, allowing them to see how more complex problems are related to those they can solve. Gesturing has proven effective in moving younger students from incorrect problem-solving strategies to correct strategies in other disciplines. These principles can be used to design instructional materials to improve undergraduate geoscience students' spatial skills; we will present some examples of such materials.

  4. Place-Based Education in Geoscience: Theory, Research, Practice, and Assessment

    Science.gov (United States)

    Semken, Steven; Ward, Emily Geraghty; Moosavi, Sadredin; Chinn, Pauline W. U.

    2017-01-01

    Place-based education (PBE) is a situated, context-rich, transdisciplinary teaching and learning modality distinguished by its unequivocal relationship to place, which is any locality that people have imbued with meanings and personal attachments through actual or vicarious experiences. As an observational and historical science, geoscience is…

  5. How would you decide? Helping geoscience students consider ethical dimensions in a gescience context

    Science.gov (United States)

    Bank, C. G.; Ryan, A. M.

    2017-12-01

    This presentation shows an example of infusing ethics into geoscience teaching, and a preliminary analysis of student answers to an exam question to establish whether this example can be used in an effective way. We presented a case study on floods in two distribution geoscience courses, and provided students with criteria to come to an ethical decision. One course was taught in winter 2016 and the other in summer 2016 with a total of 358 students. Pre- and post-questionnaires allow only limited conclusions because just 33 students answered both. In the exam we asked students if they would evacuate a small aboriginal settlement to prevent flooding in a large city. We coded their answers according to the criteria (stakeholders, contributions by geoscientists, alternative options, and assumptions) they were provided in class. While students did well listing stakeholders and recalling contributions by geoscientists they struggled to provide alternative options. Still, many of them verbalized assumptions inherent in their thoughts and nearly half of students recognized that this is a complex problem. We posit that a case study is a valid way to encourage students to link ethics to a geoscience issue, and propose that our framework may empower geoscience educators who do not necessarily feel comfortable teaching ethics to add this element to their teaching toolkit.

  6. Forensic geoscience: applications of geology, geomorphology and geophysics to criminal investigations

    Science.gov (United States)

    Ruffell, Alastair; McKinley, Jennifer

    2005-03-01

    One hundred years ago Georg Popp became the first scientist to present in court a case where the geological makeup of soils was used to secure a criminal conviction. Subsequently there have been significant advances in the theory and practice of forensic geoscience: many of them subsequent to the seminal publication of "Forensic Geology" by Murray and Tedrow [Murray, R., Tedrow, J.C.F. 1975 (republished 1986). Forensic Geology: Earth Sciences and Criminal Investigation. Rutgers University Press, New York, 240 pp.]. Our review places historical development in the modern context of how the allied disciplines of geology (mineralogy, sedimentology, microscopy), geophysics, soil science, microbiology, anthropology and geomorphology have been used as tool to aid forensic (domestic, serious, terrorist and international) crime investigations. The latter half of this paper uses the concept of scales of investigation, from large-scale landforms through to microscopic particles as a method of categorising the large number of geoscience applications to criminal investigation. Forensic geoscience has traditionally used established non-forensic techniques: 100 years after Popp's seminal work, research into forensic geoscience is beginning to lead, as opposed to follow other scientific disciplines.

  7. Accessible Earth: Enhancing diversity in the Geosciences through accessible course design and Experiential Learning Theory

    Science.gov (United States)

    Bennett, Rick; Lamb, Diedre

    2017-04-01

    The tradition of field-based instruction in the geoscience curriculum, which culminates in a capstone geological field camp, presents an insurmountable barrier to many disabled students who might otherwise choose to pursue geoscience careers. There is a widespread perception that success as a practicing geoscientist requires direct access to outcrops and vantage points available only to those able to traverse inaccessible terrain. Yet many modern geoscience activities are based on remotely sensed geophysical data, data analysis, and computation that take place entirely from within the laboratory. To challenge the perception of geoscience as a career option only for the able bodied, we have created the capstone Accessible Earth Study Abroad Program, an alternative to geologic field camp with a focus on modern geophysical observation systems, computational thinking, and data science. In this presentation, we will report on the theoretical bases for developing the course, our experiences in teaching the course to date, and our plan for ongoing assessment, refinement, and dissemination of the effectiveness of our efforts.

  8. A practical guide to ethical and effective delivery of geoscience for the service of society

    Science.gov (United States)

    Allington, Ruth

    2017-04-01

    Competence, integrity, accountability and high ethical standards - judged peer-to-peer - are the hallmarks of what it means to be a professional and part of a professional community. The geoscience profession is no different and professionalism is relevant in all of its constituent communities - academia, industry, government etc There are three propositions that illustrate the importance of professionalism in the delivery of geoscience across the board. The first: Without understanding the skills and expertise needed by 'industry', how can educators prepare students for the workplace? Most of those graduating in geoscience will not stay in universities - do we not owe it to them to develop a realistic idea of what a non-academic career might look like? This is done very well in some institutions and not at all in others and the author's impression is that the latter is the norm. The second: Without understanding societal needs, how can researchers design research which is truly relevant to those needs? A more connected geoscience community that is, in turn, more connected to the needs and wants of Society will develop research agendas that are truly relevant. And finally…… Without access to high quality graduates and excellent underpinning fundamental and applied research, how can geoscientists in 'industry' or public service deliver their expertise effectively? This contribution, which draws on ideas set out in the author's plenary speech at 35IGC, will consider the practical skills, experience, ethical and behavioural regulatory frameworks, codes and norms that underpin success in meeting these challenges.

  9. Collaboration and Perspectives on Identity Management and Access from two Geoscience Cyberinfrastructure Programs

    Science.gov (United States)

    Ramamurthy, M. K.

    2016-12-01

    Increasingly, the conduct of science requires close international collaborations to share data, information, knowledge, expertise, and other resources. This is particularly true in the geosciences where the highly connected nature of the Earth system and the need to understand global environmental processes have heightened the importance of scientific partnerships. As geoscience studies become a team effort involving networked scientists and data providers, it is crucial that there is open and reliable access to earth system data of all types, software, tools, models, and other assets. That environment demands close attention to security-related matters, including the creation of trustworthy cyberinfrastructure to facilitate the efficient use of available resources and support the conduct of science. Unidata and EarthCube, both of which are NSF-funded and community-driven programs, recognize the importance of collaborations and the value of networked communities. Unidata, a cornerstone cyberinfrastructure facility for the geosciences, includes users in nearly 180 countries. The EarthCube initiative is aimed at transforming the conduct of geosciences research by creating a well-connected and facile environment for sharing data and in an open, transparent, and inclusive manner and to accelerate our ability to understand and predict the Earth system. We will present the Unidata and EarthCube community perspectives on the approaches to balancing an environment that promotes open and collaborative eScience with the needs for security and communication, including what works, what is needed, the challenges, and opportunities to advance science.

  10. Development of the Virginia Tech Department of Geosciences MEDL-CMC

    Science.gov (United States)

    Glesener, G. B.

    2016-12-01

    In 2015 the Virginia Tech Department of Geosciences took a leading role in increasing the level of support for Geoscience instructors by investing in the development of the Geosciences Modeling and Educational Demonstrations Laboratory Curriculum Materials Center (MEDL-CMC). The MEDL-CMC is an innovative curriculum materials center designed to foster new collaborative teaching and learning environments by providing hands-on physical models combined with education technology for instructors and outreach coordinators. The mission of the MEDL-CMC is to provide advanced curriculum material resources for the purpose of increasing and sustaining high impact instructional capacity in STEM education for both formal and informal learning environments. This presentation describes the development methods being used to implement the MEDL-CMC. Major development methods include: (1) adopting a project management system to support collaborations with stakeholders, (2) using a diversified funding approach to achieve financial sustainability and the ability to evolve with the educational needs of the community, and (3) establishing a broad collection of systems-based physical analog models and data collection tools to support integrated sciences such as the geosciences. Discussion will focus on how these methods are used for achieving organizational capacity in the MEDL-CMC and on their intended role in reducing instructor workload in planning both classroom activities and research grant broader impacts.

  11. Resourcing Future Generations - Challenges for geoscience: a new IUGS initiative

    Science.gov (United States)

    Oberhänsli, Roland; Lambert, Ian

    2014-05-01

    In a world with rapidly increasing population and technological development new space based remote sensing tools allowed for new discoveries and production of water, energy- and mineral-resources, including minerals, soils and construction materials. This has impact on politics, socio-economic development and thus calls for a strong involvement of geosciences because one of humanities biggest challenges will be, to rise living standards particularly in less developed countries. Any growth will lead to an increase of demand for natural resources. But especially for readily available mineral resources supply appears to be limited. Particularly demand for so called high-tech commodities - platinum group or rare earth elements - increased. This happened often faster than new discoveries were made. All this, while areas available for exploration decreased as the need for urban and agricultural use increased. Despite strong efforts in increasing efficiency of recycling, shortage in some commodities has to be expected. A major concern is that resources are not distributed evenly on our planet. Thus supplies depend on political stability, socio-economic standards and pricing. In the light of these statements IUGS is scoping a new initiative, Resourcing Future Generations (RFG), which is predicated on the fact that mining will continue to be an essential activity to meet the needs of future generations. RFG is aimed at identifying and addressing key challenges involved in securing natural resources to meet global needs post-2030. We consider that mineral resources should be the initial focus, but energy, soils, water resources and land use should also be covered. Addressing the multi-generational needs for mineral and other natural resources requires data, research and actions under four general themes: 1. Comprehensive evaluation and quantification of 21st century supply and demand. 2. Enhanced understanding of subsurface as it relates to mineral (energy and groundwater

  12. Geosamples.org: Shared Cyberinfrastructure for Geoscience Samples

    Science.gov (United States)

    Lehnert, Kerstin; Allison, Lee; Arctur, David; Klump, Jens; Lenhardt, Christopher

    2014-05-01

    Many scientific domains, specifically in the geosciences, rely on physical samples as basic elements for study and experimentation. Samples are collected to analyze properties of natural materials and features that are key to our knowledge of Earth's dynamical systems and evolution, and to preserve a record of our environment over time. Huge volumes of samples have been acquired over decades or even centuries and stored in a large number and variety of institutions including museums, universities and colleges, state geological surveys, federal agencies, and industry. All of these collections represent highly valuable, often irreplaceable records of nature that need to be accessible so that they can be re-used in future research and for educational purposes. Many sample repositories are keen to use cyberinfrastructure capabilities to enhance access to their collections on the internet and to support and streamline collection management (accessioning of new samples, labeling, handling sample requests, etc.), but encounter substantial challenges and barriers to integrate digital sample management into their daily routine. They lack the resources (staff, funding) and infrastructure (hardware, software, IT support) to develop and operate web-enabled databases, to migrate analog sample records into digital data management systems, and to transfer paper- or spreadsheet-based workflows to electronic systems. Use of commercial software is often not an option as it incurs high costs for licenses, requires IT expertise for installation and maintenance, and often does not match the needs of the smaller repositories, being designed for large museums or different types of collections (art, archeological, biological). Geosamples.org is an alliance of sample repositories (academic, US federal and state surveys, industry) and data facilities that aims to develop a cyberinfrastructure that will dramatically advance access to physical samples for the research community, government

  13. Modelling and approaching pragmatic interoperability of distributed geoscience data

    Science.gov (United States)

    Ma, Xiaogang

    2010-05-01

    Interoperability of geodata, which is essential for sharing information and discovering insights within a cyberinfrastructure, is receiving increasing attention. A key requirement of interoperability in the context of geodata sharing is that data provided by local sources can be accessed, decoded, understood and appropriately used by external users. Various researchers have discussed that there are four levels in data interoperability issues: system, syntax, schematics and semantics, which respectively relate to the platform, encoding, structure and meaning of geodata. Ontology-driven approaches have been significantly studied addressing schematic and semantic interoperability issues of geodata in the last decade. There are different types, e.g. top-level ontologies, domain ontologies and application ontologies and display forms, e.g. glossaries, thesauri, conceptual schemas and logical theories. Many geodata providers are maintaining their identified local application ontologies in order to drive standardization in local databases. However, semantic heterogeneities often exist between these local ontologies, even though they are derived from equivalent disciplines. In contrast, common ontologies are being studied in different geoscience disciplines (e.g., NAMD, SWEET, etc.) as a standardization procedure to coordinate diverse local ontologies. Semantic mediation, e.g. mapping between local ontologies, or mapping local ontologies to common ontologies, has been studied as an effective way of achieving semantic interoperability between local ontologies thus reconciling semantic heterogeneities in multi-source geodata. Nevertheless, confusion still exists in the research field of semantic interoperability. One problem is caused by eliminating elements of local pragmatic contexts in semantic mediation. Comparing to the context-independent feature of a common domain ontology, local application ontologies are closely related to elements (e.g., people, time, location

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

    Science.gov (United States)

    Messina, P.; Metzger, E. P.

    2007-12-01

    Pre- and in-service teachers nationwide face increasing qualification and credentialing demands. This may be particularly true for secondary (9-12) science teachers and multiple subject (K-8) faculty. Traditional B.S. programs in Physics, Chemistry, Biology rarely require geoscience courses, yet those candidates wishing to pursue high school teaching may need to demonstrate Earth science content competency to qualify for a credential. If successful, they will likely be asked to teach a geoscience course at some point during their careers. Even more daunting is the plight of those in the K-8 arena: many current and prospective teachers have been forced to minimize science electives in lieu of increasing education requirements. National, state, and local teaching standards call for escalating emphases on the four geoscience sub- disciplines: geology, meteorology, oceanography, and space science. How can current and future teachers establish geoscience content and pedagogy competency when undergraduate curricula often substitute other (albeit valuable) requirements? How can current and future K-12 educators supplement their academic knowledge to substantiate "highly qualified" status, and (perhaps more importantly) to feel comfortable enough to share geoscience concepts with their students? How can we in higher education assist this population of already overcommitted, less experienced teachers? San Jose State University has developed a multi-pronged approach to meet several concurrent demands. Faculty from SJSU's Geology Department and Program in Science Education developed a course, Earth Systems and the Environment, that satisfies all four geoscience sub-disciplines' required content for teachers. While it is intended for future K-8 educators, it also carries general education certification, and has been adapted and delivered online since 2005. SJSU's in-service community can enroll in the 3 graduate credit, ESSEA (Earth Systems Science Education Alliance) courses

  15. The AAG's ALIGNED Toolkit: A Place-based Approach to Fostering Diversity in the Geosciences

    Science.gov (United States)

    Rodrigue, C. M.

    2012-12-01

    Where do we look to attract a more diverse group of students to academic programs in geography and the geosciences? What do we do once we find them? This presentation introduces the ALIGNED Toolkit developed by the Association of American Geographers, with funding from the NSF's Opportunities to Enhance Diversity in the Geosciences (OEDG) Program. ALIGNED (Addressing Locally-tailored Information Infrastructure and Geoscience Needs for Enhancing Diversity) seeks to align the needs of university departments and underrepresented students by drawing upon the intellectual wealth of geography and spatial science to provide better informed, knowledge-based action to enhance diversity in higher education and the geoscience workforce. The project seeks to inform and transform the ways in which departments and programs envision and realize their own goals to enhance diversity, promote inclusion, and broaden participation. We also seek to provide the data, information, knowledge, and best practices needed in order to enhance the recruitment and retention of underrepresented students. The ALIGNED Toolkit is currently in a beta release, available to 13 pilot departments and 50 testing departments of geography/geosciences. It consolidates a variety of data from departments, the U.S. Census Bureau, and the U.S. Department of Education's National Center for Education Statistics to provide interactive, GIS-based visualizations across multiple scales. It also incorporates a place-based, geographic perspective to support departments in their efforts to enhance diversity. A member of ALIGNED's senior personnel, who is also a representative of one of the pilot departments, will provide an overview and preview of the tool while sharing her department's experiences in progressing toward its diversity goals. A brief discussion on how geoscience departments might benefit from the ALIGNED approach and resources will follow. Undergraduate advisors, graduate program directors, department

  16. Future Employment Opportunities for US Geoscience Graduates - a View From Historical Trends

    Science.gov (United States)

    Keane, C. M.; Milling, M. E.

    2005-12-01

    The geosciences in the United States has experienced a number of major booms and busts, but today has become, as a discipline, less dependent on the immediate fortunes of the natural resources industries. However, the actual employment distribution has not changed substantially in the last fifteen years, with the petroleum industry remaining by and far the single largest employer of geoscientists in the United States, and even more as a level of contributing to GNP. However, most of the geoscience professional ranks in industry were filled prior to and during the last major boom which ended in 1986. Most of this workforce is now heading into retirement and though total geoscience workforce demand is not likely to grow; substantial employment opportunities do and will exist as these individuals retire. However, this picture is more complicated than in the past. Most industries, both the traditional geoscience employers, such as petroleum, mining, and environment, and non-traditional, such as telecommunications, are increasingly global in their operations and perspectives. This increasing globalization means that US graduates now compete not only against graduates from other schools in the US, but throughout the world. When coupled with preferences for not hiring people in as expatriates for overseas assignment, US graduates face an increasingly competitive, but rewarding job market. The proverbial leveling of the playing field is also seen in the rapid rise in international membership of traditionally American professional and scientific societies. This internationalization is hardly discouraged within the culture of science, and is one that US students will need to embrace to compete effectively in the future for employment in the geosciences. One major change that will be necessitated is the adjustment of parts of academia to the new realities of preparing students for future employment within the discipline. Currently most US geoscience graduate programs are

  17. Early College STEM-focused High Schools: A Natural and Overlooked Recruitment Pool for the Geosciences

    Science.gov (United States)

    Freeman, R.; Bathon, J.; Fryar, A. E.; Lyon, E.; McGlue, M. M.

    2017-12-01

    As national awareness of the importance of STEM education has grown, so too has the number of high schools that specifically emphasize STEM education. Students at these schools outperform their peers and these institutions send students into the college STEM pipeline at twice the rate of the average high school or more. Another trend in secondary education is the "early college high school" (ECHS) model, which encourages students to prepare for and attend college while in high school. These high schools, particularly ECHS's that focus on STEM, represent a natural pool for recruitment into the geosciences, yet most efforts at linking high school STEM education to future careers focus on health sciences or engineering. Through the NSF GEOPATHS-IMPACT program, the University of Kentucky (UK) Department of Earth and Environmental Science and the STEAM Academy, a STEM-focused ECHS located in Lexington, KY, have partnered to expose students to geoscience content. This public ECHS admits students using a lottery system to ensure that the demographics of the high school match those of the surrounding community. The perennial problem for recruiting students into geosciences is the lack of awareness of it as a potential career, due to lack of exposure to the subject in high school. Although the STEAM Academy does not offer an explicitly-named geoscience course, students begin their first semester in 9th grade Integrated Science. This course aligns to the Next Generation Science Standards (NGSS), which include a variety of geoscience content. We are working with the teachers to build a project-based learning curriculum to include explicit mention and awareness of careers in geosciences. The second phase of our project involves taking advantage of the school's existing internship program, in which students develop professional skills and career awareness by spending either one day/week or one hour/day off campus. We hosted our second round of interns this year. Eventually we

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

    Science.gov (United States)

    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

  19. Building an International Geosciences Network (i-GEON) for cyberinfrastructure-based Research and Education

    Science.gov (United States)

    Seber, D.; Baru, C.

    2007-05-01

    The Geosciences Network (GEON) project is a collaboration among multiple institutions to develop a cyberinfrastructure (CI) platform in support of integrative geoscience research activities. Taking advantage of the state-of-the-art information technology resources GEON researchers are building a cyberinfrastructure designed to enable data sharing, resource discovery, semantic data integration, high-end computations and 4D visualization in an easy-to-use web-based environment. The cyberinfrastructure in GEON is required to support an inherently distributed system, since the scientists, who are users as well as providers of resources, are themselves distributed. International collaborations are a natural extension of GEON; the geoscience research requires strong international collaborations. The goals of the i-GEON activities are to collaborate with international partners and jointly build a cyberinfrastructure for the geosciences to enable collaborative work environments. International partners can participate in GEON efforts, establish GEON nodes at their universities, institutes, or agencies and also contribute data and tools to the network. Via jointly run cyberinfrastructure workshops, the GEON team also introduces students, scientists, and research professionals to the concepts of IT-based geoscience research and education. Currently, joint activities are underway with the Chinese Academy of Sciences in China, the GEO Grid project at AIST in Japan, and the University of Hyderabad in India (where the activity is funded by the Indo-US Science and Technology Forum). Several other potential international partnerships are under consideration. iGEON is open to all international partners who are interested in working towards the goal of data sharing, managing and integration via IT-based platforms. Information about GEON and its international activities can be found at http:www.geongrid.org/

  20. Communicating Geosciences with Policy-makers: a Grand Challenge for Academia

    Science.gov (United States)

    Harrison, W. J.; Walls, M. R.; Boland, M. A.

    2015-12-01

    Geoscientists interested in the broader societal impacts of their research can make a meaningful contribution to policy making in our changing world. Nevertheless, policy and public decision making are the least frequently cited Broader Impacts in proposals and funded projects within NSF's Geosciences Directorate. Academic institutions can play a lead role by introducing this societal dimension of our profession to beginning students, and by enabling interdisciplinary research and promoting communication pathways for experienced career geoscientists. Within the academic environment, the public interface of the geosciences can be presented through curriculum content and creative programs. These include undergraduate minors in economics or public policy designed for scientists and engineers, and internships with policy makers. Federal research institutions and other organizations provide valuable policy-relevant experiences for students. Academic institutions have the key freedom of mission to tackle interdisciplinary research challenges at the interface of geoscience and policy. They develop long-standing relationships with research partners, including national laboratories and state geological surveys, whose work may support policy development and analysis at local, state, regional, and national levels. CSM's Payne Institute for Earth Resources awards mini-grants for teams of researchers to develop collaborative research efforts between engineering/science and policy researchers. Current work in the areas of nuclear generation and the costs of climate policy and on policy alternatives for capturing fugitive methane emissions are examples of work at the interface between the geosciences and public policy. With academic engagement, geoscientists can steward their intellectual output when non-scientists translate geoscience information and concepts into action through public policies.

  1. Integrating Semantic Information in Metadata Descriptions for a Geoscience-wide Resource Inventory.

    Science.gov (United States)

    Zaslavsky, I.; Richard, S. M.; Gupta, A.; Valentine, D.; Whitenack, T.; Ozyurt, I. B.; Grethe, J. S.; Schachne, A.

    2016-12-01

    Integrating semantic information into legacy metadata catalogs is a challenging issue and so far has been mostly done on a limited scale. We present experience of CINERGI (Community Inventory of Earthcube Resources for Geoscience Interoperability), an NSF Earthcube Building Block project, in creating a large cross-disciplinary catalog of geoscience information resources to enable cross-domain discovery. The project developed a pipeline for automatically augmenting resource metadata, in particular generating keywords that describe metadata documents harvested from multiple geoscience information repositories or contributed by geoscientists through various channels including surveys and domain resource inventories. The pipeline examines available metadata descriptions using text parsing, vocabulary management and semantic annotation and graph navigation services of GeoSciGraph. GeoSciGraph, in turn, relies on a large cross-domain ontology of geoscience terms, which bridges several independently developed ontologies or taxonomies including SWEET, ENVO, YAGO, GeoSciML, GCMD, SWO, and CHEBI. The ontology content enables automatic extraction of keywords reflecting science domains, equipment used, geospatial features, measured properties, methods, processes, etc. We specifically focus on issues of cross-domain geoscience ontology creation, resolving several types of semantic conflicts among component ontologies or vocabularies, and constructing and managing facets for improved data discovery and navigation. The ontology and keyword generation rules are iteratively improved as pipeline results are presented to data managers for selective manual curation via a CINERGI Annotator user interface. We present lessons learned from applying CINERGI metadata augmentation pipeline to a number of federal agency and academic data registries, in the context of several use cases that require data discovery and integration across multiple earth science data catalogs of varying quality

  2. Knowledge Evolution in Distributed Geoscience Datasets and the Role of Semantic Technologies

    Science.gov (United States)

    Ma, X.

    2014-12-01

    Knowledge evolves in geoscience, and the evolution is reflected in datasets. In a context with distributed data sources, the evolution of knowledge may cause considerable challenges to data management and re-use. For example, a short news published in 2009 (Mascarelli, 2009) revealed the geoscience community's concern that the International Commission on Stratigraphy's change to the definition of Quaternary may bring heavy reworking of geologic maps. Now we are in the era of the World Wide Web, and geoscience knowledge is increasingly modeled and encoded in the form of ontologies and vocabularies by using semantic technologies. Accordingly, knowledge evolution leads to a consequence called ontology dynamics. Flouris et al. (2008) summarized 10 topics of general ontology changes/dynamics such as: ontology mapping, morphism, evolution, debugging and versioning, etc. Ontology dynamics makes impacts at several stages of a data life cycle and causes challenges, such as: the request for reworking of the extant data in a data center, semantic mismatch among data sources, differentiated understanding of a same piece of dataset between data providers and data users, as well as error propagation in cross-discipline data discovery and re-use (Ma et al., 2014). This presentation will analyze the best practices in the geoscience community so far and summarize a few recommendations to reduce the negative impacts of ontology dynamics in a data life cycle, including: communities of practice and collaboration on ontology and vocabulary building, link data records to standardized terms, and methods for (semi-)automatic reworking of datasets using semantic technologies. References: Flouris, G., Manakanatas, D., Kondylakis, H., Plexousakis, D., Antoniou, G., 2008. Ontology change: classification and survey. The Knowledge Engineering Review 23 (2), 117-152. Ma, X., Fox, P., Rozell, E., West, P., Zednik, S., 2014. Ontology dynamics in a data life cycle: Challenges and recommendations

  3. How Global Science has yet to Bridge Global Differences - A Status Report of the IUGS Taskforce on Global Geoscience Workforce

    Science.gov (United States)

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

    2010-12-01

    The International Union of Geological Sciences, with endorsement by UNESCO, has established a taskforce on global geosciences workforce and has tasked the American Geological Institute to take a lead. Springing from a session on global geosciences at the IGC33 in Oslo, Norway, the taskforce is to address three issues on a global scale: define the geosciences, determine the producers and consumers of geoscientists, and frame the understandings to propose pathways towards improved global capacity building in the geosciences. With the combination of rapid retirements in the developed world, and rapid economic expansion and impact of resource and hazard issues in the developing world, the next 25 years will be a dynamic time for the geosciences. However, to date there has been little more than a cursory sense of who and what the geosciences are globally and whether we will be able to address the varied needs and issues in the developed and the developing worlds. Based on prior IUGS estimates, about 50% of all working geoscientists reside in the Unites States, and the US was also producing about 50% of all new geosciences graduate degrees globally. Work from the first year of the taskforce has elucidated the immense complexity of the issue of defining the geosciences, as it bring is enormous cultural and political frameworks, but also shed light on the status of the geosciences in each country. Likewise, this leads to issues of who is actually producing and consuming geoscience talent, and whether countries are meeting domestic demand, and if not, is external talent available to import. Many US-based assumptions about the role of various countries in the geosciences’ global community of people, namely China and India, appear to have been misplaced. In addition, the migration of geoscientists between countries raised enormous questions about what is nationality and if there is an ideal ‘global geoscientist.’ But more than anything, the taskforce is revealing clear

  4. AGI's Earth Science Week and Education Resources Network: Connecting Teachers to Geoscience Organizations and Classroom Resources that Support NGSS Implementation

    Science.gov (United States)

    Robeck, E.; Camphire, G.; Brendan, S.; Celia, T.

    2016-12-01

    There exists a wide array of high quality resources to support K-12 teaching and motivate student interest in the geosciences. Yet, connecting teachers to those resources can be a challenge. Teachers working to implement the NGSS can benefit from accessing the wide range of existing geoscience resources, and from becoming part of supportive networks of geoscience educators, researchers, and advocates. Engaging teachers in such networks can be facilitated by providing them with information about organizations, resources, and opportunities. The American Geoscience Institute (AGI) has developed two key resources that have great value in supporting NGSS implement in these ways. Those are Earth Science Week, and the Education Resources Network in AGI's Center for Geoscience and Society. For almost twenty years, Earth Science Week, has been AGI's premier annual outreach program designed to celebrate the geosciences. Through its extensive web-based resources, as well as the physical kits of posters, DVDs, calendars and other printed materials, Earth Science Week offers an array of resources and opportunities to connect with the education-focused work of important geoscience organizations such as NASA, the National Park Service, HHMI, esri, and many others. Recently, AGI has initiated a process of tagging these and other resources to NGSS so as to facilitate their use as teachers develop their instruction. Organizing Earth Science Week around themes that are compatible with topics within NGSS contributes to the overall coherence of the diverse array of materials, while also suggesting potential foci for investigations and instructional units. More recently, AGI has launched its Center for Geoscience and Society, which is designed to engage the widest range of audiences in building geoscience awareness. As part of the Center's work, it has launched the Education Resources Network (ERN), which is an extensive searchable database of all manner of resources for geoscience

  5. 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

    Science.gov (United States)

    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

  6. A Comparative Analysis of Geosciences Education and its Effectiveness in the United States and Russia

    Science.gov (United States)

    Kontar, Y. Y.

    2011-12-01

    Geoscience education is an important issue in the United States and Russia alike. Specifically, the funding of education is highly dependent on the country's overall system and its priorities. The American schools are better funded than Russian schools. The collapse of the Russian economy in the 1980s significantly influenced the decline of the overall national education system, including its quality and funding. Only 4.2 percent of the overall GDP is allocated toward primary and secondary education in Russia. It is 165 times less than in the United States. Russia currently has one of the highest literacy ratings in the world. Despite low funding, students still receive a solid and complete education, specifically in core subjects, such as geosciences, physics and mathematics. However, the education provided by the Russian public schools is becoming less up to date and therefore less effective. Therefore, the country might face poor educational outcomes if the financial allocation is not increased in the near future. Russian schools are designed for a "standard" student. There are a limited amount of auxiliary schools in Russia that focus on providing education for children with various physical disadvantages such as hearing, speech and vision problems. In addition, there are specialized schools for advanced children, who show more potential in certain subjects than the others. The United States, on the other hand, has a relatively lower literacy rate in geosciences, physics and mathematics, but better funding of both public and private schools. Specifically, educational facilities have the necessary learning tools, such as computers, Internet access and updated textbooks. In addition, the handicapped facilities allow for all children to receive compulsory public education. The starting geosciences faculty teaching salary is significantly higher in the United States than in Russia, which makes the profession more desirable. Overall, each country can borrow

  7. Juggling the life-puzzle with Geosciences: personal experience and strategies from a female leader

    Science.gov (United States)

    Arheimer, Berit

    2017-04-01

    People are very complex and difficult to categorize. For instance, in the Geosciences community I am representing both minorities and majorities. When being in minority, I am both Underrepresented and Overrepresented by the composition of this community vs the global population, and also at EGU I am both under- and over-represented vs the total geoscience community. At present, I am underrepresented being a Woman in Geosciences but earlier in my carrier, I was also underrepresented being a Young Leader - so I will focus my presentation on both gender and age, as it is difficult for me to separate these two barriers from various sorts of exclusions I experienced. Underrepresentation is bad for several reasons, for instance (i) We might miss talents if equality of opportunities are not given in geosciences; (ii) Teams work less efficient than if they are composed by different characters, competences and skills; (iii) We are less prepared for new circumstances in this rapidly changing and unstable world; (iv) We degrade in communication skills and perception, if we don't understand similarities and differences. I will discuss some representative differences that may lead to unequal opportunities in geosciences. However, we need to be careful when searching for representation as it involves attribution of characteristics, which may lead to stigmatization and oversimplify the complexity of personality. Differences between individuals in a population are still much larger than between the averages of the populations. In my presentation I will give examples from my personal experience of barriers during 25 years in geosciences and the strategies I have used to overcome them. I will also give examples of successful methods that I have used in my 17 years of leadership when building efficient teams, to make them benefit from differences between individuals. I am currently leading a group of 26 scientists with origin from 13 countries world-wide. Finally, I will give some

  8. An Analysis of NSF Geosciences Research Experience for Undergraduate Site Programs from 2009 through 2011

    Science.gov (United States)

    Rom, E. L.; Patino, L. C.; Weiler, S.; Sanchez, S. C.; Colon, Y.; Antell, L.

    2011-12-01

    The Research Experience for Undergraduate (REU) Program at the U.S. National Science Foundation (NSF) provides U.S. undergraduate students from any college or university the opportunity to conduct research at a different institution and gain a better understanding of research career pathways. The Geosciences REU Sites foster research opportunities in areas closely aligned with geoscience programs, particularly those related to earth, atmospheric and ocean sciences. The aim of this paper is to provide an overview of the Geosciences REU Site programs run in 2009 through 2011. A survey requesting information on recruitment methods, student demographics, enrichment activities, and fields of research was sent to the Principal Investigators of each of the active REU Sites. Over 70% of the surveys were returned with the requested information from about 50 to 60 sites each year. The internet is the most widely used mechanism to recruit participants, with personal communication as the second most important recruiting tool. The admissions rate for REU Sites in Geosciences varies from less than 10% to 50%, with the majority of participants being rising seniors and juniors. Many of the participants come from non-PhD granting institutions. Among the participants, gender distribution varies by discipline, with ocean sciences having a large majority of women and earth sciences having a majority of men. Regarding ethnic diversity, the REU Sites reflect the difficulty of attracting diverse students into Geosciences as a discipline; a large majority of participants are Caucasian and Asian students. Furthermore, participants from minority-serving institutions and community colleges constitute a small percentage of those taking part in these research experiences. The enrichment activities are very similar across the REU Sites, and mimic activities common to the scientific community, including intellectual exchange of ideas (lab meetings, seminars, and professional meetings

  9. Strength Through Options: Providing Choices for Undergraduate Education in the Geosciences

    Science.gov (United States)

    Furman, T.; Freeman, K. H.; Faculty, D.

    2003-12-01

    Undergraduate major enrollments in the Department of Geosciences at Penn State have held steady over the past 5 years despite generally declining national trends. We have successfully recruited and retained new students through intensive advising coupled with innovative curricular revision aimed to meet an array of students' educational and career goals. Our focus is on degree programs that reflect emerging interdisciplinary trends in both employment and student interest, and are designed to attract individuals from underrepresented groups. In addition to a traditional Geosciences BS program we offer a rigorous integrated Earth Sciences BS and a Geosciences BA tailored to students with interests in education and environmental law. The Earth Sciences BS incorporates course work from Geosciences, Geography and Meterology, and requires completion of an interdisciplinary minor (e.g., Climatology, Marine Sciences, Global Business Strategies). A new Geobiology BS program will attract majors with interests at the intersection of the earth and life sciences. The curriculum includes both paleontological and biogeochemical coursework, and is also tailored to accommodate pre-medicine students. We are working actively to recruit African-American students. A new minor in Science and Technology in Africa crosses disciplinary boundaries to educate students from the humanities as well as sciences. Longitudinal recruitment programs include summer research group experiences for high school students, summer research mentorships for college students, and dual undergraduate degree programs with HBCUs. Research is a fundamental component of every student's degree program. We require a capstone independent thesis as well as a field program for Geosciences and Geobiology BS students, and we encourage all students to pursue research as early as the freshman year. A new 5-year combined BS-MS program will enable outstanding students to carry their undergraduate research further before

  10. Geoscience Education Opportunities: Partnerships to Advance TeacHing and Scholarship (GEOPATHS): A Kansas City Minority Student Recruitment Initiative

    Science.gov (United States)

    Adegoke, J. O.; Niemi, T. M.

    2009-12-01

    Geoscience Education Opportunities: Partnerships to Advance TeacHing and Scholarship (GEOPATHS) is a multi-year project funded by the National Science Foundation to address gaps in teacher preparation, improve teacher content in geosciences and help raise enrollment in the Geosciences, especially among populations that are traditionally underrepresented in the discipline. The project is a partnership between the University of Missouri Kansas City (UMKC) and the Kansas City Missouri School District (KCMSD). In this presentation we discuss strategies that we have successfully used to provide credible pathways into the discipline for minorities that have led to a significant increase in the number of underrepresented minority students who are interested in and majoring in geoscience fields at the University of Missouri-Kansas City.

  11. Archive of Geosample Information from the Geological Survey of Canada Atlantic (GSC A) Marine Geoscience Curation Facility

    Data.gov (United States)

    National Oceanic and Atmospheric Administration, Department of Commerce — The Geological Survey of Canada Atlantic (GSC A) Marine Geoscience Curation Facility contributed information on 40,428 cores, grabs, and dredges in their holdings to...

  12. Archive of Geosample Data and Information from the Rosenstiel School of Marine and Atmospheric Science (RSMAS) Department of Marine Geosciences.

    Data.gov (United States)

    National Oceanic and Atmospheric Administration, Department of Commerce — The Rosenstiel School of Marine and Atmospheric Science (RSMAS) Department of Marine Geosciences made a one-time contribution of data describing geological samples...

  13. A Ten-Year Retrospective Look at the NSF/GEO Opportunities for Enhancing Diversity in the Geosciences (OEDG) Program

    Science.gov (United States)

    Karsten, J. L.

    2013-12-01

    The Opportunities for Enhancing Diversity in the Geosciences (OEDG) program - established in 2002 by the National Science Foundation's Directorate for Geosciences (GEO) - has been a mainstay in GEO's efforts to broaden participation of traditionally underrepresented minorities in the geosciences. The primary goal of the OEDG program has been to engage a diverse population of students in learning about - and pursuing advanced degrees and careers in - the geosciences. Raising public awareness of the importance and relevance of the geosciences among diverse audiences has been a secondary goal. During the past decade, the OEDG program has supported a variety of planning grants, proof-of-concept projects, and larger full-scale implementation efforts across the U.S. These projects have contributed a rich array of culturally-tailored resources for learning about geoscience career pathways and opportunities to participate in geoscience research experiences. OEDG has also developed networking and mentoring programs tailored for diverse student audiences, as well as the educators who work with them, and has helped to build capacity in the geosciences at minority-serving institutions. Perhaps the most important legacy of the OEDG program has been the establishment of an enthusiastic and effective community of educators, administrators, students and organizations dedicated to increasing diversity in the geosciences. Evaluation data collected for individual OEDG projects has helped to improve the impact of specific projects and increase our understanding of which approaches are more successful in achieving OEDG program goals. In addition, GEO has supported a decade-long, program-wide evaluation of the OEDG portfolio through a contract to the American Institutes for Research (AIR). Synthesis of results from both the project- and program-level evaluation activities has identified evidence-based 'best practices' that are essential for achieving success in broadening participation

  14. Geoscience Through the Lens of Art: a collaborative course of science and art for undergraduates of various disciplines

    Science.gov (United States)

    Ellins, K. K.; Eriksson, S. C.; Samsel, F.; Lavier, L.

    2017-12-01

    A new undergraduate, upper level geoscience course was developed and taught by faculty and staff of the UT Austin Jackson School of Geosciences, the Center for Agile Technology, and the Texas Advanced Computational Center. The course examined the role of the visual arts in placing the scientific process and knowledge in a broader context and introduced students to innovations in the visual arts that promote scientific investigation through collaboration between geoscientists and artists. The course addressed (1) the role of the visual arts in teaching geoscience concepts and promoting geoscience learning; (2) the application of innovative visualization and artistic techniques to large volumes of geoscience data to enhance scientific understanding and to move scientific investigation forward; and (3) the illustrative power of art to communicate geoscience to the public. In-class activities and discussions, computer lab instruction on the application of Paraview software, reading assignments, lectures, and group projects with presentations comprised the two-credit, semester-long "special topics" course, which was taken by geoscience, computer science, and engineering students. Assessment of student learning was carried out by the instructors and course evaluation was done by an external evaluator using rubrics, likert-scale surveys and focus goups. The course achieved its goals of students' learning the concepts and techniques of the visual arts. The final projects demonstrated this, along with the communication of geologic concepts using what they had learned in the course. The basic skill of sketching for learning and using best practices in visual communication were used extensively and, in most cases, very effectively. The use of an advanced visualization tool, Paraview, was received with mixed reviews because of the lack of time to really learn the tool and the fact that it is not a tool used routinely in geoscience. Those senior students with advanced computer

  15. Managing the explosion of high resolution topography in the geosciences

    Science.gov (United States)

    Crosby, Christopher; Nandigam, Viswanath; Arrowsmith, Ramon; Phan, Minh; Gross, Benjamin

    2017-04-01

    Centimeter to decimeter-scale 2.5 to 3D sampling of the Earth surface topography coupled with the potential for photorealistic coloring of point clouds and texture mapping of meshes enables a wide range of science applications. Not only is the configuration and state of the surface as imaged valuable, but repeat surveys enable quantification of topographic change (erosion, deposition, and displacement) caused by various geologic processes. We are in an era of ubiquitous point clouds that come from both active sources such as laser scanners and radar as well as passive scene reconstruction via structure from motion (SfM) photogrammetry. With the decreasing costs of high-resolution topography (HRT) data collection, via methods such as SfM and UAS-based laser scanning, the number of researchers collecting these data is increasing. These "long-tail" topographic data are of modest size but great value, and challenges exist to making them widely discoverable, shared, annotated, cited, managed and archived. Presently, there are no central repositories or services to support storage and curation of these datasets. The U.S. National Science Foundation funded OpenTopography (OT) Facility employs cyberinfrastructure including large-scale data management, high-performance computing, and service-oriented architectures, to provide efficient online access to large HRT (mostly lidar) datasets, metadata, and processing tools. With over 225 datasets and 15,000 registered users, OT is well positioned to provide curation for community collected high-resolution topographic data. OT has developed a "Community DataSpace", a service built on a low cost storage cloud (e.g. AWS S3) to make it easy for researchers to upload, curate, annotate and distribute their datasets. The system's ingestion workflow will extract metadata from data uploaded; validate it; assign a digital object identifier (DOI); and create a searchable catalog entry, before publishing via the OT portal. The OT Community

  16. Two-way laser ranging and time transfer experiments between LOLA and an Earth-based satellite laser ranging station

    Science.gov (United States)

    Mao, D.; Sun, X.; Neumann, G. A.; Barker, M. K.; Mazarico, E. M.; Hoffman, E.; Zagwodzki, T. W.; Torrence, M. H.; Mcgarry, J.; Smith, D. E.; Zuber, M. T.

    2017-12-01

    Satellite Laser Ranging (SLR) has established time-of-flight measurements with mm precision to targets orbiting the Earth and the Moon using single-ended round-trip laser ranging to passive optical retro-reflectors. These high-precision measurements enable advances in fundamental physics, solar system dynamics. However, the received signal strength suffers from a 1/R4 decay, which makes it impractical for measuring distances beyond the Moon's orbit. On the other hand, for a two-way laser transponder pair, where laser pulses are both transmitted to and received from each end of the laser links, the signal strength at both terminals only decreases by 1/R2, thus allowing a greater range of distances to be covered. The asynchronous transponder concept has been previously demonstrated by a test in 2005 between the Mercury Laser Altimeter (MLA) aboard the MESSENGER (MErcury Surface, Space ENvironment, Geochemistry, and Ranging) spacecraft and N